Thursday, 6 November 2014
Wednesday, 8 October 2014
Google Classrooms
ULearn - Breakout 1 - Google Classrooms -
Student centred learning
Developing the key competency of managing self
Google classroom is a new addition to google apps / parents have access and editable by students and teacher
Chn work independently
Calendar is shared
Sets up video in the
For mathe they use IXL like mathletics - a cheaper option than mathletics. . .lots of word problems also gives them a 'smarts score' - the whole school does it.
They also use e ako - really good for word problems
Learning pathways come from e asttle - maths learning pathways she has a grid showing where they go. . . They look at their test figures where they went wrong and find the activity to go to. . .
Literacy shed for writing
Runs writing and reading workshops every day
Google classroom has recently been put on google apps
Easy way to share, hand in assignments, writing tasks,
Works well with google sites and flexible timetable
Students can post things to each other - she posts the writing task for the week, novel study. . . .
If using google apps and google drive, it works seamlessly
Girls use easttle to test and set their next learning steps - it generates a report then a report for the teacher. . .
The students use it to guide their learning blue box on easttle is what they work on. . .
It tells the student what they need to work on. . . .types what she needs to work on in Ixl
She has a whole class overview - she plans her workshops based on these needs
Teacher teaches and runs workshops all day
Doesn't tell chn they have to come to workshops but they choose - it's part of their learning. . .most kids take on that responsibility
Chn can also create workshops if the skill is a strength
Teacher will video workshops if lots of kids are out of the classroom eg orchestra time
Writing focus per week - usually covers a few games, independent writing workshops all have a focus - write to persuade. . .peer assessed must have 2 comments before teacher conferences chn and/with their work
Allow for peer and collaborative writing to happen often!
Tchr will take an independent writing workshop based on the independent writing tasks. .
Setting independent writing for the week gives more time for collaborative writing
Blogs are used instead of e portfolios - chn choose what they put on
Only rule is they must submit two pieces per week. Tchr doesn't dictate.
There's a link to all chns blogs on the google classroom site - chn are encouraged to comment
Apple TV this year - allows you to mirror iPads to your screen , chn use them for peer and group collaboration, it's portable, great if using iPads a lot.
Best apps according to the chn list. . .
Notability is great app / toontastic adobe voice, motion maths apps, doodle buddy, educreations, khan academy, google apps - we video, powToon, soho Show, Prezi
Tchr puts work up on Sunday for the following week and a lot of chn plan their work for the week on Sundays
She never teaches the whole class, chn all work individually
Chn take the generic task and apply it to their goals they set their own success criteria
She took workshops on giving constructive feedback, writing success criteria,
When she reports on writing it needs two peer assessments
If there's a new app she teaches 5 students how to use it . . . And then they teach others. .
All their learning is in their drives
They all have access to the class drive
have a shared class folder.
They all have doodle buddy on ipad for maths and iPads each
Fio text, eako Ixl khan academy, for maths
Uses easttle levels set by the school to report on Nat stds
Year 3 up should work this way . . . Then they would be ready for this. . .
1 to 1 devices now the situation. . .before that they had to book
Apps/software used:
Literacy: Notability, comic life, puppet pals, I Brainstorm, Inspiration, kindle, iBooks, book creator, toontastic, Adobe voice.
They put webinars on the school website to teach parents how to use apps, access the drives. . .comment . . . (WHAT A GREAT IDEA FOR PARENTS)
If kids don't get their work done by the end of the week, they go back to the teacher structured timetable - they hate it so will work at home and get the work done.
Google drive, blogger, iMovie, flip video, animation desk, Pic Collage, Prezi, Hopscotch,
Http://site. Google.com/a/hasp.school.nz/
Sarahha@hcsp.school.nz
022 1751715
The BYOD Journey - Kate Friedwald(Olof) Waiariki School Chch
ULearn - Breakout 2
Devices aren't enough, it's got to be about the learning.
This is the collaborative age - chn create and therefore need the devices.
Learning time = 20% at school, 80% at home.
You can really individualise learning with BYOD
Learning can continue at home and outside the classroom, ability to do more collaborative learning and flipped learning.
Considerations:
Use GOOGLE, better than on site server
Online security?
Physical security at school of devices
How set up is our learning environment? Can't just bring a device. . .is the school already using google and thinking about the learning
Reluctant teachers are paired up with a teacher who's keen in paired situations
They restricted BYOD in their school to ipads only because of Tchr and school familiarity - wouldn't go under iPad mini size. Will still recommend iPads because of the features but it is a multi- platform world.
Digital learning environment space - managed with hapara. See Dr Puentedura's website.
SAMR model. Get into higher order learning not 'your group's on iPads' nonsense.
Apps are chosen for creativity not play ability.
Quick maths app - needs to be purchased
Book creator -app to buy
Routines need to be set up at the beginning of the year - no devices on the floor.
2 hands, walking, they must come to school charged
Students are responsible for :When they agree to BYOD they have to bring it every day cos the teacher has planned for it, they have to purchase and update their apps.
Charging, (we can't charge 32 devices at school, 1or2 maybe) location, appropriate use, digital footprint, apps, breakages.
Sch resp for:
Network, filtering, security,
BYOD is a 3 way partnership
Challenges:
Equality, digital citizenship- parents also have a responsibility here.
All chn have their own personal logon to the sch wifi - great because then kids know that they're being monitored.
Loss of manual skills - kids still use pen and paper. She gets chn to do writing tasks on paper and on device to see if a difference exists.
Screen time - actually it's a learning tool, remind parents that at school they still do art, PE, SCIENCE.
On school website it's good to have a link for parents, the whys and wherefore, Noel Leeming gave the school community a years interest free on purchasing devices.
What did they do?
Information evening
Ask parents to fill out an expression of interest
Class selection
BYOD agreement - APP code redemption
GAFE and Hapara set up tutorial on the website would work too.
Device set up done one on one.
Day to day:
1 group has a must do doc. Can do. . .
Must do's - these activities. . .
Learn it, practice it, prove it, . . .use explain everything to prove it. . Send it to the Tchr as proof.
How do we know they are doing it. . .
Must do / Can do . . . For good groups of kids
Has a structured timetable for those who need it.
Mon morning - a must do is check their email. . .
Http://app.event.core-ed.org/
Google sites for the class page
The BYOD Journey - Kate Friedwald(Olof) Waiariki School Chch
Why BYOD?
This is the collaborative age - chn create and therefore need the devices.
Learning time = 20% at school, 80% at home.
You can really individualise learning with BYOD
Learning can continue at home and outside the classroom, ability to do more collaborative learning and flipped learning.
Considerations:
Use GOOGLE, better than on site server
Online security?
Physical security at school of devices
How set up is our learning environment? Can't just bring a device. . .is the school already using google and thinking about the learning
Reluctant teachers are paired up with a teacher who's keen in paired situations
They restricted BYOD in their school to ipads only because of Tchr and school familiarity - wouldn't go under iPad mini size. Will still recommend iPads because of the features but it is a multi- platform world.
Digital learning environment space - managed with hapara. See Dr Puentedura's website.
SAMR model. Get into higher order learning not 'your group's on iPads' nonsense.
Apps are chosen for creativity not play ability.
Quick maths app - needs to be purchased
Book creator -app to buy
Routines need to be set up at the beginning of the year - no devices on the floor.
2 hands, walking, they must come to school charged
Students are responsible for :When they agree to BYOD they have to bring it every day cos the teacher has planned for it, they have to purchase and update their apps.
Charging, (we can't charge 32 devices at school, 1or2 maybe) location, appropriate use, digital footprint, apps, breakages.
Sch resp for:
Network, filtering, security,
BYOD is a 3 way partnership
Challenges:
Equality, digital citizenship- parents also have a responsibility here.
All chn have their own personal logon to the sch wifi - great because then kids know that they're being monitored.
Loss of manual skills - kids still use pen and paper. She gets chn to do writing tasks on paper and on device to see if a difference exists.
Screen time - actually it's a learning tool, remind parents that at school they still do art, PE, SCIENCE.
On school website it's good to have a link for parents, the whys and wherefore, Noel Leeming gave the school community a years interest free on purchasing devices.
What did they do?
Information evening
Ask parents to fill out an expression of interest
Class selection
BYOD agreement - APP code redemption
GAFE and Hapara set up tutorial on the website would work too.
Device set up done one on one.
Day to day:
1 group has a must do doc. Can do. . .
Must do's - these activities. . .
Learn it, practice it, prove it, . . .use explain everything to prove it. . Send it to the Tchr as proof.
How do we know they are doing it. . .
Must do / Can do . . . For good groups of kids
Has a structured timetable for those who need it.
Mon morning - a must do is check their email. . .
Http://app.event.core-ed.org/
Google sites for the class page
Tuesday, 2 September 2014
Gifted and Talented strategy games module
What a lovely Module this has been to take.
Both groups were totally immersed throughout. The games were excellent - strategic and requiring real problem solving - also there is a diverse range of games to appeal to each and every interest.
The children worked collaboratively, were challenged and had to persevere to win - then win and lose graciously. Great skills for these kids!
There were also prizes at stake for - winning, working well as a team member, perseverance and support of someone else.
Learning in a fun environment - a module we really need to do yearly!
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