iDevelop Spiral of Inquiry Goal

What? 

Initially, I worked together with Lara Kirk to set my iDevelop Spiral of inquiry goal. Donna then worked with a group of learners in my habitat teaching them the different tools that they could use with Book Creator.

So what? 

My goal was to use Book Creator to create digital content. I made a difference to my iDevelop workshops by using Book Creator as a follow up activity after learners did their buddy reading. It made an impact as learners could now use Book Creator to show evidence of their reading.

Now what?

I still need to work on using Book Creator to make reading artifacts authentically digital by learning to use the different tools provided in Book Creator.

Here is an example of a book that one of my learners is working on:

Professional learning communities

What? 

For ELT today we were introduced to OrmPS's professional learning communities.

So what?

We spoke about how can we transform our iDevelop workshops by integrating digital technology into our programme. Then we discussed what is the purpose of the scanning phase and spoke about how are we conducting the scanning phase in our teams.

Now what?

Each LC in our habitat needs to choose a focus. Then we need to form a PLC (with the same focus). Thereafter we need to conduct our inquiry using our PLC as support.

Autism Spectrum Disorder

What?

For ELT this week we learnt about Autism Spectrum Disorder with Michele Blick who is a registered psychologist.

So what?

The presentation covered:

• Diagnosis of ASD - criteria, time, benefits
• Areas of challenge - interpersonal, language, behaviour, affect, cognition, sensory sensitivity, physical condition
• Providing support in the school setting

Now what?

If I have a learner with ASD I need to identify student’s current skill level and plan next steps to extend skills:

1. Provide a highly structured and visually supported environment. Clear, well organised and with minimal change.

2. Provide prompts to encourage the student to use schedules and timetables. Provide structure and support transitions. 

3. Independent use of timetables and transition. Increased presentation of problem-solving opportunities, choice, change and creativity. Decrease use of prompts and increase use of newly developing skills.

4. Move towards group timetable rather than individual. Less structured timetable with  increased opportunities for more complex social interactions, learning, problem-solving and creativity. Increased opportunities for choice. Independent use of visuals as needed.

5. Less structured timetable and activities. Minimum use of prompts and support. Increased independence and use of self-management strategies. 

Flatbush 7

Breakout 1: From the perspective of Maori learners

What we can do to connect with Maori students of all ages:

• Acknowledge students  by greeting them
• Learn their names and pronounce it correctly
• Show students Aroha (love)
• "Kids don't learn from people they don't like" - Rita Pierson

Breakout 2:  Real world science

Connecting the learning in Science within the classroom by maintaining strong links with EOTC:

• Rainbow's End - fun-filled but lots of underlying principles of physics and getting learners to think about it
• Link things they do everyday to physics eg. opening and closing a door.
• Physics is everywhere - physics means nature
• Chemistry has to be connected at the three levels - macroscopic level, symbolic level & particulate level eg. ion testing
• Biology eg. zoo trip for animal behaviour & human evolution

Breakout 3: Challenge - physical competencies

Exploring the challenge of increasing decline in learners with physical competencies; hand-eye coordination, muscle development, a basic level of physical fitness:

• The why, challenges & what next for increasing physical fitness in learners

Breakout 4: Authentic Learner Led Inquiry

How do we facilitate inquiry learning and manage a large group of learners who all have different topics

• How to generate learner choice - record learner choice
• How to structure an inquiry 
• What skills and tools are embedded in an inquiry 
• How to ensure an authentic outcome - make sure others can learn from what you are doing
• How to manage a class of learners with different learning focuses - track learners

Link to the digital booklet