tag:blogger.com,1999:blog-69521708377749851432024-03-13T13:20:23.076+13:00Kent Somerville - Inquiry into TeachingKent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.comBlogger49125tag:blogger.com,1999:blog-6952170837774985143.post-29890173421187992062019-11-13T09:00:00.000+13:002019-11-13T09:00:00.378+13:00Keep Being Cybersmart<iframe height="480" src="https://drive.google.com/file/d/1xtylhx4jI9jwA1EIRcS1oFc3sLMALa2h/preview" width="640"></iframe>Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-40837320380219237462019-06-20T18:56:00.000+12:002019-07-01T18:53:11.540+12:00DMIC PD 4 - Part 1: <div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Quicksand, sans-serif;">Today we took part in DMIC PD session 4 (part 1) with Don Biltcliff. Below are some notes of this session - thanks Kiriwai!</span></span></div>
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<a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-NTlVRDJxdm9pSGpqaUhQRGlkSi16Yng2bExr" style="font-family: Quicksand, sans-serif; font-size: 12pt; text-decoration-line: none; white-space: pre;"></a><ul><a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-NTlVRDJxdm9pSGpqaUhQRGlkSi16Yng2bExr" style="font-family: Quicksand, sans-serif; font-size: 12pt; text-decoration-line: none; white-space: pre;"></a>
<li><a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-NTlVRDJxdm9pSGpqaUhQRGlkSi16Yng2bExr" style="font-family: Quicksand, sans-serif; font-size: 12pt; text-decoration-line: none; white-space: pre;"></a><a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-NTlVRDJxdm9pSGpqaUhQRGlkSi16Yng2bExr" style="font-family: Quicksand, sans-serif; font-size: 12pt; text-decoration-line: none; white-space: pre;"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: black;">Going forward with High Expectations</span></span></a></li>
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<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Readings</span></div>
<a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-dVgtanZGbHhlUFVFc1YtcDQzWlNxSXNSaGxR" style="font-family: Quicksand, sans-serif; font-size: 12pt; text-decoration-line: none; white-space: pre;"></a><ul><a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-dVgtanZGbHhlUFVFc1YtcDQzWlNxSXNSaGxR" style="font-family: Quicksand, sans-serif; font-size: 12pt; text-decoration-line: none; white-space: pre;"></a>
<li><a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-dVgtanZGbHhlUFVFc1YtcDQzWlNxSXNSaGxR" style="font-family: Quicksand, sans-serif; font-size: 12pt; text-decoration-line: none; white-space: pre;"></a><a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-dVgtanZGbHhlUFVFc1YtcDQzWlNxSXNSaGxR" style="font-family: Quicksand, sans-serif; font-size: 12pt; text-decoration-line: none; white-space: pre;"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: black;">Equity directed instructional practices</span></span></a></li>
<li><a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-M1BKa19VOVhOd0hjbDY1Zk5hUHA5S1ZnQ2Nr" style="font-family: Quicksand, sans-serif; font-size: 12pt; text-decoration-line: none; white-space: pre;"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: black;">Making Mathematical Practices explicit</span></span></a></li>
<li><a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-dnFwa1Y2WkowN0llbDJINjN3a1RmWDhOcEhz" style="font-family: Quicksand, sans-serif; font-size: 12pt; font-weight: 700; text-decoration-line: none; white-space: pre;"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 400; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: black;">Group-Worthy Tasks</span></span></a></li>
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<span id="docs-internal-guid-fe54fafe-7fff-f411-8949-5011449f14eb"></span><br />
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<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Take a leap of faith with problems given to kids, need to believe in what the kids can do - whether they get it right or wrong is not as important as seeing what the kids can do - step back from pre-teaching</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Go for harder problems/to push kids thinking - this forces kids to use different strategies that may not be evident with ‘easier’ problems</span></div>
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<span id="docs-internal-guid-fe54fafe-7fff-f411-8949-5011449f14eb"></span><br />
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<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Thinking like a Mathematician </span><span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">- moving past computational aspect of solving maths problems</span></div>
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<li dir="ltr" style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">making connections with ideas</span></div>
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</ul>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If Ss will not grow if always being shown what to do - Ss benefit if they work on problems that they have not been shown how to solve and need to explain to others their own strategies</span></div>
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<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span id="docs-internal-guid-fe54fafe-7fff-f411-8949-5011449f14eb"></span><b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Think about your Tasks:</span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Are the tasks you use:</span></div>
<ul>
<li><span style="font-family: Quicksand, sans-serif; font-size: 12pt; white-space: pre-wrap;">open-ended? require complex problem solving?</span></li>
<li><span style="font-family: Quicksand, sans-serif; font-size: 12pt; white-space: pre-wrap;">have multiple entry points? have multiple opportunities for Ss to demonstrate intellectual competence?</span></li>
<li><span style="font-family: Quicksand, sans-serif; font-size: 12pt; white-space: pre-wrap;">require positive interdependence (working together)? fostering individual accountability?</span></li>
</ul>
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<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Group worthy tasks</span></div>
<ul>
<li><span style="font-family: Quicksand, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">see </span><a href="https://drive.google.com/open?id=0B3Ja3LdO99Y-dnFwa1Y2WkowN0llbDJINjN3a1RmWDhOcEhz" style="font-family: Quicksand, sans-serif; font-size: 12pt; font-weight: 700; text-decoration-line: none; white-space: pre;"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 400; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: black;">Group-Worthy Tasks</span></span></a></li>
</ul>
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<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-family: Quicksand, sans-serif; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Culturally Responsive Tasks</span></div>
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<li><span style="font-family: Quicksand, sans-serif; font-size: 12pt; white-space: pre-wrap;">Ss should not be grappling with both difficult numbers and unfamiliar contexts</span></li>
<li><span style="font-family: Quicksand, sans-serif; font-size: 12pt; white-space: pre-wrap;">should be grappling with difficult numbers/familiar context OR difficult context/more familiar numbers</span></li>
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Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com2tag:blogger.com,1999:blog-6952170837774985143.post-65836371740905241382019-06-06T19:46:00.000+12:002019-06-06T19:46:05.225+12:00Google Spreadsheets: Creating Your Own FormulaThere have been a few times now that I have wanted to do something in Google spreadsheets that I know exist in Excel. However, that functionality doesn't exist yet in Google. So my answer....make it yourself.<br />
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I have found that there are thousands of people worldwide who are creating cool scripts and formulas to upgrade the functionality and use-ability of Google Spreadsheets - so Google it and find their awesomeness!<br />
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Watch the following 'How To' to show you how you can create your own formula for Google Spreadsheets and how I use a particular formular that I love: 'Count Coloured Cells'.<br />
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<iframe height="340" src="https://drive.google.com/file/d/1JUEB0QH9k5XGX3LGIgeb4DWsM6lWoN99/preview" width="540"></iframe>Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-34308428585656179312019-05-08T16:30:00.000+12:002019-05-08T16:30:01.430+12:00Google Spreadsheets: Using COUNTA and COUNTIFThere are many times that I need to create a spreadsheet that houses the organisation of school wide events like Fiafia or even a camp. One of these sheets that I create often is a payment sheet to track who has paid, who has handed in their permission/ medical forms and if I have emergency contact details for any child.<br />
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What I hate with these types of sheets is not being able to know at a glance - especially when they get large like our year 5&6 camp (around 150 kids) you can't tell easily how many kids you need to follow up. So I use the two formulas to do this for me: COUNTA and COUNTIF.<br />
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Check out this screen recording to learn how to do it.<br />
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<iframe height="340" src="https://drive.google.com/file/d/1w8SouhhNq4ZpwNEQ_m-AQNhlqZ85U0NB/preview" width="600"></iframe>Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-53092839366281804312019-05-06T16:38:00.000+12:002019-05-06T16:38:59.710+12:00Reading PD: Agility with Sound - Helen SquiresToday in our staff meeting Helen Squires went over Running Record Conventions and what to do next with the information that you get from a Running Record. She also shared with us her expertise using <a href="https://agilitywithsound.co.nz/" target="_blank">Agility with Sound</a> - created by Betsy Sewell.<br />
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Running Records</h2>
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Clarification around Teacher Told:</h3>
A = Appeal<br />
Y = "You Try"<br />
TA = Try Again<br />
Give them 5-10s wait time. If they still aren't sure you can tell them. Mark this word with a T = Teacher told. This will be worth 1 error.<br />
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<b>Analysing Errors - MSV</b></h3>
We then worked in pairs to analyse a running record to work out what they did to get things wrong.<br />
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Following information comes from: <a href="https://thisreadingmama.com/analyzing-running-records-msv/" target="_blank">This Reading Mama</a><br />1. Meaning (M): Does the reader’s error make sense based on the meaning of the pictures or the story? <i>For example, maybe the child read the word happy instead of glad.</i><div>
<i><br /></i>2. Structure/Syntax (S): Does the reader’s error follow the rules of grammar and the structure of sentences in the English language? <i>For example, maybe the child read jumps instead of jumped. In this case, the error may sound right.</i></div>
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<i><br /></i>3. Visual (V): Is the reader’s error visually similar to the word on the page?<i> For example, the reader may read even instead of every. </i><div>
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Agility with Sound</h2>
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Children are given a list of words where they have to interact with them. Firstly they highlight any words with 'a' vowel sound or 'u' vowel sound, etc. Then you find out how many they got in a minute. The idea of this is to build their ability to see and hear the correct vowel sounds.</div>
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This programme is full of lots of word work! For example - 'GUB': "how do we turn this into Grub?" "Where does the R go?" The idea is to build from one letter up progressing through to building from words.</div>
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Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-62603506441571490712019-04-12T14:36:00.000+12:002019-04-13T22:00:53.866+12:00TOD: Quantities of Quality Text - Jannie van Hees<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1QuxjynBueQGRdPBpZoW2A_yA_8t5PwPhk3QIRO4kKuc6o8-zciqqs9K7_RlfCNeU57Z-KK0Mt1ZU1qr0OZ7C_C44jenvHEOWdSqxxO0bf2KBWTTzIuVx19b0wJkJLImWd1SZGURX_sw/s1600/Screen+Shot+2019-04-12+at+1.03.19+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="172" data-original-width="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1QuxjynBueQGRdPBpZoW2A_yA_8t5PwPhk3QIRO4kKuc6o8-zciqqs9K7_RlfCNeU57Z-KK0Mt1ZU1qr0OZ7C_C44jenvHEOWdSqxxO0bf2KBWTTzIuVx19b0wJkJLImWd1SZGURX_sw/s1600/Screen+Shot+2019-04-12+at+1.03.19+PM.png" /></a></div>
Today as part of our teacher only day we had Jannie van Hees come and talk to us about the power of words and Quantities of Quality Text. Below are some of my notes and key take aways from this session.<br />
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<b><u>Words have Power - Quantities of Quality Text: </u></b><br />
Both spoken and reading/writing text. More books means that there is going to be more:<br />
<ul>
<li>contexts</li>
<li>concept knowledge</li>
<li>vocabulary - language that won't otherwise be in children's lives</li>
<li>conversations that apply to the above are super important - produce thinking and meaning.</li>
<li>Language structures</li>
</ul>
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Teachers just repeating back to kids what they have said is no use. This is already what they know, this is not in the 'Gifting Zone'. Quality text that I can't just do on my own.</div>
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Children's ability to acquire and use language is astounding! Are we putting children into this zone as much as possible? The goldilocks zone is where we want children - grappling with text. We need to continually teach our children how to use new language.</div>
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Are reading groups making the difference for our 'Reading to Learn' children? Are these providing enough text for our children that is dripping with high powered language. Are they also getting multiple chances and goes at this text?</div>
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How are we optimising our learning conditions? </div>
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<ul>
<li>Attention to and noticing</li>
<ul>
<li>focus and notice</li>
<li>put in the effort</li>
<li>fully participate</li>
<li>push myself to the edge</li>
<li>dig deep for what I already know</li>
<li>learn from others</li>
<li>I share</li>
<li>think and talk; think and read</li>
<li>wondering and asking</li>
</ul>
</ul>
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Use your words and ideas that gift your learners knowledge and words. Are there a tonne of questions and 'raising hands syndrome' happening in our classrooms? </div>
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Say more. Tell more detail.</div>
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Use words and ideas that gift your children knowledge and words. Talk the detail! What is the 'gift' that I am giving the children? What is the lense that I am putting the child's mind onto? The children's writing needs to move away from talk language.</div>
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SAY: "Because we are adding more detail we know what you mean" </div>
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NOT: "Write this in a more interesting way!"</div>
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I am not going to offer a response that they can repeat - I am wanting to develop their vocabulary use. Talk the detail! We want to get our children out of the lazy zone and make them think. Say and use words so your audience really know what you mean.<br />
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Sources of language:<br />
<ul>
<li>spoken</li>
<li>written</li>
<li>variety of contexts</li>
<li>loving reading</li>
<li>reading together</li>
</ul>
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Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-48376330354831614602019-04-12T12:20:00.000+12:002019-04-12T12:20:16.608+12:00DMIC PD 3: Complexity of Instruction<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWqIoarPuLyGIkrARu9coPyeeT7CsWjR6frtKIPIUG53glJJeZkCPqD0T7XBEYSmh-0FCD3OUs4sYDvLjyRuVJVyZ5RxfQxtv-UqbAIxSbaxY8JMJcyKALR5aNm-i35HgKbCE0oChNUrk/s1600/1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="800" data-original-width="1200" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWqIoarPuLyGIkrARu9coPyeeT7CsWjR6frtKIPIUG53glJJeZkCPqD0T7XBEYSmh-0FCD3OUs4sYDvLjyRuVJVyZ5RxfQxtv-UqbAIxSbaxY8JMJcyKALR5aNm-i35HgKbCE0oChNUrk/s320/1.jpg" width="320" /></a></div>
Today we took part in DMIC PD session 3 with Don Biltcliff. Below are some of my notes, take aways and epiphanies (hopefully! ).<br class="Apple-interchange-newline" /><br />
<b><u>Complex Instruction</u></b><br />
Through DMIC We are only changing how we deliver maths not the maths content - it's a pedagogical change only! It's about creating a different image of what it means to understand a mathematical idea. Can we truly develop ourselves as teachers to create children who are confident in maths even if they believe they aren't 'good' at maths?<br />
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<b><u>Assigned Status & Value</u></b><br />
Through the focus of social and academic status - we raise the status of children's mathematical contributions. Affirming them within their own knowledge and understanding. Creating a relationship that is reciprocal but also safe and that our children understand that they are loved. This will always result in children learning and learning with passion and drive.<br />
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This builds on the idea that learning is complex, and that learners will make sense of the learning challenge it presents in multiple ways, but only if we step back. But only to a point - we still need to be in control of scaffolding kids, helping to direct the sharing/conversation portion of a lesson, etc.<br />
<br />
Anxiety: By giving children the opportunity to know that we are going to ask them for their thinking, they can feel safer that their turn is coming rather than sitting waiting anxiously for their turn and then it never arrives. Could and should we tell them when we are not going to ask them??<br />
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Status is local and changes within settings. Often what is seen in the classroom reflect status' seen in society. I wonder if we can help redefine these for a new generation?? Children watch how we interpret things and our actions and wait to see what we value. We need to be more obvious and overt to assign value to children across our classrooms.<br />
<br />
Status of children in small groups shape who talks first or who's opinion is listened and used more often. So what does this look like practically in the classroom? How do teachers actually do this?<br />
<br />
<b><u>Equitable Teaching Practices</u></b><br />
Jo Boaler - <a href="https://drive.google.com/open?id=0B2BVuHyTVPGgTm5CcExnSXM1RjV5VjBtU2ZaaGh2QzBNTmM4" target="_blank">How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement</a><br />
<br />
<ul>
<li>How do we implement this into our classroom practice?</li>
<li>What do our children learn through this?</li>
<li>How do we develop this in our classrooms?</li>
</ul>
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Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-14387104818372218152019-04-10T22:58:00.000+12:002019-04-13T19:46:24.131+12:00Pt England Ambassadors @ MIT - 2019<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLCTHI0B7b4CVpeEVHTzq78XWPRVSqjzgfFd9D_Ua0jIU-dr0oNUrXbnOMrcZbGdVA7Xgml8huV1ngNqOAQVYWddEvoK4dh7qLPRc9bDQXBgjYoXailHgdRHXlNmGvLddEAXPuuvdDq-c/s1600/20190410_130844.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="778" data-original-width="1600" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLCTHI0B7b4CVpeEVHTzq78XWPRVSqjzgfFd9D_Ua0jIU-dr0oNUrXbnOMrcZbGdVA7Xgml8huV1ngNqOAQVYWddEvoK4dh7qLPRc9bDQXBgjYoXailHgdRHXlNmGvLddEAXPuuvdDq-c/s320/20190410_130844.jpg" width="320" /></a></div>
Today Garth and I took the 2019 year 6 Ambassadors to MIT. Their job was to present to a group of training teachers and show them how they learn from day to day. These training teachers were blown away by the way our Ambassadors were able to talk about their learning, and do so with such confidence. Some of my reminders/takeaways from their presentation was:<br />
<br />
<ul>
<li>our children are hooking into learning because of a real audience</li>
<li>they are passionate learners</li>
<li>our children are learning in a VERY different way to other learners in other schools</li>
<li>if you give our children a stage, they take it with two hands! Our children lifted hugely in their presentation because of the large crowd today and they lifted more when the crowd were responsive</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxUJvPgmjEPQANmBby_mLHkfol-QVZ2ljgIzp5F3vc3bnN3vnoqkfGZxALG54_nPLisADLkptbw9Ld9FUndgpuYHM2zzeU8FCOgugexy8odb7Gce4KtRqDZX2NzYmbMkyDY32eKcEmk0M/s1600/20190410_133412.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="778" data-original-width="1600" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxUJvPgmjEPQANmBby_mLHkfol-QVZ2ljgIzp5F3vc3bnN3vnoqkfGZxALG54_nPLisADLkptbw9Ld9FUndgpuYHM2zzeU8FCOgugexy8odb7Gce4KtRqDZX2NzYmbMkyDY32eKcEmk0M/s320/20190410_133412.jpg" width="320" /></a></div>
<div>
After the Ambassadors' presentation I was then given the opportunity to stay and discuss further the way in which we teach and learn at Pt England school. I was impressed with the openness of the training teachers and the passion with which they talked about teaching and learning. The things that stuck out for them was:</div>
<div>
<ul>
<li>why we teach with digital devices (see photo below)</li>
<li>why it's important to rewind what we teach</li>
<li>the importance of connecting with our children and then connecting them with a real audience</li>
<li>have fun!</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit-pBmKCRAZ24__jufjo0_OmGWgFnocDbGpGJw8hhdWCml0WKXLTHJTBpnKY_1Z7HvvHEyAzIXa-0UGeNW0LQ4vVoXQiFfs4r93TMdYunB8O6FFzjIHRzLyqW7XiUhZnSGse2v_llcXHk/s1600/Digital+Learning_+Enhancing+Student+Learning+and+Achievement+10_4_19.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit-pBmKCRAZ24__jufjo0_OmGWgFnocDbGpGJw8hhdWCml0WKXLTHJTBpnKY_1Z7HvvHEyAzIXa-0UGeNW0LQ4vVoXQiFfs4r93TMdYunB8O6FFzjIHRzLyqW7XiUhZnSGse2v_llcXHk/s320/Digital+Learning_+Enhancing+Student+Learning+and+Achievement+10_4_19.png" width="320" /></a></div>
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Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com1tag:blogger.com,1999:blog-6952170837774985143.post-83479347618246411562019-04-04T18:32:00.000+13:002019-04-08T17:51:03.470+12:00Google Drawings: Creating Info-GraphicsI love Google Draw! I think it is one of the most underused google apps in the Google Apps for Education suite.<br />
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<br /></div>
<div>
In the below screencast I will show you how you can use Google draw to create fast and easy to create info-graphics that could be used as a teacher tool or even a follow up task for the children in your class. Check it out and let me know how you use this cool technique in the classroom!</div>
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<iframe height="340" src="https://drive.google.com/file/d/1ANq4IpYVez_ISDVv58wFsoqGzEW9tDfH/preview" width="540"></iframe>Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-91197738907445944102019-03-28T23:35:00.000+13:002019-05-22T06:20:30.607+12:00DFI Presenting: Otaki....Remotely!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRtj7hDp39esrk-yx8PkJpyCU64klQ6JXiraoCtqltNskl7f9HkbN4kNJteKc8FGNqgnF03co4JKFpZIAPm5Nd105ExPNrFzMMDGfhQVpXAIoNjNLwweAMcD3JR7WWaP2_rK1g6kMGAgw/s1600/Screen+Shot+2019-04-08+at+8.01.50+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="199" data-original-width="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRtj7hDp39esrk-yx8PkJpyCU64klQ6JXiraoCtqltNskl7f9HkbN4kNJteKc8FGNqgnF03co4JKFpZIAPm5Nd105ExPNrFzMMDGfhQVpXAIoNjNLwweAMcD3JR7WWaP2_rK1g6kMGAgw/s1600/Screen+Shot+2019-04-08+at+8.01.50+PM.png" /></a></div>
Today I had the wonderful pleasure of presenting to our Otaki whanau in the Kapiti Coast. This time I did it as way of a Google Hangout, which was quite the experience! It is a weird feeling talking away to your computer, looking at some faces, hearing nothing but your own voice (because of wearing headphones) and not sure if you're connecting with your audience.<br />
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As always I enjoyed working with Vicki and her team. They are an awesome bunch who are passionate about their teachers and learners, who they serve. I am always left so inspired working with these guys and learning from their expertise in Te Reo Māori!<br />
<br />
Some key thoughts from this session:<br />
<ul>
<li>what policies and procedures do you need to have place to be able to 'go live' in the classroom</li>
<li>what CAN you live stream and what SHOULD you live stream?</li>
<li>what should you stream via delayed coverage?</li>
</ul>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb9gvRJ6bxX9nZwOZUWwfyEEeoKLVy_KSCim-5i5dt1d9zxpAmdo8ffGxZbUj2ikhHRQtUPrN7rNLkLiRwECHfCPkReny4N4pHm9UbMcv-FdYE4DBAsB-nEK3_h1lfg7CVsdYoUA79Utw/s1600/1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb9gvRJ6bxX9nZwOZUWwfyEEeoKLVy_KSCim-5i5dt1d9zxpAmdo8ffGxZbUj2ikhHRQtUPrN7rNLkLiRwECHfCPkReny4N4pHm9UbMcv-FdYE4DBAsB-nEK3_h1lfg7CVsdYoUA79Utw/s320/1.jpg" width="320" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh14MRIkyhspx0Ud-BkehM-yc7XOBw_42BaYXsoKnt1uIpR3fQwgxEN2fNhGRNJgBOmWCS7ldSHYROsVnRcE0FhLFQnCMhqdV0SrinmhjZXloKnaD3N-3TjeiIxnxzX1NKxEzEYUu4fWgY/s1600/2.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh14MRIkyhspx0Ud-BkehM-yc7XOBw_42BaYXsoKnt1uIpR3fQwgxEN2fNhGRNJgBOmWCS7ldSHYROsVnRcE0FhLFQnCMhqdV0SrinmhjZXloKnaD3N-3TjeiIxnxzX1NKxEzEYUu4fWgY/s320/2.jpg" width="320" /></a>Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-16495732446266343372019-03-20T18:30:00.000+13:002019-04-12T14:14:54.232+12:00Google Spreadsheets: Data Analysis Using VLOOKUPI thought it would be worthwhile reposting this as it relates to what I'm working on this year.<br />
A few years ago as part of my inquiry into teaching I had been looking into ways I could better use assessment to inform my next teaching steps, especially to jump on opportunities sooner. However, when ever I got anywhere near formative data it was spread out across a range of different places -<br />
e-asTTle, NZCER, etc. I needed an easy way to collect this data. Aha! Use a spreadsheet someone told me. However this meant doing hours of copy and paste from other spreadsheets to then have it collated in mine!<br />
<br />
This lead me to look at using some of the features of spreadsheets. By using a simple VLOOKUP formula I have been able to set up each sheet to go looking for data for me. There is no more need to copy and paste a whole lot of information anymore!<br />
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Check out the below screencast of me explaining the setup of a spreadsheet and how this has streamlined my data gathering and analysis.<br />
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<iframe height="360" src="https://drive.google.com/file/d/1iL3s6lgGuW6FipK3lZpwR222nheliJpX/preview" width="600"></iframe>
Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-3276858704672181012019-03-20T14:37:00.000+13:002019-04-14T14:49:30.260+12:00DFI Presenting: Northland<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXQ8d2U-TyyKwjXvvpxXRERrqDfsiqs5AFq2ZUse32oYjf-DAhoVpq0fvM90qKEXqNiJjPs7C7ZlD4-cimJiIRYrs4LF2m0_wqxE6Ql7C5e79wkBgyUpQkpmpD0174W3B5Xet9iWwAqII/s1600/Taipa.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="563" data-original-width="473" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXQ8d2U-TyyKwjXvvpxXRERrqDfsiqs5AFq2ZUse32oYjf-DAhoVpq0fvM90qKEXqNiJjPs7C7ZlD4-cimJiIRYrs4LF2m0_wqxE6Ql7C5e79wkBgyUpQkpmpD0174W3B5Xet9iWwAqII/s200/Taipa.png" width="167" /></a></div>
Today I went to the beautiful paradise of Taipa in the Bay of Islands to help Kerry with the Northland Digital Fluency Intensive. I travel up to this part of the country often to holiday with my family in Coopers Beach - so this was a very nice change to the normality of Auckland!<br />
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Kerry is doing an awesome job leading this DFI course and is very blessed to have Vanessa working with her to deliver content. I thought that they worked well as a team.<br />
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I had the pleasure of not only delivering the deep dive into <a href="https://docs.google.com/presentation/d/1wr_mpHZg_gPCm5ejA7C5x4ynbtW_N396T20PvyVv1nQ/edit#slide=id.g35f391192_00" target="_blank">How To: Live Stream</a> but also to present the Manaiakalani connect portion of the day - Create: Manaiakalani Pedagogy for DFI 2019. A couple of key points and ideas that struck a cord with the teachers in Taipa were:<br />
<ol>
<li>It's all about the hook - a significant driver for engagement has been the intentional use of modern technologies to enable creativity.</li>
<li>We want out children to be creators of content - not just stealing/borrowing work that has been made from the internet.</li>
<li>This quote was hugely impactful and was a perfect conversation starter: “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” John Dewey</li>
<li>Site, Sound & Motion: how can we better use this as a teacher tool to help our children engage with learning?</li>
<li>If our children create they can then share...and by sharing they are now connecting with a real audience who can learn from the post, comment and help develop the thinking of our children.</li>
</ol>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://docs.google.com/presentation/d/1bewrZ1f7G7XSGTPOcEHl4OzRiZDjPgEEMUvq1Gu6DL0/edit?usp=sharing" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" data-original-height="540" data-original-width="960" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgme3xF7doBae23gwTX2V1F_PrCCSyOqlcjNhPc9ukqFBscY3-2XRXvV1ixbx6c0zqhi3erbXfjNC2Df9LnKqkRbKNqbiV7nl176EPGd8Lm1XgfBxkyrblkXHjRx-CLVdX1HuZN3TrYYnU/s320/Live+Streaming+-+DFI.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Click photo to see entire Create Presentation. <br />
Attribution: Dorothy Burt & Manaiakalani Team</td></tr>
</tbody></table>
Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-64765509415321398052019-03-14T06:30:00.000+13:002019-04-12T14:13:56.679+12:00Google Apps for Education - Tips for Efficiency<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vSWjSuQ6XyfF3uDLgp_t7QaVuBt7lpyV6Tr6aDptD_k71WvgZp9wYX7v36w8mWSFFSSnaxpf-tfTv-R/embed?start=false&loop=false&delayms=30000" webkitallowfullscreen="true" width="480"></iframe><br />
<br />
In light of what I'm trying to achieve with my blog this year I thought that I would repost a presentation that I created with Dave Winter. This presentation to help make your use of the Google Suite more efficient.<br />
Tips include:<br />
<br />
<ul>
<li>Shortcuts for making a copy of a google doc</li>
<li>Using quick view instead of opening a doc</li>
<li>Shift Z... it is your friend</li>
<li>Create a shortcut to search drive</li>
<li>Create table of contents....then a document outline</li>
<li>Many others!</li>
</ul>
Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-57768892397174415572019-02-20T06:15:00.000+13:002019-04-04T06:22:28.931+13:00My Inquiry for 2019 - Digital LiteracyHow to use digital affordances to stream line my work flow as a teacher.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis1oeYqdO2VHzVkKeHV-xczH121DkhrARO1_DBp6BU9cdbQXrhwJcT9LQX1zpEBXKi1pActrF2AYg9K5bevrKBvjs1CWhWWjmgyVs7OpKTQf9MEly4uoluoP_eZzXUrZi0T8KKvl0nGo4/s1600/TaI.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="112" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis1oeYqdO2VHzVkKeHV-xczH121DkhrARO1_DBp6BU9cdbQXrhwJcT9LQX1zpEBXKi1pActrF2AYg9K5bevrKBvjs1CWhWWjmgyVs7OpKTQf9MEly4uoluoP_eZzXUrZi0T8KKvl0nGo4/s320/TaI.png" width="320" /></a>Here at Pt England School we talk a lot about making use of the affordances that the technology that we have at our fingertips provides us to better enhance the learning for our kids. Our challenge always is to make sure we are designing learning in such a way that would be impossible when only using pencil and paper. In other words how far can we push out the waka?<br />
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I think we do a good job of this. Our teachers work hard on this and are always developing new and improved ways to deliver and teach content to their children in exciting ways that is taking full advantage of the technology at their disposal. However, I wonder if in their own work that they are missing out on some key advantages that come with being digital.<br />
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Are teachers fully making use of the affordances that technology offers in their day to day work? This could include data gathering and analysis, planning, organising of their calendars, use of Google apps, etc.<br />
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This year I want to inquire into 'How to use digital affordances to stream line my work flow as a teacher'. I would love for my blog to be a place where I can share ideas for stream lining a teacher's work flow by introducing and teaching new or improved ways of doing things - digitally.<br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"></span>Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-35852232315496900142019-01-30T11:36:00.000+13:002019-04-12T14:02:28.211+12:00Pt England School Vision for 2019 - Russell BurtThis is where we're heading and what we're focusing on this year:<br />
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<iframe allowfullscreen="true" frameborder="0" height="199" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vStR6ym3QziZ-JZ8r80YFfG7ywdDuKq4hAPaQfZxguyyIECR74cMuJefUpcrF54X5znJa7Zz27l5Scj/embed?start=false&loop=false&delayms=10000" webkitallowfullscreen="true" width="380"></iframe><br />
<br />
Russell shared what the major focus of 2019 is going to be for us this year. Some key statements or ideas that stuck out to me from what Russell shared this morning was:<br />
<br />
<ul>
<li>We need excellence for <b>every</b> child from <b>every</b> walk of life. Every kid deserves the best no matter their past or present. This starts with me!</li>
<li>We mustn't reach only for equity but liberation!</li>
<li>We get the teaching and learning right when we:</li>
<ul>
<li>deliver the curriculum REALLY well</li>
<li>use 'Learn, Create, Share'</li>
<li>visible</li>
<li>high expectations</li>
</ul>
<li>What does our planning look like? Is it good enough to produce equity of excellence</li>
<ul>
<li>creative integration in planning for learning</li>
</ul>
<li>Cultural responsiveness - is this happening in my day to day at PES?</li>
<li>What do we need to standardise?</li>
</ul>
Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-24935497573592409112018-12-21T16:30:00.000+13:002019-04-04T06:48:33.104+13:00The Manaiakalani Story...Our StoryAt the end of 2018 we had the pleasure of working with Steve Adams and his amazing team to tell the Manaiakalani story. This was our chance to explain our story rather than have other groups create movies on what they understand about us.<br />
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This first movie is the full story, explaining what Manaiakalani is and who we are.<br />
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<iframe height="300" src="https://drive.google.com/file/d/1cei4n0zmjrRMSwi8T5jevSd0W0unxCrR/preview" width="540"></iframe><br />
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As part of this I was asked to talk about the tech side of Manaiakalani. We focused on why we use tech in the classroom, how we do it reliably and responsibly and what gear we use.<br />
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<iframe height="300" src="https://drive.google.com/file/d/1iR34fkWwPhRHR6FGsslPiF_MF9TVT8C4/preview" width="540"></iframe>Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-20314737772670975602018-09-20T18:59:00.000+12:002019-04-15T19:30:58.543+12:00Pt England Ambassadors @ Epsom - 2018<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxaOMFmoptnQsWPPZ7-B2ZONSfC4VNHenSrtLYXq578toDH5mqPTTFyNylHfMivgdwbHRFyZAs5d2TjmYKaySmpbzyDU5MqVCL-fdrrd3nS2iyW89r5k3lCXeDUy4QE1kT81_npTfpJgM/s1600/20180321_094116.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxaOMFmoptnQsWPPZ7-B2ZONSfC4VNHenSrtLYXq578toDH5mqPTTFyNylHfMivgdwbHRFyZAs5d2TjmYKaySmpbzyDU5MqVCL-fdrrd3nS2iyW89r5k3lCXeDUy4QE1kT81_npTfpJgM/s320/20180321_094116.jpg" width="320" /></a></div>
Today I had the pleasure of taking the year 6 Ambassadors to the University of Auckland in Epsom. We were presenting on how PT England School uses digital technologies to further develop children's learning and enhance teacher's capacity as teachers.<br />
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What I liked about today's group was their passion for learning and their obvious love for children. They were a very eager group to learn as much about digital literacy as they could and asked great thoughtful questions. One thing that definitely stood out from todays discussion was the importance of having a very real audience for children to share their learning with. Our ambassadors did an excellent job of fielding questions about this and further making the point that this is why they post on their blogs. Not because the teacher, or their parents told them too.<br />
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Thanks again Heather for having us today! We very much enjoyed working with you all and we are looking forward to seeing you in 2019!Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-42157887664246233162018-08-15T21:30:00.000+12:002019-04-13T21:59:00.372+12:00DFI Presenting: Otaki<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRtj7hDp39esrk-yx8PkJpyCU64klQ6JXiraoCtqltNskl7f9HkbN4kNJteKc8FGNqgnF03co4JKFpZIAPm5Nd105ExPNrFzMMDGfhQVpXAIoNjNLwweAMcD3JR7WWaP2_rK1g6kMGAgw/s1600/Screen+Shot+2019-04-08+at+8.01.50+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="199" data-original-width="183" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRtj7hDp39esrk-yx8PkJpyCU64klQ6JXiraoCtqltNskl7f9HkbN4kNJteKc8FGNqgnF03co4JKFpZIAPm5Nd105ExPNrFzMMDGfhQVpXAIoNjNLwweAMcD3JR7WWaP2_rK1g6kMGAgw/s200/Screen+Shot+2019-04-08+at+8.01.50+PM.png" width="183" /></a></div>
Today I had a heap of fun flying down to Otaki in the Kapiti Coast and working with Vicki, Makaore and their awesome teachers.<br />
<br />
This visit really inspired me, in two key ways. Firstly, I was so warmly welcomed into the learning community that Vicki and Makaore are helping to shape down in Otaki. They really reminded me of my childhood, where I grew up in Palmy before moving to the very busy, fast paced life of Auckland, 10 years ago. They reminded me again of the simple reason why we are teachers...it's all about the kids. It's all about doing what ever we can to connect our beautiful tamariki to learning in such a way that they continue to learn, even as adults.<br />
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Secondly, I was so inspired by their passion for their heritage, their culture and their language. There were so many times during the day where they would break into animated conversation in Te Reo Māori, laughing and enjoying learning together, that I wish I could speak Māori and join in too. Don't get me wrong - they didn't do this to leave me out, but did this because it was natural and normal for them. This reminds me of all out kids at PT England who should be doing the same. Talking, conversing, LEARNING in their own language. This has truly inspired me to think of ways that we could be doing this more at PES... what would this look like? How could we make this happen? What community connections could and should we be looking into to have our children speaking more and naturally in their own languages?<br />
<br />
<iframe allowfullscreen="true" frameborder="0" height="198" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vTJQXXD3MHho0TSUFBAaKasiKVYKltip3hHEf-O-17h7ShcERZe-WJfOITDxSX7vrcEsdevZ_OkylQ9/embed?start=false&loop=false&delayms=10000" webkitallowfullscreen="true" width="300"></iframe>Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-81361672162467697392018-05-31T16:55:00.000+12:002019-05-23T12:54:42.909+12:00Product Review: Phantom 4 Pro DroneEarlier this year we upgraded our Phantom 3 and bought the <a href="https://www.dji.com/nz/phantom-4-pro" target="_blank">DJI PHANTOM 4 PRO</a>. Here is my review of this product.<br />
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<b>GOOD</b><br />
1. Super easy to fly!<br />
This is simply an amazing drone to fly. With 5-direction obstacle avoidance system<br />
sensors you are going to be hard pressed to crash this drone! DJI's new sensors actively scan the environment around the drone, which allows it to autonomously fly if you so wish. This feature is a huge improvement on the Phantom 3. You can set the P4 Pro to circumnavigate a point of interest, create a preset path that it will follow over and over, or even follow a person using the new improved 'Follow Me' mode. They have even added other autonomous modes. These include, Terrain Follow,<br />
Tripod Mode and Active Track mode. Needless to say, these are all amazing and was the very reason why I bought this drone in the first place! DJI have also upped the speed at which it can fly. With a top speed of 72kph and 32kph when flying autonomously this is one fast drone.<br />
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2. The camera has had a major upgrade from the Phantom 3.<br />
The P4 has a brand new image sensor that is 2.5cm wide, which is the widest of all drones on the market. Not only that, but they have upgraded the camera to shoot 4K video at up to 60 frames per second. And for those who want to take perfect images - this camera can shoot up to 20 megapixels! This is truly an incredible camera!<br />
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3. Build quality<br />
The build quality of the P4 is great. You notice when handling it how sturdy it feels and the 'non-plasticky' nature of it gives you huge confidence. This is a very strong and robust drone, perfect for schools.<br />
<br />
<b>AMAZING</b><br />
DJI have upgraded the Return to Home (RTH) feature hugely from the Phantom 3. When I used to hit this button with our old P3 I was always worried about it flying as fast as it could to it's home position, whether a tree was in it's way or not. When you use the return to home button on the new P4 Pro, the drone will now retrace the flight path you have just used to get back home, all while automatically avoiding any obstacles that might be in its way. This is amazing!<br />
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<b>INTERESTING</b><br />
DJI have only been able to increase the battery life by 10 minutes. And with everything you read online, this is only under optimal conditions... no wind, smooth flying, etc, etc! Would have been nice if they were able to make a battery that can keep the P4 up for over 45 minutes.<br />
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So. My advice - but this drone! It is definitely worth every cent.<br />
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DJI Phantom 4 Pro Features<br />
<span style="font-size: x-small;">(Source: <a href="https://bestdroneforthejob.com/drone-reviews/dji-phantom-4/" target="_blank">Best Drone for the Job</a>)</span><br />
<ul>
<li>Accepts any size phone or tablet for FPV video display</li>
<li>20 Megapixel Photo Camera w/ 1-inch CMOS</li>
<li>Shoot 4K Video at 60 fps </li>
<li>Take burst-mode stills at 14 fps</li>
<li>Integrated 3-Axis Stabilization Gimbal</li>
<li>Easy to Fly, Intelligent Flight System</li>
<li>Live HD View</li>
<li>Dedicated Remote Controller</li>
<li>DJIGo Mobile App w/ Auto Video Editor</li>
<li>GPS-free Positioning for Indoor Flight</li>
<li>30 min flight time</li>
<li>45 miles per hour top speed</li>
<li>7 km range</li>
</ul>
<div>
<br />
Check out some recent footage from our P4 Drone:</div>
<div>
<iframe height="120" src="https://drive.google.com/file/d/11xxYTT8dWpNpvRO2VsOCxqccU2NlbmNc/preview" width="200"></iframe> <iframe height="120" src="https://drive.google.com/file/d/1nqKBYTE3gioMKO8bP1A11fHWoWt8wj2O/preview" width="200"></iframe> <iframe height="120" src="https://drive.google.com/file/d/1ao6edCYRRJXWU4EdXI8YEyC-BI-49nL1/preview" width="200"></iframe> <iframe height="120" src="https://drive.google.com/file/d/1WVRTE-ogZYoZwjkr5uAdMvA69UKBt-ga/preview" width="200"></iframe><br />
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Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-20126577317947700372018-05-22T22:55:00.000+12:002019-04-13T21:57:48.025+12:00DFI Presenting: Northland<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpHa9ppsDXVa6VD14kjduk7n_M0x5-dnK2DybGy28fCyhwwolJyFhwYdDCVBlakcGuPoVArelrdCjY0XVRX67XgZKaEGqrJf-JlyygRT39JkJHVvreBtM-Do2QVSvqS_ISZ-qrdueiM0w/s1600/Screen+Shot+2019-04-08+at+8.09.13+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpHa9ppsDXVa6VD14kjduk7n_M0x5-dnK2DybGy28fCyhwwolJyFhwYdDCVBlakcGuPoVArelrdCjY0XVRX67XgZKaEGqrJf-JlyygRT39JkJHVvreBtM-Do2QVSvqS_ISZ-qrdueiM0w/s200/Screen+Shot+2019-04-08+at+8.09.13+PM.png" /></a><br />
Today I felt very blessed to work alongside Kerry Boyde-Preece at Northland College in Kaikohe to share my expertise around live streaming at school and in the classroom.<br />
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At Pt England school we have decided to live stream using Youtube. We had looked into other platforms but feel as though Youtube provides the best solution without making you use proprietary software or websites. At the moment we are live streaming school events like Cross Country, Production, Fiafia and different sports like Rugby and Rippa Rugby played on our sports field.<br />
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<br />
In the below presentation I have shown three different ways that you could live stream.<br /><ul>
<li>using the Teradek Vidiu Pro multicast streaming box</li>
<li>using a drone - like the Phantom 4 Pro made by DJI </li>
<li>or even the camera on your laptop.</li>
</ul>
<ol>
</ol>
<div>
Have a look below and please comment on ways that you are live streaming.</div>
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<iframe allowfullscreen="true" frameborder="0" height="198" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vTJQXXD3MHho0TSUFBAaKasiKVYKltip3hHEf-O-17h7ShcERZe-WJfOITDxSX7vrcEsdevZ_OkylQ9/embed?start=false&loop=false&delayms=10000" webkitallowfullscreen="true" width="300"></iframe>Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-89116366884512872862018-04-05T19:58:00.000+12:002019-04-15T17:18:14.577+12:00Pt England Ambassadors @ MIT - 2018<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiWXB07xh1bfSjs8VpHvyHmVDhGaRSQa-Vp0Lg0B61V2yfkcE-3ctZPGiUr4jUXIYCT-RRaKPZvIwhiejhnvrzox_IIP1s6Baw0fSBLoaPBAVw_PO0rfdoIkaOr8GYE-MQBOWSo4bOWoo/s1600/20180405_103456.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiWXB07xh1bfSjs8VpHvyHmVDhGaRSQa-Vp0Lg0B61V2yfkcE-3ctZPGiUr4jUXIYCT-RRaKPZvIwhiejhnvrzox_IIP1s6Baw0fSBLoaPBAVw_PO0rfdoIkaOr8GYE-MQBOWSo4bOWoo/s320/20180405_103456.jpg" width="320" /></a></div>
Today Garth and I took our year 6 Ambassadors to present our learning to students studying to be teachers at MIT. This was a very passionate and eager group who were very impressed with our year 6 Ambassadors!<br />
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From their feedback it became clear that there were a few main areas that challenged them the most:<br />
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<div>
<ol>
<li>Why teach with digital devices? We use Chromebooks and iPads because these devices enable our teachers and children to capture their teaching and learning so that it becomes rewindable and can be re-watched and re-used at anytime. If it is worth teaching, it is worth capturing. If it is worth learning, it is worth capturing.</li>
<li>It stops learning from only happening in the confines of a school day - 9am till 3pm. It enables children and their whanau to continue the learning together at home with all of the same scaffolding as they would get at school. </li>
<li>It enables children to work at their own pace - either ahead of the class or slower if needed.</li>
</ol>
<div>
Thank you MIT for having us! All the best for the rest of your studies and for teaching in 2019!</div>
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Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-87739905992330657282018-02-20T16:25:00.000+13:002019-05-01T21:00:01.903+12:00DMIC PD 2: What Does a DMIC Lesson Look Like?Today we had our second PD session about DMIC Maths with Bobby Hunter. Here are some notes from this session:<br />
<div>
<br /></div>
<div>
In general guided lessons, who is doing the teaching? Who is doing the talking? THE TEACHER...we need the children taking control of the learning and the teacher facilitating THEIR discussion.<br />
<h4>
<b>Setting up routines:</b></h4>
<ul>
<li>Begin by using problems that are not at grade level in order to get the kids used to talking. Once you start to see wins in your routines, and talking groups...then move things along.</li>
<li>Everyone in the group needs to be working in a way that allows for them each to be critiqued.</li>
<li>Everyone needs to be struggling in their effort to learn something new. </li>
</ul>
<br /><ul>
</ul>
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We, as teachers, need to be working on the possibilities of what they should know instead of focusing on what they don’t know (and filling gaps).<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<hr />
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When kids argue...Talk about how you are not disagreeing with a person but you are disagreeing with an IDEA. Also, it's ok to disagree, just understand you are only allowed to if you are able to express why you disagree.<br />
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<h3>
Setting Up Your Class for Group Work</h3>
<ol>
<li>Social and Strengths groups...these are not friend-based groups. They are groups of students that you know will work well together.</li>
<li>Class is split into halves-each half seen on alternative days. However, always have one group of 4 that you could see 2 days in a row to give them an opportunity to grow or teach others their different thinking. </li>
<li>Groups of 4 (2 for younger children)</li>
<li>One challenging task. If any student can solve it on their own it is not challenging enough)</li>
<li>Encourage recording and multiple representations</li>
</ol>
<br /><ol>
</ol>
<h3>
One Lesson</h3>
<b>10 minutes</b> - Warm Up<br />
<b>5-10 minutes</b> - Launch/group norms..need to discuss everyday (values/beliefs & family orientated)<br />
<b>15 minutes</b> - Small Group Activity<br />
<b>15 minutes</b> - Large Group Discussion<br />
<b>10 minutes</b> - Making connections to the big idea* (this is where the teacher explicitly teaches and connects to the big idea*)<b style="font-weight: normal;"><br /></b>
<br />
<br /><h3>
Independent Work </h3>
<ul>
<li>Make it purposeful</li>
<li>Include elements of choice</li>
<li>Make the practice related to previous maths focus (problems from previous days, refer to previous problems)</li>
<li>All students should use this time to cement previous learning.</li>
</ul>
</div>
Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-88905216426241081322018-01-26T12:47:00.000+13:002019-05-07T06:56:36.321+12:00DMIC PD - Introduction with Bobby Hunter<h2>
Developing Mathematical Inquiry in a Learning Community</h2>
Today for our teacher only day we are very blessed to be working with Bobby Hunter. She is kicking off our learning journey with DMIC. Here are my notes and wonderings from this sessions.<br /><br />We need to be developing children who are doing the thinking...not just listening.<br /><br />There is a common misconception in NZ that Pasifika children come to school ‘not knowing anything’ when it comes to maths. However, the truth is that they know a lot of applied maths (setting the tables, laying out the mats, cutting sandwiches into fractions, etc). <br /><br />It is important to provide current cultural context for our students. They may be Samoan but they are living here! It is important to remember that Culture and Mathematics are one and the same. Every culture uses maths in context. <div>
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<div>
<br /></div>
<div>
<h3>
<b><i>When writing problems always ask, “Will my students be able to relate to this question?”</i></b></h3>
<br /><br />In order to bring the cultural aspect into a classroom you MUST look at the values held by you and your children/whanau. Instead of saying “work as a team” rephrase to “work as a family”.<br /><br />DMIC-Developing Mathematical Inquiry Communities<br /> Connected, rich mathematical thinking and reasoning <br /> Proficient use of mathematical practices <br /> Inquiry learning within mathematics <br /> Social grouping and group worthy problematic activity <br /> High expectations and inclusion <br /> Culturally responsive teaching and learning <br /> Co-constructing teaching and learning <br /><br /><br /><h3>
<i>Struggling in Maths is a good thing:</i><i>-It is important to let the kids know that the problem is hard...it is ok to struggle and work on it over a few days. </i></h3>
<div>
<br /></div>
<br /><h3>
Important Mathematical Practices</h3>
As a teacher, it is important to add on the “because” when reacting to student involvement (eg. “That was a really good question/explanation because…”) <br /><br />Talk Moves are important for promoting student interactions when discussing student explanations. (eg. why? how?). If every teacher made their math problems a level or two higher than where the students are achieving, our maths scores will increase dramatically.<br /><br /><u>Making a claim/conjecture:</u><br />Taking time to hear and acknowledge the conjecture (jot it down) and come back to it at the important time<br /> Developing a mathematical explanation <br /> Justifying thinking <br /> Constructing arguments <br /> Generalising a mathematical idea <br /> Representing mathematical thinking using pictures, material, and numbers <br /> Using mathematical language <br /><br />Teachers need to always use the problem context to make the explanation experientially real. <br />Active listening and questioning for sentence making<br /> Discuss and role-play active listening <br /> Use inclusive language “show us’, “we want to know”, “tell us” <br /> Structure the students explaining and sense making section by section <br /> Emphasise need for individual responsibility for each other. <br />Encourage students to listen to (and look at) the student who is presenting. <br /><br />Only work with about 12-16 students (in groups of 4) at a time and then rotate. This will allow for students who don’t quite get it to join in with the other group the next day. </div>
Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-18573128950195612122017-10-19T05:49:00.000+13:002019-04-08T17:53:02.699+12:00Maths PLD with Jo Knox<iframe allowfullscreen="true" frameborder="0" height="326" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vRIge92NpOeY3LG5CP2cYsirdVhf5Atq8nhmyFGfWicV-4cWV6AD_yjnqPuzQldwyzjt_TiOVZkBFZE/embed?start=false&loop=false&delayms=30000" webkitallowfullscreen="true" width="461"></iframe><br />
<br />
We have just finished another maths PLD session with Jo Knox.<br />
<br />
Here are some of my reflections on this session:<br />
<br />
<ul>
<li>Is IKAN a worth while assessment without some changes made to how you administer the test? We have found that the pressure of the test - the speed of the test, someone reading it out, etc - stops children from being able to show what they can actually do. We have trialled a few different ideas with changing how it is administered. For example, slowing the speed of the test down, giving children the opportunity to choose one or two questions to change after they have completed (but before marking). I think with these changes we might see better results as the children will be more comfortable.</li>
<li>Aligning the NZ Framework and NZC was a highly valuable task for our teachers. The numeracy project has unfortunately given teacher an unhealthy reliance on stages of maths rather than the knowledge of maths. Consequently I think teachers have lost some of their knowledge of the curriculum and are therefore not as equipped to led mathematical conversations with children. </li>
<li>Gloss - is this an assessment of the past? I think it might be from the mainstream of assessment as all it's looking at is the strategy use of the children - not their understanding of mathematical concepts.</li>
<li>Lastly, I feel as though we need to get a better understanding of an effective teaching cycle and what that can look like in the classroom. </li>
</ul>
Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0tag:blogger.com,1999:blog-6952170837774985143.post-30969972025233321142017-10-16T13:18:00.000+13:002019-05-01T20:29:50.581+12:00Teaching as Inquiry - Graeme Aitken<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Today as part of our Leaders PLG we had the honour of listening one of NZ's godfather of Teaching as Inquiry - Graeme Aitken! I was blown away by his passion and knowledge. Here are just a few of my notes from this session:</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<i><span style="background-color: transparent; color: black; font-family: Arial; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Collaborative Inquiry - </span><span style="font-family: Arial; white-space: pre-wrap;"><u>An approach to teaching</u></span></i></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixw0X1B88MY2xL6-Qh-kwFCZYzI19SjjiMPtSg7O0tb9njcLf-1zR5wIEevz86dKSjxvIuxiAVPmh-k5pDx4szkeOmwXGWQqArcXcPR6KeEn_moLAKpFJOf9rcryEbQFAJzxwh9A0z20o/s1600/Screen+Shot+2019-05-01+at+8.19.56+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="342" data-original-width="471" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixw0X1B88MY2xL6-Qh-kwFCZYzI19SjjiMPtSg7O0tb9njcLf-1zR5wIEevz86dKSjxvIuxiAVPmh-k5pDx4szkeOmwXGWQqArcXcPR6KeEn_moLAKpFJOf9rcryEbQFAJzxwh9A0z20o/s320/Screen+Shot+2019-05-01+at+8.19.56+PM.png" width="320" /></a></div>
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<span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">Often teaching is only about adjusting the learners rather than adjusting my teaching.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; vertical-align: baseline; white-space: pre-wrap;"><u>Goals as a teacher:</u></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Creating interest, creating confidence, creating achievement</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Bigger evidence of raising achievement</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Less focus on creating interest and joy</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP0WjRb7aM6NXKf19DKMr7XkbBppXMwhfCtJYuaDZweJzDjjhPbell7oRKbyXq8ck2n6A3RoQlqm1m3JrfHb8xGwLlLlkc3L4hQGOzmEV1XxpVExsgPaapTU8b0YWe5gErhMYMtJ0Wmz0/s1600/Screen+Shot+2019-05-01+at+8.21.08+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="247" data-original-width="336" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP0WjRb7aM6NXKf19DKMr7XkbBppXMwhfCtJYuaDZweJzDjjhPbell7oRKbyXq8ck2n6A3RoQlqm1m3JrfHb8xGwLlLlkc3L4hQGOzmEV1XxpVExsgPaapTU8b0YWe5gErhMYMtJ0Wmz0/s320/Screen+Shot+2019-05-01+at+8.21.08+PM.png" width="320" /></a></div>
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<span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">To do this we need to:</span></div>
<span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">1. Take stock: add to the data we have of achievement</span><br /><ul>
<li>Current state</li>
<li>Student experience </li>
<li>Data story: tools to help with this</li>
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How to do this:<br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li>Scan</li>
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<li>Can you describe what you are learning and why?</li>
<li>Where are you going with your learning?</li>
<li>Name two adults in this school who believe that you can achieve</li>
<li>NZCER me and my class</li>
<li>ERO well being survey</li>
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2. Focus on the solution</span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li>Defining the problem</li>
<li>Create focus</li>
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<li>Add the correct next steps to help solve the problem - create the write strategy to solve the problem</li>
<li>Could be measuring the wrong thing??</li>
<li>Our best guesses about a fix, then test it. What do we need to learn to aid our best guess?</li>
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3. Take action</span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li>Test hunches</li>
<li>Share successes, failures and improvements</li>
<li>Discuss whether or not we have made enough of a difference</li>
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<li>This can only happen with trust…</li>
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<li>Got to think about incremental improvements</li>
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<li>It's ok, to make mistakes but not ok to keep on making mistakes</li>
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4. Maintain momentum</span><br /><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li>How do we spread these ideas</li>
<li>How do we get other teachers/classes to do the same?</li>
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<br />Kent Somervillehttp://www.blogger.com/profile/08304478789764411137noreply@blogger.com0