Monday, 17 September 2018

Digital Fluency Intensive Northland Cohort #2

Last week I had the privilege of sharing my experiences with the wonderful group at the Digital Fluency Intensive Northland Cohort #2. I am so great for this experience and I find that every time I go up North and share (this being my second time) I find myself humbled by the commitment and passion of the teachers as they learn what they need to know to embark on their journey to develop their classroom.

The day focused on learning to develop our classroom site focusing on the users and the purpose of our sites. We talked a lot about why we make and use class sites and how having a clear plan and layout helps to make our sites effective.

It was incredible seeing the Cohort setting big goals and working hard to achieve them. I really enjoyed helping different teachers identify challenges for them and supporting them to overcome these. The challenged ranged from creating buttons to embedding content.

At the end last week I got some wonderful feedback from Kerry and the Cohort:

Hi Clarelle

It was lovely to have you here with us this week on our Digital Fluency Intensive, thank you so much for coming and sharing your expertise.  I think everyone now has their sites well underway and looking pretty fancy!  

Robyn said you really helped her put things into perspective with how to organise and upload her iPad resources to her site, you'll probably hear from her if she gets a bit stuck.  With your help Sue from Kawakawa was happy with the improvements she made to her class site and Dani left you a nice comment on her blog, click here for the full post 

After looking at Clarelle's class site, I have gotten some ideas for how to link in Explain Everything activities to my slides and she is happy for me to use and adapt some of the activities accessible on her site - Thanks Clarelle! 

I was really grateful for this feedback and for all the people who supported me and gave me this opportunity to share.


Tuesday, 11 September 2018

DMiC Professional learning

Social and Academic Status

How does status change in our classroom. When do children hold academic status. Children who have a range of language stills seem to have more status to the other kids. Status is given for many reasons and this can impact the way that children interact. Can we plan our lessons to change the status for kids? How can we talk as teacher to evaluate or change the status? 

How does this affect behaviour? 
-Children will often raise to the belief of others. If one thinks I can do it then why should I. 
-If children believe that someone else holds all the power they may choose not to share. 

What we believe about our academic abilities and those of others is often form my our perceptions rather than reality. 

What we value and push for in mathematics will be reflected in the way the children engage in maths.

What do I think the kids think being smart in maths look like:
-Sharing their ideas
-Explaining their thinking

I want to support students to think about:
-Never giving up
-Challenging each others thinking

We read an article by Jo Boaler. This article talked about the different elements of maths. 

Multidimensional Classrooms
This talked about elements of a multidimensional class. It talked about adapting the problems so they are group worthy. Every child has something to add. We can get students to share a small part and this can add status and support the whole groups thinking. 

Assigning Competence
This is when the teacher actively raises the status of the students by praise the Mathematical thinking and sharing. This can be done to provoke the class to think about an idea but also build students confidence, status and increases the visibility of the students ideas which could be missed if the teacher did not actively engage and support that student by raising the status of their idea. As a teacher it is important to be specific about what you are praising as this make sure that students know it is not empty praise. 

Student responsibility 
Getting students to take responsibility for the groups thinking. Removing the individual responsibility and put it on the group to make sure everyone understand and can justify. This can be done by the teacher coming in with a question for one student and then if the student doesn't  know moving away and giving the responsibility back to the group to support the development of this thinking. This can be feed in through the group norm discussion and the praise you provide. 

High expectations 
Students appreciate challenge, having difficult problems and making sure you push students forward with critical questions and getting them to use these with each other. Again it comes down to how it it set up in your class and what you expect. 

Effort over ability
Praising what students have done and reminding them they can keep stepping up and doing more. Praise those who lesson and try their very best. Make sure no matter what the ability of the students they are pushed and challenged so they put in all the effort they can. This builds students who keep going and trying even when faced with huge challenges. 

Learning Practices
This is about stopping at any point and revisiting the learning practices. What are we doing to learn? This can link back to the class norms. Teacher need to know what practices you are looking for and value will help you to notice and praise and teach to this practices. 






Monday, 27 August 2018

Manaiakalani Hui Inquiry update



On Friday I was privilege to share my inquiry at the Manaiakalani Hui. At the event we our video played and everyone at the Hui got to choose a table to go to and talk with the people there. I really enjoyed the conversations had at my table and some of the questions and connections I made from this event.

I hope you enjoy this video summary of my inquiry. Please leave any question you might have as I would love to talk with you about my journey.

Monday, 20 August 2018

Feedback on my tool

Thanks to Zac Moran for sharing some insightful feedback on my tool. 


Today we got the opportunity to give Feedback to one of our colleagues tools that they have created.  Clarelle has created a site that is still in progress but nearly finished, this site is for learners and teachers to help build vocabulary in mathematics.






Clarelle has worked really hard over the last 6 months creating a tool that can be used to help learners build vocabulary in mathematics.  Not only will this help learners in mathematics but will go across the curriculum and help build vocabulary in so many different areas.

Clarelle has placed laminated cards around her classroom so her learners are able to go to them when they need help.  These cards have a QR code on them where learners are able to use their iPad to take them to her site where her learners have made short videos explaining what these words mean and how to use these different prompts.

The only problem that she is facing is that the videos don't open on phones via Google Drive, but her learners are using iPads so that won't be a problem.




This site will bless so many people and is extremely helpful with our new DMIC approach to mathematics this year.






MIT Tool feedback

Today the MIT teachers had another wonderful day at KPMG. As part of our day we explored our inquiry projects and talked about our next steps for amplifying these inquiries.

Rebecca's inquiry focuses on increasing critical literacy in her classroom through argumentation. She has also been using a range of prompts to support critical and inclusive discussion in her classroom. 

Her tool focuses on sharing the prompts and the discussion boards that she has used to provoke critical thinking.

Some of the collective feedback for Rebecca was to provide more description around how teacher can effectively engage students in using the discussion boards. We also suggested that she adding an about this tool page to provide more support for the users of her resource.

Friday, 17 August 2018

Inquiry update Term 3

This week I had a release day to work on my MIT (Manaiakalani Innovative Teacher). The focus for my day was to amplify my Inquiry and step up the interaction and conversation in my classroom.

As a result of this my students and I talked about the vocabulary we have been learning through our discussion based mathematics and created rewindable videos that children can watch to remind themselves of the words we have learnt.

We also learnt to use a range of discussion prompts which can been seen in my earlier blog post.

In order to make this accessible for the learners and other teachers. I created a site which makes all this visible and links to QR codes which students can scan and see a model to support them. Click here to see the site.


Please note that this is not a finished site and will continue to develop throughout the year. 


Wednesday, 8 August 2018

Building a common language

Now that our students know the class norms of DMiC (Developing Mathematical inquiring Communities) it is time to step it up and demand mathematical language and interaction from all students. I have been thinking about this a lot over the last three weeks and as a result of my observation in class and the professional learning we have had I am going to introduce some conversation scaffolds.

The idea behind these scaffolds is 3 fold. The first set aim to provide correct mathematical language and sentence structure for sharing an idea. They also aim to give students who still struggle to find a place to start or their voice to share a guide to join in.


These prompts are reminders of what the children already know but at times forget as this process is still becoming 100% embedded in our classroom. 

The second set of prompts is about increasing the level of back and forth conversation within the small groups. I have noticed that students in my class will take the first idea and stick with it without agreeing or disagreeing. 



I choose these prompts because it is clear that we need to develop more talk around the strategies being used to help the whole group understand the mathematical thinking. 

I added these prompts because of the professional learning we did yesterday and the need to now push kids to ask Why and think beyond the how of the mathematical thinking but why did we choose that strategy. I also provides the opportunity for critique and rethinking. 

My next step with these cards is to get students modelling how to use them and adding QR codes to the cards so that students how are unsure can watch the video and see how these can help them converse in mathematics.