Using EDPuzzle to create a flipped learning lessons

This week we learnt more about flipped learning. I was really excited to experiment with Edpuzzle. Edpuzzle enables you to edit YouTube videos by cutting them, adding questions or comments. This would be such a great tool to use and I am definitely planning on using it next year.

What Stuck with me: tonight we discussed how a video like the one we created could be used as homework. Instead of giving students homework following on from what they have already learnt, you could give them a video to watch and front load them with the information needed for a class discussion later in the week.

Growth Mindset - Creating Stop Motion video

Dweck (2006) descried two different views of intelligence. The previous view is that there is a fixed intelligence that can be measured using an IQ Test. No matter how much you learn, or how hard you work, your intelligence stays the same. Her view of intelligence is that  the brain is malleable: it is like a muscle that can get stronger and work better as you learn and stretch yourself. Over time, you can get smarter. This leads to two contrasting views of mindset, fixed and growth.

We created a stop motion to express our critical thinking towards growth mindset.

People with a Growth Mindset believe that their intelligence, and abilities can be developed and grow. Through hard work, dedication and time, people can learn new talents, learn new things and become more intelligent. Teaching a growth mindset encourages learning, develops relationships and self efficacy. The brain is malleable, it can grow, stretch and expand. The harder you work, the more you can learn.

21st Century Learner - Colloboration

Tonight at our MindLab course we explored and discussed Collaboration vs Co-operation. I had never thought about the distinction between the two activities. So I engaged in some reading to support my understanding further.

ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research

I have learnt that Collaboration is so much more than just students completing a task together.  Students working collaboratively will be

• Working together
• Share Responsibility fairly
• make substantive decisions together
• work is interdependent

I look forward to thinking about this more over the next few weeks, about how I can change my pedagogy and classroom teaching activities to be more collaborative.

First Night at MindLab .. brainstorming sessions

Inquiry learning observation

Today I observed Room 10 in action. I saw students engaged I their
learning, which was exciting! I was encouraged to see students leading
the workshops and I hope to be able to implement in my classes soon.

One take away - I liked how Tiaki had examples in plastic sheets for
students so I have started making my own.

Algebra .....

After analysing assessment information from Term 3 I have identified some ongoing needs for the students in my class. One area of need for mathematics has been identified as spatial patterns, equals sign (algebra).

This has lead me to critically examine my own pedagogy and I realise this is an area in my teaching that needs improvement. Therefore to "fill the gap" in my students learning and accelerate I have made it a priority to engage in conversations with expert teachers in my school, NZ Maths and professional readings to support my teaching.

Here's what I have learnt :

• Start with small steps - students look at patterns, decide what is happening in the patterns lead students to find a way to records their thinking (tables) before trying to decide on a rule for the pattern. 

• "When students problem solve and use a table with geometric pattern tasks, they are taking the first step into the world of functional thinking"  (Friel S.N., Markworth K.A., 2009)

http://mjmorneau.pbworks.com/f/Framework+for+Analyzing+Geometric+Article.pdf

• Friel & Markworth describe the phases of problem-solving of geometric patterns

• Thinking the row number, sequence number as the stage number (n) and the total number of blocks as (t)

Collaborative Planning

Acceleration Market Space Discussions

In our staff meeting we had the opportunity of presenting/ facilitating a table of discussion around acceleration. I choose to participate and show leadership by preparing a discussion around "relevant learning tasks". We had rich discussions in our group about the understandings about the terms "authentic" and "relevant". Here is the google slide with some of our responses. I my opinion this is a discussion that we will continue to have as we work towards acceleration all our students, and enable ākonga to make connections between their prior experiences and learning and their current learning activities

Orchestrating Mathematical Discussion

Anticipation:

Before giving an activity, to antiquate all the answers the students may give.

Really good to do this collaborative planning.

Clear learning intention. To know what you are looking for. 

Monitoring: 

Monitoring sheet of differently levels students could achieve.

What you anticipate can become your monitoring

Questions are key. If you see level 2 working out, you could ask some questions that could allow student to try a higher up strategy.

Selecting:

Select students to share their work, choose students who have achieved the goals you aimed to achieve. Teacher can choose which answers/strategies to share with class.

Sequencing:

Going over a various responses.

"By making purpose-ful choices about the order in which students’ work is shared, teachers can maximize the chances that their mathematical goals for the discussion will be achieved. For example, the teacher might want to have a student present the strategy used by the majority before one that only a few students used" (Mathematical Teaching in the Middle School)

Connecting:

Connecting the Key ideas. 

Deci-pipes

Accelerated learning in mathematics

Here's What:
On my journey for inquiring into accelerated learning to support achievement in mathematics . I have found that I am constantly reflecting on my teaching practise and looking for ways to effectively teach my students.   From my recent observations in class some students have not moved beyond using repeated addition for solving multiplication and division problems.

So What:
To help me understand how I can better support these students,  I read an article from the NZ Maths website.

Some highlights for me was a reminder of the key principles for effective teaching in mathematics. 

1. An ethic of care 

2. Arranging for learning 

3. Building on students’ thinking 

4. Worthwhile mathematical tasks 

5. Making connections 

6. Assessment for learning 

7. Mathematical communication 

8. Mathematical language 

9. Tools and representations 

10. Teacher knowledge

• Practical examples for teaching arrays to solve multiplication and division problems
• Addressing barriers such as lack of confidence which could lead to creating visual flow charts with new facts to be learned
• Revisit inverse nature of mult/div and to reinforce that division equations can be found using known multuplication equations.

Now What:

I found that the deliberate acts of teaching suggested in this reading would be beneficial for the students in my maths club group. So I plan to go through the steps suggested next week. 

First Aid course

Today we participated in a First Aid Course. Our focus was on CPR and using the AED (external defibrillator)

Check for breathing (10seconds)

Open airways

Start CPR - 30/2 ... Children one hand, infants 2 fingers

Press 1/3 distance of chest.

If the patient vomits , turn to side (recovery position) 

If using AED... Remember to keep everyone clear when shocking. 

Moderation of measurement

Today we spent some time in our staff meeting working together to moderate some mathematics samples. We had rich discussions about the strategies that students were using.

Maths Club .... activating prior knowledge

Working with target students at maths club today, we had a brainstorm about all that we knew about geometry, shapes, angles.  The goal of the lesson was to introduce vocabulary will activating prior knowledge,  to stimulate thinking and scaffold critical missing missing pieces of knowledge.

Literacy : comparing level 3 and 4 of NZC (Listening Reading Viewing)

Today in our team meetings we had a discussion about the differences between Level 3 and Level 4 of the NZC (Listening Reading Viewing strand)

Our thoughts ..

Level 3 - From purposes/audiences to Structure: show developing….developing understanding...Level 4 shows an increasing. Understanding…

• Importance of being able to see the difference of developing and increasing.
• Examples:  When reading a student at level 3 may refer to images/diagrams to support their reading. Whereas a student level 4  would be referring back to these images/diagrams to increase their understanding of the text eg. Water Bottle Rockets, students would be looking at diagrams or videos together with text to help them understand what they are reading.
• When reading a text/viewing images at level 3 uses their prior knowledge (text to text, text to self, text to world to help make meaning.  Whereas Level 4 students are using their knowledge to help understand more complex ideas.

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Visit to Room 7... exploring geometry...

This week I visited Room 7 with observe Sally teaching Geometry.  I thought that the idea of using Kadinsky Art as an exciting context for geometry would be a great for my class.  Using the image below the lesson was to :

Encourage students to examine the picture and discuss with their group and record what maths they can see ( ie …circles, angles, perpendicular lines etc)

-        Students can also complete a personal response to the painting too

-        Explore the maths language that can be used to describe 2D shapes, lines and angles. Teach the students about the different names that can be used to describe a square ( polygon, cuboid, square, parallelogram , quadrilateral, etc), circle etc.

-        Teach the different angles / combinations of lines  and then repeat the art response with a different picture

-        Using plastic cut out shapes have the students design their own Kandinsky inspired art work, with an explanation of the  maths used to create it. 

Now What:

I am looking forward to teaching geometry next week, and I will be using this lesson and adapting it to the learning needs of the students in my classroom.

Some key learning that has happened for me and that will benefit my students is that:

This lesson will activate students prior knowledge, and an opportunity to re-visit previous learning

I have a better understanding of the vocabulary needed to teach geometry. I am planning of giving students TIP sheets with the basic geometric shapes.

*** An idea - students could sort angles according to similarities and differences (Suzy Pepper Collins)

Maths Long Term Planning with Julia Tong

Some of the ideas we collaboratively shared about the mathematics that could be related to the Olympic games. 

My learning today:

Julia - encouraged us to get students to estimate. If you walk 10m in 5.34 seconds. Estimate how long it will take you to walk 20m  or 100m.

Ask students how they worked that out.

Science collaborative planning

With a Science Fair ahead we have planned for integrated learning opportunities this term. In addition I have enjoyed planning literacy learning/tasks collaboratively with colleagues. We are supporting each other with resources, plans and ideas. As we think of learning tasks that are authentic and enraging for our students we have chosen a variety of learning opportunities.

Literacy Circles

Today we had the pleasure of a visit from some amazing students in Room 8. They came to show us the different roles of Literacy Circles. We look forward to putting these new skills into practise tomorrow.

I was able to observe students and a colleague teaching/modelling the Literacy Circles. Thereby actively engaging in respectful relationships with students, peers and colleagues.  At the same time initiating learning opportunities to advance my professional knowledge and skills. 

The Illustrator draws their own interpretation of a section of the text.

Students commented that the enjoyed working with their peers and learning from each other.

The Word Master selects key vocabulary from the text.

Gafesummit 2016

Here's what:
I attended a 2 day GAFE (Google Apps for Education) summit in Wellington in the holidays.

So What:

Professional learning development included:

• Practical skills to use Google Classroom
• Skills to teach and use coding using Google CS
• Genius hour
• Effective use of slides, forms
• Breakout Edu - challenging games
• Use of Cinematography/Digital Storytelling
• Using Google for administration in schools
• Google extensions - Bit Moji

What stuck with me was a clear message by the key note speakers that encouraged us as teachers to enable students to think of using technology for a message beyond an audience of one. And to think about how a video, blog, podcast by a student/s could impact their community and beyond. 

Now What:

I want to think about ways in which I can enable my student to use technology Responsibility and how they can have their "Voice" or story impact others.

I plan to use google docs, drive, forms, slides more effectively in the classroom.

A celebration

The moment when students write "Wow" sentences when you've been teaching this all term ... and this one time you didn't ask them to 😊😀

Ideas to support acceleration

This week I have gathered a range of maths activities, games with resources for an identified target group on my class.  I am hoping that these students will be able to enjoy these activities in the holidays. Next term I will be running an after school maths club with a focused time of 45mins. This initiative has come from the key ideas from "Jump-starting students who are behind" by Suzy Pepper Collins. 

Fractions .... group work

In this video students have recorded their learning of converting fractions to decimals, and percentages. This was another example of accelerated learning in my class, with mixed ability grouping. It was exciting lesson, as again students all worked at achieving the mathematics at the required standard.
  

Acceleration....

Here's What:
Last week I decided to base my mathematics teaching around the acceleration strategy that we had learnt about in our recent professional development.

The keys from our reading "Jump-starting students who are behind" by Suzy Pepper Collins was to 

• make learning experiences relevant (real-world relevance)
• rich vocabulary experiences
• hands on experiences

The learning in the classroom is fractions, decimals and percentages in every day life focusing on students being able to use a range of additive and multiplicative strategies with whole numbers, fractions, decimals and percentages.

I attempted to achieve this by creating a learning experience where students could use the current Warehouse mailer to go shopping for easter eggs for their family, and buy something for themselves with a budget of $120. What fraction of the money would they spend on themselves? What fraction of the money would they spend on easter eggs?

So What?

As a teacher I enjoyed teaching/guiding students in this lesson. I was thrilled to hear rich mathematical conversations among students. The barriers of grouping and ability was removed and all students engaged in the learning.

Have a look at our blog, to see first hand students enjoying the relevant, hands-on learning experiences ...      Room 13 - Easter Challenge

Now What?
I would like to implement more learning this way. As identified in assessment data, the students in my class need the most support in learning Addition/Subtraction.
I wonder how I can incorporate this learning in a relevant context for my students??

Accelaration : Jump-Starting Students who are behind

Acceleration : Chapter 1 by Suzy Pepper Collins

Coffee & Blogging

Another great start to the year with our staff coffee & blogging. We meet on Wednesdays at 8 am for a techie time for learning skills to use our blogs more effectively.

Sam's journey ...

A week later and Sam is already making significant progress with his iPad. One of the most exciting changes is that the iPad is enabling Sam to become part of the class learning. 

This week he has accomplished the following:-

Creating images using PicCollage to record the day of the week, and the weather for the day.  In the future we are hoping to collate these images into an iBook (with support of his teacher aide).

Using Write About App, Sam has produced some independent writing. In addition he completed a short piece of writing about a summer barbeque experience. This is the first time that Sam has joined in a class writing task! 

Sam used emoticons to add to his writing.

Using the Matific App, Sam worked with the support of his teacher aide to complete fraction maths activities.

My HIGHLIGHT...

Sam has started working with other students in the class.

Sam's journey ..Part 1

Today I have been setting up a new iPad for a student in my class who has special needs. Sam (pseudonym) has been given an iPad from the Ministry of Education (MOE). Sam has an intellectual disability, as well as epilepsy and ADHD. He has social, learning and behavioural issues and he is learning at approximately 4-7 years old (Level 1 of the New Zealand Curriculum). The students in my class are in year 7 & 8 and level 3-4 of the curriculum.

With the support of Special Education, myself and a teacher aide (0.3) we are exploring the possibilities of using ICT to engage Sam in learning. 

My next steps: 

• set up appropriate apps from my current knowledge of apps
• explore new apps / sites that could benefit Sam
• learn more about "Clicker Docs" an app that has been installed by the MOE