Monday, 8 May 2017

Students making their own Kahoots

In my Year 9 ICT class I had my students make their own Kahoots and play them with the class

I encouraged the class to make a Kahoot on their culture. It worked well and engaged the students. It also gave me a better understanding of the students and their unique whakapapa.

I have always found I learn best when I explain something to someone else

I think a great way for students to learn is by teaching someone else. Making a kahoot for others enables this.

Sunday, 7 May 2017

Using video delay to teach man on man defence

Today I used a video delay for an entire period with my Year 9 class

The lesson objectives were man on man defence. I discussed with my students the importance of watching the player they are marking and not the ball

At avrious points in the games i would stop the game and ask the students to see if they were doing this. Until they could see themselves they were unaware of what they were doing.

Half way through the lesson the students started turning to the screen to see themselves.

This was a big step. It was the first time I have had a class voluntry stop so they could see themselves.

With new ways of teaching and learning it takes some time to condition the students and this proves it can pay off.

Wednesday, 5 April 2017

New video delay app

Found a great new video delay app in the i tunes store

For the past few years I have used the 'bust a move' video delay app. This was extremely useful, however, it did have some drawbacks.

Image result for video delay app

This new app has all the same features of the older BaM video delay app and more

This one allows the video to be downloaded. It allows the teacher or user to pause and draw and write over the static screen. It also allows delays of up to 10 minutes

This year I plan to use the delay app in every invasion sport lesson from year 9 through to year 12.

I am going to inquire into its use and coach the students on what they see using the GROWTH coaching model.

By pausing at certain points students can see defensive and offensive formations and view them from an angle that is not their own

Thursday, 16 March 2017

Kootuitui Leaders day

Spent the day going through Wolf Fisher data for our school and also the cluster

Ideas I took.......

Its great to see Kootuitui primary school achieving above national averages in writing.

The acceleration in learning is evident in writing. This is also true for year 9 and 10 students at Papakura High. It appears digital pedagogy enhances this skill

Reading did not experience the same acceleration across the cluster. Maybe we need to consider multi model reading options for our students.

It was also evident that the kootuitui primary school students are achieving more than non kootuitui schools. Our school is benefiting from this. We have a cohort that has been conditioned in enquiry learning. Our job is to ensure that we enable this way of learning.

If we don't then we are doing the students a dis-service

Monday, 5 December 2016

NCEA data analysis show acceleration in student achievement

Analysing my NCEA has enabled me to assess the impact of video and rewindable learning on student achievement.

Trying to work out what data is relevant is the key. My Level 2 and Level 3 PE class has had very high achievement. Much higher than any other class I have taught. However the students in my class were streamed on NCEA level 1 results. I had the high achieving class. Thus, comparisons to other classes and national statistics is flawed as the disengaged students were not attending.

My level 1 class were however randomly selected. There were three classes within the school. Each class faced the challenge of having dis-engaged students who were not putting in the effort required to achieve.

The standards I am using for analysis are both theory standards where rewindable learning opportunities were significant.

In analysing this data I did notice that the class that had rewindable learning opportunities had a significantly higher percentage of merit and excellence passes than the other two classes.

Class using Rewindable learning
Teacher 2
Teacher 3
3 credits
A - 17%
M - 22%
E - 9%
A - 44%
M - 4%
E - 9%
A - 16%
M - 0%
E - 0%
5 credits
A - 14%
M - 14%
E - 10%
A - 36%
M - 10%
E - 0%
A - 0%
M - 0%
E - 0%

This fits with my hypothesis that rewindable learning enables students to accelerate their learning and achieve at higher levels. The videos were significant in enabling students to either catch up due to absence or just because they forget knowledge and have to re-learn

In an earlier post I shared the students views on rewindable learning

Disappointingly significant numbers of students still gained Not Achieved. If a student is not going to listen to you in class, or complete work they are possibly not going to click on links via a website. Getting these students onto a website and away from computer games is an ongoing challenge.

Thursday, 24 November 2016

Reflection about video

I had an interesting discussion with a colleague on Monday regarding capturing lessons with video and why teachers are reluctant to be videoed.

It is my feeling that teachers often like their practice to be perfection. When you capture lessons often things are not perfect. Sharing this can be daunting if you expect perfection every-time. Always what I share on my website is raw footage and often I will have to deal with mis-behaviour or I will lose my thought and the video will not be an illustration of good practice or communication. 

If I was to go edit every video and turn it into something that shows me in good light I would be spending too many hours to make the practice sustainable. I prefer to just post video and not worry about peoples judgement.

Another observation is that while I am videoing I find student behaviour improves. I think students are aware when a camera is on and they are in full view and their behaviour is rewindable. There has been times this year where a class has been difficult to engage so I have started videoing and the students have settled down because of this.

Sunday, 20 November 2016

2016 SPARK MIT review

Being part of the innovative teacher group in 2016 has been a tremendous experience. The most enjoyable part is belonging to a community of highly effective teachers and hearing about their ideas, and thoughts on teaching and learning.

Meeting at SPARK headquarters once a term for PLD is something I look forward to. The working environment prompts thought and innovation. I will truly miss the experience. We are very well looked after.

My inquiry into rewindable learning is now embedded into my practice. I am very happy with the results and the feedback I have received. Presenting at U learn and the Manaiakalani leaders Hui were highlights. I felt well received by both audiences. Using video for rewindable learning is something I am going to continue to explore into the future. The release days and the mentoring pushed me into expanding the boundies around rewindable learning and I am grateful for the experiences.

In 2017 I am going to focus on helping other teachers use video to create rewindable learning in the Kootuitui cluster. I have received a time allowance of five hours a week and I intend on supporting other teachers in this journey.

Already I have presented to Papakura High school staff meetings and have also now presented at Toolkits and leaders PLD's and this has been well received.

A big thank you to Dorothy Burt and Juanita Garden for the mentoring and encouragement. You are both fantastic