Tuesday, 18 September 2018

Analysing my Science Engagement Survey

The What??

My students all completed a science engagement survey as part of our science PD for the year. 

The results 
100% of students surveyed said they are encouraged to ask questions about what we observe 
100% of students surveyed said they are encouraged to take time to observe something carefully 
Almost all students said we show ideas and patterns using diagrams/ graphs. tables. 

Almost half the students said they were unsure or weren't able to investigate their own questions. 
Half the students were unsure or weren't given opportunities to try out different ways of investigating 

So What?

I can see that my data is reflective of what is happening in my class. We often 'run' out of time to investigate our own questions and then I move on to new science learning in the next session. This has made me think I need to slow down and give students more time to investigate and try out different ways of investigating or solving problems. Perhaps revisiting or reflecting upon science learning we have already done is key. 

Monday, 17 September 2018

Apprasial Goal


Professional Standard 1 - Connecting current professional learning and considering how this will look in the context of Te Tiriti (partnership, participation, and protection). Reflecting on teaching Reo.

Continue to work with MIT cluster and within school management and colleagues to keep up the high standards you have set for yourself.

Specific Action 
Blog reflections specifically addressing the needs of Māori learners. Evidence of Reo teaching (explicit and interwoven) Consideration of Tikanga within the class. 

What have I achieved so far? 

I have been busy this year with my MIT inquiry, class on air, mentoring and teaching full time. I am currently thinly spread across my responsibilities. These last few weeks and next term I am focusing on my Reo in the classroom. Already throughout the year I have timetabled weekly Te Reo teaching which is explicit, although at times I struggle to interweave Te Reo throughout the day - this is due to my lack of knowledge. 

My class discussed the need for posters around the room to help us with our Te Reo ( Which we put up last week). Sally has given me the book 'Maori at Home' which is an everyday guide to learning the Maori language. Each day I am aiming to incorporate a new word or phrase into the classroom. We have started playing games in Te Reo ( With the help of a fluent student in my class). We have also discussed the relationship of the the tuakana - teina ( TKI information) in our science learning with the junior classroom. 

A question to ponder: What does tikanga look like in Ruma 4?

Wednesday, 12 September 2018

Dr Cynthia Greenleaf - Developing in Digital Worlds

Developing in Digital Worlds with Cynthia Greenleaf!!

Setting Discussion Norms 

  • It is important to set discussion norms in your classroom. "How we support each other in the classroom" - Can co-construct with your class.
  • Changeable 
  • Can be added to over time. 
Those who do the reading, thinking and talking are the ones doing the learning. 

How do we get a dialogic argumentation? 
Allow students to engaged in texts that pose different ideas. Allow students to engage in discussions where they have to justify their ideas.

Slip or Trip Example:

Discuss in small groups.
Find evidence explain its importance.

Skill: Make a claim, can find evidence, can't link the two with critically reasoning.

Go Meta! - Metacognitive, go meta with our relationships

Refine our norm! - What supports collaborative argumentation? (Positive rules)

Think about online discussions? Students are in a world where they can talk online in many different forums. Are we allowing students to have opportunities to negotiate social norms?

Online forums create distances between those interacting and talking - we are unable to read facial cues and gestures.

Next Steps for myself:
What about another point of view? How could you use the point to support your argument?

Selective Bias -
Argumentation writing- Show all perspectives, weigh them up and then come to a conclusion.

Getting students to be comfortable with the 'unsolved' with wonderings. No right or wrong answer

Provocation/ Picture Idea!

Once a week where students have to respond and contest their beliefs. Could upload to the class blog. Students could write their response??- Do with Sally!

Could review their conversations 'go meta' or 'analyze evidence'.

Tuesday, 4 September 2018

MIT Tool Development

Today has been a day of reviewing and developing my tool. This has been one of the most successful days working on my tool. As I progressed it made more and more sense and came together.

I have extended the content from only having board examples and question prompts. Below is my website layout. The website is yet to go live as I want to get a few more videos up.

The What? The why? The how? and about me.
I am going to add pictures of students to this page as it is not very visually appealing.

Page 2 
The Boards- Examples of boards with links to make a copy. At the bottom of this page is a google form that other teachers can submit their boards onto the site. 

Page 3:  Question Prompt- This page has question prompts that link to videos of the students using them. ( Still, need to get that video footage). Michelle ( My principal suggested a link so that teachers can access these prompts to save onto their drive or print) 

Page 4: Example of what argumentation looks like in my classroom. I have One example but will be filming more as part of my class on air that I can use too. 

Page 5: Students Blog Example- This will have links to students blogs showing their argumentation boards. A way for teachers to see the ways my students have shared their learning and thinking. 

Page 6: Creating your own board. This page has links to website and search engines that I use to find my text content. It also has a checklist with ideas to think about when designing your own boards. 

Monday, 20 August 2018

MIT - Clarelle's Blog Post on my Tool

Below is Clarelle's Blog post about my tool, see her Blog Post here.

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 of how teachers 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.

MIT Tool Feedback - Zac

Movie Making

Zac presented his Tool on our MIT day out at KPMG. Zac's tool is an interactive website that is all about 'movie making' as a means to improve student achievement in writing.  Zacs site has four main sections; How to videos, Film techniques, Teaching strategies, Graphics & Images. Each section has examples and videos made by the students in his class. Zac's site has a great flow- making it easy for teachers and students to use.

The tool is a one-stop site for everything movie making- from storyboarding, to editing using iMovie. It is a great place to learn more or to start out!!

Next Steps:
- State on the site that the students have created the videos.
- Give more information on how he manages the students and what he does as the teacher when they are filming.

MIT KPMG Session 3

KPMG Session Three

Feedback/ Next Steps:

-Includes mini lesson Plans with each argumentation board
- 'About this site' -blurb + short video. ( The why? Whats the deal with argumentation boards and critical literacy?)
-Site flow: The site will be in three parts.
Part One- Argumentation Boards + teacher notes.
Part Two - Prompts - Each question prompt will have a link with a short video showing how students use that particular prompt.