Devices: DFI day 7. It's more than a tool!

Devices:  this day focuses on the devices our young people use and we will experience Learn Create Share using Chromebooks and iPads.

Fiona Grant has kicked of our morning with a great overview of our cyber smarts! Commenting, a special focus for success is the promotion of positive language. Don't assume it's already there for anyone. It's something us as educators need to be very aware of along with our learners. In the past the learners feedback was very limited if not absent. Now with the use of blogs students are encouraged to give feedback. Initially I noticed as an educator students were focused on the mistakes made - spelling errors etc, this was telling of what they observed of us! EEK! This act of commenting positively has brought about a real mind shift for students AND teachers!

Smart learner, footprint relationships have become the key elements of smarts with the others being more of smarts that are then linked into. This focus is intentional for the first three terms of learning year.

Part of this is the confidence in which the students use their device to achieve learning outcomes. Ubiquitous - learning is accessible at any time/place by the learners. Again if the three smarts of learner, footprint and relationships is embedded then ubiquitous learning will be successful.

Connected, when designing learning we want it to engage our learners. Using positive language to capture our students. Think about what images, text we are presenting? Does it promote positive and helpful - this needs to be our default our norm.


Hapara Teacher Dashboard: Sharing work
Some don'ts...don't ask children to share their documents with you. Do not ask them to make folders. When you do this you disempower everyone involved as you it goes against the workflow that has been set up for the learners AND teachers.
Always have children making documents in the folders they already have. This is where there are will be found by teachers and no issues of lost files 'can't find it Miss'.

Gmail: a good place to see at a glance if students have opened up your email.

One-to-one devices:
The Treaty of Waitangi was a fundamental in our decision to go one-to-one.
Partnership: our fist point of action what to partner with our families, to talk with each other about the possibility of having one-to-one devices. What it would look, sound and smell like. So many of the small but important details that make up todays kaupapa around the use of one-to-one devices in our schools.

The Chromebook Experience: normally at this stage we'd all be given chromebooks to work through this lesson. A great way to experience what our learners do. We gave a 'Digital Dig' tasks a go. This is a really good activity to re-visit every start of year to re-focus the learners on key skills/functions they will need for learning.

iPad learning journey. After a lot of testing of various tablets it was found that iPads were the best for our learners, our junior learners. 1-1 ipads are set up very intentionally in comparison to a blended learning area. Well before the school year gets on the way, the set up of the iPad is very important. They are the same in every way possible to support classroom teachers.
Kawa of care for our learners is key also at this young age, this includes the care of their stylus.
Explain Everything is an enabler of students and teachers to create learner artefacts. We had the chance to look at this programme. Gerhard made a point again to use the actual names of the tools. It makes good sense as students like us will use this foundation of tool naming to launch from when we move onto using the correct names of tools. We had another explore session to experience some of what our junior students and teachers experience.
1. Try and create in EE
2. Import pre-existing learning activities onto white board
3. Explore what learners have created on EE

SHARE: Blogger tips from Kerry was the last session today.   Kerry took us through a quick lesson on how to add a page to your blog.  It's a good idea to have an 'About me' page for your audience.  

Impact Story: Student access to their assessment data empowers student learning AND teaching!

Glad you've visited my blog to read the impact story behind my 'burst' shared during our 'Burst' session today!
What happened for the learners? 
Empowered learners in the house whoop whoop!!
The group of target learners:
BEFORE inquiry:

• very quiet 
• accepted anything that was presented
• dialogue with each other and teacher minimal in small group time
• almost no questions asked
• focus was not on any specific part of maths learning
• did not have access to assessment results or analysis
• nervous about sitting tests - lack of confidence

DURING and AFTER inquiry in action:

• began to question more with a closer focus on the number strand (IKAN analysis prompted this)
• discuss how they'd found the teaching/learning/testing/results
• identify what areas were strengths and work ons
• went the next step to find support for work ons 
• students were empowered:  I could tell this by the way they asked questions, compared their own data as well as peers in group.    Having access then understanding their data created proactive learners, in particular in the number strand (analysis of IKAN, Gloss results and now PAT in Term 4)

 What evidence do I have for this? 
Please click on above links I've made to blog posts that show or describe this in action.  Also look at these latest results from our PAT tests.  I have gathered specifically data for the number strand.  (All year we had a close focus on IKAN and part on Gloss)

Key:
NS T1 = Number strategy Term 1
NS T4 = Number strategy Term 4
NK T1= Number knowledge Term 1
NK T4= Number knowledge Term 4
A - H: individual students who make up target group.   Where no bar is present this equates to have '0' correct - zero.

Average of results from Term 1 for Number Strategy in PAT test:
NS T1   NS  T4   NK T1  NK T4

3.25

5.625

2.25

3.875

**The greatest gain as a group - according to PAT test was in number strategy**  This correlates with the inquiry focus that has been on this strand.   

 What did I do to make this happen? 
There are the normal good practices of classroom teacher that are utilised to support my inquiry.  The looking closely at group work through to independent learning on sites was maintained as per normal Manaiakalani classrooms. 

Points of difference to make it happen:

• Building a sense of trust between teacher and student, student to student.  This to build up student's sense of self-efficacy when analysis and discussion of data would start.  Student self efficacy and student achievement relate
• Small group work included 1-2 sessions regularly to simply look at our data from IKAN's and Gloss.  Plotting our results in a graph to show comparative data was hugely motivating for the target learners.  Using colour coding - this seemed to have greater impact that just number comparisons.
• IKAN tests no longer one screen and one run through.  Now on own device with headphones, with the chance to run through test a second time.  
• MARKING IKAN, students marked their own test with the opportunity to circle those that were 'silly mistakes' made in the speed of the test.   
• OPPORTUNITY was continually provided to provide evidence that did 'know' what the question was asking therefore bettering their results when they initiated the conversation and provided evidence to the teacher.
• EXPLAIN READY, a problem with interpreting what was being asked in word problems became evident in mid-year gloss tests.  An additional practice was now to use 'Screencastify' to explain how we were solving problem.  This was analysed along side what the question was actually asking.   These discussions around interpreting the word problem and our screen cast of solution were carried out in groups for support and learning from our artefacts (screencasts).  It became very clear to students AND teacher what parts if not in whole we were misinterpreting. 

Wonderings about what next

1. With those remaining from the target group, 6 out of 8 I need to pass onto 2018 teacher the key actions from my inquiry to ensure this acceleration continues.  
2. More focused planning around other strand areas need to be implemented as most shift was made in the number strand.
3. Collating data in 2018 from these target students to track further progress
4. Creating a 'directory' for students to access once they have analysed their assessment data.   The next step AFTER they identify their strengths and weaknesses, especially a directory that supports them outside 9 - 3pm of school hours.

Data analysis in action - data to empower learners!

We've completed another round of IKAN's and here are our results for our target group.   I have moved one in and another out of this target group.    My target group are made up of students sitting a level below the national standard in maths.

Process:
We carried out the process as explained in previous posts.   Sitting test by going through IKAN twice, on own chromebook and earphones and then our discussion around our new set of results.

Points of difference:
1. Entering data together: 
This time I had the data on the big screen with the group.   I added this months results next to data collected earlier in year in front of the whole group.   Each student shared which stage they were at for the various categories:
a. Number sequence and order
b. Fractions
c. Place Value
d. Basic Facts

2. Colour codes: Green - shift made, orange - same stage, red - back a stage, yellow shifted more than one stage.  Student by student they needed to look at previous data and tell me if it was 'Green, orange, red or yellow'.   All this from the big screen as shown in image above. This meant the students looked closely at the data making comparisons for themselves - some looks of happiness and disappointment.  In reflection all students agreed that it was good useful information to help them.
The adding of colour helped students see more clearly how to track our data as learners and the teacher.

3. Setting the next steps for self: 
From this data analysis students posted on a doc - as shown below of what their problem areas were and how they planned to tackle the learning needed.  You can see some understand the purpose of this workbook others - well I'll need to coach them.   They were directed to say 'How' they were going specifically  try to improve  OR whether they needed help from me.  They attempted this exercise with the answer sheet in hand to see if they could comprehend further their path of error.

We plan to share our own reflective posts soon.  Watch this space!

The WHY of this inquiry

Below you will see items posted earlier this month.  What I have not stated clearly enough was the 'WHY' behind this inquiry.

WHY???
I have reflected upon feedback via our PAT, IKAN, small group observations, Gloss results also research across the cluster.  It has been found that the rate of acceleration and achievement is slower when hitting year 7 - 10.
*This is the reason for my selection of inquiry - maths for learners in year 7 and 8 in my target group to see if I can shift achievement through using close examination of their results WITH the student.

My inquiry to use data to empower learners is currently my hypothesis to make learners in this age group aware of what they are actually achieving.  In this knowledge be more driven and focused when presented with ongoing maths tasks that target the areas needing development.

From previous post:
Go to this link to find out more detail about my COL inquiry.   The curriculum area it sits in is maths.

September Update

Student led learning requires a different approach to how one speaks and hooks students into learning. Creating the atmosphere and environment where students feel welcome to share their perspective. Then taking the next step of validating perspectives by including it in the learn, create and share - further than the small group discussions.

 The skills of allowing discussions to travel as well as curbing it in when needed has become a priority for me.   Being careful to value the opinions by recording it somehow in the learning process.  This has motivated the students so much more when going through the creating and sharing process.

 The effort to promote student agency can consume a lot of time - however is very valid as it helps to embed the learning for the students much more than the normal teacher chosen and led process.

 The students are participating in the learning actively with a clear understanding that their perspective is needed in the learn, then communicated in the create and sharing process.

 Next step: discovering more ways to encourage the student voice and agency whilst getting through the requirements of the curriculum in preparation for year 9 and further.

Alo mai ia lou foe!

Solutions Hunters

A great afternoon listening to this bunch!  A group of dedicated - devoted and passionate teachers.   The barriers shared covered a whole range of things we face daily as educators!    In the image you will see what topics led our discussions.   From classroom practice of scaffolding through to the key competencies and the typical logistics of state schools.   We spent a greater portion of our time sharing about how we can or at least begin to overcome some of the barriers our students can face.

One thing I'd like to share here and didn't this afternoon (my forgetfulness) was the inability a teacher experiences from time to time to make connections with students.  In particular the students that we may find extremely quiet or disruptive.  This can be a real barrier to the student's learning.

My attempt to find a solution to this is talking with a range of experienced people.   This includes people who may have taught the child  or is experienced educator in the leadership team.  I've found time and time again that the team - wrap around actions of colleagues, whanau and community brings about the most change.  When we're all on the same page - the support and sometimes forced direction the team promotes has the student begin to change and in some cases get right back on track!

Thanks to the team of expert teachers and student teachers this afternoon.    It's a huge plus that we discuss these very things because we desire only the best for our Tamaki Tamariki.  

Being ready to learn...SOLO Key Competencies

Peer to peer notice, key competencies

Establish personal goals/ plan my work/ set high standards/ act appropriately in a range of settings/become aware of my actions and words on others/ set high self expectations/ developing a range of strategies to become a successful learner/ make well informed choices. These goals are outlined in Pam Hook's description of SOLO in action through Key Competencies for learners.

 I have been a little stuck in my inquiry in deciding what to be recording and sharing. Given that I am a new team leader I have spent the majority of my time, effort and goal setting around the tone, culture and expectations in the year 7 & 8 team. I have felt stuck in that I hastily decided on this inquiry thinking purely curriculum - as in literacy and numeracy. I however found it challenging as this curriculum for me in regards to numeracy and literacy has captured very little of my time and efforts. With a team just established, students having to change with the new team - a whole lot of focus was to be devoted to the building of a culture and set of expectations. One where the key competencies would be visited daily, daily goals outlined across the team. The expectations from uniforms through to positive interactions set and consistently revisited. What has this meant for us? A whole lot of positive reinforcement of things that our team of teachers believe effect the big picture of learning. If we look good, sound good and even smell good - we're ready to learn!

 Our efforts team wide, follow on from the previous years of learning at PES - have produced the following in the senior school:
 -Students arrive prior to 8.30am start, actively preparing for day of learning
-Students in full school uniform for class and PE is the norm
-Students are disappointed when a member of the class forgets their PE shirt/swimming gear.
-Students are eager to share with teachers when they achieve -Students desire to be praised and named in class and team gatherings
-Students point out what is appropriate...right place, right time and right attitude
-Student's positive, respectful and considerate behaviour is 'normal'
 There is more to list - so expect another post soon.  I am planning to work on SOLO within the context of key competencies for the year 7 & 8 students of PES. Given this is my most urgent priority to be maintained for this exciting part of the school!

 The following is an example from Pam Hook's rubrics based on managing self - being responsible to start school day well. It relates to our efforts of teacher's meeting every morning at 7.45am, ready to open our space at 8am for our students. In the aim of our students being in the extended abstract level of consistently being ready ahead of time for school day and assisting others along the way. The great news is that over 70% of our students are doing this!
  Managing Self:
Being responsible to start the school day
Extended Abstract: I can consistently get all things ready for my school day and can assist others in this process
Relational: I can consistently be ready ahead of time for the school day I need reminding to get some things organized for the school day Multistructural:I can do many things to be ready for the school day Unistructural:I can do one thing to be ready for the school day
Prestructural: I need support to be ready for the school day. I cannot pack or unpack my school bag, I do not have a pencil ready.

The following rubric is another of Pam Hook's examples. We have just arrived back from our year 8 leadership camp. A big part of this was devoted to the realisation of their roles of leadership and the need to be self motivated to maintain this. During camp we gave many examples of how to move from relational to extended abstract of reflecting on their leadership.
  Managing Self: Self motivation Yrs 4-8 Extended Abstract: I can reflect and evaluate factors that influenced my self motivation
Relational: I can accurately apply the correct skills learned to new independent tasks with consistent effort
Multistructural: I can describe a purpose of the task, and can willingly maintain the effort required to complete the task
Unistructural: I am willing to put in limited effort to complete a task independently Prestructural:I am not willing to put in the effort required to complete a task

I am very happy to share that our students are sitting mostly at the Relational level of personal organisation and time management. It would be a great challenge for our students to move into the Extended Abstract levels for this. A great way to introduce high school and tertiary education life to them!
  Managing Self: Self Management: Personal Organisation and Time Management (Intermediate Level)
Extended Abstract: I can apply what I have learnt from the timetable to design other timetables. Eg other timetables, rosters I can evaluate what would happen if there were no timetable or structure to the day.
Relational: I can understand the consequences of not getting my correct gear for a class. I can interpret the timetable to support others.
Multistructural: I can list the classes I have on any given day and bring the correct gear I know all my teachers and what they teach I can move to the correct class at the correct time
Unistructural I know the school operates a timetable I can find my home room, hall and identified locations I know the staff I usually remember to bring the correct gear to class Prestructural I need help to · interpret the timetable · Locate rooms · Identify staff · Understand blocks · Bring appropriate gear to class

SOLO TAXONOMY FITS INTO THIS?

This year as staff we are carrying out our own inquiry to best practices that impact the student achievement in our classrooms.   My inquiry involves the research and practice of the SOLO taxonomy.   How to use SOLO (for teaching and learning) to get cognitive engagement in a Learn Create Share pedagogy.   Are we doing it already?  In parts or whole?  How can we scaffold learners in learn, create and share as part of using SOLO taxonomy.  Does it match or does it differ?

I am the new team leader for the year 7 and 8 students and staff of Pt England School.  I have selected this inquiry as it supports our vision of 'Year 9' readiness.   SOLO is used by Tamaki College.  Participating in last years lead teachers of Manaiakalani PLD days shared the need for this.   The need to be better prepared in the year 7 and 8 levels for college life.  One part in particular was that by way of being able to have students not simply identify and find information - but be able to explain clearly, hypothesise, create, predict, generalise and create new understanding.  I hope to learn and practice best ways of scaffolding our learners to the higher order thinking.

Snapshot of my place now:

What are my students doing now? Behaving awesome - develop the cognitive engagement further. They need and ready for it now!

What am I doing now?  Re-structure of mindset to match that of SOLO taxonomy. Mind to travel from 'Unistructural' level to 'Extended Abstract' level.

What am I wanting to change? My practice informed through knowledge in this area

What am I going to try that I think will impact my students’ learning? SOLO in the different curriculum areas - in my conversations, task setting - site EVERYTHING students get from me - acting as prompts etc to promote the higher order thinking..

Micro teaching: what are the questions I’m going to ask?  SAMR model - variety and balance!