Complex sentences with conjunctions

Growing in confidence with making comments & reporting

One day Wananga

This Saturday I had fun at a one day Wananga, as part of my Level 2 Te Reo Māori paper. I have been able to advance my knowledge through this professional development.

In this activity we were divided into groups and each person had an opportunity to teach one sentence structure to the group. We were challenged to korero Māori throughout our explanation. At first I was nervous but soon I was able to grow in confidence and enjoyed the experience.

Making booklets for our Haerenga - Holiday plans

PB4L

Today we thought about how we could teach into positive behaviour in the playground. Tier 1 would be all students, Tier 2 selected students that need extra support, Tier 3 students with high needs.  This made me think about my language in the playground especially the importance of using positive teacher language " What is our expectation .... "

 

PTC sharing and networking

Today we had an opportunity to talk about how we are saving our evidence that we are are meeting the Practicing Teacher Criteria.  Some colleagues are using Evernote, My Portfolio, blogs or paper.

This is an example of sources of evidence that we could use for our PTC criteria.

One goal I would like to set for the coming weeks is to take a video of myself teaching.

Learn Create Share....

I am so excited about the blogs that students are creating in our school. I have been reading the blogs from other classes to see what has been happening in their classrooms.  I hope that by making comments students will see that their hard work has been appreciated, and hopefully develop positive relationships with students that I may not have interaction with in the usual school day.

Developing an effective Writing Program

On Friday 14 August I attended a Professional Learning Development day with Sheena Cameron held at Urenui Community Centre.

Sheena led us through an engaging, interactive and fun day.

    

We learnt about three lesson types.

Some key points that were important to me:


Modelling to students is important. Enforce points like "clever writers cross out and find a better word"

Adding detail symbols can be used to to make criteria of writing clear for students - have a checklist that lets the students know what you expect.

Keep criteria Visual, Memorable and Measurable.

Keep the criteria the same - change the motivation.

I liked the idea of setting partners for think-pair-discussion times.

Modelling how to use a planning sheet is important

Coding and more...

This week I attended at PLD event hosted by Noel Leeming. I had heard about Osmo before on Twitter, but it was exciting to get to have a play at the event.

The highlight of the event was learning about coding using Ozobot. Users take control of the Ozobot's movement by using colour codes. This is the starting point for teaching the basics of coding.

Osmo is a interactive system that allows you to work alongside an iPad.

Google Cardboard is a great way to view 3D videos.

3D printing

Effective Professional Learning Conversations (PLC)

Yesterday during our staff meeting we have a rich conversation about Effective Professional Conversations led by a staff member. As a staff we agreed that our conversations should be purposeful and should result in action taken to improve students learning and achievements. We thought about "What they are" and "What they are not". 

SAMR model

I use Twitter as an online learning environment, where I can keep up to date with new technologies, apps, websites while connecting with other NZ teachers. Today, I came across a post by @makerspaces.com, which has reminded me that the SAMR model is an effective design to refer to when planning to use iPads in the classroom. I am challenged to move from the substitution level to modification and redefinition. I think it is important to ask these questions consistently when planning learning activities.

An example of how I have used this model recently:

Students setting a learning goal.

At  the Substitution level, students could type up their goal and paste this into their books (using an iPad).

However,  at the Modification/Redefinition level, students recorded themselves in a video or Tellegami sharing their learning goal. They posted the video onto their blog, to share with parents, peers, teachers. Students are now able to comment on their own goal as they make progress in achieving it. In this way the technology has allowed for creation of a new task that was previously inconceivable.

Good teachers are not just well-oiled machines...

As I reflect on my first half of the year I am so excited to have chosen teaching as my career (even though I have qualified at 37 years old, some things are worth the wait).

"Good teachers are not just well-oiled machines. They are emotional, passionate beings who connect with their students and full their classes with pleasure, creativity, challenge and joy" (Hargreaves, 1998,  p. 835).

This quote resonates with me, because an effective teacher not only has an understanding of how to teach,  a knowledge of their students, an understanding of the curriculum and so much more... but it is an enthusiasm for teaching that brings the X-Factor to any classroom.  I know I am more passionate and excited to teach than I have ever been.

Rita Pierson (2013) expresses that"teaching and learning should bring joy" and that "every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best they can possibly be".

How can I champion my students to bring out the best in them?

• build relationships
• know my students (needs, interests)
• respect their cultural heritages, languages, customs
• have high expectations
• be organised for learning
• be relevant, authentic
• be flexible
• be committed to ongoing learning

Top 10 Reasons for Students to blog

Are we raising kids for now instead of yet?

Growth vs Fixed mindset (Carol Dweck)
http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en

Are we raising kids for now instead of "yet"?
Are we raising kids obsessed with A's?
Are we raising kids to dream big dreams?
How can we build the bridge to "yet"?
Praise wisely (their effort, their strategies, their focus, their perseverance, their improvement)


I agree with Carol Dweck that having a mindset that believes you are capable, you can learn and grow is essential for my students.

How can I put this into practise in my teaching?

• praise students wisely not on their talents but on their effort, improvement & progress
• notice students who appear to have a fixed mindset and start finding ways to change this 
• have a growth-mindset myself
• speak to colleagues about how they foster growth-mindsets

Reports for the first time !

Here's what:

Today I am starting to write reports for Room 13 (Literacy).

So what:

I am feeling nervous and excited to be reporting to parents/caregivers on their child's progress this year. I am planning on using OTJ's (Overall Teacher Judgement) from a variety of evidence to make my judgements. This includes classroom observations, results from Standarised tests (eAssTTle, schonell spelling, running records), anecdotal notes, draft writing and blog posts. In addition student's have taken some ownership of their learning by setting their own learning goal/s.

Now What:

Next step is parent/teacher/student conferences. I am feeling excited about being able to report to parents/caregivers, as I feel all the students in Room 13 have made significant progress this year. Parent interviews and conversations are important, and allow teacher, student and family to share information, celebrate achievements and to discuss next steps. 

Areas I feel I still need to develop:

• Including the students more in their learning goals
• Ensuring that the learning objectives are clear and unambiguous

Celebrating a great day !

This week we made an iMovie to record our response to a visit  from Reggie Dabbs, as part of The Revolution Tour, to our school last week. Dabbs came to speak to students about self-esteem and to promote anti-bullying in schools. The students were so inspired by Reggie Dabbs, that I thought we could do something to record the impact on us. I asked student's to write down a personal highlight on a sheet of white paper.

The celebration for me was that two students chose to write quotes, which we had discussed earlier in the year.  I was so proud of all the students of choosing a positive message, I think they are great role models ! It was just one of those moment when I felt so privileged to be able to teach these amazing students.

Here is our iMovie ...

IMG 0016 from Room 13 on Vimeo.

Measurement PD

Level	NZC		National Standards
Level 1	Compare Objects Directly Order & compare objects ·      Length ·      Area ·      Volume + capacity ·      Weight ·      Turn(angle) ·      Temperature ·      Time By direct comparison and/or counting whole numbers of units	1.	Compare objects directly
		2	Compare using self chosen units. ·      Learning in direct comparison ·      Learning A & B is the same as C
Level 2	Create and use appropriate units (standard) to measure.	3	Using standard Units to measure in whole numbers
		4	Measure using scales
Level 3	Using linear scales & metric units. Multiplicative thinking Standard units of measurement	5	Choose & use standard units of measurement. Time introduces To the nearest tenth.
		6	Use Arrays to find areas & volume ( Whole numbers)
Level 4	Using appropriate devices to measure length, area, weight etc Decimal numbers Perimeter and areas of irregular shapes	7	Making conversions. mm-cm-m-km Using whole numbes Regular shares ( squares)
		8	Making conversions Using decimals Introducing  irregular shapes eg. area & perimeter of triangle

Sharing my Whakapapa

Here's what:

I have been learning about Whakapapa at my Level 2 Te Reo paper with Te Wānanga o Aotearoa.

So what:

Tonight I took the opportunity to share my personal Whakapapa with my class. My whakapapa talks about my grandparents on my mother (Jill Biggs) side and my father (Douglas Biggs) side. I say that my grandparents were born in Āwerika ki te Tonga (South Africa).  I talk about my bother and sister, and that I am the oldest sibling, while my brother is the youngest sibling.

Here is a recording of me sharing my whakapapa in class tonight:

So what:
I am proud of myself for standing up and speaking in front of my class. I think this has given my valuable insight into how it may make my students feel when they are asked to speak in a second language in front of others. I felt nervous that my pronunciation was not correct but the encouragement from my teacher changed this anxiety to a feeling of accomplishment.  I hope to do the same for my students.

First 2 weeks using iPads...

It has been an exciting start to Term 2 as the school has embraced the introduction of iPads. Further to my first post on setting up the iPads. We have now installed a few apps, using Meraki, which has been brilliant! It is so easy to assign apps to each device and then install the apps on the iPads.

In addition, we have started a Wednesday morning coffee group before school at 8am for staff to practise using the apps and to share ideas. I am really enjoying sharing what I have learnt about iPads, apps, Google Drive etc and learning from my colleagues. At this stage we are sharing 14 iPads between the classes. The first issue we encountered was how were we going to save students work? The solution at this stage is that students will use the Google Drive app to achieve this.

Students are able to sign into the app and instantly add photos, videos, documents.Once this has been done, students sign out of Google Drive once they are finished with the iPad. Students are then able to view these pictures and videos at home, school, anywhere where they can log into the google account.

To upload photos or videos that are already stored on your device:

1. Open the Drive app.
2. In the top right, touch the + button.
3. Select Upload Photos or Videos.
4. Touch one or more photos or videos in your camera roll to upload it to Drive.

Issue:
How do we add these videos to blogs?
I have created a short video to explain how I think we can do this...

Collaborative Writing

Here's what:
As I was looking though Pt England School blogs, to keep up to date with what other schools are doing with their blogs. I came across their teacher learning space and the following presentation that caught my attention:
Using Google docs as a modelling book for writing


So What:
I was excited to learn about Etherpad a web-based programme that can be used for collaborative writing in the classroom. A highlight for me was that Jill was able to "provide step by step guidance about what to write and how to make it impact on the reader" while at the same time she was able to model at each step.

http://www.vln.school.nz/pages/view/705815/recipe-for-writing-with-etherpad




Etherpad

Now what:
I would like to try using Etherpad for writing this term in the classroom.  It might work better if I started with a smaller group of 4 - 5 students before moving onto a bigger group/whole class.
In addition a programme like Etherpad could be used in staff meetings, or to work collaboratively with colleagues.

Never Give Up on your Dreams

On Friday 17th April 2015 I got to celebrate my graduation from a Bachelor of Teaching Degree.  It was an emotional day as a recalled the challenges of the past three years. The many days I sat secluded working on assignments, all seemed a distant memory now. Was it all worth it?

There is no doubt in my mind having this qualification behind me which has enabled me to teach, is  a significant milestone in my life. A dream I had for more the a decade, was now in my reach. The pleasure of being a teacher is greater than I could have expected. It is a priviledge to champion students, believing the absolute best in them and for them. I love being part of their journey. 

Thanks...

There are so many people who have and continue to support and encourage me. There are no words for the love I have for you.

To my amazing husband Simon and sons Brett & Ross, we did it ! 

Flowers & Card from the staff & students at Manukorihi Intermediate School

Setting up iPads

Setting up 14 new iPads in my school has been one of the most exciting and challenging opportunities I have had in my first term of teaching. I can say the excitement has outweighed any learning opportunities along the way :-)

I look forward to how this journey will develop over time. At this stage the 14 new iPads that have been set up and will be managed with Meraki. My next step is to purchase app's which will be pushed out the the iPads.

The Process:

Justine Driver's blog : Setting up iPads & Meraki

I followed Justine's blog instructions, especially the "Next Time" advice. These instructions were crucial in the successful implementation of the VPP account and Meraki. I would have been so lost with out this information. Thank you Justine for recording your experiences for others to use and learn from.

VLN: Volume Purchasing Information

I was reassured to read posts in the Virtual Learning Network from colleagues who have had been through this process in the school and could offer advice and tips. 

Allanah King : Initial iPad Setup 

Allanah's site has tutorials, printable pdf's so show how to use an app and embed it in your blog, app suggestions as so much more.

A special thanks to Scott Walden & Raylene Hunt !!

My learning:

1. Taking time to read and find information before jumping into any project like this is invaluable and will save time and frustration in the long run.
2. I found that installing Meraki directly to each iPad using https://m.meraki.com/mdm/ , entering your school's Network Id was the quickest way to invite each iPad onto Meraki.
3. Factor in time over and above the VPP & Meraki management to set up each iPad from new.
4. I have actively contributed to my own professional learning, at the same time my enthusiasm in setting up the iPads will hopefully benefit the teachers and students in my school.

Teaching inquiry - Explanation Writing

Here's what:
I am halfway through my first term of teaching a Literacy Unit on Explanation writing.

So what:
Questions I am asking myself  ...
Am I providing opportunities for all students to learn in this new context?
Is there something I need to change ?
What are the next steps for learning?
I developed this Popplet mind-map of my thinking..




Now What:
After speaking to colleagues about my thoughts and questions I have realised that I am placing a large emphasis on using assessment to focus my teaching. And while this is good teaching practice I also need to allow students the opportunities to write and to learn from their own writing.

I can support my learners by :

Modelling - As I write, I want you to think about whether I am making my intended writing purpose clear?
Feedback -
Are you thinking about the key sounds or the spelling pattern of that word as you write it down.
(p.157)
Ministry of Education. Effective Literacy Practice in Years 5 to 8. 2006: Learning Media Limited.

Overnight stay at Owae Marae

Here's what:
This week I got to be part of an overnight stay at Owae Marae with the whole school.

So what:
I was not obliged to be part of the Marae stay, but I wanted to be part of this special event in the school life for a few reasons...
1. Learn more about the local Marae, tikanga and traditions.
2. Develop relationships with colleagues, students and whānau.

Now what:
I feel that this stay was significant in my developing knowledge of Māori tikanga. I felt that my involvement in the activities, kitchen,  relationships with students, colleagues and whānau showed my respect for the Māori heritage, language and culture.