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Please Sit in Departmental Groups

Science

Technology

English

Social Science

Maths

Visual Art / Music / Te Reo Maori�Literacy / Learning Support

Health / PE / Service Academies / Careers

Nicola

Hinerau / Karen

Venini

Dot

Noelene

Mele

�Brenton

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Learn, Create, Share

bit.ly/TamakiCollegeLCS

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Pedagogy

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Learn

Recognise

Amplify

Turbocharge

in a digital learning environment

Effective Practice Challenge

Our challenge is to

Recognise Effective Practice in a digital learning environment
Ampliphy Effective Practice in a digital learning environment
Turbocharge Effective Practice in a digital learning environment

And the Manaiakalani programme has taken up this challenge

Effective practice in a digital learning environment is familiar- we recognise it for what it is when we see it. We are familiar with it from the past (see NZC etc). There are people in this room who have had effective practice from way back...
We amplify it using the pedagogy and kaupapa of TMP eg Sharing through our connected networks
We turbocharge it using using digital technologies to enable a quality of teaching learning experiences that were either NOT possible before OR were not equitable before technology .....(eg that trip to Waitangi/ Te Papa/ Paris that some kids got to go on but a whole lot missed out on. Now thanks to VR, Google Earth, Expeditions, interactive software, Virtual Learning etc etc EVERY child can have this)

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Create

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Share

Communicating with a real audience and purpose in mind
Students as experts over new knowledge
To inform others about my learning
To enlist others to my point of view
To get others to think something they never thunk
To make a difference
Visible teaching and learning

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LCS incorporated into teacher planning

Strategically and specifically planned for in teacher planning.

Teaching Planning Template

Walk Through Obs

School PLan

Teacher LT planning

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LCS incorporated into teacher planning

Examples from Manaiakalani Class on Air

DNA yr 9

Who killed perry Pear?

Science yr 9

Learn about the most common structures and organelles in cells.

Design Yr 11

Starting a new project - wearable tech

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LCS examples from Tamaki College

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Maths with Dn

LCS in your classroom - Discuss AC, Strategies and set a goal (AME). All learning is accessed via Google Calendars and Resources are on the teacher’s site so that learners can work at their own pace

LEARN how to:

(A)-Form eqns, Solve eqns, Substitute

(M)-Interpret graphs

(E)-Form and solve own eqn

Using SOLO

Lit Strats

T’nL strats

CREATE docs/sheets using subject-specific strategies documenting their learning journey: Keis and manage learning using ViTaL sheets

SHARE via docs, sheets

Dn’s blog

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Science Biology Science

Learn about CRISPR delivery methods to cells/embryos.

Create a play-doh animation of the steps by using Google Drawings.

Shared on teacher’s blog.

Learn about volcanic activity.

Create a short narrative story based off a youtube video, that includes key words.

Share on their blogs and receive a score!

Learn how to make a hangi and create it, share the kai.

Learn about energy transformations involved.

Create a Presentation.

Share on their blogs.

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Hinerau - Level 3 DigiTech

Learn	Create	Share
Students can demonstrate their learning by: Developing a Conceptual Design considering fitness for purpose in the broadest sense DigiTech Site > Year 13 > 91610 Workspace Learning involves: Research Evaluation of design ideas and conceptual designs Analysis of existing outcomes Functional Modelling Explaining the potential of the proposed outcome	Students will create the following: A context brainstorm A list of social and physical environments A document of existing outcomes and research A questionnaire and surveys to reflect client and stakeholder views and feedback A range of design ideas A document to evaluate designs A final conceptual design A document to explain the fitness for purpose of the outcome	Students will share various parts of their learning in the Level 3 DigiTech Google+ community, for the purpose of connecting with their peers and collaborating with their peers on specific aspects and criteria of the project, in order to inform their own practice as well as that of their peers. Level 3 DigiTech at Tamaki College > Conceptual Design
What are they learning? How are they learning?	How do they show evidence of their learning?	How do they share their learning with others?

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Dot: Level 3 social studies class

Learn	Create	Share
In Level 3 Social Studies students need to examine their personal involvement in a social action. They learn how to: Describe social issues Develop, justify and carry out a plan of social actions to enable change Critically evaluate the consequences and effectiveness of their actions Through skills and strategies: SOLO, writing strategies, individual, peer and group work.	Create a campaign of social actions through different mediums to show their learning. Examples are: SADD crew video Selfie boards Promotions during lunchtime activities Online events Google docs and drawings Creating websites	Students sharing their learnings through different mediums. Examples are: Sharing within the class via collaborative doc & spreadsheets as well as class presentations. Emailing students and staff. Board presentations Whole school Assemblies. Teacher blog
What are they learning? How are they learning?	How do they show evidence of their learning?	How do they share their learning with others?

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Karen

Share

Class Google Plus communities where whole class can see each other’s work
Personal portfolio sites

Create

All project work is creating something!!

Learn

Research online / class site
Teacher demonstrations
Practice
Rewindable videos and examples to look at

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Discussion: an example of LCS in your class

bit.ly/TC_LCS

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Jumpstart

bit.ly/TamakiCollegeLCS

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What will an example of LCS look like in your Jumpstart programme?

Nic’s Integrated 10’s	All other 10’s	All Year 11’s
Learn about parakuihi and hauora Create their own research about parakuihi and hauora Share the results in a scientific way to the class, or ideally their family and friends..	Learning about honeybees and the ecosystem. Graham is working with Nanny Barb in the garden, and they will create a garden - plant bee-friendly flowers? Share recount / vocab-rich understanding on their blog.	Bouncing tennis balls and measuring the rebound heights to get a trend. Done across different surfaces. Create slow-motion videos to assist with accurate measurements during the internal. Share their results as a scientific report worth 4 credits.

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What will an example of LCS look like in your Jumpstart programme with the

Year 9/10’s?

Tech:

Karen’s JumpStart site Learn - mechanisms / Create - Pull along toy / Share - blogs and G+

Hinerau’s JumpStart Unit for NCEA Level 1 Learn : HTML and CSS

Akesa ‘s JumpStart Unit For Level 1 Catering and Hospitality: Unit Standard 15919 Finger Food

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What will an example of LCS look like in your Jumpstart programme with the

Year 9/10’s?

Social Science:

“Let’s get down to Business Unit” - “Learn, Create, Share lesson plan example using SOLO”

Link to Year Click here10 Sos site

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What will an example of LCS look like in your Jumpstart programme with the

Year 9/10’s?

Visual Art:

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What will an example of LCS look like in your Jumpstart programme with the

Year 9/10’s?

Music: Music - LCS

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What will an example of LCS look like in your Jumpstart programme with the

Year 9/10’s?

Literacy:

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What will an example of LCS look like in your Jumpstart programme with the

Year 9/10’s?

Learning Support:

Year 10 EL Jumpstart

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What will an example of LCS look like in your Jumpstart programme with the

Year 9/10’s?

English:

Y10 - find their favourite motivational quote. Learn about levels of meaning. Learn aspects of static image (primary/secondary image, font, visual metaphor, symbolism etc.) Create a static image to illustrate the quote.

Y11 - Learn what a reading response is/AS requirements. Create a reading response (diff text each student). Share on blog or goodreads.com (authentic audience).

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What will an example of LCS look like in your Jumpstart programme with the

Year 10’s?

Maths:Bivariate Data (1.11)

Learn	Create	Share
Posing Relationship questions Achieved I can describe, -Trend line (strength of relationships) -Extreme value(s) and Outlier(s) Merit Explain the strength of the relationship. Excellence Predict and reflect on limitations. How - lit strats	Google sheet Create a scatter plot using NZgrapher

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What will an example of LCS look like in your Jumpstart programme with the

Year 10’s/11’s?

Health / PE / Service Academies:

Year 11 PE - 3 on 3 Basketball Unit and Class Site.

Year 10 Option PE - Class Site, Social Responsibility and Self Management Link

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LCS success is so dependent on visibility.

Class Sites:

Teacher Blogs:

Class Blogs:

Student Blogs:

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Class Sites

How are you going to get your class sites up and running for Feb?

Expectations for Day 1 visibility.

Set out chronologically.

Easy to find for student and parents.

How can you help your child at home? (for parents)

Promote them in newsletters and discussions with parents.

Imagine I am a parent of a child in your class.

Can I find the learning my child did today?

Can I find what he needs to revise from last week?

Can I see what is coming up next?

How can I help him at home?

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LCS success is so dependent on visibility

What are you doing to to make your teaching and learning visible?

What help would you like?

What are your next steps in 2019 to strengthen visibility of teaching and learning in your classroom?

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Examples of visible sites from secondary schools

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Student blogs

Students writing and posting on own blogs 2+ times per week.

Teacher regularly comments on student blog posts.

Students regularly commenting on peers’ blog posts.

Tamaki College Blogging Site

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Class blogs (optional)

Reasons:� Record of your professional life� Promote the school� Opportunity for parents to engage� Promote yourself as a teacher and learner� Opportunity for students to share (esp y11-13)�

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