Create or is it?

• Engage in reciprocal, collaborative, learning-focused relationships with: 
  • learners, family, and whānau
  • teaching colleagues, support staff, and other professionals
  • agencies, groups, and individuals in the community.
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
• Communicate clear and accurate assessment for learning and achievement information.

Ashley presented at our staff meeting this week. She was driven by the prior meeting with Lenva on 'Create', Learn, Create, Share with Manaiakilani.

What stage of integration using technology are we?  It is always a good time to reflect to see if you are just substituting. Nudge a bit further to augmentation, I think the students and I might be more engaged in the way we create, share and learn. Perhaps I could nudge further to make sure we are heading towards modification. Soon, with the continued push, support and collaborate my colleagues give each other we could be at redefinition in a school dedicated to professional development with the child at the centre of our teaching and learning.

https://docs.google.com/presentation/d/1UA6J65Athr_O4TSzWKUZuBnuv25po9SuytkHIr2MjkU/edit#slide=id.p

Change to your teaching approach ?

Student achievement is at the heart of the learning and teaching.
What do I want my students to achieve?
What are the targets and how will I achieve this?
Analyse data, collaborate with my colleagues, use CRT to make professional observations to improve my teaching strategies.


I am aiming for:
Stage 3, Teacher Learning and Development:
As an instructional leader, To have good knowledge of teaching and learning. Discuss teaching problems with staff and attempts to help them solve these problems.
Stage 4, Ensuring Quality Teaching
Self Management in consistently and confidently prioritise own time to ensure oversight of teaching and learning.


Keeping a close eye on the effectiveness of this approach, I offer to the students to choose a reading. Students form different reading groups each time, we read, discuss, think of questions to ask, find responses...

03 Using mixed-ability reading groups to improve achievement for reluctant readers

http://www.ero.govt.nz/publications/teaching-strategies-that-work-reading/03-using-mixed-ability-reading-groups-to-improve-achievement-for-reluctant-readers/

DMIC is mixed ability grouping. Knowledge holders and knowledge seekers.

Mathematics in Years 4 to 8 Developing a Responsive Curriculum

http://www.ero.govt.nz/publications/mathematics-in-years-4-to-8-developing-a-responsive-curriculum/

Nudgin' and Boostin'

• Engage in professional learning and adaptively apply this learning in practice.
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

I have heard this before, rather than planning from the beginning, plan from the outcome back. What do you want the student to learn? Work backwards, how are you going to get the student there?


I am excited to trial this as we already make google drawing storyboards to go with our narratives.
In the past before I became digital and when I taught Year 7 and 8 I used to include colour and images. For example, white for peace or a dove.

Instead of off the shelf teaching resources go further and deeper.

For example: Critical literacy learning outcomes: I want children to think critically of
gender types in Disney fairy tales. Compare and contrast.

Students to notice what is pertinent to the text: the beautiful are good characters
and the ugly are the bad, success…

Big order thinking:

Physical beauty

Gender orientation

Collaborative in the classroom

Quadrant Board link to discussion board link, writing, reading, discussion online

For example: warrant, claim, counter claim, conclusion

Questioning, did anyones response make you think, change your mind?

I used to do this in Year 7/8 for debating. Students are given a scenario and need to move
to one of the pre posted signs around the room. Definitely agree or disagree compared to slightly
agree or disagree. Any student will be asked to explain why they chose the sign to stand next to
and students could then take turns to discuss different points of view.

One that I would like to find out further about is the 'google groups' where students have conversations online: online etiquette

Conversations on online in google groups

persuasion/ argument/ debating/ compare and contrast/ clarifying/ how can I reach an
informed conclusion./ including other people’s point of view/ teaching these skills of listening
discourse features/ referencing with links, questioning a point of vlew by researching

Hui with Manaiakilani

• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Create an environment where learners can be confident in their identities, languages, cultures, and abilities.

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

I don't mind being out of the classroom when you get to be part of an excellent professional development day. Learning how teachers who are in the Manaiakilani Cluster work so hard to create the best learning opportunities for their students.

Hui agenda
https://sites.google.com/manaiakalani.org/annual-hui/home

Col teacher blogs
http://www.manaiakalani.org/our-schools/col/col-teachers-within-schools

Collaboration makes teaching and learning happen.

• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

Every 2nd week on an even week teachers in the Manaiakalani cluster have the opportunity to meet and discuss, problem solve and learn how to use technology effectively as a teacher and as a digital citizen. Toolkits  can be on:class site, class blog, professional blog, google applications, critiquing how you use an app, a recent one I went to was on making movies. Everyone is there in the sandpit helping each other.

Do you have high expectations of all your students?

• Develop an environment where the diversity and uniqueness of all learners is accepted and valued.

• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.

At Tamaki Primary School teachers are continually pushed to be better than they were before by being intrinsically a reflective progressive practitioner.

https://docs.google.com/presentation/d/1Sfab8erelLE9qjrM5NxQOgDR58bwWi2KLVwWliYrX7g/edit?ts=5b5e9b0b#slide=id.p

https://docs.google.com/presentation/d/1relvfVOutiZMoOM38n8E40lztai0lzjY8WBq3MxdOEk/edit#slide=id.g40396f6f7e_0_1

How we all move...

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

Room 8 had lots of fun learning,  creating and sharing the Manaikilani way!



WALT:Create an animation of the solar system using google drawing.

What was the challenge: The challenge was when we had use the google drawing shapes to create our solar system objects.

Posting Pals

• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning.

Room 8 has not pen pals but posting pals. We have been practising how to make positive comments. Using digital technologies with Google is what we practise all the time, even our illustrations are our own.

Week 6, Term 2, will be going live posting positive comments to the Moana Learning Hub!

https://docs.google.com/presentation/d/145Klr0Bv5qT3gU85VS9ERKAb2UMd4xvTHgSbMvg43uQ/edit#slide=id.g3ccbd2ac84_0_136

WALT: write a positive comment using google share.

In New Zealand there was a boy that loved to explore. He is 11 yrs old.

The boy wants to be an explorer but he is still in primary school.

One day the boy was sick of being told that he’s too young and weak to be a
explorer.

Then he went to Rangitoto because Rangitoto is a volcano.

The boy read a nonfiction story that there was crystals and gems in a volcano.

Suddenly Rangitoto erupted.

Milan , I liked how you used future tense.

Auckland

Joshua , I liked the way you spelt everything correctly.

Auckland

posting positive comments

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning.

Room 8 has been learning how to make positive posting comments. We realise you need to:

•  address the blogger by name and greet them
• mention a specific reason why you like their post
• ask a question that relates to the learning you would like to know more about
• remember to say who you are and leave the link to your blog

http://csglobe.com/wp-content/uploads/2016/12/In-Historic-Decision-Canada-Declares-Internet-Access-a-Fundamental-Right-for-All.jpg




WALT: Practising posting positive comments using google 
share.

I am a 10 year old kid that likes to explore, I love to go on
adventures around the world so I know what is happening, but I have enmity issues like a vomiting volcano. I go on mystery adventures
when the sun is out. I love to explore around any volcano like Mount
Ruapehu.

Alyssa, I really like the way you wrote a simile describing the  character

Falakika.

Being a reflective practioner

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.

Michelle said to me, 'when you are looking and listening to yourself as a teacher, you are looking through the lenses of critiquing someone else. Not to take it personally, but to look for what could I do better? What feedback/ feedforward would you give to this teacher?

We are a class of 19 wriggly Year 5/6 boys. WALT: how to focus so we can learn about ideas to share for our vocabulary.

How sharing has changed for me.

• Engage in professional learning and adaptively apply this learning in practice.
• Communicate effectively with others.

https://docs.google.com/presentation/d/1PaxltHBRIVqi9TlLWQ7eRD2vDUWh9XyOLKW-zRth4LE/edit?ts=5b721deb#slide=id.g3d51ea6995_0_155


My first camera was a Canon T70. I bought it for my safari to East Africa and I took rolls and rolls of photos. They were good photos. My journey around Europe sharing photos in albums was grand too. One day my husband and I took 36 photos on a Greek Island, but when the frame got to slide 38, I realised there was no film in the camera and none of our memories would be shared.


Positive feedback comes from the energy you put into introducing what you want to share. These days it is the title on a blog post or event on your social media normally followed with a photo.

What is the purpose of a class blog?
who will read, listen or share their learning?
Students need an authentic audience: people who choose to listen to you
What do you share and what are the benefits, keeping in touch, sort your ideas

How do you share - what media do you favour?

How do you define the boundaries for your sharing? If you have them...

Who is your audience?

Tidy numbers and brackets

• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.

• Develop an environment where the diversity and uniqueness of all learners is accepted and valued.

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

Addition maths group has been learning the strategy of making ten. Resources are often playing cards and rolling dice!

WALT: add and subtract numbers up to 100 using tidy numbers

4+9+6+7+3+8+2+1=40

(9+1=10)(8+2=10)(6+4=10)(7+3=10)(10+10+10+10=40)

Observing me

Another reason why Tamaki Primary School has been a great choice for me this year.

My syndicate leader observed me take a maths and a writing session. Archana is so professional. Besides the fantastic feedback she gives me such thoughtful and valuable feed forward and I totally understand why.

https://drive.google.com/drive/folders/1_sdIlpj--r29-AmmZkiPg-pRQhqCzM8T
https://docs.google.com/document/d/1ugbumCppGwrsXOsoAUD2TYSIys1aaHv8LeZ7r17nTqw/edit