Computational Thinking Designing and Developing Digital Outcomes Fun

What?

For ELT today we learnt about 'Computational Thinking Designing and Developing Digital Outcomes Fun'.

So what?

The purpose of this learning was:

1.  to experience a computational thinking activity

2. to create a digital outcome

3. to reflect on how we could integrate similar activities into our classrooms.

As a warm up we had to:

1. draw using autodraw.com

2. turn our 4 sketches into one outcome

3. record an audio for our finished image.

Now what?

I will think of ways in which I can use autodraw and the word generator in my classroom.

AsTTle writing moderation

What?

For ELT today we had a session on how to moderate writing using the E-asTTle generic rubric.

So what?

We were given three writing samples and had to work together as a team to come up with scores that we agreed upon to mark the three sample using the E-asTTle generic rubric. We sometimes disagreed with each other but by a very narrow margin. After some debating we finally came up with a consensus. Later we were shown the answers and were happy to realise that we were correct most of the time and the few that we had incorrect was only one level up or one level down.

Now what?

When we mark our learners asTTle writing assessments we will keep this in mind and ask for a second opinion if we are unsure.

iExperience Spiral of Inquiry

For our iExperience SOI, Nalini and I collaborated together to design a drama iExperience for our learners from Kukuwai and Marama. It catered for learners from Y1-2 & Y5-6.

What has been going well?
We  worked together to create the OrmPS drama progressions for Levels 1, 2 & 3 of the NZ curriculum. Our progressions had the AOs, descriptors and resources added to it. I planned the level 1 and Nalini planned for Levels 2 & 3. Our main focus was to use drama to share and idea and message. 

My lesson consisted of a Readers Theatre where learners had to listen to and read plays from books. They also so had a basic idea about the 5 elements of drama.
Cast of characters which are:
Setting
Dialogue
Stage direction
Acts and scenes

What did I noticed?

I noticed that some learners were more confident while others were shy to speak. They collaborated well and the more confident learners helped the less confident learners with the words of the play.

What would I do differently?

I will go around and listen to the readers theatre and reflect on the clarity of voice and expression. Maybe if I need more time I could continue with some aspects of drama during iExplore.

iExperience Spiral of Inquiry

What?
For ELT today, Anna and Laura went over our iExperience Spiral of Inquiry. 

So what?
Depending on I choose for my Spiral:
1.I will join other LCs who have chosen the same curriculum area to form a curriculum focus group.
2. Share this learning with other LCs in mini sessions.

3. Take action on my chosen curriculum area. My action may be different to other LCs in my own habitat. 

iExperience at our school is a minimum 45 minutes and is done in Block 3. This learning section provides time for learners to collaborate and connect. There will be both compulsory and optional immersion sessions for the learners to gain knowledge and expertise in certain areas so they are better able to embark on their self directed inquiries/problem based learning. iExperience is about providing and participating in new experiences.

For the scanning phase each habitat had to answer the following questions:
What does iExperience look like in your habitat? 
What have you noticed?

What areas are not being covered? Why is this not covered? 
Link to our habitat overview
Link to our scanning document

Now what?

After some consideration, I decided that since our focus for iExperience next term is on the Dance, Drama and Music, I will choose the Arts curriculum area to form a curriculum focus group.

Launch of the New PM Benchmark Literacy Assessment

What?
 I went together with Lisa, another LC from my school to the Launch of the New PM Benchmark Literacy Assessment. 

So what?
This new resource includes a Pre-Level 1 assessment and 6 post level 30 assessments. Carmel Small from Australia went over the New PM Benchmark Literacy Assessment resource. In the practical 90-minute workshop she unpacked the New PM Benchmark Literacy Assessment resource.

By joining the Product Launch I found out how to:
• embed the PM Benchmark Literacy Assessment in my classroom 
• conduct a Pre-Level 1 assessment targeting core literacy competencies of oral literacy, phonological awareness, phonics and concepts about print
• conduct a Post-Level 30 assessment across a range of text types
• walk through a complete Reading Record.

Now what?
This New PM Benchmark Literacy Assessment has helped me to learn how to conduct the most robust and insightful literacy assessment.

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

Digital technology curriculum

What? 

There are 2 new strands in the NZ curriculum that are linked to Technology - computational thinking for digital technologies &  designing & developing digital outcomes.

Why?

“The goal of this change is to ensure that all learners have the opportunity to become digitally capable individuals. The change provides a greater focus on students building their skills so they can be innovative creators of digital solutions, moving beyond solely being users and consumers of digital technologies.” “The digital curriculum content positions us as global leaders in education, meeting the needs of a digital and fast-paced world and making sure our students will be job-ready when they graduate.” Chris Hipkins, 2018

How?

Teaching through Play

The Role of the Teacher

The philosophy of play
Primarily, play is:
1. self-chosen & self-directed;
2. process rather than product driven;
3. contains structures or rules established by the players themselves;
4. imaginative, non-literal & removed from reality;
5. occurs between those who are active, and non- stressed.
(Gray, 2013; Brewer, 2007)

'Teaching' through play
A common misunderstanding about Play-Based Learning:
Learning-though-Play + Limited/ No Adult Guidance

• Teaching through play incorporates adult-scaffolded learning objectives but remains child-directed
• When teaching through play teachers might: enhance children's exploration and learning by commenting on their discoveries, co playing along with the children, asking open ended questions about what the children are finding, exploring the materials in ways that children might not have thought to do.

The role of the teacher: Intentional teaching

• Achieving a balance between direct instruction
• Act with knowledge and purpose to ensure children acquire the knowledge and skills they need to succeed in school and life
• Makes decisions that reflect their desire to specific goals or outcomes for their students' development and learning.

Intentional teaching: More than teacher talk

Requires teachers to have significant and wide-ranging of their students, both developmentally and cognitively

Zone of proximal Development

Pianta defines intentionality as " directed, designed interactions between children and teachers in which teachers purposefully challenge, scaffold, and extend children's skills" (2003, P.5).

Learning ->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->->

• What is known; 
• skills too difficult for a child to master on his own, nut can be done with guidance and encouragement from a knowledgeable person;
• What is known

Respect students and know when to ask questions. When learners don't want to be interrupted leave them alone. "In outstanding classrooms teachers do more listening than talking and students do more talking than listening. Terrific teachers often have teethmarks on their tongues." Alfie Kohn

The classroom is rich in opportunities for children to develop a body of knowledge that is inclusive of emotional socialisation.

Teaching the Key Competencies through play (in a cycle)

• Identify skills to be taught
• Plan for explicit teaching of skills
• Model skill to class (with puppet or students)
• Children practice the skill with peers
• Teacher coaches skill during play based learning

The power of positive descriptive feedback

Commentary during play that describes the students's pro-social behaviours and learning activities.

Description of task: You pointed to the square

Link to learning: You pointed to the square - You are learning your shapes

Link to effort: You are trying hard to find all the squares

Teaching children to problem-solve
Social problem-solving is the ability to find an effective solution to a social conflict.
1. identify what the problem is
2. think about why it may have occurred
3. brainstorm solutions to the problem
4. think about and evaluate the consequences for each solution if applied
5. decide on a solution to try
6. implement their plan to solve their problem

Intentionally teach social problem-solving approaches

How do you lift the play in your room?
Low-level play eg. children colouring or cutting paper, gluing and/or 'making' things at the making table
High-order play eg. children colouring or cutting paper, gluing or making 'props' that they then use in a socio-dramatic game

What the role of the teacher is and what it is not
What the teacher does:
- Use phrases during roving through the classroom such as 'I wonder', 'maybe' and 'you might like to'
- Plans for intentional teaching of rules and expected behaviours, recognising when play is not occurring and a redirection is required

What the teacher does not:
- Question children in their play such as 'John what are you playing?' and 'Mary, why did you decide to make that?'
- Allow for play to become 'loose' and chaotic' - disregarding the rules and expected behaviours in the classroom. Be unavailable to coach expected behaviours occurring in the context of the play.

Teaching through play: In summary
The most effective professional learning occurs with significant and ongoing support

Features and formats of a learning story
Features
- narrative
- talking directly to the student
- can be shared
Format
- varied
where possible may include student quotation and 'direct speech'
- must include photos

What next
- what do you see as a challenge in implementing Learning stories in your classroom

Being a middle leader: Observing teacher practice, Analysing and interpreting data & Appraisal

Observing teacher practice

Pre-observation conversation
- Decide on a specific area of teaching practice which should impact positively on student learning outcomes


Observation-collect data
It is important that the observer is clear about the focus for the observation and the ideal is that, in partnership with the teacher, the observer will design a method of observing and template that will be ideal for the identified focus.
- Process of designing observations
- rubrics
- open ended
- time series
- frequency count
- mobility mapping
- sweep

Post observation conversation
This takes place after the lesson observation
- Find a quiet space to dialogue

- Create a warm, friendly and informal climate
- Begin with questions
- Be an active listener ( & take notes?)
- Help the teacher to identify episodes of good teaching first (medals)
- Allow teacher time to reflect & ask questions
- Help teacher to make sense of their experience
- Ask critical questions & set new targets (missions)

Coaching (action)
- coaching questions

Analysing and interpreting data

Leaders enable the systematic collection of information pertaining to school goals & standards
-Collect
Diagnose individual students strengths & weaknesses to help teachers decide how to respond to individual learning needs. All assessment data should inform decisions, either at the class or school level
- Analyse
Analysis generally involves a comparison of actual achievement against expectations
- Use
Schools should collect data that they are going to use. Modifications/ programme choice based on analysis & interpretation.

Learning talk framework
Challenging talk: What can be done differently?
The talk is challenging us to:
- change on ineffective practice
- fine-tune a practice
- try new strategies
- justify or affirm a practice

Critical talk: Why is it happening?
Interpreting and diagnosing reasons and connections

Analytical talk: What is happening?
Evidence-based talk that enables us to analyse and judge our effectiveness.

Appraisal

Fronting an issue

Describe (neutral) eg. 'yesterday', 'when'

Effects (no blame)  Outcome - 'as a result' & Reaction - 'I felt like...'

Specify (no expectations) Reasons: 'because' & Action to be changed - 'and what I'd like is...'

Consequences (no threat) eg. 'when that happened I ....'

Be:

descriptive, honest, direct, calm

Don't:

Blame, judge, make threats, consider that only the other person should change.

Three carriage chain

Open to learning conversations

1. Say what I think

2. Say why I think

3. Invite the other's point of view

4. Clarify your understanding

5. Detect and check important assumptions

6. Establish common ground

7. Make a plan

English Language Learning Progression

What? 

For ELT today we went over using the English Language Learning Progressions (ELLP)

So what?

ELLP is primarily a teaching and learning tool. It is also used to access ESOL funding to provide support for English language learners. The ELLP matrices are useful to track progress for all English language learners, not just those receiving funding. The ELLP stages measure the language required to access the curriculum at an appropriate level and do not align with curriculum levels. It is not possible or helpful to make this alignment.

Now what?

When filing in the ELLP matrices it is important to remember that I am assessing the students academic language, independently from across the curriculum. 

The six styles of leadership

What? 

Yesterday I went to a workshop called 'Being a middle leader' that was held at the Waipuna Conference Centre.

So what?

According to Daniel Goleman there are six styles of leadership, extracted from a research done on 3,871 executives. The research didn’t just try to define the styles, it also correlated each one of them with the effect they have on the company climate, which then has a direct correlation on results.

1. Visionary — mobilize people toward a vision.

Works best when a clear direction or change is needed.

Most positive climate.

2. Coaching — develop people for the future.

Works best when helping people and building long-term strength.

Positive climate.

3. Affiliative — create emotional bonds and harmony.

Works best to heal rifts in teams or motivate people in stressful times.

Positive climate.

4. Democratic — build consensus through participation.

Works best to create consensus or get input.

Positive climate.

5. Pacesetting — expect excellence and self-direction.

Works best to get quick results from a highly competent team.

Negative climate.

6. Commanding — demand immediate compliance.

Works best in crisis or with problematic people.

Negative climate.

The most important aspect of this breakdown is that since each style fits a different situation, a good leader needs to be able to switch them when the context requires that. A leadership style is thus a tool, not personality trait.

Leaders who have mastered four or more—especially the authoritative, democratic, affiliative, and coaching styles—have the very best climate and business performance.

Now what?

I will try to be a good leader who needs to be able to switch them when the context requires that. 

Bloom's taxonomy

What?

A choice board is a brilliantly simple tool that can provide scaffolding, tiering, use of Bloom’s taxonomy, support multiple learning styles, and more. 

So what?

You essentially take the idea behind an assignment–or better yet, a learning standard itself–and create four choices that, if completed, will address a given learning standard.

In fact, these can be done on the fly. Write a topic or standard on the board in the centre of four squares, and in each square create an activity students can perform to demonstrate understanding of that topic or standard. Or better yet, let them come up with ways of their own.

Now what?

I will trial out what I learnt from this research with my learners.

Essential questions

What? Essential questions

So what?

Characteristics of 4 types of classroom questions

Examples of 4 types of classroom questions

Developing topical essential questions from overarching ones

Now what?

Once the overarching questions are identified I can pull questions from this set to address concepts & skills. Spiralling the curriculum around a set of recurring questions provides the intellectual coherence needed to develop & deepen understanding of  essential ideas. 

Once in place they assist teachers in creating versions that are more topic specific The added benefit is for learners: by exploring these recurring questions applied to different topics across the grades, they come to 'see' the larger, transferable ideas at the heart of subject matter.

How to use inquiry based learning with young learners

How to use inquiry based leaning with young learners

Curiosity and motivation lie at the heart of inquiry-based education. Inquiry-based learning follows a three-step process that you can incorporate into many curriculums. Students ask themselves three questions about any new subject being introduced:

1. What do I already know about the subject?
2. What do I want to know about the subject?
3. What have I learned about the subject?

Starting with a big question

Inquiry-based learning normally begins with an open-ended 'big question' that has many possible answers. This question acts as a catalyst to get students thinking more deeply about the subject.

Finding out what students already know

After you introduce the big question to the class, get students to consider what they already know about the subject matter.

Finding out what students want to know

Establishing what students know is essential for them to begin the second step: what do students want to know? This step allows students to freely wonder about the world around them.

Embarking on a discovery phase in the learning process

Students, with your help and guidance, now embark on the discovery phase of the learning process.

Finding out what students have learned

Finally, after a series of lessons in which students explore a subject, they are ready for the third step: discussing what they have learned.

Summing up

Essentially, inquiry-based learning is a natural way to learn a second language. It allows students much more control of their learning experience, while teachers help and guide them along. It encourages our children’s natural curiosity and sense of wonder about the world around them.

Spiral of inquiry: New learning

What?
For our spiral of inquiry this week we spoke about our new learning to help us during iExplore.

So what?
When making changes to our practice, it is important to know why a particular principle or approach is important. We all need to know why new ways of doing things are better than what we did before. Otherwise, the way in which we modify our practice is unlikely to be consistent with the theory underpinning the principles, and we risk diluting them or changing them in ways that will not work.

The first consideration is to ensure that new learning is directly connected to the focus that has been determined and informed by the hunches that were developed.

Now what?

Designing powerful learning also involves identifying the expertise required to support everyone to gain new knowledge and deepen their skills. 

From new learning comes new action – and innovative practices begin to multiply.

Timperly, Kaser, Halbert (2014)

SOI iExplore

What? 

For ELT we went over the expectations during iExplore. 

So what?

When sat in our teams and spoke about what scanning and focussing means in the iExplore context. Then we discussed our scanning & focussing ideas with our team and completed our habitat scanning & focussing slide. This is what our habitat, Kukuwai came up with for our scanning & focussing:

Now what?

We will continue scanning and focussing over the next week which will help us in developing our hunch.

School Docs

What? 
During ELT we learnt about using School Docs which contains our school's policies & procedures along with useful checklists & forms.

So what?
Our home page consists of the following links:

Now what?
If I am not sure about any policy or procedure at our school, I will use School Docs. I will also use school docs for useful checklists & forms.

Meet the Learning coaches

What?

Yesterday we had a 'Meet the Learning coaches' evening at Ormiston Primary School for caregivers of our learners.

So what?

First each learning coach from our habitat introduced ourselves to the caregivers. Then we spoke about what our day looks like. Thereafter each learning coach spoke about a different learning block for the day. Next we spoke about learning being encouraged to bring in a waste-free healthy lunch. After that we informed the caregivers about what home learning that learners are expected to do. Then we went through our habitat blog & site as well as spoke about devices. Thereafter we went over what PB4L is at our school. Finally we informed parents about our PUDO area which is where they pick up & drop off our learners.

Now what?

We are looking forward to having a great year with our learners & caregivers.

Space is the 'body language' of an organization

What? 

Before setting up our learning environment at the beginning of the year we had to do a reading on Space is the 'body language' of an organization. 

So what?

We had to then set up one area of our environment using 4 specific categories places, properties, actions & attitudes. Places & properties address the divisions in a space & the features within them; Actions & attitudes address who is in the space and what they do. This is what Kukuwai came up with:

Now what?
When setting up the rest of the areas in our environment we will use the 4 specific categories places, properties, actions & attitudes.