Problem: A number of learners do not make National expected shift in Literacy
Session 1: Who am I doing it for? Catalyst
What do the learners need?
How do you know that?
Data I have already collected (Whanau voice, Manaiakalani, Stonefields, Agency Tool)
Positive, thoughtful, helpful
Catalyst Game Tracker
Reflection 1: What is the data this year showing? Progress is a completely different thing from achievement.
I need to go back to the data to get my pre data which links to the CoL where Aaron has mentioned that we need to ensure we have our pre data so that we can get information to ignite our problem.
Pre Data - Whanau engagement
Feedback on my tool….
Good thinking for two window portal as it allows my learning to be separate from the instructions. How do I make the teacher portal accessible for parents?
There is a lot of notes and vocabulary which is needed but how do we make it accessible for all learners? How can I make voice buttons? How can I get student voice?
I have created a bank which is needed but how do I allow learners to create their own banks as well? Could this link to the multimodal approach?
I need to think about Learn Create Share in my practise when creating this.
Session 2: Who is in your team?My echo chamber:
Reflection 3: Who do I need to connect with next? Who can I work with to challenge my thinking rather than support? Who is my new lense person? - Get links from last year MIT course. I need to connect with Kate de Groot to think about how we can grow the use for whanau? How do I get people linking in other schools that give secondary voice?
Session 3: Ed Tech eg Gerhard 90 minutes - how will they create as well as listening to you?Get your participants active. What are the prompts you have put in place to avoid hiccups. How am I making the session obvious?
You are presenting to people not from NZ - how do you explain what you mean in a neutral way? ‘Our day to day’ How do they structure their year groups?
Make a really good mix of the practical with the good ideas and research
Will it be do then talk about then create? What will the hook be?
Less is more on the slides - how can you make it rewindable? Remember your slides are not presenting your slides you are!
Emma and I crossed the finish line together. We were really happy that we have passed our 3 hour exam!! Here is a link to my reflections on my Blogger platform as part of the DFI course.
It was so amazing to have my first working group of the year. The best way I have found to share a message is by working with others to bring our experiences and grow together. So a part of my inquiry this year is to create a working group that will hopefully grow organically as the time goes on. I have a general layout for each session which happens every two weeks but we will go with the needs and passions of the group as well! It was so amazing to start with CBT today and I have linked the slides and resources into my workshop section on my blog: Linked here
I believe the more the know about our brain and its processes the more we are equipped for dealing with all the hats teachers are required to put on throughout one day. By understanding that people come to a conversation with their thoughts based on their experiences we can help understand different perspectives. It was so great to spend the session talking about our own experiences and I feel the more we discuss our beliefs we may feel like we are consolidating our current thinking as teachers but also and possibly more importantly growing ourselves as well.
I have retweeted Kristin Wiens so many times!! She is the guru of visuals and I love how she creates for adults and children so we can be on the same page! Check her out on Twitter!
The first part of the session was really great to add more voice to my hunch of creating a bank of shared language for reading comprehension. Here are some of my reflections for the session;
- Same language - Uniformative - year 4 acceleration trend? Could it be that we are taking away a device ceiling on the beginning of year data. language of instruction in year 4.
- What would the key moves be in Reading? - could this link to the MIT outcome?
- Lack of experience may impact on the vocabulary? Common language. Dorothy made me think about what could be the common practise for reading is it needed? PCK & TPCK (Technological Pedalogical Content Knowledge) How could I use this thinking to add to my digital toll by making connections between how can we use digital to enhance reading? How do we create an area for reading? (doc open voice typing 'how many words are you able to read in 10 mins' to grow reading mileage)
- How do you make links between comprehension and digital - what is the difference between the tests we give and what happens in lesson?
What are the measures that would show up as strengths and next steps?
If we are getting them faster than norm - if we are getting everyone moving fast than 'norm' then what will the norm be?
How can I create the whanau engagement to show accelerated progress?? - This links to blogs! Building genuine relationships, increase the mana, build information #SFSparentvoice #SFSteachervoice #SFSLearnervoice I will need to create a way to get parent voice eg a form to get the first data point.
Podcast - blowing own trumpets and connecting with other teachers 'getting on with it alone'
Is there a change of the teaching or a change of the expectation of the learners? 'lazy thinkers who have to do the thinking and remove the scaffolds.'
HOW TO MEASURE ENGAGEMENT AS AN OUTCOME? I have recorded my engagement and student voice and Agency Survey. How can I use this to create storied evidence?
#Positive Posting!! Building learner voice through Social Media. How can you create our tweets? #SFSLearnervoice #SFSParentvoice #SFSTeachervoice
I have been thinking of ways to build whānau engagement as well as learner voice. As part of the DFI course I have been thinking about ways I can create a purposeful audience for my learners where they can create to share as well as create to learn. It has been so great to see our learners creating their own reflections of how they are using our Stonefield's values and agency capabilities to create their own tweets!!
As part of the MIT and CoL process I have been thinking about how I can gift vocabulary so I created prompts for them to build language around our values, agency capabilities and tweeting to begin with and this has been really helpful for their motivations to writing as well as reading.
As part of my inquiry I have been looking into how I can use different methods to grow my learner's voice. As I said the DFI course has helped me see cool ways that can engage learners on a digital format. I have made connections with a teacher from NZ who is teaching in Vanuatu and we intend on building our learners capacity to see different perspectives by creating pen pals. The learners in our partner school do not have digital access so we will be understanding different settings and finding a variety of ways to communicate.
Both classes created a video to give introductions about our schools and so we started analysing the videos to find similarities and differences between our schools. While watching the video we took notes together and then we had access to the video to rewind and grow our understanding in our groups. I started using one of my new learned applications, My Maps with some of the learners to make connections between their school and ours. All learners were excited to share their passions and find out how they could make links with the learners in our partner school as well as question what they saw in the video that they saw as different. Looking forward to grow our understanding and use this in our concept of Community - how are our communities similar and different?
My DFI course has helped me explore more and more opportunities to share using our digital platform. Miss Clark and I have been planning how we can create buddy readers with our hubs and we started with a Google Hangout session. Unfortunately our TV decided not to work at the moment we decided to share but that did not stop us! We were able to share on the laptop and the kids really enjoyed seeing each other. 'They are in next door Miss Toland!' Even though they are in next door it still gives them a purposeful audience for them to share their learning and this has definitely engaged the learners thinking about who they are creating for. We intend to take this further and share next week either in Google Hangouts or buddy reading through digital sharing, encouraging my Year 4 - 6 to develop their coaching skills to teach the Year 2 & 3's how to share their docs. Exciting times!!
Wow!! I can't believe how quick the day goes when your mind is moving from thinking you have an idea.... to not knowing where I am. Then having a great A- ah moment and then going right back to square one again! I guess that is what the design process is all about! We brought our thinking from the last few weeks together to think about how we can use the information to create a prototype for our tool!
I definitely consider myself as a person who aspires for growth but when you feel like you have great ideas in your head and struggle to get them out it is a very difficult process. Having others around going through the same thing has helped the process greatly and it has made me reflect about when we talk about being 'in the pit' with the learners. It can be a very uncomfortable place to be but the past two days have shown me the more I am in it the more comfortable it can be and not because I am getting use to it. It is because I am growing my capacity to think of other methods and strategies to go further with my thinking and it gets exciting. Collaborating has also helped the process as I have one way of thinking and I have been thinking about this space for a long time so it is great to get other thoughts and it completely helped me see that I have been focusing on the outcome of the tool rather than the process.
A lovely colleague from the MIT group create this as their sharing piece and it definitly made it click in my head how I can get my thinking out of my head. I have been spending a lot of time trying to fit my thinking into the outcome, the tool. Instead, just like Aaron Wilson has been saying in our CoL meeting, it is important to think about the now, the research, the noticings before looking at the solution. So I intend to spend the next few weeks looking at what is it I am actually noticing from the learners? What processes am I looking to share? What methods can I see working? And how does this fit into the tool instead of how can I make the tool fit the process? Lots of questions hopefully I will start finding some answers over the next few weeks....
I have been taking part in a weekly course, building my knowledge about how I can use digital tools more effectively in my lessons. As part of Manaiakalani we use Blogger so I have been tryng to use this and writing my top tips in there so take a look at this link to find out more!!
Although we do not know what the future holds I feel we have to attempt to understand what qualities and skills will be needed/desired to be successful adults: creative, risk takers who can self regulate and adapt to a changing environment (with confidence or resilience?). - That's my thoughts anyways. Helping children to accept and understand what ‘comfortable with being uncomfortable so you are prepared for anything’ means.