Friday, 15 June 2018

Developing Digital Worlds Session Two

Today we had our second session Developing Digital Worlds Session with Jacinta. Below are the main ideas that I took away:

1.  The importance of 'Activating Prior Knowledge'. We discussed how sometimes this is not given enough time or importance. Using what students already know as building blocks is a critical tool.

2. After having a go with an augmentation board. Evaluate what texts the students were on the most, using the screen time section on teacher dashboard. This will give me a good idea of what text types students are using/ compare to the ideas they are coming up with.

3. Checking that sources are credible and reliable. This is something we have been doing in writing when note-taking. We have been giving a note a tick when we see it in another text. This helps us see what information is reliable as we have seen it in multiple texts.

4. Text sets- Possible the most important aspect of a successful argumentation board. Using a range of texts that offer alternative views.

"How many texts will support the principles of argumentation (below) in your subject area? Rationale?
To be able to substantiate, and evaluate, the integration of claims, reasoning and evidence to support rational decision making or belief, while also giving appropriate attention to counterclaims, reasoning and evidence that informs a critically reasoned conclusion."

Prompts for Attending to Overlooked Evidence:

  • What do you make of this (reference data/information)?

  • What else do we need to take into account?

  • Who has another observation that can help us look at the whole picture?

  • Is there anything we’re missing?

  • Who has a different idea?

I have filmed two class on air episodes using a critical literacy approach with an argumentation board. Click here to see Lesson 6. My next lesson will demonstrate the new skills I have taken from my session with Jacinta; Using alternative texts, focus on APK, prompting questions and less teacher talking, more students thinking! 

Tuesday, 5 June 2018

Science Observation

Science Observation (Guided exploration) 

Lesson focus: Notice, Think Wonder. What is happening? (Describe) Why is it happening (Explain) 


Task: Observe how substances interact together (Liquid into liquid, solid into liquid) 

Get students to describe equipment. Whats the purpose? (This bumps up vocabulary) 
Students took part in looking how to transfer the liquids between containers. Discussed 'half'. Demonstrated solids and liquids and the shape they take.
Give the students opportunities to describe - this gives them more experience doing it. 
Feed in the vocabulary to give students the ability to communicate. 
Students to have a go. Pour the salt into the water. Observe the reaction (Eye level) 
Discuss what happened? Video this and re-watch to pull apart key ideas. 

Staff Meeting Debrief 

What are cross-cutting concepts- Help students connect ideas from one discipline to another. 

Crosscutting Concepts:
Cause and effect
Structure and function
 Change and Stability
 Matter and Energy

Learning science is best supported when instruction interweaves content and concepts from a variety of fields. 
Science is a way of knowing

Next Steps: 

How can I reinforcement the learning?

Think about how students can communicate their thinking with others in the class. Note as a teacher that one student's response is not a confirmation of the lesson or students knowledge. 

Filming parts of the experiment - Reflect on what they can see. Using a video allows you to pause and discuss different parts of the experiment. It's a great way to gather evidence and collect data. 

Thursday, 24 May 2018

Kootuitui Unconference

Yesterday we had our annual Kootuitui Unconference. As a cluster, we came together and had the opportunity to attend toolkits on what we wanted to learn about. It was a great way to share the expertise we have within the cluster in a relaxed way.

Toolkit One

I attend the drone workshop. The presenter discussed using a drone to teach students how to code. He used the app tinker. It was easy to use and allowed students to control the drone from the app. Unfortunately, the drone didn't connect to the app, so we didn't get to see it take off. 

Toolkit Two
I took a tool on using the new google sites. I came ready with how to embed moving pictures onto your site but the needs of the group were different. I had three people attend with questions about using google sites. This was great as I just was able to sit and assist them and it didn't take much time.

Class walkthroughs

Yesterday we had class walk-throughs in our staff meeting. This was a great way to reflect on our space and how we represent our children in our classrooms. It was great to see how much amazing work is going on in all our classes. This gave us all the opportunity to learn from each other. We talked about how our PB4L teaching and learning is visible. How our classroom culture is reflected in the space and how does the space reflect our school?

What next for me?

Although I have examples/ models for students to use I also need more work created by the students. I start could be even taking pictures of them working in science- This gives them more ownership of the space.

I am lucky that I have such a large classroom- but it does swallow up any wall displays I have and it always looks empty. I am going to try and take some of my posters down and replace with students work.

Wednesday, 23 May 2018

Developing in Digital Worlds Session One

What is argumentation? To be able to substantiate, and evaluate, the integration of claims, reasoning, and evidence to support rational decision making or belief, while also giving appropriate attention to counterclaims, reasoning, and evidence that informs a critically reasoned conclusion.
(Kuhn, 2015); Common Core State Standards.

The kotuitui data shows low results in: 
  • Critical thinking in literacy 
  • Discussion 
  • Commenting on DLO

We talked about how we can get students to have more discussions. We need to think of their blogs as a continuous learning journey- a process of learning. Other people can comment and give feedback and the students can better their learning. 

(A blog is a place for the draft- Asking parents if they can you engage in their learning- a Critical piece of work opposed to a finished work) 

Argumentation links cognitive with the social. Developing social skills- Key competencies. 

Thinking of my teaching- When I am planning I need to think to myself 'how much critical thinking was required for the student to create their DLO?' Templates confine students to a certain way of thinking.

To do: 
I want to start my argumentation journey with a text looking at the different perspectives that students could have. Discussing why. Starting  my thinking frame with  Should..... ( That way all students to access in argumentation) 

Monday, 21 May 2018

MIT - KPMG Session Two

KPMG Session Two 

Whats working? Students Reading Results are shifting.

Whats not? The tool- I have created a framework to use in reading but feel like I have reinvented the wheel. What I have created is nothing new.

What do I need help with? The framework and getting outside my box. Seeing what other clusters and schools are doing in Reading.

PD- Sheena Cameron Reading comp- Are using her posters to drive my framework thinking.
What questions do I want to ask?

What impact do I have on my learners? Why we believe what we believe? 
Student agency
Intrically motivated- believing in them- giving them opportunities to take risks/giving things a go.
Relationship building
Respect and empathy key

Below are notes from the catalyst core education game. Someone was recording what I was saying:
Catalyst - Core Education
TEAM MEMBER:  Rebecca (critical thinking in reading

Lots of new learning - but finding that she needs to be careful on who she talks to.  And wanting to get out there and visit new ones.

Trialing lots of new things

Feels that it is important to get out of her bubble and go wider and deeper - critical thinking in reading is very important.


Where did you get the idea that critical thinking  in reading was the way to go - data showed disengagement

This lead to a change in thinking from stem based to reading based as this is where the problem really was. - learning circles creates discussions that will help them.  Trialed sentence starters to help scaffold - They still need this so they can experience success.

Research-engaged with - needing to find this - looked at clusters data feedback and looking at literacy - people are having the same problems

Research on reciprocal reading would help.  Dani - also Rebecca Jenson - wide and deep text reading.
Also Angela Moala

What might will this mean to students - kids keen, need scaffolding - Fight over roles (good) - them becoming the leaders of their learning - not revolving around the teacher - increase mana no matter what role they take.  - Will look at visiting Danny who is doing this reciprocal reading to build

Have you looked at the models you use to teach?  Are you explicit? - Not consistently  - This can be an area for a big change if you are modeling how it can be done.  Co-constructing and what it looks like for them.  Struggling with time out of class to ensure that this consistently.

How are we going to learn more about the changes you are making - making blog posts - so far I have been surface but need to go deeper - take some time to focus.

My Who? 
- Sally
- Dani- Point England
- Jacinta (Wolf Fisher) Digital world PD - Literacy focus.

The students 
-E ( ESOL)
-Ta (ESOL)

Class On Air 2018 What's That?


Throughout the year I will be updating my Manaiakalani Google Class OnAir site with links to my planning, resources, reflections, videos of my teaching, and links to the learners work on their blogs. There are 10 Manaiakalani teachers from various schools and levels for you to check out.

Direct Instruction
The learning intention for this lesson was to use our senses to describe a substance.  Students were given two substances (baking soda and malt vinegar) in pairs, they had to use their 5 senses to describe the substance and collect data to help them figure out what the substances were. They also observed how the substances interacted together and why. 
The video shows the class instruction, and then two groups working on the experiment.