Tuesday, November 8, 2011
Wednesday, October 26, 2011
Tuesday, October 25, 2011
Thursday, October 20, 2011
Lane Clarke Callback days
Lane Clarke
Learningto learn, Learning to think.
Day 1
Its about challenge and reflection
Are we preparing learners for their future or our past?
I need the kids to communicate what they have learnt so they know they know it.
Haiving kids find out and know that they know it is key.
It is easier to go from good to great thanit is from mediocer to great
What does it mean to learn?
Is there a differenc between knowing and learning?
Is there a difference between theme and integration?
How does real world learning compare to in school learning?
In authentic integration you need to detour to get in the know, to learn new skills to continue the learning.
The only place you will find subjects is at school. We have disciplines in the real world.
The kids dont own our inquiry model the teachers do. Can the children articulate whatthe model is and how it works.
Kids say this has to do with maths so i can do it in my numeracy time or this has todo with literacy soi can do it in my literacy time.
Is inquiry a time of the day for me or a philosophy?
Colour code you tools for each petite inquiry on lanes thinkbox
Whats your so what and and who is your audience, what communitcation vehicle should you use to appeal to your audience.
The end evaluation should be about the tools they used
What is the relationship between thinking and learning.
What is thinking? Thinking is what you do to help you learn.
The tools should direct your thinking.
Use the it we have to promote, ehnance learning and the learning journey.
Video the kids working and get them to evaluate participation, engagement.
We use organisers to advance thinking and learning, not just for the sake of it.
A framework will help the kids manage themselves or a team.
Give the kids a process and they can work at their own pace.
A planner is just bridging the gap between the criteria and the finished product.
Plans organise the criteria and guides the thinking.
Graphic organisers are to help you manage information
Frameworks help uou mangage yourself.
Planners help you manage your thinking to produce or act
Stop start stay e.g. Behaviour
What needs to stop?
What needs to start?
What needs to stay?
Criteria
It is about giving criteria that is really solid, very specific criteria,
i used capital letter at the beginning of a sentence,
i used capital letter for names of places,
i used capital letters for the names of people etc.
Have a so what for every learning area.
Day 2
MI Theory
What smarts did i use
Math smart, Word smart, nature smart, picture smart, people smart, movement smart, self smart, music smart, deep question smart.
Howard Gardner frames of mind MI theory
Look at family trees what were your ancestors good at?
9 plannining steps
Planning starts at evaluation
Immersion, 5 centres each focusing on different tools, video, computer with talking book, computerwith websites bookmarked, drama centre kids dramatising audio in real time. The kids have a task card and organiser with them , teacher should be able to remove themselves and guide a centre. Task card must go up with two organisers as models.
The so what comes from the curriculum we teach and we plant it
Inquiry needs to be my frame of mind. There needs to be inquiry in everything i do.
I dont plan how im going to teach i plan how they are going to learn
Literacy and numeracy driven by task cards and organisers
Learningto learn, Learning to think.
Day 1
Its about challenge and reflection
Are we preparing learners for their future or our past?
I need the kids to communicate what they have learnt so they know they know it.
Haiving kids find out and know that they know it is key.
It is easier to go from good to great thanit is from mediocer to great
What does it mean to learn?
Is there a differenc between knowing and learning?
Is there a difference between theme and integration?
How does real world learning compare to in school learning?
In authentic integration you need to detour to get in the know, to learn new skills to continue the learning.
The only place you will find subjects is at school. We have disciplines in the real world.
The kids dont own our inquiry model the teachers do. Can the children articulate whatthe model is and how it works.
Kids say this has to do with maths so i can do it in my numeracy time or this has todo with literacy soi can do it in my literacy time.
Is inquiry a time of the day for me or a philosophy?
Colour code you tools for each petite inquiry on lanes thinkbox
Whats your so what and and who is your audience, what communitcation vehicle should you use to appeal to your audience.
The end evaluation should be about the tools they used
What is the relationship between thinking and learning.
What is thinking? Thinking is what you do to help you learn.
The tools should direct your thinking.
Use the it we have to promote, ehnance learning and the learning journey.
Video the kids working and get them to evaluate participation, engagement.
We use organisers to advance thinking and learning, not just for the sake of it.
A framework will help the kids manage themselves or a team.
Give the kids a process and they can work at their own pace.
A planner is just bridging the gap between the criteria and the finished product.
Plans organise the criteria and guides the thinking.
Graphic organisers are to help you manage information
Frameworks help uou mangage yourself.
Planners help you manage your thinking to produce or act
Stop start stay e.g. Behaviour
What needs to stop?
What needs to start?
What needs to stay?
Criteria
It is about giving criteria that is really solid, very specific criteria,
i used capital letter at the beginning of a sentence,
i used capital letter for names of places,
i used capital letters for the names of people etc.
Have a so what for every learning area.
Day 2
MI Theory
What smarts did i use
Math smart, Word smart, nature smart, picture smart, people smart, movement smart, self smart, music smart, deep question smart.
Howard Gardner frames of mind MI theory
Look at family trees what were your ancestors good at?
9 plannining steps
Planning starts at evaluation
Immersion, 5 centres each focusing on different tools, video, computer with talking book, computerwith websites bookmarked, drama centre kids dramatising audio in real time. The kids have a task card and organiser with them , teacher should be able to remove themselves and guide a centre. Task card must go up with two organisers as models.
The so what comes from the curriculum we teach and we plant it
Inquiry needs to be my frame of mind. There needs to be inquiry in everything i do.
I dont plan how im going to teach i plan how they are going to learn
Literacy and numeracy driven by task cards and organisers
Wednesday, June 8, 2011
Monday, June 6, 2011
Mark Osborne tutorial tools for teachers and learning
DP Albany Senior High School
Open plan flexible learning spaces
Use only Open Source software
- no license fees
- all about sharing
Open source desktop software examples. Put ALL of them on the computers
Scribus - newspaper
Gimp - like Photoshop
Wall wisher - Wonderwalls
Scratch - programming, game based learning
Blender 3d - a la Peter Jackson fx. Too hard for younger kids?
Sweethome 3d
Sketch up
Musescore - music notation and composition
tuxpaint open source paint
Tuxguitar teaches tablature
Audacity - mp3 recorder
Xmind - mind mapping, graphic organisers
Jokosher - like Garage Band
Bit.ly/ashselearning
Web:
Chrome apps
Picnik - fun photo editing
Cramberry
Google art project - art galleries
- Posted using BlogPress from my iPad
Derek Wenworth tutorial
Derek Wenworth
The Link between effective learning, ICT and the new Curriculum
Www.livebinders.com
Search Engine Quintura and Quintura kids
Boolean Searching a smarter way to search using the + sign between words you want searched together.
Use Boolify uses graphic puzzel pieces to enhance web searching
Tech and learning
Searchcube.com visual search engine
Www.exploratree.com has heaps of thinking guides and visual planners. Graphic organisers/frameworks
Debategraph.com find debates on topics
Inspiration mind mapping tool (paid programme)
Mindmeister mind mapping tool (online)
Cybrary mans educational websites .com
Ebook critical thinking in the classroom.
Ozthink critical thinking on the web
Location:TOD Roslyn
Mark Osborn's Keynote TOD
Catching Creativity
You can become more intelligent by believeing you can become more intelligent. Carol Dweck New kinds of smart
Modelling the process of creating a good question, re-shaping, crafting and changing a bad question into a good one.
Where ar e the reflective spaces in my class?
Kenn Fisher on Learning spaces.
100 Days of Creativity 21 days instead of 100
Find Pete Heslins Brain Writing
Re-design the class what would you have if you had the opportunity?
TED Talk The Tinkering School Gever Tulley
Ask the What if questions, to get people to thi k outside the box.
Www.wikieducator.com
Thumbs up for Rock and Roll youtube clip about self efficacy.
You can become more intelligent by believeing you can become more intelligent. Carol Dweck New kinds of smart
Modelling the process of creating a good question, re-shaping, crafting and changing a bad question into a good one.
Where ar e the reflective spaces in my class?
Kenn Fisher on Learning spaces.
100 Days of Creativity 21 days instead of 100
Find Pete Heslins Brain Writing
Re-design the class what would you have if you had the opportunity?
TED Talk The Tinkering School Gever Tulley
Ask the What if questions, to get people to thi k outside the box.
Www.wikieducator.com
Thumbs up for Rock and Roll youtube clip about self efficacy.
Location:Roslyn
Teacher only day conference
Keynote: Derek Wenmoth Addition to Assimilation: The journey continues
Derek has an interesting thinking blog- find this
View students as creaters and not just consumers
For levels of ict integration
Addition
Incorperation
Integration
Assimilation
Www.core-ed.org/10trends
Ict process - learn, create, share, ubiquity, personalised, collabrative
Derek has an interesting thinking blog- find this
View students as creaters and not just consumers
For levels of ict integration
Addition
Incorperation
Integration
Assimilation
Www.core-ed.org/10trends
Ict process - learn, create, share, ubiquity, personalised, collabrative
Location:Roslyn School
Wednesday, May 4, 2011
Wednesday, April 27, 2011
Term One Reflection 2011
Term one has been very busy ad although it was 11 weeks it seems to have flown by. The first part of the term went really well I did not try to force or rush things like I did last year, things just flowed nicely.
I took my time to get my programmes started. I wanted to have a big emphasis on using deadlines. I started this well and was using it like I wanted to, however, as the term went by I shifted from this and did not keep up with using the deadline board and updating these. This is what drives the self-directed learning as when a teaching session has been the task that then gets assigned needs to have a deadline that the children strive to achieve.I will enforce this in term two and follow through with deadlines not being met.
My maths programme has worked really well especially with the use of both mathletics and Studyladder. These tools are very useful in keeping the students busy on maths tasks that are going to benefit them, the tasks are very engaging and motivating as the students are rewarded (online) for their efforts.
In term one I have been implementing the CSI reading programme and have found it very beneficial thus far with the students finding the texts very interesting and engaging. The students are also remembering the comprehension strategies and how they help them become better readers.
Connected curriculum in term one was very valid as it lead into camp very nicely, making the students aware of risks, how to identify them, minimise, and eliminate them to kepp them and others safe.
We have had a lot of help and guidance from Jo Walker in terms of writing, teaching writing and editing writing. I have learnt a lot already and look forward to the continuation of this PD in term two.
I took my time to get my programmes started. I wanted to have a big emphasis on using deadlines. I started this well and was using it like I wanted to, however, as the term went by I shifted from this and did not keep up with using the deadline board and updating these. This is what drives the self-directed learning as when a teaching session has been the task that then gets assigned needs to have a deadline that the children strive to achieve.I will enforce this in term two and follow through with deadlines not being met.
My maths programme has worked really well especially with the use of both mathletics and Studyladder. These tools are very useful in keeping the students busy on maths tasks that are going to benefit them, the tasks are very engaging and motivating as the students are rewarded (online) for their efforts.
In term one I have been implementing the CSI reading programme and have found it very beneficial thus far with the students finding the texts very interesting and engaging. The students are also remembering the comprehension strategies and how they help them become better readers.
Connected curriculum in term one was very valid as it lead into camp very nicely, making the students aware of risks, how to identify them, minimise, and eliminate them to kepp them and others safe.
We have had a lot of help and guidance from Jo Walker in terms of writing, teaching writing and editing writing. I have learnt a lot already and look forward to the continuation of this PD in term two.
Sunday, April 17, 2011
NZCER Assessment Workshop (Charles Darr, Hilary Ferral
Terms used in Assessment
Validity: using lots of information to get a bigger picture
Reliability: how consistent is the assessment
Precision: how confident we are with the information we have
Scales are created to show progress a student has made.
Validity: using lots of information to get a bigger picture
Reliability: how consistent is the assessment
Precision: how confident we are with the information we have
Scales are created to show progress a student has made.
Monday, April 4, 2011
Top Ten must have Apps for Teachers with Ipads
10 Excellent iPad Applications for Teachers
With the iPad2 on the launching pad, it’s a great time to share this list of useful iPad apps for teachers from guest writer Paula Dierkens.
There’s no doubt that the iPad is an excellent device, and if you own this gadget, it makes sense to pick up the applications best suited to your lifestyle and profession. So if you’re a teacher, here are ten great iPad apps that you must try out:
- QuickVoice Recorder: This is the perfect recording tool to record your classes and get feedback on your performance; you can see what you’re doing right and what you’re going about wrong and learn how you can improve your lectures.
- Dropbox: If you’ve used Dropbox on your computer, you already know this is a must-have tool on your iPad. If not, it’s a file storage application that allows you to say goodbye to flash drives and portable hard disks for good. Just sign up to store your files online and then access them from any other computer, your iPad or your smartphone. Ideal for files you use at school and at home.
- Things for iPad: If you’re looking for the perfect task manager to keep track of all your appointments and prepare ahead, then Things it is.
- Discover: There’s no need for encyclopedias today with Wikipedia and other instant sources of information. Discover joins this list as the go-to app for the iPad when you need information on just about anything in the world.
- Evernote: There’s no need to carry around a notebook or diary in which to jot down your lesson plans or reminders – just use Evernote to enter your notes in text or voice format.
- Pages for iPad: Use this nifty app to type out all your documents and include any kind of formatting you may need.
- Numbers for iPad: For all your spreadsheet needs on your iPad, turn to Numbers. It’s easy to use, easy to access, and easy to import all your information from your Excel worksheets.
- Goodreader for iPad: Use this app to access all your documents, PDF files, video and audio files, spreadsheets and many other kinds of files over a wireless network or via USB cable – it makes it dead easy to retrieve files from other systems.
- Mobile Air Mouse: This is the perfect tool for hosting presentations and conducting lectures using an interactive whiteboard. It turns your iPad into an all-in-one remote control that you can use to manipulate the board without having to resort to using a wireless keyboard and a mouse.
- WritePad: If you prefer to write rather than type, then this app converts your handwriting on the iPad into readable text – use your finger or a stylus to get your point across.
Leadership Lessons from dancing guy
I really like the way this clip breaks down the importance of us all being leaders and how emphasis is placed on being the first to follow if you see something worth getting behind.
Kath Murdoch
How can i create a culture that nurtures the whole child
How will i crqete a culture in which curiosity thrives?
What do you want from this year wat are u worried about what do you want to do
How will i create a culture that promotes reflection?
How will i create a culture that blurs the boundary between the classroom and the community?
How will i crqete a culture in which curiosity thrives?
What do you want from this year wat are u worried about what do you want to do
How will i create a culture that promotes reflection?
How will i create a culture that blurs the boundary between the classroom and the community?
I am the Learner Hear my VOICE! With Dinah Harvey
I'm the learner hear my voice.
A shift from passive recipients to active participants.
Get the kids to ask the content question teachers dont always need to do this..
Model the fist couple of questions then get the kids to follow and do the others.
Seven DATS questioning, modelling, prompting, directing, explaining, telling, feedback.
As a group get the kids to lead the follow-up each taking turns to ask a question and drive the group using what they have been leaning about.
The less we say and tell them the more information they will give us , dont ask closed questions. A good question is , show me all the ways to make 25
This is what we are doing today, what questions have you got?
Starters first 15 mins of each maths session maintenence.
Monday -modelling
Tuesday- tick a box
Wednesday- word problems
Thursday- thinking skills
Friday- fast and furious (quick fire)
A shift from passive recipients to active participants.
Get the kids to ask the content question teachers dont always need to do this..
Model the fist couple of questions then get the kids to follow and do the others.
Seven DATS questioning, modelling, prompting, directing, explaining, telling, feedback.
As a group get the kids to lead the follow-up each taking turns to ask a question and drive the group using what they have been leaning about.
The less we say and tell them the more information they will give us , dont ask closed questions. A good question is , show me all the ways to make 25
This is what we are doing today, what questions have you got?
Starters first 15 mins of each maths session maintenence.
Monday -modelling
Tuesday- tick a box
Wednesday- word problems
Thursday- thinking skills
Friday- fast and furious (quick fire)
Sir Ken Robinson
I could not find the Inspired impact footage of Sir Ken but this video of him runs along some of the same lines.
Inspired impact 2011
Keynote Ken Robinson
Crushing creativity
Documentary: how many people can live on earth?
If you love something youre good at you will never work again.
We need to adopt differeint startegies
The power of imagination
To be imgainative is only a start.
To be creative you have to do something.
Creativity has to be deliberate and systematic.
Teach people to be more creative.
Imagination, creativity, innovation
Everyone has a creative capacity.
You can be creative at anything that involves intelligence
Creativity is not confined to the arts
Creativity for everyone accross the curriculum.
Teaching creativly or teaching for creativity.
Research how to teach creativity.
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