Thursday, May 29, 2014
Thursday, October 11, 2012
ulearn12 - Breakout 4 - iPads in Education: Implementing for Success
Paul Mears
pmears@firbank.vic.edu.au
http://www.scoop.it/t/ipadaddict
http://delicious.com/paul_mears/ipad
app alert - Artrage, Display Recorder, notability, writepad for iPad (handwriting recognition app), Creative Book Builder, Book Creator for iPad, Discovr apps
Victorian Govt iPads for Learning website
technical support minimal - self managed device
infrastructure is crucial - mobile devices rely on solid robust infrastructure
eSafety curriculum
printing? possible but no need... digitise!!
Handy hints
passcode lock - set at 5 minutes
lock image - when screen locks show photo of owner
accessibility settings - lock in app purchases!
international keyboard
screen protectors
iPads not meant to be/not designed to be shared or moved around from class to class, they are a domestic device, if you create something it only sits on that 1 device - risk is easy deletion e.g. kids make video, next group deletes it and it's gone!
home filtering - http://www.opendns.com/home-solutions/parental-controls
administrative meetings done collaboratively on line so staff meetings are free for professional learning
Yammer - microblogging, like Twitter but inhouse (not on iPad, on laptop/PC), great for collaborating and sharing
Scootle - digistore for iPad
Kathy Schrock - http://www.schrockguide.net/bloomin-apps.html, http://www.schrockguide.net/
TCEA app evaluation rubric
eLocker - file sharing
pmears@firbank.vic.edu.au
http://www.scoop.it/t/ipadaddict
http://delicious.com/paul_mears/ipad
app alert - Artrage, Display Recorder, notability, writepad for iPad (handwriting recognition app), Creative Book Builder, Book Creator for iPad, Discovr apps
Victorian Govt iPads for Learning website
technical support minimal - self managed device
infrastructure is crucial - mobile devices rely on solid robust infrastructure
eSafety curriculum
printing? possible but no need... digitise!!
Handy hints
passcode lock - set at 5 minutes
lock image - when screen locks show photo of owner
accessibility settings - lock in app purchases!
international keyboard
screen protectors
iPads not meant to be/not designed to be shared or moved around from class to class, they are a domestic device, if you create something it only sits on that 1 device - risk is easy deletion e.g. kids make video, next group deletes it and it's gone!
home filtering - http://www.opendns.com/home-solutions/parental-controls
administrative meetings done collaboratively on line so staff meetings are free for professional learning
Yammer - microblogging, like Twitter but inhouse (not on iPad, on laptop/PC), great for collaborating and sharing
Scootle - digistore for iPad
Kathy Schrock - http://www.schrockguide.net/bloomin-apps.html, http://www.schrockguide.net/
TCEA app evaluation rubric
eLocker - file sharing
ulearn12 - Breakout 3 - Learning to Inquire
Learning to Inquire: Developing curious minds, and deep understandings for a changing global environment
Inquiry The 21st Buzz Word
Chic Foote - Helix Consulting
Presentation to be uploaded on core site
http://helixconsulting.
http://www.helix.ac.nz/#
Learning is inquiry. Inquiry is without purpose unless considered through the lens of the core competencies and fluencies.
Curriculum mapping...
Concepts and big ideas
Essential questions
Curriculum requirements
Academic vocabulary - think about your learners
Inquiry process
Skills
Communicate
Collaborate
Connect
Create
Think critically
Literacies
Basic
Information
Media
Global
Network
Digital citizenship
Fluencies - doing it without thinking
Media
Info
Digital citizenship
Collaboration
Solution
Creativity
Global competencies
Investigate the world - through different lenses, own eyes and others eyes
Perspective
Communication
Take action
If I am an inquiring learner...
Who am I? What do I do? How do I behave?
Skills - they will know how to....
Knowledge - they will know that....
Model behaviour of being a learner yourself...
check out langwitches.org
Inquiry The 21st Buzz Word
Chic Foote - Helix Consulting
Presentation to be uploaded on core site
http://helixconsulting.
http://www.helix.ac.nz/#
Learning is inquiry. Inquiry is without purpose unless considered through the lens of the core competencies and fluencies.
Curriculum mapping...
Concepts and big ideas
Essential questions
Curriculum requirements
Academic vocabulary - think about your learners
Inquiry process
Skills
Communicate
Collaborate
Connect
Create
Think critically
Literacies
Basic
Information
Media
Global
Network
Digital citizenship
Fluencies - doing it without thinking
Media
Info
Digital citizenship
Collaboration
Solution
Creativity
Global competencies
Investigate the world - through different lenses, own eyes and others eyes
Perspective
Communication
Take action
If I am an inquiring learner...
Who am I? What do I do? How do I behave?
Skills - they will know how to....
Knowledge - they will know that....
Model behaviour of being a learner yourself...
check out langwitches.org
ulearn12 - Keynote 3 - Kevin Honeycutt
Very funny guy!!
http://kevinhoneycutt.org/
relationships with students - ever tried treating the scariest student as the only kid you trust? try it some time....
flipped classrooms - a million reasons for them - 1 excellent reason is they are rewindable - kids can rewatch/relearn as much as needed
nettiquette.... think about it.....
kids who have grown up with devices make 110 decisions per minute (not necessarily good decisions!!)
teaching and learning is messy.... is should be!!
knock down the walls and connect globally - skype authors, talk to classes all over the world...
don't give kids reasons to fail - kick their butts with love - no deficit theory
give kids a balanced digital diet - what are you doing with the most powerful tools in history? Don't just snack - create and make
recommended book - The Coming Job War by Jim Clifton
invention - to have an ideas no-one agrees with.... when do kids get to be inventors?
kids need to "get" why stuff matters
we teach brains....
let kids get on with what they can do....
need to teach kids to manage devices rather than devices managing them
if you aren't willing to be bad at it, you will never be good at it
Good teachers plant the seeds of trees that they may never sit in the shade of
http://kevinhoneycutt.org/
relationships with students - ever tried treating the scariest student as the only kid you trust? try it some time....
flipped classrooms - a million reasons for them - 1 excellent reason is they are rewindable - kids can rewatch/relearn as much as needed
nettiquette.... think about it.....
kids who have grown up with devices make 110 decisions per minute (not necessarily good decisions!!)
teaching and learning is messy.... is should be!!
knock down the walls and connect globally - skype authors, talk to classes all over the world...
don't give kids reasons to fail - kick their butts with love - no deficit theory
give kids a balanced digital diet - what are you doing with the most powerful tools in history? Don't just snack - create and make
recommended book - The Coming Job War by Jim Clifton
invention - to have an ideas no-one agrees with.... when do kids get to be inventors?
kids need to "get" why stuff matters
we teach brains....
let kids get on with what they can do....
need to teach kids to manage devices rather than devices managing them
if you aren't willing to be bad at it, you will never be good at it
Good teachers plant the seeds of trees that they may never sit in the shade of
Wednesday, October 10, 2012
ulearn12 - Breakout 2 - SOLO Taxonomy: A mental model for learning to learn
Pam Hook
pamhook.com
pamhook.com/wiki/HookED_Handouts
Carol DWeck research
children think they are 1 of 3 things... fixed ability smart OR lucky OR fixed ability not smart
one line of praise study
praise effort leads to students staying on task and attempting tasks - they are motivated to keep trying
mis-used praise becomes a dis-benefit... perils of praise
learning is about effort... effort leads to achievement... if you didn't achieve even if you tried hard then you need a new strategy...
surface understanding = knowing lots of 'stuff'
deep understanding = relating ideas
conceptual understanding = extending ideas
strategies for moving students from prestructural to unistructural - google define, photo library, email experts etc.
shift from unistructural to multistructural is purely quantitative, shift from knowing 1 thing to many things
shift from multistructural to relational, BIG jump is qualitative difference... say why... because... explain...
making connections between ideas
relational to extended abstract, ability to look at all connected ideas from outside... overall understanding... see implications...
SOLO Taxonomy vs. Blooms Taxonomy
deep learning outcomes are only achieved if prior knowledge is determined
need learning intentions that encourage multistructural, relational and extended abstract thinking
code WALTs against SOLO - make explicit links
pamhook.com
pamhook.com/wiki/HookED_Handouts
Carol DWeck research
children think they are 1 of 3 things... fixed ability smart OR lucky OR fixed ability not smart
one line of praise study
praise effort leads to students staying on task and attempting tasks - they are motivated to keep trying
mis-used praise becomes a dis-benefit... perils of praise
learning is about effort... effort leads to achievement... if you didn't achieve even if you tried hard then you need a new strategy...
surface understanding = knowing lots of 'stuff'
deep understanding = relating ideas
conceptual understanding = extending ideas
strategies for moving students from prestructural to unistructural - google define, photo library, email experts etc.
shift from unistructural to multistructural is purely quantitative, shift from knowing 1 thing to many things
shift from multistructural to relational, BIG jump is qualitative difference... say why... because... explain...
making connections between ideas
relational to extended abstract, ability to look at all connected ideas from outside... overall understanding... see implications...
SOLO Taxonomy vs. Blooms Taxonomy
deep learning outcomes are only achieved if prior knowledge is determined
need learning intentions that encourage multistructural, relational and extended abstract thinking
code WALTs against SOLO - make explicit links
ulearn12 - Breakout 1 - Understanding Inquiry Learning
Lyn Ross
lynross.wikispaces.com
Understanding Inquiry Learning
Inquiry process...
event occurs/interest sparked
research (information saturation)
real problem/focus (define direction; How can I/we...?)
brainstorm solutions
choose best solution
put into action
make inquiry learning explicit to your students - make sure they know they are doing inquiry
start of inquiry... event occurs which draws learners attention to something
could be...
- act of nature
- news story
- local issue
- event
- personal circumstances
- clever teaching!
process of inquiry
- ignite, investigate, explore (become a mini expert), this is longest part of inquiry
- wonder and ask (big question, key words, action questions)
- organise, apply (sort information, decide on resources and key steps)
- action (put plan into action)
reflection should happen constantly through whole process
Levels of Inquiry
Teacher directed inquiry - "co-create", teacher already "knows", most appropriate for levels and those learning inquiry process
Guided inquiry - students more in charge but with guidelines
Student driven inquiry - pure inquiry, students must have certain skills and strategies to work at this level
2 main truths
#1 Authentic Learning
if you're not doing inquiry properly, you're not doing it!!
must be relevant (How is it relevant?)
making a difference to someone, something or some place (outcome/action can be big or small)
should improve my life or understandings
#2 Leads to an outcome or social action
length not important! inquiry might last a day... a week... 3 weeks, can do "mini-inquiries" under umbrella topic
important to use same model (same words) across whole school
as a staff, define each stage of inquiry
- what do you do in that stage?
- explicit skills to be taught
- possible reflective questions
from Rich Concept develop Learning Focus
variety is important - can't do 1 thing to death!!
encourage rich discussion through use of images/videos (works well in first stage of inquiry)
from BIG question you want to have 3-4 action questions
- keys to answering big questions
- "look-up-able" or "find-out-able" information
have a daily current events session (15 minute 'morning news board')
- developing awareness and interest
- must be robust/authentic
- make use of online newspapers/videos
Thinking Behaviours
- Blooms or Andersons Taxonomy
- Fogerty's Intellect
must have these for inquiry to work - graphic organisers, thinking maps etc. students must know how and when to use them effectively/appropriately
Display - Thinking Toolbox BUT must be hands on availability as well
create a learning wall - blank at start of inquiry, add learning as inquiry progresses
planning examples can be found here on Lyn's wiki
Lyn's ulearn12 presentation
Key Messages:
Big Question - How can I/we.....?
make inquiry learning explicit
must teach thinking skills and questioning skills
teacher directed inquiry is okay! (especially for juniors and when learning process/building skills)
lynross.wikispaces.com
Understanding Inquiry Learning
Inquiry process...
event occurs/interest sparked
research (information saturation)
real problem/focus (define direction; How can I/we...?)
brainstorm solutions
choose best solution
put into action
make inquiry learning explicit to your students - make sure they know they are doing inquiry
start of inquiry... event occurs which draws learners attention to something
could be...
- act of nature
- news story
- local issue
- event
- personal circumstances
- clever teaching!
process of inquiry
- ignite, investigate, explore (become a mini expert), this is longest part of inquiry
- wonder and ask (big question, key words, action questions)
- organise, apply (sort information, decide on resources and key steps)
- action (put plan into action)
reflection should happen constantly through whole process
Levels of Inquiry
Teacher directed inquiry - "co-create", teacher already "knows", most appropriate for levels and those learning inquiry process
Guided inquiry - students more in charge but with guidelines
Student driven inquiry - pure inquiry, students must have certain skills and strategies to work at this level
2 main truths
#1 Authentic Learning
if you're not doing inquiry properly, you're not doing it!!
must be relevant (How is it relevant?)
making a difference to someone, something or some place (outcome/action can be big or small)
should improve my life or understandings
#2 Leads to an outcome or social action
length not important! inquiry might last a day... a week... 3 weeks, can do "mini-inquiries" under umbrella topic
important to use same model (same words) across whole school
as a staff, define each stage of inquiry
- what do you do in that stage?
- explicit skills to be taught
- possible reflective questions
from Rich Concept develop Learning Focus
variety is important - can't do 1 thing to death!!
encourage rich discussion through use of images/videos (works well in first stage of inquiry)
from BIG question you want to have 3-4 action questions
- keys to answering big questions
- "look-up-able" or "find-out-able" information
have a daily current events session (15 minute 'morning news board')
- developing awareness and interest
- must be robust/authentic
- make use of online newspapers/videos
Thinking Behaviours
- Blooms or Andersons Taxonomy
- Fogerty's Intellect
must have these for inquiry to work - graphic organisers, thinking maps etc. students must know how and when to use them effectively/appropriately
Display - Thinking Toolbox BUT must be hands on availability as well
create a learning wall - blank at start of inquiry, add learning as inquiry progresses
planning examples can be found here on Lyn's wiki
Lyn's ulearn12 presentation
Inquiry learning from Lyn Ross
Key Messages:
Big Question - How can I/we.....?
make inquiry learning explicit
must teach thinking skills and questioning skills
teacher directed inquiry is okay! (especially for juniors and when learning process/building skills)
ulearn12 - Keynote 1 - Dr Jason Ohler
New Media, New Kids - New Literacies, New Citizens -- transforming learning through digital creativity
jasonohler.com - can download presentation
Open doors for students - find what makes them tick, their passions - be a door opener - students will show you what they know if you let them... Let them in with their digital technology, some students lead non digital lives at school and rich digital lives outside of school, BYOD the way to go... Let them use the software they want to use, customised workspaces, make sure to turn BYOD off and talk to each other! We're mobile and connected, our students more so...
Who's teaching whom? Students more than capable of teach each other...
Text to media collage shift, art has a place to play in literacy now, new foundation is media collage, shift from "black squiggles on paper" aka writing, language of pictures, movement, colour, design
Digital citizenship
Screasel - screen + easel, paint traditionally and in digital format, in digital format can erase easily
Our students need to be literate digitally... Shift from words to visual presentation
Is writing best approach for what you're trying to achieve? Maybe video is a better approach to get message across...
Value writing more then ever, good media is based on good research and good writing...
jasonohler.com/nextr
21C Literacies - reading, writing, maths, art
Hans Roslings youtube clip - 200 countries, 200 years
Give kids the maths to be entrepreneurs...
In 21C, the degree to which you enjoy learning determines how smart you are...
Students are teaching themselves visual and digital literacies
In a period of exponential change at present...
Character education for digital kids - want kids to understand technology connects and disconnects
Encourage students to be problem finders not just problem solvers...
Leave positive digital footprints
Storytelling, stories stick in memory! Has to be a problem to make it memorable, rather than just list or sharing knowledge and formulas (rolling ball story)
Give students a focus question when watching any media, encourage them to make notes
Be a discriminating consumer of literacy
A concern is a negatively stated goal!
Don't let anyone stop your students from getting the education they deserve...
jasonohler.com - can download presentation
Open doors for students - find what makes them tick, their passions - be a door opener - students will show you what they know if you let them... Let them in with their digital technology, some students lead non digital lives at school and rich digital lives outside of school, BYOD the way to go... Let them use the software they want to use, customised workspaces, make sure to turn BYOD off and talk to each other! We're mobile and connected, our students more so...
Who's teaching whom? Students more than capable of teach each other...
Text to media collage shift, art has a place to play in literacy now, new foundation is media collage, shift from "black squiggles on paper" aka writing, language of pictures, movement, colour, design
Digital citizenship
Screasel - screen + easel, paint traditionally and in digital format, in digital format can erase easily
Our students need to be literate digitally... Shift from words to visual presentation
Is writing best approach for what you're trying to achieve? Maybe video is a better approach to get message across...
Value writing more then ever, good media is based on good research and good writing...
jasonohler.com/nextr
21C Literacies - reading, writing, maths, art
Hans Roslings youtube clip - 200 countries, 200 years
Give kids the maths to be entrepreneurs...
In 21C, the degree to which you enjoy learning determines how smart you are...
Students are teaching themselves visual and digital literacies
In a period of exponential change at present...
Character education for digital kids - want kids to understand technology connects and disconnects
Encourage students to be problem finders not just problem solvers...
Leave positive digital footprints
Storytelling, stories stick in memory! Has to be a problem to make it memorable, rather than just list or sharing knowledge and formulas (rolling ball story)
Give students a focus question when watching any media, encourage them to make notes
Be a discriminating consumer of literacy
A concern is a negatively stated goal!
Don't let anyone stop your students from getting the education they deserve...
Tuesday, October 9, 2012
gafe summit 2012
Session 1 - Teacher Dashboard - Manage your room with Google Apps http://hapara.com/
Definitely need this to try using Google Apps with Year 5/6 students... see all your students docs, presentations, forms, sites and email at a glance....
Session 2 - Year 5 Point England - Where classrooms are run on Google Apps (and a few other things)
using google for 4-5 years
http://www.ptengland.school.nz/index.php?mid=3
Room 13 Pt England School - http://pesking.blogspot.co.nz/
everything is done in google environment
solid base of expectations - pedagogy - learn, create, share - via blog, google site, TV channel
sharing is the motivator
values based culture - knowledge of how to behave - term 1 of every year teach behaviour “the point england way”, based around positive statements
content knowledge - upskilling teachers - teachers have to know “stuff” - PD
pedagogical knowledge - buy in to school pedagogy
evaluative capacity - formative and summative assessment to guide teaching
blended learning - paper and pencils shared (didn’t buy stationery at the start of the year), do science experiments, read books etc.
creating - podcasting, blogs, in school TV station, animation (skills learned from year 1)
families pay $3.50 a week for netbook, families also receive PD in netbooks
netbook belongs to family - community wireless being built, every house within Manaiakalani cluster will be able to access in afternoons, linked to device that family owns
6-8 imacs plus ipads in year 1-4 classrooms, year 5 up 1:1 netbooks (chromebooks from 2013)
google sites - used for inquiry units
classroom sites - links to docs, presentations, blog posts, rubrics - open to the world! https://sites.google.com/a/ptengland.school.nz/room-13-2012/home
cybersmart - leaving a positive digital footprint - starts in year 0/1 - making students aware that they are visible, cybersmart curriculum is deliberately taught, outcomes and rubrics etc. smart footprint, smart surfing, smart relationships, smart media (verifying sources etc.), smart and legal (e.g. not downloading music illegally), smart learners, students need to know how to behave in a digital/cyber environment
learn shortcuts when making animations, no need to teach keyboarding skills in isolation, develop skills through daily use
pay attention to/monitor time spent on devices, looking at screens etc.
google sites has changed way the teachers teach and the way students interact with their learning intentions etc. - pedagogical shift
blogging is getting kids writing - purpose - audience
Session 3 - Google Apps for Work and Play
https://sites.google.com/a/core-ed.ac.nz/breakfasts-core/google-apps/ulearn12-presentation
more ideas for integrating Google Apps into classroom programmes - docs, sites, presentations, blogger
Challenges - internet connectivity, online safety
Pedagogy - collaboration is everything
Session 4 - Using YouTube - Jim Sill
very funny guy :o)
mistersill.com
bit.ly/youtubeintheclassroom
create - collaborate - publish
"Is my stuff good enough to publish on youtube?" Becomes intrinsic when they start publishing work on youtube... Start working to a higher standard...
Hidden narrative - what happens when camera stops recording?
Cool channels to search for:
CGP Grey
Crash course world history
Minute physics
TED
www.youtube.com/teachers
make playlists
Uploading - locked down, link or open to public
YouTube offers unlimited storage for video
YouTube.com/create
YouTube.com/editor
Bottom right turn safety on to get rid of comments
Chrome browser - turn out the lights or youtube options for google chrome extension (removes everything, replay button only!)
Youtube.com/schools - filter code - automatically loads youtube for education site, can't override, then create a playlist available to kids
Definitely need this to try using Google Apps with Year 5/6 students... see all your students docs, presentations, forms, sites and email at a glance....
Session 2 - Year 5 Point England - Where classrooms are run on Google Apps (and a few other things)
using google for 4-5 years
http://www.ptengland.school.nz/index.php?mid=3
Room 13 Pt England School - http://pesking.blogspot.co.nz/
everything is done in google environment
solid base of expectations - pedagogy - learn, create, share - via blog, google site, TV channel
sharing is the motivator
values based culture - knowledge of how to behave - term 1 of every year teach behaviour “the point england way”, based around positive statements
content knowledge - upskilling teachers - teachers have to know “stuff” - PD
pedagogical knowledge - buy in to school pedagogy
evaluative capacity - formative and summative assessment to guide teaching
blended learning - paper and pencils shared (didn’t buy stationery at the start of the year), do science experiments, read books etc.
creating - podcasting, blogs, in school TV station, animation (skills learned from year 1)
families pay $3.50 a week for netbook, families also receive PD in netbooks
netbook belongs to family - community wireless being built, every house within Manaiakalani cluster will be able to access in afternoons, linked to device that family owns
6-8 imacs plus ipads in year 1-4 classrooms, year 5 up 1:1 netbooks (chromebooks from 2013)
google sites - used for inquiry units
classroom sites - links to docs, presentations, blog posts, rubrics - open to the world! https://sites.google.com/a/ptengland.school.nz/room-13-2012/home
cybersmart - leaving a positive digital footprint - starts in year 0/1 - making students aware that they are visible, cybersmart curriculum is deliberately taught, outcomes and rubrics etc. smart footprint, smart surfing, smart relationships, smart media (verifying sources etc.), smart and legal (e.g. not downloading music illegally), smart learners, students need to know how to behave in a digital/cyber environment
learn shortcuts when making animations, no need to teach keyboarding skills in isolation, develop skills through daily use
pay attention to/monitor time spent on devices, looking at screens etc.
google sites has changed way the teachers teach and the way students interact with their learning intentions etc. - pedagogical shift
blogging is getting kids writing - purpose - audience
Session 3 - Google Apps for Work and Play
https://sites.google.com/a/core-ed.ac.nz/breakfasts-core/google-apps/ulearn12-presentation
more ideas for integrating Google Apps into classroom programmes - docs, sites, presentations, blogger
Challenges - internet connectivity, online safety
Pedagogy - collaboration is everything
Session 4 - Using YouTube - Jim Sill
very funny guy :o)
mistersill.com
bit.ly/youtubeintheclassroom
create - collaborate - publish
"Is my stuff good enough to publish on youtube?" Becomes intrinsic when they start publishing work on youtube... Start working to a higher standard...
Hidden narrative - what happens when camera stops recording?
Cool channels to search for:
CGP Grey
Crash course world history
Minute physics
TED
www.youtube.com/teachers
make playlists
Uploading - locked down, link or open to public
YouTube offers unlimited storage for video
YouTube.com/create
YouTube.com/editor
Bottom right turn safety on to get rid of comments
Chrome browser - turn out the lights or youtube options for google chrome extension (removes everything, replay button only!)
Youtube.com/schools - filter code - automatically loads youtube for education site, can't override, then create a playlist available to kids
Monday, October 8, 2012
gafe summit 2012 Keynote - Suan Yeo
how we learned is not how our students learn
technology is not new if you are born into it
we need to prepare our students for a world we can’t see...
we are starting to see the web as a learning platform - go to the web to learn, find info...
learning should be open, free and easily accessible - is what you’re putting in place encouraging students to learn outside the classroom?
learning analytics is the next BIG thing
http://edudemic.com/2012/08/10-things-students-wont-need-to-know-when-they-graduate/
the value of great teachers
evaluating your use of technology in the classroom - is it facilitating learning inside and outside the classroom? collaboration in education
technology is just a tool....
become a 21st Century Teacher: Teach with technology not teach technology
build your personal learning (social) network
teach how to use not BAN - digital citizenship
managing technology - innovation
innovation to make things better
technology is not new if you are born into it
we need to prepare our students for a world we can’t see...
we are starting to see the web as a learning platform - go to the web to learn, find info...
education is taking advantage of new learning models
learning should be open, free and easily accessible - is what you’re putting in place encouraging students to learn outside the classroom?
learning analytics is the next BIG thing
http://edudemic.com/2012/08/10-things-students-wont-need-to-know-when-they-graduate/
the value of great teachers
evaluating your use of technology in the classroom - is it facilitating learning inside and outside the classroom? collaboration in education
technology is just a tool....
become a 21st Century Teacher: Teach with technology not teach technology
build your personal learning (social) network
teach how to use not BAN - digital citizenship
managing technology - innovation
innovation to make things better
http://www.google.com/campaigns/gonegoogle/index.html
tools you can use anywhere and on anything - google.com/a/edu
browser = desktop of the future, regardless of device
google.com/edu
CTRL F - find box - shortcuts http://www.smh.com.au/technology/technology-news/only-one-in-10-know-what-ctrlf-does--here-are-shortcuts-you-should-know-20111130-1o69d.html
youtube - can set up own educators channel
project glass - www.youtube.com/watch?v=9c6W4CCU9M4
“learning is not a product of schooling but the lifelong attempt to acquire it”
tools you can use anywhere and on anything - google.com/a/edu
browser = desktop of the future, regardless of device
google.com/edu
CTRL F - find box - shortcuts http://www.smh.com.au/technology/technology-news/only-one-in-10-know-what-ctrlf-does--here-are-shortcuts-you-should-know-20111130-1o69d.html
youtube - can set up own educators channel
project glass - www.youtube.com/watch?v=9c6W4CCU9M4
“learning is not a product of schooling but the lifelong attempt to acquire it”
Thursday, June 21, 2012
Lead Teacher Workshop 2
Another lead teacher day catching up with the girls from Elm Park and Botany Downs.
Smackdown links worth checking out....
Olympics education http://www.olympic.org.nz/education/home#
Special Needs Website http://www.senteacher.org/Home/
Free resources for teachers http://www.pepnonprofit.org/free-downloads.html
YouTube for teachers http://www.youtube.com/teachers
Digital Skills Every Educator Should Have http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
Awesome wireless headphones (only available online from America at the moment) http://www.logitech.com/en-nz/tablet-accessories/headsets/8452
Mutt Maker http://animal.discovery.com/pet-planet/mutt-maker/mutt-maker.html
Build Your Wildself http://animal.discovery.com/pet-planet/mutt-maker/mutt-maker.html
Reading Eggs website (free trial then have to pay) www.readingeggs.co.nz
Maths wiki mathzlinks.wikispaces.com
Elm Park shared some of the work classes are doing using ipads and ipod touches to support learning.
Smackdown links worth checking out....
Olympics education http://www.olympic.org.nz/education/home#
Special Needs Website http://www.senteacher.org/Home/
Free resources for teachers http://www.pepnonprofit.org/free-downloads.html
YouTube for teachers http://www.youtube.com/teachers
Digital Skills Every Educator Should Have http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
Awesome wireless headphones (only available online from America at the moment) http://www.logitech.com/en-nz/tablet-accessories/headsets/8452
Mutt Maker http://animal.discovery.com/pet-planet/mutt-maker/mutt-maker.html
Build Your Wildself http://animal.discovery.com/pet-planet/mutt-maker/mutt-maker.html
Reading Eggs website (free trial then have to pay) www.readingeggs.co.nz
Maths wiki mathzlinks.wikispaces.com
Elm Park shared some of the work classes are doing using ipads and ipod touches to support learning.
Thursday, March 15, 2012
Lead teachers reconnecting!
Today was the first lead teacher day for 2012. We visited Stonefields School to look at eLearning and modern learning spaces. So different to a "traditional" school environment... very open spaces with smaller "cave" like areas and breakaway spaces that can be closed off with large glass doors, collaborative teaching teams (3 teachers, 1 group of children) who plan collaboratively using google docs, variety of eLearning tools (Apple, Windows and Linux platforms), loads of storage, furniture that can be put together in a variety of ways, large teaching stations with LCD screens that teacher laptops plug into for display, Breakthrough inquiry learning sessions where students follow their interests and passions and a clear and consistent emphasis on learning and collaborating.
Photos to follow!
Photos to follow!
Thursday, December 1, 2011
Changes... what lies ahead...
Last lead teacher workshop for the year and what a year it has been! So tired and overwhelmed by things to do this year with little support as the lone schoolwide elearning lead teacher. Really looking forward to having 2 terms with no class of my own to enable me to get into classrooms across the school to develop elearning best practice further.
Lots more sharing of ideas and websites today. Check out these links....
International Children's Digital Library
web 2.0 tools wiki
Rotorua East Lakes Learning Community wiki
www.xtramath.org
Which famous author do you write like?
shoutlearning.org - connecting students to take action on global issues
http://e-learningforkids.org/
http://www.topicbox.org.uk/ - useful links for teachers sorted into categories
http://www.northpole.com/ - fun Christmas website for little learners
Lots more sharing of ideas and websites today. Check out these links....
International Children's Digital Library
web 2.0 tools wiki
Rotorua East Lakes Learning Community wiki
www.xtramath.org
Which famous author do you write like?
shoutlearning.org - connecting students to take action on global issues
http://e-learningforkids.org/
http://www.topicbox.org.uk/ - useful links for teachers sorted into categories
http://www.northpole.com/ - fun Christmas website for little learners
Tuesday, August 16, 2011
Term 3 - onwards
So here we are again... I really should blog more often!! Another lead teacher workshop to reinvigorate eLearning at SPS. Term 2 was lllllooooonnnnnnngggggg and tiring with some intense PD and other pressures leading to a definite drop off in the use of ICT tools and practices in my classroom (despite my Term 2 goals!!) Every spare minute that I used to grab for blogging, using web 2.0 tools, KidPix modelling etc. is now taken up working with "below expectation" children trying to move them forward. Not sure if this is adding "value for time expended" and maybe those below expectation children would find some of the web 2.0 tools more engaging!!
Had fun today playing with some new websites and ideas...
http://toonlet.com/ for making cartoons (similar to ToonDoo)
http://cooltoolsforschools.wikispaces.com/ lots of links to web 2.0 tools
http://mathzlinks.wikispaces.com/home awesome wiki set up by a teacher on sabbatical, set up in numeracy stages then split into knowledge and strategy
http://www.snacktools.com/ make slideshows and flip books plus more
http://www.curriculumsupport.education.nsw.gov.au./countmein/children.html links to lots of maths tools and activities suitable for years 1-3
http://www.learningchocolate.com/?st_lang=en vocabulary website for ESOL students
Had fun today playing with some new websites and ideas...
http://toonlet.com/ for making cartoons (similar to ToonDoo)
http://cooltoolsforschools.wikispaces.com/ lots of links to web 2.0 tools
http://mathzlinks.wikispaces.com/home awesome wiki set up by a teacher on sabbatical, set up in numeracy stages then split into knowledge and strategy
http://www.snacktools.com/ make slideshows and flip books plus more
http://www.curriculumsupport.education.nsw.gov.au./countmein/children.html links to lots of maths tools and activities suitable for years 1-3
http://www.learningchocolate.com/?st_lang=en vocabulary website for ESOL students
Tuesday, May 17, 2011
Moving right along...
Been a while since I blogged (obviously)! Lots of changes have lead to a drop off in the implementation and integration of ICT learning at SPS and there's just me trying to lead the way back on track. Add to that mix - implementation of learning journals with emergent learners, limited release, students working below expectation, extra jobs and non-functioning internet and student laptops etc. But enough excuses.... on to the good stuff....
Spent a day at BDS reconnecting with the Eastnet cluster girls and visiting classrooms to see how far they have come on their learning journey. Got some fabulous new ideas to try in my classroom...
Writing in a year 2 classroom - some children writing in books (as you would expect to see in any classroom), some children working in pairs on student laptops using a powerpoint (downloaded from communication4all) with images of creatures under the sea beginning work on a story (they drag images in, type text to match etc.), some children working on designing a storyboard in preparation for making a simple animation using digital photos, some children buddy writing in large newsprint books. The teacher commented that last term when the children just wrote in their books they were very unmotivated and didn't really have an understanding of writing for an audience. I love these fresh ideas and I will definitely be making similar changes in my classroom programme to reinspire my Year 1's. So excited again!
ipad2 - I want one! Enough said... educational apps are awesome!
Comiclife2 - I am going to investigate purchasing this for use on my personal teacher laptop (single licence), drag digital photos in, add text, speech bubbles etc. Love how the photos are automatically adjusted to fit in the shapes on the comic template.
www.picnik.com - photo editing tool
www.literactive.com - literacy activities
web2.0 tools wiki
Term 2 goals:
get class blog going again with regular posts
balance between consuming content and creating content
get publishing cycle established using Kidpix to draw picture
web2.0 tools - glogster, wordle, wallwisher (as a wonderwall for inquiry?)
make changes to writing programme to encourage writing for an audience with authentic purpose
Spent a day at BDS reconnecting with the Eastnet cluster girls and visiting classrooms to see how far they have come on their learning journey. Got some fabulous new ideas to try in my classroom...
Writing in a year 2 classroom - some children writing in books (as you would expect to see in any classroom), some children working in pairs on student laptops using a powerpoint (downloaded from communication4all) with images of creatures under the sea beginning work on a story (they drag images in, type text to match etc.), some children working on designing a storyboard in preparation for making a simple animation using digital photos, some children buddy writing in large newsprint books. The teacher commented that last term when the children just wrote in their books they were very unmotivated and didn't really have an understanding of writing for an audience. I love these fresh ideas and I will definitely be making similar changes in my classroom programme to reinspire my Year 1's. So excited again!
ipad2 - I want one! Enough said... educational apps are awesome!
Comiclife2 - I am going to investigate purchasing this for use on my personal teacher laptop (single licence), drag digital photos in, add text, speech bubbles etc. Love how the photos are automatically adjusted to fit in the shapes on the comic template.
www.picnik.com - photo editing tool
www.literactive.com - literacy activities
web2.0 tools wiki
Term 2 goals:
get class blog going again with regular posts
balance between consuming content and creating content
get publishing cycle established using Kidpix to draw picture
web2.0 tools - glogster, wordle, wallwisher (as a wonderwall for inquiry?)
make changes to writing programme to encourage writing for an audience with authentic purpose
Thursday, November 18, 2010
Tuesday, November 16, 2010
From thrown in the deep end to finding my feet...
Well what a roller coaster of a year it has been! From starting the year as Team Leader of Year 1 and as a key member of the National Standards Implementation Team, things soon changed as the leaders of ICT moved onto to other journeys and I stepped in as co-leader of ICT. While I had a good practical and pedagogical knowledge base, there were so many other aspects of this role that I had never even had to consider. I have become proficient at fixing computers that just won't work, troubleshooting SmartBoard and ActivBoard issues, writing milestone reports/action plans/strategic plans and listening sympathetically to peoples ICT problems but my class has suffered as the immense workload has taken over and they have not coped very well with a variety of relievers and a tired, sometimes grumpy teacher!
Highlights - being able to inspire others in eLearning pedagogy; attending uLearn10; AHA moments; clever New Entrant/Year 1's making picturetrails, Toondoo cartoons, Kid Pix pictures, photostories, blog posts, flipcharts on the ActivBoard and many other amazing things (true digital natives); finding out how much I have learned and how quickly I can pick up new skills; having an ActivBoard in my classroom
Low points - lack of sleep; weekends spent writing milestone report; frustration (on so many levels!); not knowing what level of involvement I will have in ICT leadership next year; lack of computer access for students; constant pressure; my class did not cope well with me being out of the classroom randomly (one week they had 4 different teachers!!)
Highlights - being able to inspire others in eLearning pedagogy; attending uLearn10; AHA moments; clever New Entrant/Year 1's making picturetrails, Toondoo cartoons, Kid Pix pictures, photostories, blog posts, flipcharts on the ActivBoard and many other amazing things (true digital natives); finding out how much I have learned and how quickly I can pick up new skills; having an ActivBoard in my classroom
Low points - lack of sleep; weekends spent writing milestone report; frustration (on so many levels!); not knowing what level of involvement I will have in ICT leadership next year; lack of computer access for students; constant pressure; my class did not cope well with me being out of the classroom randomly (one week they had 4 different teachers!!)
Friday, October 8, 2010
uLearn10 - Breakout 6 - Trevor Bond - Inquiry Learning vs. Good Learning
Inquiry learning or good learning?
Inquiry learning. This phrase carries a lot of baggage and misconception with it. Perhaps it is time to just focus on learning, what good learning is and how we can support our students to be better learners. It is time to stop walking in circles with inquiry learning, its time to focus on what good learning is and revise our teaching practice to fit that picture. This will raise challenges for schools.What are the challenges and how can we address them.
Trying to define inquiry learning is like trying to grab a bar of soap in the bath!
It's the "thing" that everyone is "doing" but it's not just a matter of choosing a model and doing it.
A lot of schools are going in circles because their focus is inquiry when it should be learning. We should be equipping our students to be better learners.
Q1. What is good learning? (not what is good inquiry?) Need to define learning as a school then dfine good/effective learning.
Trevor Bond's definition: Learning is change to one or more of these things - knowledge - understanding - world view - beliefs - opinions (weaken or strengthen) - values - attitudes - behaviours - skills - that is retained, able to be applied and able to be transferred.
NZC page 37. Curriculum is designed and interpreted in a three-stage process: as the national curriculum, the school curriculum, and the classroom curriculum. The national curriculum provides the framework and common direction for schools, regardless of type, size, or location. It gives schools the scope, flexibility, and authority they need to design and shape their curriculum so that teaching and learning is meaningful and beneficial to their particular communities of students. In turn, the design of each school’s curriculum should allow teachers the scope to make interpretations in response to the particular needs, interests, and talents of individuals and groups of students in their classes.
Q2. What are our learning goals? What are you trying to achieve through inquiry? This goal is surely about developing skills and attitudes... to be better learners. What is your school "graduate profile"? How will you know you've done a good job when your Year 6's leave? Build the curriculum to make your graduate profile happen.
Need to be focusing on developing competencies, should be using progress in competencies to assess effectiveness of programmes.
Curriculum coverage statements have been removed from NZC and NAG's.
What are your primary skill goals that will enable your students as connected engaged learners? What are your attitudinal goalsthat will enable your students as connected engaged learners? Establish success criteria associated with these questions.
Cross competency focus = cross competency attitude, cross competency skill - focus on growing skills and attitudes in students.
4 attitudes of life long learners = curiosity, open-mindesness, persistence, empathy.
6 skills of life long learners = ability to:
identify need or problem
identify, understand and use contextual vocabulary appropriately
ability to create and use relevant questions to guide thinking and gain information
acquire, validate and apply relevant information
create and critique information, argument, belief or theory
make informed decisions with due consideration of possible options, consequences and the impact on others.
Focus should be on core elements of learning i.e. taking students and moving them on.
Q3. What are the elements of good learning?
Start point for learning - question, task or concept? so schools should have a concept based curriculum or a task based curriculum or a question based curriculum.
Track "exposure" to the strands.
Q4. What is a good inquiry model?
Q5. What is good inquiry? An approach that delivers your goals SO what is your goal?
Good learning is a process of developing independence (not independence in terms of working alone but independently engaging with others to develop understandings) SO good inquiry is a process of developing independence.
Understandings are developed in the spaces between people.
Good learning = where a student moves towards independence on a growing foundation of literacy - learning is literacy in action.
If kids are not engaged = educational malpractice - so kill it! Teachers must be engaged - if not kill it!
When students are in learning to read stage major resources should be image based not text based.
Reading to learn is inquiry (but must be engaged), exploring learning through reading.
Scaffolding allows children access to learning - provides safety for learners as they build their understanding of learning process and as they develop their learning skills.
Q6. What are the in school barriers? Tie appraisal to schoolcurriculum being implemented well. If model is not delivering what you want then review it - continual reflection. Model needs to become part of school induction process.
What is measured gets done - measure literacy, numeracy, skills/attitudes.
STOP talking about inquiry, START talking about learning. Learning model NOT inquiry model - should work in any context.
Trevor Bond's website
Trevor Bond's NZC wiki
Trevor Bond's questioning wiki
Inquiry learning. This phrase carries a lot of baggage and misconception with it. Perhaps it is time to just focus on learning, what good learning is and how we can support our students to be better learners. It is time to stop walking in circles with inquiry learning, its time to focus on what good learning is and revise our teaching practice to fit that picture. This will raise challenges for schools.What are the challenges and how can we address them.
Trying to define inquiry learning is like trying to grab a bar of soap in the bath!
It's the "thing" that everyone is "doing" but it's not just a matter of choosing a model and doing it.
A lot of schools are going in circles because their focus is inquiry when it should be learning. We should be equipping our students to be better learners.
Q1. What is good learning? (not what is good inquiry?) Need to define learning as a school then dfine good/effective learning.
Trevor Bond's definition: Learning is change to one or more of these things - knowledge - understanding - world view - beliefs - opinions (weaken or strengthen) - values - attitudes - behaviours - skills - that is retained, able to be applied and able to be transferred.
NZC page 37. Curriculum is designed and interpreted in a three-stage process: as the national curriculum, the school curriculum, and the classroom curriculum. The national curriculum provides the framework and common direction for schools, regardless of type, size, or location. It gives schools the scope, flexibility, and authority they need to design and shape their curriculum so that teaching and learning is meaningful and beneficial to their particular communities of students. In turn, the design of each school’s curriculum should allow teachers the scope to make interpretations in response to the particular needs, interests, and talents of individuals and groups of students in their classes.
Q2. What are our learning goals? What are you trying to achieve through inquiry? This goal is surely about developing skills and attitudes... to be better learners. What is your school "graduate profile"? How will you know you've done a good job when your Year 6's leave? Build the curriculum to make your graduate profile happen.
Need to be focusing on developing competencies, should be using progress in competencies to assess effectiveness of programmes.
Curriculum coverage statements have been removed from NZC and NAG's.
What are your primary skill goals that will enable your students as connected engaged learners? What are your attitudinal goalsthat will enable your students as connected engaged learners? Establish success criteria associated with these questions.
Cross competency focus = cross competency attitude, cross competency skill - focus on growing skills and attitudes in students.
4 attitudes of life long learners = curiosity, open-mindesness, persistence, empathy.
6 skills of life long learners = ability to:
identify need or problem
identify, understand and use contextual vocabulary appropriately
ability to create and use relevant questions to guide thinking and gain information
acquire, validate and apply relevant information
create and critique information, argument, belief or theory
make informed decisions with due consideration of possible options, consequences and the impact on others.
Focus should be on core elements of learning i.e. taking students and moving them on.
Q3. What are the elements of good learning?
Start point for learning - question, task or concept? so schools should have a concept based curriculum or a task based curriculum or a question based curriculum.
Track "exposure" to the strands.
Q4. What is a good inquiry model?
Q5. What is good inquiry? An approach that delivers your goals SO what is your goal?
Good learning is a process of developing independence (not independence in terms of working alone but independently engaging with others to develop understandings) SO good inquiry is a process of developing independence.
Understandings are developed in the spaces between people.
Good learning = where a student moves towards independence on a growing foundation of literacy - learning is literacy in action.
If kids are not engaged = educational malpractice - so kill it! Teachers must be engaged - if not kill it!
When students are in learning to read stage major resources should be image based not text based.
Reading to learn is inquiry (but must be engaged), exploring learning through reading.
Scaffolding allows children access to learning - provides safety for learners as they build their understanding of learning process and as they develop their learning skills.
Q6. What are the in school barriers? Tie appraisal to schoolcurriculum being implemented well. If model is not delivering what you want then review it - continual reflection. Model needs to become part of school induction process.
What is measured gets done - measure literacy, numeracy, skills/attitudes.
STOP talking about inquiry, START talking about learning. Learning model NOT inquiry model - should work in any context.
Key message: Focus on good learning not inquiry.
Trevor Bond's website
Trevor Bond's NZC wiki
Trevor Bond's questioning wiki
uLearn10 - Breakout 5A - helping to present - eek!
Helping a colleague present her action research via Skype from Scotland - hope it all goes well!! Notes to follow...
Workshop Abstract: Digikidz: Children as experts - gaining eLearning skills and self confidence, inspiring and supporting the same in others.
I believe in igniting interest, scaffolding and helping children gain skills for learning to learn. In the last 6 months I have been fortunate to pursue action research. My inquiry focused on Digikidz: children who are willing to and capable of supporting their peers and teachers. I targeted core programs and technologies to encourage the children to become confident to share their learning with others. Throughout the process I gathered evidence of the impact of the Digikidz in a variety of ways. This initiative could be adapted to suit individual classrooms, year levels or as a whole school approach.
Despite a few technical difficulties (even though we had a perfect high speed Skype line) this workshop went really well. A bit pushed for time in the end but a quick glance at the feedback sheets showed lots of enthusiasm for the concept of Digikidz and an appreciation of Victoria’s passion for the purposeful use of ICT. Big ups to the awesome technical support we received from Dave and his cool, calm and practical advice and support in the face of adversity!
You can check out Victoria's wiki about her action research here.
Workshop Abstract: Digikidz: Children as experts - gaining eLearning skills and self confidence, inspiring and supporting the same in others.
I believe in igniting interest, scaffolding and helping children gain skills for learning to learn. In the last 6 months I have been fortunate to pursue action research. My inquiry focused on Digikidz: children who are willing to and capable of supporting their peers and teachers. I targeted core programs and technologies to encourage the children to become confident to share their learning with others. Throughout the process I gathered evidence of the impact of the Digikidz in a variety of ways. This initiative could be adapted to suit individual classrooms, year levels or as a whole school approach.
Despite a few technical difficulties (even though we had a perfect high speed Skype line) this workshop went really well. A bit pushed for time in the end but a quick glance at the feedback sheets showed lots of enthusiasm for the concept of Digikidz and an appreciation of Victoria’s passion for the purposeful use of ICT. Big ups to the awesome technical support we received from Dave and his cool, calm and practical advice and support in the face of adversity!
You can check out Victoria's wiki about her action research here.
uLearn10 - Breakout 4 - Mark Treadwell – Concept Curriculum Scaffold for NZC
Last paradigm shift in education was in the 1400’s – paradigm shifts in education are very rare – moved from aural to text based system, now moving from text to internet/web based system = new paradigm shift.
3 learning processes
- rote learning – very weak process, only evolved in last 500 years due to the need to learn to read and write
- forming concepts – highly adaptable, concepts become automated e.g. sitting down in a chair (you don’t think about it), concepts allow you to predict what’s going to happen so you don’t need to think about it, brains can access endless astrocytes to create new concepts
- brainwaves – creativity
So which system should we base our A/O’s around? Concepts.
NZC – very content driven e.g. maths, must rote count to..., very inconsistent A/O’s, front section fantastic as allows self design BUT framework only – no scaffold! Impossible for schools to build a scaffold independently.
Creating understanding needs a number of contexts to be explored.
Creativity can be used for good or ill – where character and principles come in (values, attitudes, ethics, personal qualities).
Learning today is based on oral language and visual language (Anne Tolley hasn’t got this!), multimedia is missing from English curriculum.
Junior teachers should be worrying about competencies and literacies. Competencies should be being explicitly taught.
Primary school world should be a world of wonderment and awe – AHA moments should be happening all the time.
What do students need to understand? Not... What do they need to learn?
Test a concept by giving them a different context to see if they can apply the concept.
Takes about 8 months in a primary school to build concept scaffold.
Inquiry should be inquiring why something happens.
Young children don’t ‘get’ the concept of editing their writing. Make 1 thing a focus for the next piece of writing following conferencing (e.g. capital letters at the start of sentences). Students hate having to rework/change a piece of existing writing which leads to them hating writing (really they hate having to edit!!) This way you are instead suggesting a review for next time.
Literacy Learning Progressions are spot on EXCEPT for editing.
3 learning processes
- rote learning – very weak process, only evolved in last 500 years due to the need to learn to read and write
- forming concepts – highly adaptable, concepts become automated e.g. sitting down in a chair (you don’t think about it), concepts allow you to predict what’s going to happen so you don’t need to think about it, brains can access endless astrocytes to create new concepts
- brainwaves – creativity
So which system should we base our A/O’s around? Concepts.
NZC – very content driven e.g. maths, must rote count to..., very inconsistent A/O’s, front section fantastic as allows self design BUT framework only – no scaffold! Impossible for schools to build a scaffold independently.
Creating understanding needs a number of contexts to be explored.
Creativity can be used for good or ill – where character and principles come in (values, attitudes, ethics, personal qualities).
Learning today is based on oral language and visual language (Anne Tolley hasn’t got this!), multimedia is missing from English curriculum.
Junior teachers should be worrying about competencies and literacies. Competencies should be being explicitly taught.
Primary school world should be a world of wonderment and awe – AHA moments should be happening all the time.
What do students need to understand? Not... What do they need to learn?
Test a concept by giving them a different context to see if they can apply the concept.
Takes about 8 months in a primary school to build concept scaffold.
Inquiry should be inquiring why something happens.
Young children don’t ‘get’ the concept of editing their writing. Make 1 thing a focus for the next piece of writing following conferencing (e.g. capital letters at the start of sentences). Students hate having to rework/change a piece of existing writing which leads to them hating writing (really they hate having to edit!!) This way you are instead suggesting a review for next time.
Literacy Learning Progressions are spot on EXCEPT for editing.
Key message: create understanding through the process of forming concepts (explored through different contexts).
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