Living The Learning: Reflection

Showing posts with label Reflection. Show all posts

Monday, August 30, 2010

Inspired Impact Conference January 2010 - Kath Murdoch

Key Note Speaker -Day 2 Conference

Link between theory and practice (inquiry based learning)

Don’t get caught into the down fall. Inquiry is a way of being, seeing ourselves and the students.

What have you discovered? (Youtube video) - For Ever Discovery Mass University

Inquiry is unearthing the known and journeying into the unknown. The excitement of discovery.

The view of students and strategies:
What type of teacher are you?

Stella Star of the Sea (Book) good for questioning.

John Abbott 21st Century

The most successful questions ask good questions!!

Questions builder Chart

T Chart ( Things that work well/ Things that get in the way)

Kathe Murdoch ( Part Two)

Using the grid focus on one area of learning:

Fish bone organiser:

http://picsdigger.com/domain/msofficetuneup.com/

Thinking Goal: ( Fish Bone)

What’s one thing that can help yourself (top)
The other that might hinder that (bottom)

What do you want your students to do as thinkers?

Make them physical
Problem solve
Take risks
Logical thinking/ Critically Thinking/ Creative Thinking
Reflections ( think about what worked what didn’t, how did they feel)
Deposition - the way of being
Skills - the way of doing

Trudy White - Could you, would you? (Book)

Reflective Thinking
Logical Thinking
Creative Thinking

Techniques to help enhance these:
Time (Pause) I value the time your taking to think about things.
Hands down conversations/ theory

Reflective Thinking - starters

One man band - Pixar

http://www.youtube.com/watch?v=u9U6uFNex00&feature=related

I think this will about:

I still think is going to be about or I now think this will be about:

I still think is going to be about or I now think this will be about:
(Start thinking about what type of thinking you are doing?

Using ‘ generative’ questions to foster thinking...

Tool kit of thinking strategies... that help teach specific ‘mental moves’

Thinking hats - tool that helps you seeing it from one perspective

See/ Think/ Wonder (routines teaching explicity)

Test to self/ Text to text/ Text to world

Visual Organiser

Ball of Connection (using the ball of wool ‘ Making the connections’ and pass it on)

Attend to our questions... quality of questions and thinking
Kind of questions we ask and the way
What is the teacher doing that blocks thinking
strategies

Part 2 -

The holy grail...how can I do this for myself. (Teach Me How To Do IT Myself)

How is Inquiry different from Discovery Learning

Skills that independent inquiry have:

researchers
ask questions
independent
take risks
reflective
passion projects - investigation

Give children more opportunities to explore aspects that are important to them.

Children are not knowing how to ask questions, and how to plan.
Insufficient modeling/ scaffolding - choice without support
Fear

Inspired Impact Conference January 2010 - Dorothy Burt

Heating Up 21st Century Learning

Think before you post!

Digital Age Issues

Digital Citizenship/ Ethics/ Digital Age Literacy

Google Alert - (Once a week about happening at your school)

Digital Literacy: How to make appropriate sources/ contacts
Dove evolution

The Onion Show

Photo Shop Year 5 & 6

“ Are we gardening with our kids or are we e-learning”

Hyper Studio

For e-learning to happen:

P = Plan

P= Process

P = Product

P= Publish

Participate and contributing = you have to be involved with the learning / buying / selling etc to be relevant to children’s learning.

Managing Self = I can to attitude.

Using language symbols & text = using the text

Relating to Others = ethics

Literacy In the Digital Age

Factual information can be found on Dorothy website/ blog etc.
The 3 essential parts of podcasting.

Manaiakalani Literacy Projects

Animating
Podcasting
Digital graphics
Digital storytelling
Movie making
Individual blogs

All teachers have to make their own sample of learning (wheel) at Pt England relating to the learning that takes place in their class. To see an example visit:

Little Voices, Little Scholars Classroom Blog

Creating a digital learning object.

Inspired Impact Conference January 2010 - Anne Davis

Anne Davis - Critical part of learning is assessment ( hand out can be downloaded).
What does it look like when it comes to student, adults and schools.

Student Learning Outcomes - examples of what quality learning looks like. SC, LI and co-construction. Allow children to make mental connections - each age group has a different amount of time for focus. (15 mins)

*Broken Ankle (ER - Assessment & Family Doctor - Assessment For Learning)
Assessment for learning is very similar to when you get a diagnosis from two different doctors for the same sport injury.

The first Doctor 1 you see examines your ankle he/she looks at it , takes an x-ray to check for any breaks and treats you for injury. He/She puts a BAND-AID on the injury and sends you home to carry on with life and the hope that this injury will never occur again

Doctor 2 who is the same building examines your ankles and asks questions about the injury and how it happened. He/She like the Doctor 1 checks the x-ray to ensure there are not breaks and then continues to give you further information to help with the recovery of your ankle. He/She then continues to provide you with some exercises ( strategies/exercise) to help you solve any problems on your own. He/She also gives you an action plan to help rehab your ankle so that if this same situation happened again you would have the strategies to deal with it.

Research: Has shown that specific descriptive feedback/ feed forward is vital for learners to achieve.

Some schools use highlighters and each colour has a specific meaning for each school
E.g: Tinkle Pink (Pink)
Grow ( Green)

Self Assessment

It's not about working harder, it's just about working differently.

Mulitiplying Feedback.

Self monitor to success...

Website: www.annedavies.com

Books: Leading the Way
Making The Classroom Assessment Work (Crooks, 1997)
The power of feedback.
Refocus (Sarah - feedback)

Samples for Adults : Student/ Teacher/Learning
What do I need to do:
*Examples (online and examples)

Children need to know the destination and how to get there, when the teacher is away.

Setting goals - learning outcomes and next step for your learning
Prompt
Examples of each rankings
Children went through how the examples would be scored (Exemplar)
Discussion about what made it a 3/9 breaking down the aspects/qualities/ components
Self monitoring
*Self/Peer/ Teacher Assessment
Co-constructing SC - 3 good things about writing
Teaching children not to judgemental

What is the DESTINATION???????

www.assessment4learning.com

Learning Intentions, Criteria and Rubrics
Anne Davis (www.annedavis.com)

Focusing on LI, SC and rubrics

LI/ Destination/ Outcomes/ Expectations/ Goals - THE END!

Beginning With The End In Mind :
Samples
Deconstructing SC
Evidence of Learning
Student Talk - Build Language of criteria

Boxes children can keep their learning in.

Things that go wrong:
Teacher language is not understood by students
Samples are not available to show
Samples of not available to show possible steps toward quality ( use pieces that everyone can use)

When your gut feels YUCK its your belief that is being challenged!

A rubric can define how it can go WRONG!

Some rubric use vague language often they telling students how they have messed up and what to do next (negative rather than the positives) Needs to tell the students what to do more of or differently. Evaluation rather than Assessment For Learning!

Change the numbers to a symbols!

Rubrics what they need to do - a little of it , a lot of it,

Make sure the language tells you what they need to do more differently.

Order samples
Post Its - that show sample of that work

Steps one:
Brain storm lists
Samples
Some wait till they know what makes a good list.
Sort and list ideas
Post and use a T-Chart - No statement of quality so it implies an action.

Research pulling it all together and find the way it represents they way they learnt.
What do you want me to notice in the project you working on.
Co-construct around what is not working! eg. management

This criteria has been constructed by children and for the children.

Layer this...
students, colleagues,

As part of our classroom please notice that... (sharing feedback/works)
Compliments - emails, post it notes,

Don’t use RUBRICS that identifies what they are doing wrong rather than what they need to :
Attempting to do
What they have not attended to

August 2010

It's been while since I have used my blogger account to record my journey but here I am back again! I have changed over to Wordpress but have found it not as easy to use as BLOGGER. A lot has happened over the past year and as I see the year coming to an end I believe it is time to start reflecting over the major events that have happened during the year as well as forward planning for next year when I am back in the classroom, which I am really excited about it!

Jan - Inspired Impact Conference, Palmerston North
Feb - Learning@Schools 2010
March - Feilding ICT Cluster Mini Taster
April - North America Tour 2010 (iPad)
May - Te Apiti Cluster Presentation - Working With Wiki
June - Wii Interactive Whiteboard
July - Te Apiti Cluster Workshop (iPad)
August - Feilding ICT Cluster Student Led Conference & Masterton ICT Lead Teachers Visit
September - Manawatu Reading Association & North Island Cluster Meeting, Gisbourne
October - ULearn 2010
November
December

This post is not finished and intend of adding to it as time goes on. I will also be posting my goals for next year on my blog. This blog will become a reflection about my learning using thinking questioning & learning strategies as well as a log for my appraisal!

Watch out world this is me 'LIVING THE LEARNING'

Friday, February 27, 2009