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. 




Monday, 6 August 2018

DMIC Professional learning

The Journey


As we begin to feel more comfortable it is time to let go of some of the things we have picked up. It is time to think more about what every child brings to the mathematics learning. 

When we think about our social group it is not as much about how 'good' they are at working with numbers but about all they bring. Do they talk a lot and are good at sharing? Are they all very quiet and need a chance to speak? 

It's time to:
-Think about how they work together
-Do the Boys and girls work well together
-Keep quiet and give the kids time to talk and 'wait time'
-Give opportunities to talk with turn and talk etc. 
-Try to keep your language inclusive, 'we' your groups learning. 

Justifying and Arguing Mathematically
This is about extending students thinking and pushing kids to reason and explain. It is time know to choose justification norms which we can now add to our mathematical discussions. I believe it is time to build on our group norms and add to the norms. This may be We provide reason for our mathematical problem solving, or We agree or disagree with mathematical thinking and explain why. 

As a school and a team we could build up and back of questions and prompts that will require students to justify and argue. 

Require that students prepare wats to re-explain in a different way an explanation to justify it. 

We talked about how we as teachers can make justifying happen. I have been using these reasoning prompts: 



Generalising: 
This comes towards the end and often the kids are struggling to focus. You may want to jump straight in a leave the warm up until the end. What questions with extend the generalisation.
-Does it always work?
-Can you see any patterns? What are the patterns?
-How is this the same or different from...?
-Would it work with all numbers?
-Look at multiple examples is the rule the same?
-Could you do this with.....?
-Does it still work...?





Thursday, 2 August 2018

CoL Reflecting What Now? Conversation 3


So what now? I have talked about where I am at and now I believe this conversation needs to look at what next. 

As we come into term 3 I feel like some of the conflict is lifted. Now is the time to bring it together, step it up and keep moving forward! 

As I look at refining my intervention I thought of 5 things that I am doing but that need stepping up or changing. 

1. Focusing the activities even more to make sure they provide the best opportunity for recycling of language, use of language and development of understanding. I will do this by making the language central to the task. I have a few ideas about how I want to do this. Firstly making sure the language specific to the learning is visible in written and oral forms.  Secondly given students a chance to create example of language. A fraction is....... explainer videos. This could ideally big picture -My wish- lead to a word wall that is digitally interactive. 

2. Planning more closely at the language. This links closely to point 1. I need to think even more closely about the language in my problems and activities and make sure this is clear in my planning. 

3. Providing discussion scaffolds. I know that conversation and discussion is a struggle for many of our learners. I want to add to the stills our children have been learning in DMiC. I believe that students having a physical scaffold they can hold and touch will support this further. 

4. Providing texts that support mathematical language. This is around building a link between literacy and mathematics. I want to connect the mathematical language, concepts and ideas to a story or text. This would provide a context for problems that are real while building the knowledge that mathematic is across the curriculum. 

5. Using video recording and analysis to really understand at the quantifiable level the impact of the action that I am taking. This would happen over a two week cycle as we rotate or learners every 2 weeks to develop a classroom culture that we are all  one class with two teachers who learn in different ways each term. 

I believe this is accelerate learning because it is just stepping up and adding to what I have already been doing but really stepping it up!

Wednesday, 1 August 2018

CoL Reflecting on my actions Conversation 2

As we continue to explore our inquiries it is important to look at what has worked, what has changed and for who. I have been thinking about this a lot. What is my impact and how do I really know that I am having one. Yes I know that sounds a bit strange but it is really important to me that the things I plan and run through over and over in my head are seen by the children as having the desired impact and if they are not why. 


What have I done differently:
-I have introduced frameworks for discussing the norms of mathematics in the classroom. I have intentionally been discussing this framework daily with the kids to build a knowledge of the language and develop a positive mindset for my learners. This is something I first saw in Rob Wiseman's Class.
-I have been choosing vocabulary that I know the children struggle with and unpacking it for the learners in the launch of the problems. I have been thinking carefully about the vocabulary in the follow up activities for the children to ensure that language is recycling of language.

I know that I have done something differently because we are all taking on new a approach to mathematic. I am constantly reflecting and considering What Next?

I feel that I always want to do everything but that is not reality is it. For that reason I believe that a lot of the changes that have happened have been the intended changes however there is always times where things do not go to plan.

Tuesday, 31 July 2018

CoL Reflection on Inquiry Conversation 1

This term we have been challenge to think back to help us move forwards and to make sure that our theories and practices are clear in our minds as we move forward into term three. At our recent CoL meeting Dr. Rebecca Jesson provided some scaffolds to help us to this effectively. 



1. I have been engaging with a range of research including the resources and models from CS unpluggedliterature on vocabulary development, Our DMiC professional learning and mentoring as well as the wonderful support from Dr. Jannie van Hees. As a result my inquiry and approaches have drawn on different pieces of this research. I have tried to include the recycling of vocabulary as this was a point the Jannie explain is very important for vocabulary retention. I have done this through the use of our class mantra and using topic specific language in our problems that we unpacked through our problem launch.

2. One thing I have noticed throughout this process is that I am testing a lot of new ideas however the data I have been collecting is mostly anecdotal. As such I am not following the research based principles as closely as I have done it past projects. I believe the elements of reflecting of self and how my action have impacted is still there however my theories have changed a modified throughout the process. I still believe that the problem is a lack of topic specific vocabulary in mathematics makes it challenging for kids to attack larger problem.


My theory is that through exposure to, use of and recycling of this language in guided and independent work in multiple contexts students will develop a deeper understanding of this language increasing their ability to solve larger problems. 

3. I have learnt so much... I feel like I have been in a state on conflict in my inquiry for two terms and I have tried so much and much of it from anecdotal evidence has worked well for a number of learner. However now it is time to collect more specific evidence and look at a group over a two week period in which I am front loading language in the DMiC launch, using specific language in the problems, providing opportunities to use a recycling the language in group discussion and independent tasks. 

Friday, 27 July 2018

CoL Meeting Rebecca Jessen

Rebecca Jessen- Planning and predicting: THEORY is everything.

So far we have work alongside a number of people to develop Theories.
-What language learning is going to go on in their heads.
-What is going to happen in my classroom program to make the learning happen.
-What am I going to do.


If we consider Dolphins as the model for what we are doing as Inquiry. We can only see the Dolphins (Learning) when they pop out of the water. Our theories should allow us to know where the Dolphins will pop out. But we know in reality the Dolphins always pop out not where you expect them to.

Now is the time to lift the game on what is working. It is about looking at each children and revisiting the theory in relation to each child. Why did it work better for some learners then others.

You only know if something works in a particular situation is by TRYING it out. 

Planning 


Where is the mismatch between what was planned and what actually happened. What did they kids think I did. 

Implementation

What it boils down to: 
1  - Figure out the students’ strengths and needs 
2 - Use the existing research base to plan something different that is likely to use strengths to meet the need
3 -DO the different thing
4-Which engages the students in a different way of learning
5-Which results in learning.



I had a great discussion with Rebecca about what I am doing how it is work and what conflicts are happening for me in my inquiry. 
-We talked about stepping it up by making the activities more focused. 
-videoing and analysing discussion
-Planning more closely at the language. 
-Providing discussion scaffolds. 
- Providing texts that support mathematical language. 
-2 Week cycles of analysis. 

I have a lot of ramp up this term and I am so excited to Ramp it up and see what We (My learners, Myself and of course you). 







Thursday, 26 July 2018

Col Meeting

As we launch into the second after of the year we must again consider what makes learning, teaching, children and teachers successful in education and life.

One of the things we need to remember is that one of the Pou that holds importance is that teachers and in fact I believes students should be evaluative. They are evaluative through evaluating ourselves, our practice and success based on the success of our learners.

As we learn it is important to remember that we are influences and we must with care and love support each other as teachers and inquiries to be great teacher, because great teachers make children learn.

What do we need in Term 3?
Term three is an amazing time as we are for the most part settled as a class and the pressures from wider school activities (Fiafia, production, School wide testing).

If it is not visible it failed. We are aiming to crank up learning this term and our Manaiakalani goal of visibility  is so important. It makes it possible for all Adults involved with a children to crank up learning together supporting a bigger shift for our beautiful learners who are pushing themselves as much as we push them in there learning.

We have been talking about Language and the importance of language. Language learning is at time taught in a boring way. We need to make learning exciting.

We must also remember that importance of the language of learning and the language of success. We have a large group of children who speak G.I Cheechee because their first language is not English, Tongan etc.

As we spend more time in this community we learn the language G.I Cheechee and then when we are tired you speak it to the kids. We must remember we need to build the language of success. One way is to repeat it back to them.


The cultural history of our children no so far back there is a history of language amounts of language being produced.

We know that to accelerate students need to:
-Finish work
-Get feedback
-Have scaffolding
-Have scaffolding removed and gain independence.
-Publishing

So how?
This is a question I always have and I want you to consider it with me. Russell talked about connecting language to the known environment. Do our kids know the correct word for the things they involve every day. It may be that there is a problem in the community that the learners can take charge of. Twice a week is the magic number. We need to make sure we see kids twice.

Blogging Twice a week in the the summer holidays show high gains, so we need to do this in our classrooms.

Wednesday, 11 July 2018

GAFE-Closing Ignites Session

Kim Sutton-Good Questions
Kim started by talking about how she was not 100% sure on what she want to share. Then she had a discussion with Jesse and this lead to her topic. She talked about all the questions that she and many other debated at university.

She then said this does not add up to the the number of questions kids ask about 437 a day. Some questions by kids are pretty common "will you play with me?" but they can be crazy like "why is hate more important then love?"

Why do you ask these questions? "Because if I don't ask question, how will I know what to change in the world. "

Questions are probably more important today then answers

Ky Staal and Lara Ferri- young entrepreneur project
These students' took us back to year 10 in which they took two weeks to follow their passions. They had to employ the teachers and get them to help them. They had to make sure their project help their community and school. 

We watched a video that explained this and showed how students took on the leadership roles in these projects. 

They shared through a fair in their school hall explaining how their projects had an impact for them, others and the wider community. 

"In order to evolve other education system we must first involve the student" This quote stood out for me. 


Michael Davidson-Lego stories
Micheal talked about how one learner changed his perception of education. He talked about how the lego in his classroom allowed a learner with very little english told his stories.

He said "innovation is a state of mind". I am not sure I agree with this. I think yes you have to have a drive and a passion and a mindset but innovation needs to much more it needs partners, time, thought, challenge, risk.

How can you watch learners and notice what they are doing and allow them to build with it.

Jay Atwood- What Gran has to say
Jay grew up in a small town with a town moto of "Where tradition meets tomorrow."

-Know what is trending
His Gran, new what was happening.
  1. Know what is trending
  2. Share what you learn
  3. Everything is hard before it is easy.
It takes a teacher to make that link from hard to easy. The role of teacher are changing.
This image is what you get when you google teacher.

But that is not reality. Don’t say “it is easy” learning is messy but what if we can get kids from the point where it is hard to where it is easy.
4. Have fun with it.

Don’t be afraid to enjoy the challenges just because it is hard doesn’t mean you can’t enjoy it.


Tuesday, 10 July 2018

GAFE-Manaiakalani Google Class Onair

In this session Rebecca Spies talked about her experience as a Class OnAir teacher. I really loved the way she openly shared about this experience.

She explained that each lesson has:
-A video of the lesson
-Lesson Plan (this is an extended plan that has lots of detail to help teachers).
-Reflection
-Learner created content.

We watched a lovely video of the learners in her class exploring their five senses and looking at describing what they experienced using scientific language.

Class OnAir gives the kids a chance to get even more exposure and more comments which provide questions and prompts to think more.



These are the fantastic teachers who share their teaching through Class Onair

I really enjoyed this session because it gave me a change to really explore the Class OnAir videos with someone their who could explain and add to my experience. 

GAFE- Google Science Journal

Kim Sutton works for Google and works with many Educators to support them in their use of Google products. She is a teacher who has taught a range of year levels.

Todays session is on Google Science Journal. This App allows you to use a range of sensors on our phone or iPad to record experiences and understand, sound, light, distance etc.


You can use it to collect data and add notes. You can add sensors on to it you can code with it. On the Science journal you can get the code. 

This app is awesome. They are working on Google Drive integration for this awesome tool. However Kim was not sure of the timeline for this. 

There are lots of cool lessons that use the music videos from OKGO. These are are very cool and provide motivation and creative experiences for kids.

There are loads and loads of great ideas of how to use the science journal app for many different curriculum areas. You can find the resources and ideas here.

Thanks Kim I loved your session and can't wait to start using this App with my class. 

GAFE-Create A Formative Assessment System Empower by G Suite

John Meng- Works at Rooty Hill High School. He supports teachers to step up their practice. He also teaches Maths and Languages. He leads teams in these areas. 

This workshop looked at the pedagogy behind formative assessment. This will centre around his experiences.

We started by talking about our own experiences of formative assessment.
-Someone shared their use of Google forms as a way of doing formative assessment.
-Bump it up wall, students compare their work to the wall. They also get feedback throughout the process. This allowsto peer support a critique.
Image result for formative assessment

What is formative assessment: This is assessment that happens within the process of learning. 

One way of thinking about assessment is... When a chief tastes a soup, they can change it to salty, they can change it, That is formative. When a Chief serves the soup to the customer, That is summative




We see that feedback has a huge impact for learners. We need to identify the gap from what we know to what we ned to know.

However....

Feedback alone is not enough, it has to be coupled with motivation and we want this motivations to be internal. John suggested that Doug Fisher's model is a positive model for formative assessment.

Here is the video he shared
We learn language by producing language, if we are using academic language student's should be using this language as this is home we learn it. 

He talked a lot about the use of interaction on Google slides. Powtoon could be good for instruction and modelling.





GAFE Sydney-PBL in a Google World

In this session Kimberly Hall helped us to explore project based learning and different digital tools that could be used to help with different elements of the inquiry or project based learning. 

Developing the question 

The first tool we looked at was Answer Garden. This tool is ideal for seeing prior knowledge. It is good as it has a live nature kids can contribute multiple responses however you can only write the same thing once.
Kimberly talked about the the classroom mode being the best. Make sure you turn on the spam filter and you may want to change the settings to hidden. 

We all use Google search all the time. This site Google Inside Search When we search a person, place or thing a knowledge card comes up on the right hand side which provides details about it and related things which can extend understanding.

Padlet has some great updates that you may not be aware of, you can add images, videos, voices, memos. It is not as usable as you only get three boards.

Canva is something I have used as a professional to create infographics. It can also be used to make certificates etc. Another place for creating infographics is Piktochart.

Accessibility tools

Rewordify- You can put in a lump of text and it literally rewords it. Changing the language for kids who struggle to read at that level. You can get it to highlight parts of speech. You can get it to make activities that could provide some opportunities to dive into the language. 

DotEPub-This terms a webpage into an Ebook. 

Read&write-This tool is an equaliser for for kids. It has a tool bar that does text to speech, it highlights the sentence. You can highlight text and it will read that specific section. It has highlighting tool so kids can highlight key information that they identify in their research. It will create a Google doc with the things that are highlighted text and it links back to the source.   You can simplify the content. 

This is definitely a tool that I will be exploring some more in the future. 
Thanks Kimberly for sharing. I really enjoyed these tools and believe many can be used across the curriculum. 

GAFE Presenting


Yesterday I presented two sessions on making and using Google Sites. I really enjoyed these sessions and want to thank Jackie who stepped up to help me today with my lovely friend Dani Stone being sick. 

During these session I had great attendance and met some lovely people who learnt along side me. The biggest challenge for me in these sessions way the variety of people who were all at different stages in their sites learning. It was also interesting presenting at this amazing Sydney summit as NSW has a different curriculum then us. 

Thank you to everyone who attended my session.

Here are our session resources

Monday, 9 July 2018

GAFE Sydney-The Power of Possibility Part Two

Assessment with the growth mindset

We need to remember there are two types of assessment: 

Why:
Assessment FOR Learning- Here we can give feedback on the process and praise failure. 
&
Assessment OF Learning

We want to shift the focus from feedback for a grade to feedback to add to our learning and improve. 

Who:
The power of multiple people building on their ideas and providing feedback is amazing. The way kids give feedback is different from the way we do and can be very important for our learners. 

What:
You can used revision history and get students to name their process. 

When and where:
You could use growth language messages in our Google forms confirmation messages. 

If we want to create a growth mindset in your classroom, we need to make it our culture. 

When we are giving feedback we often use statements, can we flip these and use questions that make our students think. 

What are we praising?
-Effort 
-Strategy 
-Result (Growth) 

The problem is we have all of these fraises that actually cultivate a fixed mindset. 

This year has all been about language for me. We as a school are focusing on what language we use and the way we teach language. The words that we use in our classroom make the culture of the classroom. 

Maybe the language we start with is the word YET. 


We need to be building the language of positivity and growth in our classrooms. 

We are teachers are the chief of mindset in our classroom. 


GAFE Sydney-The Power of Possibility Part One

I am excited to be at another one of Lindsay Wesner wonderful sessions. I really enjoyed her session and Keynote at the Auckland Summit. I love her positive attitude and think it is just want I need to help get rid of my half way through the year vibe. 

So what is growth mindset: As a group we created a share understanding of what growth mindset is. 

Here is Lindsays redesigned graphic that shows these ideas beautifully:
We need to remember the power of "yet". I have not got this 'YET!'

As teachers we all design tasks. Is there something we can do to make sure the task itself is cultivating growth mindset. We talked about this and played Bingo. Here is how we went:


How do we provide multiple choices within our learning tasks. How do we provide scaffolding in a discreet why.  

We can create a multiple pathway learning journey that supports students learning. This is done using move to section based on answer. We can use choice boards to allow students to demonstrate their understanding in non-traditional ways. 

When we see the process we see the mindset. 


GAFE Sydney-Capes Not Required

I am very excited to by at the GAFE conference in Sydney. The room is buzzing as we wait for the opening Keynote. All the MIT teachers are double checking resources and excite to share their experiences with a whole new Audience. 

Our opening Keynote speaker is Jesse Lubinsky he comes to us today from New Zealand, America were he is an innovator and technology leader.

Jesse talked about how he spent his childhood growing up in Brooklyn, in an apartment and Wednesday is new comic book day. He talk about how Superheroes are relatable for children and adults. He believes that every kids is a superhero but they don't have capes. Often as we go into teaching we think about this saying:

But what if your role as teacher is not to be the hero but to bring out the hero in our learners.


So what is our role in the heroes story? We would like to say that we are the mentor but sometimes the system or us can but barriers in the way for our heroes (students) that make them feel incapable.

We should consider the habits of mind.

What can we do as educators to bring out the hero in our kids:

Encourage their passions
One students passions was encourage was Jordan, who is a foodie and she has her own food blog. Jordan's lunchbox. What gave her this change is the support she got from her teacher and many people in her school who encouraged her.

Provide Opportunities
Students can be very passionate but this does not get fostered at school and this creates a disconnect for learners and as a result they don't feel that school supports them. 

One way Jesse suggested we do this could be through 20% time or Genius Hour. 

What if? 
-What if we are missing something? What if we are not listening enough to the people who this impacts most the kids. Jesse talked about how they change their school innovation fund so that kids could directly apply for funding for projects that will support their local community. 

At lot of the projects were around supporting younger students in communities. 

Celebrate their Scars 
Daniel Kish is blind and yes he found that hard but he way lucky because he was supported people didn't over over protect him. He used this freed to learn to echolocate. Now he teaches over people how to see without seeing just like him. 

There can be enjoy in failure. The things we hold the most dear are the things we struggle to get over and over until we finally get it. This is the same for our kids.  

Honour Individuality 
All of our students have challenges. Some of these challenges are physical but others are on the inside. Jordan Reeves age 10 has only one arm. Her is her story. Hilde is a reporter, she has her own news site. She covers things in her life. She has parents who are journalist. At 9 years of age there was a murder in her block. That wasn't received well by all. Here is her news site. To Honour their individuality we must know our learners. 

So is it true what Syndrom said "When everyone is super, no one is" No I don't think so we can all be super because with great power comes great possibility

Tuesday, 3 July 2018

Maths Norms and Language


One of the big language wins for me in my inquiry this year has been the establishment of a shared language of maths norms that we revisit regularly. This allows us to really unpack the language and have a shared understand that we continue to build on each day as we develop our shared maths community. 

As a class we have an understand that being an active listener means, listening to what others share and being able to ask questions or repeat what they have said in our own words. 


Tuesday, 26 June 2018

Pulling it all Together

As I reflect back on my inquiry so far this year I am very aware of the way that it is may little bits and I am still struggling to find the trend that pulls them all together.

As a result I wanted to go back to the problem and think about it along side the the bits and pieces I have been doing in class.


This Image shows where I am at currently with my inquiry. I now believe I need to change my project to focus more on the language and making that rewindable for the learners as that will have more impact for the people who count the most the KIDS!

Wednesday, 13 June 2018

Northland Digital Fluency Intensive

Today I was privileged to spend the day with the wonderful people at the Northland Digital fluency Intensive. We talked about the importance of CONNECT and how we can gain so much by connecting with others and build on and learning from each other.

If we are all paddling the Waka the same way we can achieve great things.

I really enjoyed sharing this will these wonderful teachers who I hope to stay connected with for a long time.


Throughout the day we worked on sites and I shared this presentation with them.



It was so wonderful seeing them take all we had talked about and achieve their goals on their class sites. I am starting to see some wonderful visible learning and great thinking about why they are using their sites and what they want to do next.

I feel so humbled having watched and helped these teachers tackle their site problems and find creative and clever solutions that make their site easier to use for their students.

Tuesday, 29 May 2018

Manaiakalani Staff Meeting- Creativity Empowers Learning

Creativity is one of the key values that underpins all we do as teachers. We want our learners to be doing with their hands but in the end we want to scaffold and support creative thinking.

As part of our meeting we looked at this add and the fact that it took the key message of the company and make it modern.

Here is a link to the article that describes what they did.

We talked a lot about how the history of New Zealand school is creativity. We often see our learners in the early years of their educations being very creative and often they are expected to grow out of this by WHY? This article talks more are this idea.

Create is a Doing word. We should be thinking about how we can help children create with their bodies.

This year Manaiakalani explored the ideas of what teacher believe create looks it in their classrooms. This lead to the document that explored all the ways teachers create with kids. You have seen this image before but it seemed important to share again the image created to show this idea behind create.

Choice is always a key elements. How to we provide choice in creativity? 

Tuesday, 22 May 2018

High Expectation Teaching Chistine Rubie-Davies


Why should we worry about expectation? 
It all boils down to self belief. If we believe we can do it then we try and try again. But if we don't believe we can do it then we are more likely to give up.

As Educators the expectation we hold of students is are shown to them in everything we do. They things we say and that we don't say. The things we do and don't do.

The way we teach and the activities we give student show our expectations.

If we think about this in terms of our teaching, having high expectation of all learners builds students self-efficacy and belief in themselves. High expectation teacher hold the whole class accountable, they do not just hold extension students accountable. By having high expectation teachers push students to make significant gains and students self belief also grows when they are with a high expectation teacher.

So what do high expectation teachers do?
-They spend a lot of time teaching
-Ask lots of questions, high level questions of all learners.
-They support students to get the the answer by rephrasing or scaffolding. 
-They give specific goal based feedback
-Behaviour management, they used setting up statements. "I am looking for the group who are working quietly"


  • One thing that stands out of me was that high expectation teachers did not use ability groups they used flexible groups or mixed ability grouping. 


  • These teachers used data to support students to formulate goals. That are specific to students needs. 


  • They have a warm classroom culture where students and teachers have positive relationships. They also have positive relationships between students. 


  • Learners had a lot of choose within their learning pathways and they taught using a range of books on a topic and allow students to choose. 
Rubie-Davies top three things that high expectation teachers have were flexible groupings, establishing a positive classroom culture and goal setting. 

My takeaways: 
  • Can I use more flexible groups specifically in literacy to support student growth. 
  • How can I use more goal setting based on testing and allow for checking and changing of goals. 
  • I have noticed that students in my classes are becoming more aware of their evaluating themselves. 
  • Can I send more positive notes home. 


Monday, 21 May 2018

MIT Day

Today we once again met at the wonderful offices of KPMG who so kindly host us for our MIT days. The day started out with reflection. This is nothing new for most teacher we reflect all the time, but this reflection was a little bit different. Today we talked about reflecting on our beliefs about teaching and what they mean in for our learners and ourselves.


This has been something I have ponded a lot recently as I have thought about what has made the change it attitude for my learners from being unmotivated to upset when they don't feel they have met their personal best.

This reflection was very positive for me as it made me think about how my expectations have help my learners to have higher expectations of themselves.

As the day went on we talked more about our inquiries and questioned ourselves and our current think. I have been thinking a lot about how my integration is going and I believe I need to step up the level of challenge in the coding and be more specific with language teaching.


I awesome need to make more connections and reconsider who can really help me make the difference for my learners.


Wednesday, 9 May 2018

Creativity Empowers Learning


This term our Manaiakalani focus across the cluster is on create and more specifically how creativity empowers learning.

To start off term to with a bang Ms Eadie and I applied these principles to our first week of term. We wanted learners to create to see the different simple machines and focus at play. We thought carefully about each tasking making sure we were using the senses to engage the learners brains.

Throughout this immersion which took place over a number of day with students working in small groups. Learners created physically and digital. Here are some examples of the activities they engaged in.

Art
We had three activities that I could call art activities however I they were also about thinking, folding and testing ideas.

1. Paper plane, a tried and true way of examining focuses and motion.

2. Marble run piece, Each student design their own piece which would later become a large marble run on our classroom wall.

3. Simple machines, learners thought carefully about what pathways in their brains might look like if depicted by a range of interacting simple machines.


Building
We had three activities I would call building. These were all very different from each other.

1. Creating ramps for car. This was a very open task and different group made very different things. They explored how different slopes could change the speed of the car.

2. iPad building task. These were Apps design to provide simple machines that student could put in different orders to explore how movement occurred.

3. Marble run, students used the pieces to construct their own towers and test them to see how the marble moved.

Movement, well there was movement in all our activities. In the art activities through learners hand and arms. In the building tasks moving around to find the material and creating with them. The last task was design to be a movement task.

1. Ten Pin bowling, students engaged in ten pin bowling aiming to use their bodies to throw the ball and hit the pins. It was great to see lots of creative thinking about the best way to bowl the ball.