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.

Term 12018 Reflection

Term 1 

1. Using a Checklist 

This year I have adjusted my checklist process. When students have completed work they add it to a checklist- I comment on it and color the cell so students know what to do next. Green means it is ready to blog. Orange means there is a comment and feedforward, yellow means I can access it. This is making students more accountable. I found this easier than using teacher dashboard because I can see all the students and their work due this week at a glance. 

Next steps: Monitoring my select student's next term who are not getting work done. Giving them two options for the day. Do this then you can do this. Check in with them after every block. 

2. Science
The science learning this year has been fantastic. I have completed about 10 science-based lessons from Susan's bank of lessons. My students are now starting to use their science books in the sessions and their 'me' pages are becoming more developed with their ideas and thinking opposed to pictures or nothing at the start. 
Next steps- Use the question cards during EVERY lesson. Focus on 1-2 a lesson as we work our way through Students will become familiar with critical thinking and the sentence starters help them form sentences.


3. Digital Modelling Books
This term I used a digital modeling book and had documents where students worked collaboratively on. This was extremly effective- The students loved it and they used other students work to support/ help their learning and understanding. I noticed that It worked best in small groups 6-8. I also need to make sure I change the editing rights after the lesson so students can go back and deleted others work. This term I really want to try and use them more. I managed to use it once a week BUT this isn't reflective of how often I taught writing- I need to update the modeling book after every session and ensure students are using it.
Next step: teach students where it is- Constantly refer to it. Get students to look at it when they are stuck.

Science PD (Stem) with Susan Heeps

Science PD 

Our first session for our science PD was extremely successful. These are my notes below with some big ideas that I will be taking into my classroom. It was a huge benefit to have science experiments modeled to use which helped me understand how they would work in my classroom. 

STEM 

(Science, technology -tools,  engineering, mathematics) 

Science - Natural/ Physical World

Engineer - Made world

Ice Ice Baby Experiment

The ice experiment involved us numbering tasks in any order. Susan then rolled a dice and we did that number for 30seconds with a piece of ice. The winning group was the one whos ice completely melted first. After doing the experience, I immediately wondered how the other group has won.
Thoughts:

They are naturally thinking which action will produce the most amount of change. 

Science is about change

Focus on science - not we are not going to write about this- think about scientists recording/ analyzing, gathering data. 

Science thinking and observing (5 sense need to be used) 

Use vocab after the first experiment

Positioning - Side view/ bird's eye view

"we are doing it again in intervals of 30 seconds"

"which one are you going to repeat"?

Ant learning 

Draw an ant- what do you think it looks like?

Label your ant

Collaborate- Share with others contribute to the group 

Explore the unknown - Look at expert pictures 

What do you notice?

Compare and contrast

Do you need to change your diagram? 

Video of Ants counting - Questions? 

Revisit video / Review / Reflect (Do this with all work) 

Unpack videos and enrich the student's vocabulary. 

How scientists work. - Many different kinds of scientist 

Connecting the Curriculum

Confident 

Connected 

Actively involved

Lifelong learners 

Key ideas: 

Doing- then the big ideas. 

Get the meaning out of doing.

Understanding we are learners 

This year I am going to provide a library of experiments
Science- A way of knowing - Explanations generated based on evidence that can change over time. My job is driving their awe and wonder.
Look into: https://chipbruce.files.wordpress.com/2008/11/butterflies.pdf  

I will be doing the ice experiment with my class and seeing what sort of questions arise. I am also wanting to think how I can technology to enhance this lesson..

Mentoring 2018

This year will be my first year mentoring a new beginning teacher. This is her first job out of university, she will be going into a Year 4, 1:1 digital classroom. To prepare myself for the role of 'mentor' I have done some professional readings to enable myself, to give my BT the best start possible to ensure her success. 

"Apparently some of the high-priority needs of beginner teachers are classroom

management, motivating students, differentiating student learning, problems

and needs, assessing student progress, interaction with colleagues and parents,

receiving appropriate advice on school culture, goals and instructional resources,

using effective instructional strategies or methods and emotional support

(Veenman, 1984; Gordon & Maxey, 2000; Senom & Shahratol, 2013).

At some circumstances, even with some efforts, beginner teachers still feel

isolated and hope for individualized precise support to survive the early years

(Lunenburg, 2011). Literatures point out that the environment a beginner

teacher is attached to shapes the quality of the teacher and teaching practices.

Environment is grounded by the culture of the teaching practices and conditions

of the workplace."

The text discusses the needs and challenges facing beginning teachers, it highlights the first five phases B.T will go through.

1. Anticipation—excited about what was learned in pre-service, start their career, anxious.

2.. Survival—faces challenges that were not anticipated in pre-service, over-
loaded with tasks beyond classroom teaching, shocked but need to move on.

3.. Disillusionment—the most challenging phase to survive, learn to cope and
adapt with multiple tasks but even more work piles up, higher expectations
from administrators.

4..Rejuvenation—back into task after a semester break or schools term breaks,
better understanding of their job.

5. Reflection—review what has been completed for the year and plan for the
upcoming year based on the experiences and knowledge gained.

Looking at these phases I can see how they are exactly the phases I went through in my first year. I have seen many teachers in the 'Disillusionment stage' give up and resign. I know it is an extremely challenging phase I need to be aware that when my B.T gets there, that I am giving her strategies to cope and support her. A goal for myself will be not to do things for my B.T or give her the answers- I am wanting to give her many options and allow her to problem solve and make decisions for herself.

Four ways mentors can support new teachers; 

Providing emotional support and encouragement

Giving information about the school’s work style and culture

Promoting understanding of the students and family culture

Providing cognitive coaching ( This will be significant especially in terms of how we teach Literacy, as this is an area that many B.Ts struggles with- we have had lots of PD so I am going to coach my BT through modeling, team teaching, and observations).


Reading:
Vikaraman, S. S., Mansor, A. N., & Hamzah, M. I. M. (2017). Mentoring and Coaching Practices for Beginner Teachers—A Need for Mentor Coaching Skills Training and Principal’s Support. Creative Education, 8, 156-169.

PB4L Goals

Yesterday we had a school PB4L meeting. We had a look at everyone's classroom rules and then we compared ourselves against a PB4L classroom checklist. It was clear that having a PB4L matrix/ class rules that have specific areas or scenarios is key. I have 9 key areas/ times of the day where we have set rules ( E.g in the morning we need to wait till 8.30, come in and put the chairs down, unplug the Chromebooks... Etc) This helps the classroom run smoothly as students know exactly what to do at any given time of the day. 

I have just changed my classroom as I have 27 students and they are getting bigger so it has become hard/ impossible for them to sit and fit on the mat area. I have removed the mat area and created more room for tables. We created a PB4L poster this morning and rules for when we come into school. 

Starting the day:

1. Come inside and get your Chromebook

2. Choose a seat where you are going to be the best learner and stay on task 

3. Chromebook closed and waiting for the Roll and Miss Spies' Instructions. 

My goal is to help other teachers in the school create PB4L matrices that have clear expectations and allow for desirable classroom behaviors. The first step is to create clear rules and then teach and reteach the desired behavior and expectations to the students. If this is done consistently there is immediate success. 

Personal PB4L Goals:

Demonstrate calm, consistent, brief, immediate and respectful error corrections using professional teaching tone and demeanor.

Use a variety of strategies to increase student opportunities to respond (examples: turn and talk, guided notes, response cards).

Education Council Standards