Sunday, 28 February 2016

Making all learning rewindable

A big thank you to Maria Krause and Angela Gattung from Kootuitui for sharing their presentation to Papakura High staff on rewindable learning.

I really enjoyed hearing how other teachers in the school make their students learning rewindable. When you are stick teaching 20 hours a week it is difficult to get out and see what others are doing

On reflecting on my own practice, I would like to make all material rewindable. This means video, screencasts, recording discussion and sharing to my site.

I was heartened to see my Level 2 students referring to a screen-cast on my site today. This student started school late. This screen-cast is allowing her to catch up on the work and skills she needs to achieve in this class

I also noticed that the students in this class are on task and engaged. Considering they have only 3 weeks experience in using sites and google documents, I am very heartened.

Sunday, 21 February 2016

SPARK MIT 2016 Inquiry

Over two weeks of getting my know my learners I have uncovered these problems.

NCEA success is limited. Less than 30% of Level 1 students gained NCEA level 1. In PE a subject where students are capable of achieving only 51% of students gained 16 credits or more. Merits and excellence endorsements are almost non existent.

This could be due to a number of underlying problems

The absenteeism is high. For each of my classes attendance is between 70% at the lowest and 84% at the highest. In my Level2/3 class 5 students go to a hospitality course every Friday

Students rarely use digital technology to assist learning. Most students in my class have never used a google doc, or had a teachers site to assist in learning. I know this because when I asked the students to open a google doc, the majority opened a word document instead.

Behavior management is an issue. Gaining the students respect is a challenge. Many students are disengaged with learning.

As a result of not achieving academic success many students have low self efficacy. This makes them less likely to take on challenges

On the positive side, the majority of the students in my Level 1, 2 and 3 class are cable writers.

In my Level 2/3 class 13 out of 16 students have internet access at home.

This inquiry will focus on using digital tools to achieve NCEA success. Specifically focusing on the Manaiakalani principle of learning anywhere, anytime and anyplace.

By having a site as portal into learning, I hope to make learning less ambiguous for the students of Papakura High.

This is also an opportunity to explore how technology enables teachers to make learning rewindable for senior students

This supports children who learn more slowly, who need more time exploring messages, who are absent - and who forget

This makes the ‘smartest’ learner the child who knows how to access teaching and learning, not the child who is on the teacher’s ‘wavelength’

I also hope to influence other teachers in the school to embrace the learn create share model.

Monday, 8 February 2016

Screencast presentation of video enquiry

Link to Part 1

Link to Part 2

Rewindable learning

Very excited to be using my new swivl robot in my Year 12 class tomorrow.

My IOS devise will attach itself to the robot and following me around the class filming me. The remote has a built in microphone and will pick up my audio.

Once my lesson is over the video will be saved into my swivl cloud account and I will be able to share the URL to my website for students to watch.

hoping that eventually I will be able to use this Robot for multiple uses.