Digital Modelling Book - Writing Engaging Sentences

I saw great success today in our ALL writing, students were engaging in collaborative Google Document to work through the steps of writing interesting sentences. Today we started with Simple sentences, adding verbs, adverbs & adjectives.

We used Sheena Cameron resource : Additional information about sentences (CD15A)

Adventures in Google Classroom

One of the key benefits of using Google Classroom is that this digital tools encourages students to take ownership of the learning and gives them agency over their learning. Within Google Classroom I found that is it best to create a classroom per subject or teaching area.

Digital Technology - Using TIP charts as an acceleration tool

In her book Learning in the Fast Lane Suzy Pepper Rollins indicates that "vocabulary understanding is developed over the course of time and is a key component of prior knowledge, acceleration students in particular benefit from rich vocabulary experiences" (Rollins, 2014).

Using a TIP chart is one way suggested by Rollins to achieve this. I have used TIP charts in class previously so I thought I would try to add these TIP charts to the digital modelling book for the ALL students. The thought that students would be able to collaborate in a greater level, the TIP charts would be in view of each students and students would be able to create exciting and interesting charts that the would be proud to present to the class or have on a learning wall.

Here is an example from a student:

What is inquiry ?

This week I planned a collaborative group  activity for students to get a greater understanding of their thoughts on what inquiry is. Using Kath Murdoch's resources, students arranged the key steps of inquiry into the order which made sense for them personally.  For this activity there was little input from me as the teacher, as I was looking for the students understanding. I am excited to see that students are gaining understanding with regards to inquiry, as is clear from the evidence. This is related to PTC3 for myself, as I am learning more with the students about the inquiry process.

One Groups response:
First Questions - brainstorm what you want to know
Finding out - gather information to support your topic
Sorting Out - take time to understand your information to see if that all you need to know
Synthesising and Reflecting - look over your information and see if you have to ask anything else
Going Further - see how your question relates to you
Acting and applying - how do you present this

There is a flow

Digital Technology to engage in ALL writing

• After attending the GAFE conference in Auckland in the holidays, I learnt about using digital modelling books. I was so excited to get back to school and use this in my teaching. I thought I would start with my Accelerated Literacy Learning Group. This is the start of my journey, So I look forward to reflecting on the impact of using this digital tool.

Using a Digital Modelling Book Students are able to collaborate on the same document at the same time.

Setting Goals and using our school tracker in this way helps students to see what others have written and become more confident at using the planner.

SUCCESSES, CHALLENGES, SURPRISES

Google Classroom 2 months on and I am already seeing the benefits. I am including this extract from our Digital 2 Assignment, which really explains our experiences up to this point.

“One great use of Google Classroom is the ability to ‘flip’ your classroom.” (Mercier, (Ministry of Education, 2007)2016, p. 7). To ‘flip’ a classroom is to allow students the ability to view content before a lesson, in order for them to be front loaded and ready to engage in the learning for the lesson. We feel that Google Classroom is a suitable tool to do this. By simply adding a ‘Comment” or ‘Question’ in the stream page we could send out a video, comments, google slides, web link. Students were then able to work at their own pace, therefore self-regulating their learning. Not only do students have the ability through Google Classroom to self-regulate their learning, from our experience there is a huge advantage for teachers. That being, time saved from printing off paper assignments, students cutting and glueing into books (inevitably losing them).  Earl & Forbes (2012) list one of the key advantages of using digital technologies “can help teachers and students work smarter not harder” (p. 227).  This has been our experience thus far, with an exciting promise of more to come.

Pauline Henderson (2016) explains that with the innovation of online environments such as Moodle and Google Classroom, teachers are finding that even though they may only have students for a short time in the day, that with these digital technologies “the learning doesn’t stop after they leave your classroom”. This has been evident in the use of Google Classroom as our innovation, in particular one student (Susan) has regularly completed her work at home to a much higher standard than when she works in the classroom.  Susan has shown that using Google Classroom in this way can give students ownership of their learning,  and that the learning can happen at any time in an ubiquitous environment. “Increasingly, mobile devices equip students to take charge of their own learning in a context where learning occurs anywhere, anytime, and with access to a wealth of content and interactive tools” (21st Century Learning Reference Group, 2014).  

In the same way we have found that Google Classroom allows for rich discussions through the commenting option. “You could provide individual students feedback on how they did that day or let them reflect on their own performance and then give comments. It is a very powerful too” (Mercier, 2016, p. 8). We absolutely agree with this statement. Google Classroom not only allows teachers to communicate effectively and personally with a student but in addition Google Classroom encourages “more specific and descriptive feedback to assessments which lead to greater motivation and achievement. Hill (2012)  reiterates this by adding that “this involvement and understanding about why they are learning gives students more control over the learning” (p. 168) which results in a more positive result.

Learning Goals and success criteria are an integral process when working towards students having self-management. “When students are aware of these important learning parameters before they complete the work, they can begin to consider how to manage and monitor their own learning” (ITL Research, 2012). We used Google Classroom to share this information to each student as part of the learning.  Students had the opportunity to use our pre-made slide with an example of the expectation of the assignment, along with the learning goals and success criteria. Students could then use our slide for their assignment or create their own. In the three assignments given to students during this innovation time, only one student chose to use our slide. The other students chose to create their own presentation. As students were clear on the learning parameters this could have given them the confidence to work knowing how to be successful with the task.

As we seek to motivate students to develop self-regulating skills we know that will be “when learners can make decisions on how to organise and reflect on their learning, they develop the ability to self-monitor. These self-management skills create lifelong learners” (Ministry of Education, n.d.). During these initial stages we have felt that Google Classroom has been a support to enable students to successfully make decisions about their learning. However, Google Classroom alone will not encourage these skills. As a teacher many of these skills are taught and developed in the classroom through all areas of learning. Our pedagogy has had the biggest shift in the past year.  So while digital technologies like Google Classroom can be a tool for teachers to enable students to be able to learn in an ubiquitous environment this is not the recipe to achieving learner agency.

One difficulty when using Google Classroom has been teaching students how to use this digital technology. Although students were familiar with Google Slides, Google Docs, this was a new step in their digital learning experiences. At the same time this was an opportunity for knowledge construction.  Students could use their previous knowledge of Google Apps for education to “develop new knowledge, through integration of prior knowledge with ideas, information and concepts, into a wholly new product, concept, solution or content” (Fullan & Langworthy, 2014, p. 23).  From our observations and discussions students would ask lots of questions about how to get into Google Classroom and how to find what they needed for the task. New learning takes time, therefore much time and effort was taken to support students to develop their confidence with using this tool.

One surprise success for us as the teacher was the ability to view each individual student's progress with an assignment/task in one page under the ‘Work’ tab, in Google Classroom. What a time saver ! Previously using Google slides each student would have shared their slide show with the teacher to view, which meant going to emails for google drive to search for each presentation. Google Classroom has revolutionised this and now with the convenience of one page you are able to view each student's presentation and make personal comments on each one. This is exciting and provides motivation for us to continue to use this digital technology in our practice.

References:

21st Century Learning Reference Group. (2014, May 30). FutureFocusedLearning30May2014.pdf. Retrieved February 29, 2017, from Education.govt.nz: http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf

Earl, K., & Forbes, D. (2012). Transforming Learning Through ICT: Swimming with Dolphins. In C. McGee, & D. Fraser, The Professional Practise of Teaching (pp. 224-244). Melbourne, Australia: Cengage Learning Australia.

Educational Media. (2014, June). COLLABORATION = INNOVATION: DELIVERING EDUCATION WITHOUT BORDERS. Retrieved from Edducation Review: http://www.educationreview.co.nz/magazine/june-2014/collaboration-innovation-delivering-education-without-borders/#.WLszi9KGODI

Fullan, M., & Langworthy, M. (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson.

Henderson, P. (2016, February 17). Modern Learning Practice in the Secondary School. Retrieved March 1, 2017, from Core Edtalks: http://edtalks.org/#/video/modern-learning-practice-secondary-school

Hill, M. (2012). Using Classroom assessment for effective learning and teaching. In C. McGee, & D. Fraser, The Professional Practice of Teaching. Melbourne: Cengage Learning Australia Pty Limited.

ITL Research. (2012). ITL Research. Retrieved March 1, 2017, from Education Microsoft.com: https://education.microsoft.com/GetTrained/ITL-Research

Mercier, N. (2016). Using Google Classroom to Teach Music. Kodaly Envoy , 42 (4), 7-8.

Ministry of Education. (n.d.). The Learning to Learn Principle. Retrieved March 3, 2017, from TKI: http://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Updates/Issue-21-May-2012

Ministry of Education. (n.d.). Using digital technologies to support learner agency. Retrieved February 25, 2017, from enableing e-Learning: http://elearning.tki.org.nz/Teaching/Learner-agency

Looking closer at assessment data

Today our professional development focused on using data from assessment and what we know about what makes students learn to think about how we can raise achievement. We learnt how to use the student over time report to compare scale scores to reflect on a students learning over a year. 

My key learning today has been about selecting the appropriate test for the student. This will help me receive more accurate information to make the decisions of 'where to next' for a student.

EdPuzzle away...

Further to my post from last year... I am excited to say I have used EdPuzzle again. I think this is an effective tool for creating learning activities that are relevant to your specific environment and tasks. I also discovered that I could link a class from Google Classroom in EdPuzzle !

Here goes: Privacy Matters

Here are some advantages of using EdPuzzle through Google Classroom

• students are able to comment individually without judgment of peers
• students can watch and answer questions at their own pace
• student voice is heard

Google Classroom

For our second assignment for Mindlab Postgrad studies our task was to investigate and use a digital tool to meet a need in our classroom. At first Vanessa (my partner in the assignment, who is a teacher in an nearby intermediate school) were not quite sure how we were going to do this. We thought of possibly using a Google Doc with a planning tracker.... we soon found out this was not the solution for us.

So we have decided to look at using Google Classroom instead. I have never used Google Classroom before and I am excited about the possibilities. Where to next?

I needed to do some online searching as to how to set-up a classroom. I decided that I would start with creating a classroom for one of my digital technology classes, as these were smaller classes and hopefully these students would become my early adopters.

I found this very helpful video from Alice Keeler

So the journey begins.....

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

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. 

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.

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. 

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

Postive Behaviour for Learning - PLD with Shelley O'Sullivan

Creating an environment of positive behaviour

• Pass a smile
• Affirmation circles "I feel respected when ..."

School wide problem solving:

Functional Behaviour Assessment

• usually to avoid or gain attention
• Checkin/checkout can work well for students who want to gain attention
• Avoid - e.g. could work towards iPad time
• when a student becomes non-compliant look at the reason for the behaviour

Key Ideas:

By knowing why the students behave in the ways that they do, teacher can predict or prevent problem behaviours

Teachers can plan ways to teach replacement behaviours.

Behaviour interventions will help students meet their needs in pro-social ways

Some behaviours are measurable and some are not eg. 

Measurable: hits with fist, 10 mins late

Not : bullying, hyperactive

Thinking some of senarios in groups ...

Now what ...

Today Shelley has helped me to think about the measureable behaviour and then to assess the trigger and consequence behaviour.

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

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.

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.