Innovative Teachers
2015
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Innovative Teachers
2013 - 2015
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Jason Borland
Tamaki College
You can't help yourself unless you can see yourself
Using video to accelerate learning in a PE context
Why inquire about video
Video can be a great feedback tool to assist in skill development and performance
When involved in physical activity it is very difficult to conceptualize movements.
PE teaching has traditionally focussed on the teacher describing these movements as part of feedback
Using video technology enables more feedback allowing more students to accelerate learning.
Vidalyze
Video tool to analyze closed skills.
Students can draw lines, circles, angles and arrows to identifying technique
They can also compare this to a professional
Review and assessment
learning can be captured in screenshots or screencasts and be discussed
Video Delay
Software that enables video delay.
iPad can be set up for recording in the Gym
Image can be projected using Apple TV
Students can watch their movements in an instant replay situation
Video tagger
This iPad app allows edited video showing performance to be created and sent to students.
TPACK
Content
In PE distinguish between open and closed skills
Open skills: Environment is variable and unpredictable during action. Environmental contingencies determine the response - soccer, basketball, tennis. Feedback focuses on decision making
Closed skills: Environment is predictable and response can be planned - gymnastics , bowling, golf. Typically “self-paced”. Feedback focuses on biomechanical technique.
Pedagogy
Implementation of video should be seamless and not come at the expense of quality teaching and traditional forms of feedback
Questioning the students and discussion of what is seen as vital to accelerating learning
Technology
Pick the correct video technology based on the subject content and the pedagogy.
Vidalyze for closed skills
Video delay for certain open skills and also closed skills
Video tagger for open skills
Robyn Anderson
Panmure Bridge School
Powerful Peers
‘A forensic look at peer led feedback’
Robyn Anderson
Panmure Bridge School
The Idea:
Existing skills
New learning
Focus Questions:
Why this tool?
Online Forum
Trail of Evidence
Monitoring Opportunities
Could not be done without the affordances of technology
Are these feedback skills evident in Reading transferrable?
Checklist:
Ongoing
Scaffolding
Dialogic culture
Critical friendships
Ongoing
Unpacking
Prior knowledge
Were all my learners able to notice
and feedback on the deeper features of
their peer’s writing?
Initially...
No!
Euphoria U-Turn:
Mismatches between what had been written in the task and what was 'noticed' were evident in the comments.
Critical friends do argue!
Feedback bi-directional and dialogic.
Justified responses
Foster the argument element
Mmm?
“Miss, how do you know what level we are when you mark our writing?”
The Journey...
Show the e-asttle writing teacher rubric
Feedback content reflected minimal connections made
Collaborate with critical friends to mark own writing sample
Unpack externally sourced ‘learner-speak’ versions
Source versions written in ‘learner-speak’
Students reel in horror!
Let’s write our own rubric!
What did I just agree to?
Where do we begin?
Student Perspective:
The WOW Moment:
Learners are from Mars...
Teachers are Venus!
Where are we at
now?
Next Steps:
Powerful Peers
‘A forensic look at peer led feedback’
Robyn Anderson
Panmure Bridge School
http://robynjanderson.blogspot.co.nz/
@And23Robyn
Michelle George
Pt England School
http://mgeorgeimplementation.blogspot.co.nz/
My Role
I was doing things the wrong way round
Were the efficiencies of teaching becoming an impediment to innovation and design in a 1 to 1 environment?
My Reality, My Mindfulness
Years
TO
Reading ages ranging from
TO
Highly Framed
Ordered
Sharing
Ordered
Sharing
Reflective
Study
Ordered
Sharing
Reflective
Study
Commitment
to Action
Ordered
Sharing
Reflective
Study
Commitment
to Action
Regrouping &
Reflection
5 Key Leadership Dimensions:
“Creating communities that learn how to improve student achievement”
Ordered
Sharing
Reflective
Study
Commitment
to Action
Regrouping &
Reflection
Goal
Setting
Goals
Ordered
Sharing
Reflective
Study
Commitment
to Action
Regrouping &
Reflection
Strategic
Alignment
Goal
Setting
Ordered
Sharing
Reflective
Study
Commitment
to Action
Regrouping &
Reflection
Strategic
Alignment
Goal
Setting
Smart Tools
Ordered
Sharing
Reflective
Study
Commitment
to Action
Regrouping &
Reflection
Strategic
Alignment
Goal
Setting
Smart Tools
Student
Success
Ordered
Sharing
Reflective
Study
Commitment
to Action
Regrouping &
Reflection
Strategic
Alignment
Goal
Setting
Smart Tools
Student
Success
Problem
Solving
Ordered
Sharing
Reflective
Study
Commitment
to Action
Regrouping &
Reflection
Strategic
Alignment
Goal
Setting
Smart Tools
Student
Success
Problem
Solving
Areas of Discussion
Progressions underpinned the design and innovation to support next steps in learning:
The reading progressions:
Appropriate scaffolding of learners to facilitate independence.
Learner engagement fostered self regulation during follow-up activities in reading:
Equitable access to the curriculum for all learners:
Notable changes in student achievement:
By designing and personalising activities,
according to progressions and achievement,
classroom efficiencies were adjusted.
Food for thought:
Is our standard ‘Reading Rotation’
a dinosaur or is it becoming a mutational survivor?
Karen Ferguson
Tamaki College
Online Learning
MIT 2015
K. Ferguson
Tamaki College
“Achieving at NCEA outside of the classroom”
The Original Plan ...
Spending more of the class time for group analysis work and skills practice
Offering the course to students who do not have space on their timetable
Starting the DVC course early, in Year 10
Setting up the Course
Working Online
The Instructions ...
Video screencasts with step by step
How To’s for each stage.
Separate area on the site for all students to refer to.
Specific to their needs
The Navigation ...
Simplicity
Small blocks of instructions and information on each step
Checklist at the end to ensure everything is covered
Google+ Communities ...
Forum style support
Share work
Ask questions
Help each other
Design Portfolio ...
Students make Google Sites to present their work as a portfolio
Course Enrolment ...
Students fill in a Google form to enrol on the course
This spreadsheet is then used to track their work
The Process
Working Online
Sharing ...
Drive folders shared with the teacher
All documents put in this folder so teachers and students can access
Feedback ...
Comments on documents can be done at any time
The same process as any other student in your class - just because they are not physically in your class does not mean the process is different
Student Use ...
Students take the prepared documents from the site and repurpose them.
Check lists created from instructions
Interesting to see what happens with less teacher “control”
Using the Course
Student Voice
Isaak and Suzie
Looking Ahead
Working Online
Finishing ...
Students realistically have until the end of the year to complete the project
The entries will be done at the start of next year for completed work
Looking Ahead ...
Drawing board projector and recorder.
Rewindable learning for those in the class.
More opportunities for online projects
Good V Bad ???
Good …
Bad …
Will I do this again???
Sheena Campbell
Stonefields School
How can highly effective teaching of reading with year 2-3 learners be supported and enhanced in a 1:1 learning environment to accelerate reading outcomes?
I am inquiring into accelerating progress for:
2 Devices
February: started with the basics
Explain Everything and Google Apps
Summarising
Visualising
Justifying
Daily 5
Plan My Reading Time
Collaborating
Collaborating
Strategies for below ‘not yet’ learners
“I practice my reading. I read every night at home.”
“I choose the books that I read at home.”
“I like reading.”
“The Twits has been the best reading so far this year.”
“For term 4, I think that we should choose what chapter books we want to read.”
“I don't hate reading but I don't love it.”
“I read when I am not tired enough to go to sleep.”
“I choose the books I read at home.”
Next steps...
Kyla Hansell
Tamaki Primary School
Using learners’ total language resource through Learn Create Share.
OUTPUT
INPUT
Cognitive processing
SHARE
LEARN
CREATE
INPUT
LEARN
CREATE
Cognitive processing
OUTPUT
SHARE
Innovative Teachers
2015
goo.gl/JpTTzj