Breakout 2 - Google Classroom Introduction and Best Practice
Breakout 3 - Assessment in the Digital Age
Breakout 4 - Creative Agency
Demo Slam
Highlights:
Took a tour of Hobsonville Point Secondary School at 7:30am when it was very quiet and empty
Was able to take some awesome pictures, check out the learning that is happening in the spaces and think about how we can transfer what is happening here to our ILC space.
The food and service of staff/helpers was phenomenal
Especially because I forgot my water bottle
Every session I went to was amazing - Which very rarely happens, normally I find some stuff it aimed to low and other stuff I am always using
I learnt lots of new tools, had time to play and explore, made new connections and reconnected with people I know from twitter and I consolidated lots of stuff that I am currently doing
Reflective Thinking
Google Classroom
Talk with Toni about using this for our ‘Chapter Chat’ group
Would be great to use this smaller number of students as a trial group
We can also use it to gain assessment and bring our option to the next level providing the teachers of the students with some quality feedback
Once we get the hang of using it with our Chapter Chat group we can begin to use this with our class
Setting assignments, using it as exit slips and entry slips
Can we link it into Evernote?
Genius Hour
Use the design thinking model as the beginning of this session (Ideation)
Assessment in the Digital Age
Flubaroo
Doctopus
Edpuzzle
Google Feud
Quizizz
Love this one - so much quieter and more engaging than Kahoot. Want to try this out
Pear Deck
Docentedu
Creative Agency
An insane amount of tools shared - very exciting!
Looking forward to having some play time to check these out.
Give students time to explore chrome extensions and see what they find
To Do:
Flick through the Genius Hour resources
Might be able to find a quality model to share with students
Make a resource about the 4 main ideas/thinkings for a successful Genius Hour session
Create a Quizizz
Create a peardeck
Both of these could be used during an E-Learning workshop on exit slips/assessment
Team Summary: What have we done to enact our vision and values this year?
This year we have unpacked what the school shield symbolises and its history, we have unpacked the cornerstones through group work of looks like, sounds like and feels like. We created a rubric from the cornerstones and used this for the students to set goals. We have unpacked the school motto 'I will note cease from mental fight. We have included on Class Dojo, behaviours rewards that link to the cornerstones and vision. We have set up high expectations of what this looks like at Maeroa in terms of actions, book work learning, moving around the school etc. The learner profile is included on all unit plans and is openly discussed daily. The language is used and integrated into classroom life.
Fixed Mindset Vs. Growth Mindset:
7 Principals of Learning:
What is required in our teaching and learning programmes that ensure our student's are set up for their future?
Where would you put these 7 principals on a continuum?
Reflective Questions:
Where would you place yourself in terms of each of these seven principals?
What is your evidence for this positioning?
What are your next steps?
Team Tanekaha's Continuum: What we consider least important to most important
Note: We consider all of these principals to be interwoven with one another and are all of equal importance
Building horizontal connections > Stretching all students > Learning social > Emotions are integral > Assessment for learning > Recognise individual differences > Learners at the centre
Putting yourself in the pit (challenge) to build upon knowledge, experiences, values, virtues... It happens everywhere, all the time (Ubiquitous). It should be engaging, relevant and meaningful to the individual. Learning should be exciting!
Akomanga Kaha
Toni and Kassey combined definition: Learning everywhere, any time, any place, with many different people where you can build upon your knowledge, experiences, values and virtues. Learning happens in many different ways.
Funds of knowledge
Academic
Social learning - camp, EOTC
Collaboration
Three words that best define collaboration:
Sharing
Reflecting
Working together - Contributing
Toni and Kassey ideas on collaboration:
Sharing
Acquiring new knowledge
Reflecting
6 Keys to success for collaboration
Clarity of purpose
Individual commitment
Time
Understanding of how to collaborate and communicate
Collaboration time is structured—or not structured
"Why not create unstructured times in the school work day and avoid filling that time with stuff? Then encourage people to break out of their routines and talk with each other. See if it happens organically."
Shared planning time
Need to dig deep into discussing teaching practice and create strategies to address the needs of the students
Support from leadership team, just because you can't see progress being made in data doesn't mean it isn't happening
There's no magic formula for successful collaboration
This is going to work through discussion identifying needs and room for improve
Developing
the Capabilities to Interact with Science: Session 2
Maeroa School Aim:
To develop 2 big inquiry questions for our 2016 science planning (Term 2 &
term 4)
Summary of
Workshop
ØRecap
ØHow did the
homework go?
ØHands on,
minds on
ØAssessment
ØPulling it
together
Capabilities
·Gather and interpret data:
oObserve
oInfer
oThink about
what they can see
·Use Evidence
oPush
students to justify
oShow proof
·Critique Evidence
oExplain
what you are thinking
oUnderstand
about fair testing
§Variables
§Controls
·Interpret Representations
·Engage with Science
Science observation statements – I wonder… It think… What if…
I noticed…
Possibly – I infer… I predict… (Depending on context)
Students need to see the links between these sentences
(Making connections) – Transfer of knowledge
Students need to put their science lens on to utilise these
statements to their full scientific potential.
In the
classroom:
Environment boxes – labelled to their location or have them
blank – can you guess where I have been?
Jars from different beaches full of sand, shells, rubbish –
anything you find
Activity 1: Observing:
-Fold paper into quarters
-Observe an item and record down an observation
-Like scattagories – try and make unique observations –
if someone has the same as you cross it off (the downside of this is students
miss the obvious observations because they are trying to come up with unusual
ones)
-To avoid this set the challenge of who can make the
most observations
-Make observations that it’s not – “It’s not purple,
it’s not round etc…”
Choose specific words – What’s heavy? - A dragonfly is heavy compared to a grain a
sand
Now you decide what you think the objects are – using
evidence
Students can start thinking about stories. What has happened
here? What has made it like this?
I think… I notice… I wonder….
If students do make an inference say to them “What makes you
think this? What are the clues that made you think this?”
This activity helps to:
-Develop awe and curiosity
-Deepen thinking
-Ask questions
-Engage in discussion
-Developing oral language/scientific language
-Put on a science lens
-
Activity 2, 3 & 4:
-Blowing bubbles
-Solar Eclipse glasses
-Circuit sound maker – Energy stick
-Kinetic sand
-Water resistant sand
oAsking
questions “How do you know that’s not normal sand?”
oDraw what
is happening
oDescribe
what it is doing
oHow is this
happening?
oShow me
your understanding
oDraw a
diagram
-Water balloon inside a balloon (ARB)
oLots of
opportunities for wonderings
§I wonder
what different liquids would do
§I wonder if
the temperature would change the flight path
§I wonder if
you prepare it and wait a day if this would change the flight path
“Can you show me the phases of the moon, if the moon was a
cube” – This is checking the understanding of phases
Assessment
What’s important?
vBe clear
about the purpose – formative or summative?
vMake sure
it’s manageable
vAssessment
focus needs to be deep enough to track progress over time or you need to change
the focus (e.g. generating and critiquing explanations)
My notes:
-Keep anecdotal notes
-Is the knowledge/assessment transferable
to other context
-Use the capabilities to form assessments
What counts as evidence?
-Will you set up specific assessment activities or will
you collect evidence as students display it?
-Will you use formal test?
-How will you manage the collection of data?
My notes:
-A critique group used to give effective
feedback and feedforward
oThe feedback needs to be specific and
constructive
-If the feedback is specific enough you
can break the big task into smaller chunks
-Student’s need to see the relevance in
creating 6 drafts
-Is what you are asking the students to
do fit for a purpose?
What might progress look like?
-Problematic because progress is unlikely to be linear and
context and working in groups are important considerations
-However if you do want to design some sort of
framework we suggest trialling your draft criteria and be prepared to adapt
them
Monitoring Sheet for Assessment:
-Components
-Attributes
-Changes
-Descriptive language
-Topic specific words
-Scientific language
Developing
children’s capabilities to interact with science
-Content knowledge
-A way of knowing
-Skills
Interests:
Overarching should be the nature of science
- Planet
Earth and Beyond
-Interacting systems
-Astronomical systems
-Life processes
Body systems – improving the performance of an
athlete – forces and motion (Olympic link in)
