Friday, 3 May 2019

Preliminary Findings

Begin to collect evidence and data  and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence. (WFRC #4)

I have been thinking a lot about what the data tells me about the learners and writing in my classroom. I looked closely at the asTTle writing breaking it down by each area and the learners in Dec 2018 and Feb 2019. What I found interesting in that within my target group many had made small improvements from Dec to Feb. I also found averages to identify areas what might make the most change. I also wanted to identify areas of strength and find areas we can build from. 

What I noticed was the areas of most need are ideas, organisation and spelling. I believed based on looking closely at the pieces of writing that part of this is due to length of their writing. 





I also looked at the students reading levels and how this connected and reflects their writing. I looked at the data from the end of 2018. Their levels have changed since then and I will publish this after testing this term. What I found interesting is the difference between Star Data and reading ages. What does this suggest? I also found that these students all read at a similar level.



I still have a lot of data to look closely at and collect. I will be adding to this post with observation data and student voice data that I am still working on presenting and collecting. 

Wednesday, 17 April 2019

Sticky learning with Hyperdocs Lisa Highfill


Often as teachers we see a resource, for example a HyperDocs and see it is invaluable. We must remember every resource is design for a purpose in a place and we must be reflective on how it can be valuable to our context and learners and be designer who draw on others practice. 

First we looked at three example HyerDoc lessons and I found that these are very similar to what I already do in the classroom just adjusted for my level. She said what makes a good HyperDoc is the for c, connect, collaboration, critical thinking and create.  She talked about getting children to explore before they explain. 


We want to bring about emotion and empathy. "Can you make a difference in someones life?" How will you go out in the world and make a difference. 

When you are leaping into something new. Don't do it too often or children get bored. She suggested that you do one Hyperdoc a term. It is about what is the thing that makes learning stick. 

A Hyperdoc is not a teacher! The teachers is moving, engaging students and providing scaffolding. 
This is a maths lesson gave me ideas for how to get the children doing DMIC and Evaluating each others ideas. 

It is about building in the support from the teachers in the design of the lesson plan. We can constantly be think about how we support the children we teach in our lesson design and digital scaffolding. 

We must always be a reflective teacher, keep what you love and adjust the rest to be what your children need. 

Lisa, talked to us about her youtube. She shares lots of video that provide opportunities to explore big ideas with children. 

Auckland Summit-playground

It is day two of the Auckland Summit and we are kicking it off with a playground session in this session we get to go to 3 different 15min mini workshops to learn about all kinds of things.

The first session I went to was called supersize your literacy with Google by Toni Westcott. She talked about how getting children working on together on a shared slideshows in which they all wrote on. This meant they could be more collaborative and kids could draw on each other ideas. She shared a lot of examples using this link.

She describe how the children worked in peers to create word walls. She talked about examples of pick a paths. Mixed groups for reading to foster engagement with the students letting them choose the text they are interested in and the skills they felt they wanted to learn. 

Session 2, the amazing earth race, this session talked about an integrated unit in which the student rolled a dice 4 times and had to use these dice rolls to locate the places they went to. For each location they had to find the place to sleep that was safe, visit a major attraction, and learn about the place and the language. They had to locate travel times, keep a budget, write a postcard back home. They had to plan their own time to make sure they achieved their trip. 


She also showed us the Hemingway app. This is a good editing tool that highlights parts of the text to think of. 


Finally I built a tower with LEGO. It was a trying experience and reminding me how often things fall apart and you have to fix them over and over and over :( but it is an important skill and something I very well might do with my kids early next term. 

Tuesday, 16 April 2019

Auckland Summit Ignite Closing Session

Day one of the summit is coming to a close and we are all excited for the Ignite talk.


Dreams Hopes Beliefs Wishes


Suan talked about life lessons from breaking his arm, playing netball. He talked about how his related to these ideas and how this led him to set goals. Some things take time to recover from and he talked about being the best version of himself.

Image result for time the the person of the year is you


Teaching computational thinking & Coding with scratch Anthony Speranza

Anthony Speranza, talked about the value of scratch for teaching children to code. It allows children to create code and not be caught out by HTML which will not work with one tiny error. 

We want to engage learners is productive learning that they love. 

Can we design learning that links to the key ideas Projects, with their peers, the inspire passion and play. 


This video is so powerful. It gets you thinking about how children use technology are they being consumers of content or creator to content.

When we think about our own digital technologies curriculum it talks about getting children to think computationally and really getting kids to understand how games work.

Scratch 3.0 no longer requires flash plug in so it can be used on iPad. Yay I have been waiting so long for this. This version has been update with a slightly different look it has tutorial that you can use.

By giving children an open ended problem and asking them to design and think more about it. What does my program need to be effective.

It was nice playing with scratch and seeing how much more the children can do now the scratch 3.0 is out!! Yay! Perfect timing for our inquiry topic next term.

If you have not explored CSFirst now might be the time. CSFirst is designed so that you as a teacher have a full lesson plan with videos so you can learn about teaching scratch while the learners jump straight in.


Scratch can also be integrated with Makey Makey, they plug into a usb and it think it is a key board. This can be used to create paper circuits to play music.  




Presenting Sites 101

Danni and I had our first presentation of the summit today. We had a very small group and the conversation and discussion about Google sites, blogging and pedagogy were fantastic. Thank you to all the people who were involved in this session. 

Digital Storytelling with Fiona Thomas

I choose this session today because my focus of my inquiry this year is writing and engaging children in writing. 

I am excited to get going and try some new ways of engaging with story tell that may motivate my wonderful learner to push them more. We want our children to be creators not just consumers of  content. We want to encourage learners to use their skills to create and be a positive member of a group. 

Writing can be one of the most challenge task for students to undertake and we want to push students to the point that they have the skills to write for a lot of different purposes. We want children to have multiple options for expressing ideas and learning the structure and idea creation of story writing.


We want children to have access, the ability to express themselves and engage with the learning. This is where students feel empowered. 

Who do I want to focus on:

We want children to start their stories by grabbing their readers attention. She talked about this as being a sizzling start. This came from a writing process model they used. 

We looked at this picture then had to write our own start. 

Disasters has struck! I was all ready running late for work when I released that my hair drier was broken. Not broken in the normal way where it wouldn't work but in the way where it created a wind storm. 

"Sitting in my field all day is boring," Said Poppy. She was the only daisy in the field who had any clue about the world. Yes she knew that the daisy being called Poppy was silly but that just shows how clueless her parents were. 

"What are you?" asked the little girl as she pulled me from my home. I felt violated so my reply was short, "A fuzzle!" I yelled.  

After a hard day in the classroom what else am I meant to do. I had been working so hard on my diet but all the running, jumping and crawling of our maze had made me do it. 

Technology should add value to learning. 

This tool was not at all my favourite. It closes if you stop writing. 


This is a fun looking tool in which you can create fake text message conversations to show conversations between characters or to and author. Best for higher up the primary and secondary. 
This is a tool that gives you picture to match your picture. 

You can create a class with a topic pack for everyone to have a go with. You can create your own cartoon you and create a class photo. 

I have seen some amazing ThingLink. This is a great tool for creating amazing picture that share information. You can create links to more content from one image. 


This is a comic creator that allows you to create comic of all kinds.