How can we promote thinking
Inspire You:
What's going on for learners and how do we know
The only way we learn is when we are being challenged
Use current research - failure to do so is the equilavent of malpractice
Sarah: Teacher Only Day
Keynote Speaker: Heather Bell - Spirals of Inquiry. Types of data. Making it work for you.
- Scanning (Gathering information)
- Focusing (what is the problem?)
- Developing a hunch (why we think something is happening)
- Learning
- How do we know?
- Taking action
- Checking
Whats is going on for learners?
How do we know?
- Learner agency
- Collective professional agency
- Grounded in emerging knowledge/research
- Focused on changing
Learner Agency:
- Self Regulation
- Awareness of responsibility
- NOT teacher directed!!
- Student voice
Collective Professional Agency:
- Developing collective professional agency
- It is a collective inquiry process that matters
Grounded in Emerging Research:
- 7 principles of learning
Inquiry of Change:
- Important that key areas like the arts, physical activity, empathy and resilience are not missed
Data:
Qualitative vs Quantitative:
Quantitative: Is what we can measure. It is measurable data with a number that you can compare across the country e.g. IKANS
Qualitative is “fluffy data” . Not measurable but is rich data and tells us what learning is going on.
Observations:
Teacher observation provides a valuable source of information about learners.
John Hattie’s 9 Mind Frames - google
Feedback - generating as a group/class community
Important to create a safe environment when giving feedback
Focus on the positives
Scanning
- Evidence seeking mindset
- Wide perspective on learning
- Finding out what is happening for all learners from their perspectives
Focusing:
- Identifies a common area many people can buy into
- let the data lead us
Developing a Hunch:
- Not necessarily grounded in fact!!!
- Checking our assumptions for accuracy before moving ahead
New Learning:
- Spirals of Inquiry DEMANDS new learning!
- “Ignoring the current research evidence on what makes a difference to learners and to learning is the educational equivalent of malpractice!”
Taking Action:
- Taking action is a “team sport.”
- Learning from and with each other.
- Talk move lessons (Pinterest)
Challenges:
- Dealing with the Fear Factor
- You have control over what is videoed and what piece you show to the group.
- What goes in the group stays in the group.
- Focus on the lesson not on what you look like
Checking:
- Have we made enough of a difference?
- What is going on for learners and how do we know?
- Use the same assessments to compare beginning and end.
step up and do it Jess
Asking Questions Workshop Notes
Thinking is…’Asking questions in your head.”
The shift is giving your children the license to ask the questions...and then giving them the license to answer (inquiry) the answer. This will also increase the engagement.
A 3 year old asks 50% of the questions at home. At school, they then become the answer givers.
CELEBRATE questions.
What do you do/how do you respond when a question is asked in the question.
The Wondering Wall needs to be more than wallpaper. To be successful these questions actually need to have time to be answered.
Limit children’s search when inquiry by.. Say you wanted to research “Treefrogs” Use speech marks to limit results, then add in an extra detail if you need to “New Zealand Tree frogs” limits the search down to just 9.
What to do with those kids who ask those random questions in learning.
What was your thought process, what steps did you take to get you onto that thinking.
Trevor Bond - http://edtalks.org/speaker-videos/Trevor%20Bond
Questioning Waka - there is an email address if you can’t get it clearly.
Asking good questions -http://question-skills.wikispaces.com/Good+Questions
Session one Effective Videoing- Video Workshop
Heather Bell
- use it, practice so that children find it the norm
- feedback from children
- right tools and device
- just need to show 2 minutes- snap of the data
- the correct thinking
- make your own youtube account- private channel. From this you can share the link with those you want.
- On your private account: Vidoes of you
- Videos of you need to be private but you will have to allow others to view it.
- Private on youtube: only the people you accept can view it
- unlisted on youtube: can’t search but can view if have the link or on the blog.
- video notes- google drive--------New--------more---------VideoNot.es (You will have to connect the app to the drive)
- This app makes notes linking to the video. The notes syncs to the time so that you don’t have to find where the note links into the video.
- Youtube can edit videos and upload straight to youtube
- doesn’t matter what tool you are using just as long as you are comfortable in using that tool to video yourself.
Blogging and Explain everything
- Rewindable learning
- Children could take modelling book away and use explain everything alongside
- Can use for home learning e.g. multiplication grid
- Can be used as a task share children their learning goals and next steps.
- Can have a lesson already planned on explain everything- different ipads per groups
Heather Bell - Effective Videoing
- Use Youtube Capture App/Program
- Check settings so that it only uploads on wireless and not your personal spark account data
- Privacy Settings - public, unlisted or private
- Use unlisted on class blogs so that parents can see it.
- Making qualitative evidence quantitative
Lorraine Williamson - STEM
- Opunake School - MOA Cluster
What is STEM?
- See blowminds.org - video
- In New Zealand it’s called “Curious Minds.”
- Moore’s Law and Implications for Schools
Evernote
Use for tagging for Teachers Criteria - making notes of professional development and evidence of achieving the criteria quickly. Link to Google Docs using Evernote Web Clipper and then Sync.
Coding
You tube - makeymakey banana
Aliexpress to buy makeymakey kits. $20.00 - buy some!!
explore makey-makey on YouTube. Your boys will love this!!!!!
Genius Hour (similar to passion projects)
Start off with Pep talk by Kid President (YouTube)
1 hour a week 20% learning time
Learning to learn and enjoying the learning! No need to assess or mark.
Students pursue learning on their terms
No specific structure
The aim is to solve a problem and serve an audience
Students need a learning goal and a performance goal.
Fits into all areas of the key competencies and values of excellence, innovation, inquiry, curiosity, community and participation.
Student driven but still needs to be meaningful.
Planning phase
Step 1: Process - the wondering process
Step 2: pitch it. Shark tank style
Step 3: hard yards. Action. Make it happen. (If pitch is successful) Make and create!
Step 4: Celebrate and Share - share with a wider audience (class, school and or/local community)
3D Printing in the Classroom
Discovery time in the Juniors - the Sonia Rova way
Amazing presenter
A must see for all teachers!
Motivating and inspiring.
Discovery is a must!!
Google Docs
Under tools:
Refine
Pictures
Voice typingg
Research
Planning
In google slides
Photos on phone- automatic to drive
Screen Castify - records it for the children
3D Printing in the Classroom
Learning How:
Using websites like https://www.thingiverse.com/ to hunt down ideas, see what is available and do-able!
Playing on Tinkercad https://www.tinkercad.com/dashboard/
and Tinkerplay (ipad) to design own objects for printing. You can also download an object from thingiverse into tinkercad to personalise.
Applying New Knowledge to classroom activities:
Bringing the 3d printer into everyday activities so that is not an add-on or an unused piece of machinery in your classroom but another tool that is used daily.
- Methanex Math or science projects
- Independent Math activity (Can Do) the design/test/evaluate /redesign is all of good math problem solving and planning in 3d.
Authentic Context:
Finding an authentic context for the kids, should come from the kids daily findings and learning.
Example: Blake’s go-pro
Example: Brodies half pipe
25/02/16
Martin Hughes
Smarter not harder
- daily pressures of current practice are like weeds in your garden-they take over
- people don’t resist change they resist loss
- Finding, sharing collecting contributing playing remixing anytime anywhere fast
- Ted Talk -How schools kills creativity
- Schools have 3 form of very valuable resource- time -money- good will/motivation
- ICT can grow resources or burn them out
- Thinking is the most important KC it underpins all others. Thinking is speaking with your mouth shut.
- The digital disruption has already happened
Some challenges teachers face:
Teacher sometimes find it hard to plan, collaborate and co construct
to use Ict,
to find stuff\challenged by variation in location, device.
Some challenges students face
it sometimes encourages behaviours we don’t want
hard to access at school
easy to access at home.
Kevin Honeycutt - check him out (youtube)
SAMR the SAMR model for technology integration
Substitution
Augmentation
Modification
Redefinition
Martins 3 fav teaching strategies:
- differentiation
- feedback
- framing/scaffolding
Use our resources/technology effectively!
NITS Cross Cluster Team meetings Y5-6
Participants
Toko: Maree Stark
Ngaere: Jenny Dymond
Stratford: Geoff Dingle
Inglewood:Jules Monckton
Principal: Kim Waite
Survey Please complete this survey now
Group sessions with teachers Wednesday and Thursday
Part one
Intro to SoI
4 key differences:
- Shift from student voice to developing learner agency
- Develop collective professional agency
- Grounded in emerging knowledge from learning sciences
- Focused on changing the experience of learners
2 Key questions:
- what’s going on for learners?
- how do we know?
Look at the diagram and talk through the phases briefly.
Part two
Phase One - Scanning
- complete the survey monkey - baseline data
- Data: look at the data they have found in their schools. Qual or Quant? What’s the difference? How do they add to the picture? What’s useful and why?
What’s going on for learners?
How do we know?
“It is important to avoid restricting the scanning process to areas for which evidence is already available. The scan needs to be wide enough so that key areas – like the arts, physical activity, empathy, resilience and social-emotional learning – do not get missed.” (p7)
“Teacher observation provides a valuable source of information about learners. Just watching how young people interact on the playground or in a learning commons setting; how they participate in a fun run, approach a new challenge or welcome new students to their class; can tell us a lot about their emotional connectedness, their physical fitness and maybe even their resilience. Being systematic as a team in observing learners in a range of situations can provide invaluable information during this part of the process.” p7)
Look at some of the comments from the survey monkey - what are the trends showing here?
Look at some of the videos. What is being shown here?
- What are some of the issues that have been identified?
Rules:
Positive environment
Safe environment
Pick up on positives
slow down if necessary
Quantitative means I can measure it !!! Black and white not subjective.
Qualitative means subjective/gut feeling/teacher judgement (moderate our teacher judgement)
This process will use mainly qualitative data via the use of self videoing.
You don’t learn unless someone challenges your thinking!
Use youtube capture to export videos from ipad to youtube.
Make sure you video in landscape mode.
youtube Assessment of Teaching and Learning Classroom observation - start 1 min in.
Video:
Before set the criteria first.
Video audience expectations laid out.
What do you want us to look at (goal).
After watching video look at positives and write down.
Focus on strategies to help with teacher's goal.
Strategies they can use the next day.
Geoff’s video and our responses
what we saw that was great and then what suggestions we had for Geoff around using wait time
Look at the key themes and recommendations
Collective response to the data
You are in charge of what part of the video you want to share. This will put the teacher in charge of what they want to share. Empowering the teacher.
Inquiry question and then a reason why.
Whats going on for our learners and how do we know
Make the inquiry as part of a regular team / staff meeting separate to the main staff meeting.
Before we get together again in Term Two we need to have collected data around scanning and a video of us in action.
Next date is 31st May 8:30am
26/8/15 -Notes from today session - TW
BLOGS
Using videos on own blogs to show evidence of learning - explain everything, videos using you tube capture on ipads or a combination of both.
TEAMS to do:
1. on Class pages set up multi pages with exemplars and standards for math, writing and reading for kids to refer to.
2. Add exemplars that we have been doing with the class onto our blogs and keep updating with level 4 work (highlighted)
3. Have blog sessions regularly in class with a particular focus on ; layout, colour width and template, appropriate backgrounds, spacing - visual language!
4.Structure around commenting to ensure everyone is commenting
e.g. blog groups in class. Specific tasks to upload or do on blogs during the blog times.
5. video speeches on you tube capture
https://www.youtube.com/watch?v=A-kd6FaxKx4 brown brothers speech to upload for comments and feed back
Learning evidence for RTC
- Video modelling sessions and load on explain everything and set some examples for them to record and do as evidence and upload to blog.
- create a you tube channel for your class StratffordMrsW
- Use research in tools to create iwork for e.g. reading groups, or writing groups to extend etc.on google docs
Gafe - google apps for edu - yes we are a gafe school!
google classroom is free but is the step down from dashboard
17th of June
- Discussion around progress since last session
- Year 7 and 8 -all kids to have blogs
- add writing matrix to separate page on class blog - done
- add exemplars - started
- teach explicitly feedback forward in class in writing time - 2 positives and a next steps
- Year 5 and 6 - Problems with email addresses and only one child can comment on the blog at once- not effective.With the new e-mail address for students to be an author only one student can access it at a time. Other students need to write comments on google doc and then cut and paste onto blogs latter.
- Year 3 and 4 - all classes have blogs now. Explicit teaching around how to feed back happening in classes. Jess has uploaded videos but is having some trouble around this (need to use vimeo). We are going to link google doc around writing rubric to blog site. Children (boys who are below) are wanting their work added to the class blogs.
- Heather recommended having videos stored in cloud (either Vimeo or Youtube) in a private account and also downloading ‘Flick’ on iPads. This app allowing you to move photos between devices that are on the same network.
- Print work from blogs for evidence.
- All teams need to be teaching explicitly how to give great feedback. Learning rubrics need to be on blog so that children can refer to these.
- Blogs enable us to look at the different writing examples from across the teams to use as exemplars.
- Kerry reminded us that we need to be providing good examples of what ‘AT’ looks like for each year level so that the children know what the expectations are.
- Keep a very close tight reign on commenting on other schools blogs at this stage. At this stage select one piece from another school on work on it as a class lesson. Tracy can’t see the comments that her children are sending out to Toko school.
- Heather is pleased with the teaching that is happening around blogging. Question - is it evident in planning how we are using the blog to support learning? How is the work the children are doing informing teachers next steps/learning steps?
- School Librarian now has a blog
- Apiti School -
- E.L.P.F - online tool
- Developing exemplars
Exemplars
Start this with an exemplar that’s at MET. Expand this as you get time and need.
The Selenite Cave
R5 for vocab because using phrases and words to add information and to explain. Magma came rocketing out of the ground.
Using humour/ personal voice - minors minding their own business
I bet you wish you were the one who discovered this masterpiece
Ideas
R4
because he has great ideas
elaborates on some ideas
one or two really great elaborations or explanations
has written how the magma works
Structure and language
R4
has a conclusion
intro is weak
in info report, there is no personal voice
must be in present tense and this isn’t
26/5/15
Intentions:
To use the blogging as a tool for feedback and feed forward for children’s learning.
What is it we want to achieve from blogging at SPS?
Vision: Learning Goal: For students to learn from and with each other by sharing and engaging with each other and the wider community. The blogs will be integrated into the everyday classroom programmes eg reading rotation
Integrating this into inquiry to shift student engagement and attitude in writing
Resources
- matrices reading, writing maths (sharing what we have already got between syndicates).
- Buddy class YR 7-8 with Yr 3-4 to copy writing to blog and give commenting
- bneed blogging skills
- teaching effective commenting look at other successful blogs
- -steven graham LGs and SS-pick out 5 main things
What do we need:
- exemplars-
- common approaches
- deliberate acts of teaching on how to comment
- student centred and driven
- need blogger pages to be linked to webpage- see Lynn
- - 2 positives and a next step(needs to be changed)
- have to have name, school and Year level
Actions to take:
-every child to have a copy of easttle matrices in book Year 3-8 and visible in the classrooms
- writing to happen across curriculum where possible
- Speeches to get feedback on blogger
- kids can do videos to show how we use what strategy we have learnt today
- on youtube or nimeo you can categorise videos so they are easier to find
- integrate
- assessment can be of the feedback
Team Level
Tracy- We want the kids to get feedback from their writing and to give feedback- shift literacy ability by being engaged by other writing - collaborate with other classes at sps and toko/ ngaire /inglewood. Going to upload the writing matrix to the main page for kids to access next steps. I am going to add a reading rotation activity - reading and commenting on 3 blogs. Give time to update blogs. Share the learning goals across the team and have all year 7&8 classes begin the process - getting blogs started in all other classes and adding writing with those learning goals.
to do:
all kids to have blogs
add writing matrix to separate page on class blog - done
add exemplars - started
teach explicitly feedback forward in class in writing time - 2 positives and a next steps
add a reading rotation that includes them reading and commenting on 3 other blogs - tracy yes
ensure all writing has learning goals attached. - working on it
buddy with our year 3&4 classes to become tech angels - not yet
add email to blog pages so alerts can go straight to parents.
Geoff- each class has a goal- kids can put work and get feedback- what is the goal? Children sharing their learning and getting feedback? Children at centre of learning and driving the process building up leadership and skill. Posting on blogs with writing as our focus. Upload writing matrix. Get students work on blog.
Janine- the goal is to share learning- share strategies for maths using video- communicating learning to a wider audience and get feedback. kids learning from and with others.
To Do:
- Posting on blogs - teach about effective feedback and feed forward when commenting on children’s work
- upload learning videos
- matrixes for writing and maths
- tech angels with Y7/8 and Y3/4
- feedback buddies from Y7/8
- sharing successes at team/staff meetings
Community engaged- parent interviews, share writing matrix with parents as one of the pages in the blog
Year 5-6 to do list:
Add all students as authors.
Follow all class blogs.
Teach students to comment using the LG on writing to give two positive comments and one next step.
Use as a reading rotation following other classes and their own.
Identify writers who are ready to create own blog.
Year 1-2 to do list:
- Welcome post to each classroom blog
- Welcome to the junior school (sandpit, staff photo’s)
- Discovery post
Share success at staff meeting and or team meeting
Strategy
Staff meeting 26/5/15
Build a blog and manage it - teachers
- create blog - jason
- why we are here, Intentions: To use the blogging as a tool for feedback and feed forward for children’s learning.
3. what we are doing this for - so that the children can collaborate on each
4. others blogs to learn. E.g.
5. log on
6. google blogger
7. add new
8. use room3spskiwi.blogspot.com format
9. settings: authors / admin / posts/ comments - tracy
10. layout - geoff
11. gadgets - following - karen
12. break off into teams
13. do one post - l.g. attached if writing etc
14. do one comment - using two positive and one next steps format
To do list In Teams by 17/6/15
Create exemplars at all levels at school in our teams.
PB4L blog - driven by kids - school captains and councillors.
Explore other school Blogs - see what they are doing - Opunake
10-15 minutes of every team meeting talk about blogs etc
Begin posting and commenting on each others blogs
PB4L
Vision- For students to learn from and with each other by sharing and engaging with each other and the wider community sharing positive behaviour. Developing PB4L skills.
Resources-
Skills - blogging
Incentives - be able to engage collaboratively and learn as part of an ongoing group. To give them the opportunity to join in on other children’s learning.
Long Term Action plan
- make a signature for emails that has facebook, school website, class blog etc
- make a PB4L blog first - done
- Copy David’s blurb from newsletter into PB4L blog- done
- School Councillors to blog success in the playground, and say how nice it is to see people sharing (put value here) . roster them on!!
- Reflections from students about the success they had with a problem or positive behaviour coming from an event.. to do next?
- Lyn to put up links to blogs on webpage - done
- share elpf survey
Y 5-6 Spiral of Inquiry
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