Twenty Things about Me
1. I have a two storey home.
2. My best takeaway food is chinese.
3. I use my laptop everyday
4. I treat our two cats like they are my two children.
5. My favourite ipad game is iscrabble.
6.I like to watch sloppy movies
7. I am an early bird.
8. I snore.
9. I like clothes that match.
10. I am the grand daughter of the Paramount Chief of Ngatiawa
11. My nickname at school was Jay
12. I love listening to jokes but am not so great at telling them.
13. I like looking at old photos
14. I sometimes think I can save the world.
15. I like to put gel in my short hair.
16. I always spend time in the afternoon with mokopuna Nylah Ngahuia and Reef Manaia.
17. I chat alot if I am interested in the subject.
18. I love learning.
19. I am friends with my e-Learners.
20. I love my life right now:)
2. My best takeaway food is chinese.
3. I use my laptop everyday
4. I treat our two cats like they are my two children.
5. My favourite ipad game is iscrabble.
6.I like to watch sloppy movies
7. I am an early bird.
8. I snore.
9. I like clothes that match.
10. I am the grand daughter of the Paramount Chief of Ngatiawa
11. My nickname at school was Jay
12. I love listening to jokes but am not so great at telling them.
13. I like looking at old photos
14. I sometimes think I can save the world.
15. I like to put gel in my short hair.
16. I always spend time in the afternoon with mokopuna Nylah Ngahuia and Reef Manaia.
17. I chat alot if I am interested in the subject.
18. I love learning.
19. I am friends with my e-Learners.
20. I love my life right now:)
Virtual Learning Network
I have finally, after three weeks of anticipation personalised my VLN and set up pages for PeaK-ICT and Kawerau. Yesterday Debz and I entered into an online taster class with Rachel and will consider how this might work for Y7-Y8 learners. I am also thinking of ways to effectively utilise the VLN.
Learning at School - Personal Reflection
What changes have occurred for you as a result of the conference?
I attended a number of workshops that have made me think seriously of the two hats I predominantly wear ie: as a Facilitator for PeaK-ICT and a teacher/facilitator for e-Learners. Workshops of particualr interest focussed around the topics of digital citizenship in primary schools, self-directed learning, e-portfolios and ipads in the classroom.
The conference has also made me think critically about my PASSION as an ICT teacher/facilitator and what I really WANT to be teaching and learning with teachers and alongside students. I have gathered a few practical classroom ideas and am now developing my own philosophy around e-portfolios.
How might you expand your thinking?
I have started reading about e-portfolios, am seeking out what others are saying and doing with ipads in the classroom and am looking too at tightening the many ways I do things e-learning and ICT wise. I also anticipate updating my PLN and sharing more via professional learning talks with teachers and students of the PeaK-ICT cluster.
How will you transform this learning experience and new understandings into improving student learning outcomes?
I've already considered the way I am presently planning for e-Learners, very teacher-directed given I only spend one day with them. I would like more student voice and will this week give e-Learners the option of providing some direction for our thinking and learning journey together. Improving student outcomes works when students as the main stakeholders, have collective ownership of their own learning.
What will the differences look like? How will you know a transformation has occurred?
I know what we do in the e-Learners classroom is already in part student driven. A focus is to see that this learning is transferred back and used effectively in home classes. As the teacher/facilitator I will probably have to scaffold the e-Learners journey in some way or form.
We'll know that a transformation has taken place when the synergy of just 14 e-Learners is...
1. transferred to, with and alongside teachers and other students in home classes
2. regularly commented on by friends and whanau of the community
3. moving intrinsically beyond the classroom.
I attended a number of workshops that have made me think seriously of the two hats I predominantly wear ie: as a Facilitator for PeaK-ICT and a teacher/facilitator for e-Learners. Workshops of particualr interest focussed around the topics of digital citizenship in primary schools, self-directed learning, e-portfolios and ipads in the classroom.
The conference has also made me think critically about my PASSION as an ICT teacher/facilitator and what I really WANT to be teaching and learning with teachers and alongside students. I have gathered a few practical classroom ideas and am now developing my own philosophy around e-portfolios.
How might you expand your thinking?
I have started reading about e-portfolios, am seeking out what others are saying and doing with ipads in the classroom and am looking too at tightening the many ways I do things e-learning and ICT wise. I also anticipate updating my PLN and sharing more via professional learning talks with teachers and students of the PeaK-ICT cluster.
How will you transform this learning experience and new understandings into improving student learning outcomes?
I've already considered the way I am presently planning for e-Learners, very teacher-directed given I only spend one day with them. I would like more student voice and will this week give e-Learners the option of providing some direction for our thinking and learning journey together. Improving student outcomes works when students as the main stakeholders, have collective ownership of their own learning.
What will the differences look like? How will you know a transformation has occurred?
I know what we do in the e-Learners classroom is already in part student driven. A focus is to see that this learning is transferred back and used effectively in home classes. As the teacher/facilitator I will probably have to scaffold the e-Learners journey in some way or form.
We'll know that a transformation has taken place when the synergy of just 14 e-Learners is...
1. transferred to, with and alongside teachers and other students in home classes
2. regularly commented on by friends and whanau of the community
3. moving intrinsically beyond the classroom.
Workshop 6: Ipads and Ipads in the Classroom - Anthony Wright - Pointview School
Ideas: iwork, ibrainstorm, icardsort (save as a jpeg) and memiary.com - place to record five things
Anthony - http://learnersandthinkerswithipadsandipods.wikispaces.com/
Jacquie Sharp - http://ipodsiphonesineducation.wikispaces.com/
Paula Jamieson - http://ipaddle.wikispaces.com/
Anthony - http://learnersandthinkerswithipadsandipods.wikispaces.com/
Jacquie Sharp - http://ipodsiphonesineducation.wikispaces.com/
Paula Jamieson - http://ipaddle.wikispaces.com/
Workshop 5: Getting Started with e-Portfolios - Nick Rate, Core Ed
ePortfolios L@S - 2011
View more presentations from Nick Rate
Keynote - Teaching for Tomorrow
1. Shift to discovery learning - velcro learning : project and process
2. Privide context to content - transference
3. Stop giving the final product of learning...teaching lazy develops a culture of dependency
4. Problems first...teaching second
5. Equipe learners with the six D's....define, discover, dream ...design...deliver...debrief
6. Book "All systems go" by Mike Fullan
2. Privide context to content - transference
3. Stop giving the final product of learning...teaching lazy develops a culture of dependency
4. Problems first...teaching second
5. Equipe learners with the six D's....define, discover, dream ...design...deliver...debrief
6. Book "All systems go" by Mike Fullan
Workshop 4: I'll do it My Way - Self Directed Learning - Mary Anne Mills, Core Ed
What does self-directed learning look like? Are you a self-directed learner? You could fill in Guglielmino’s Self Directed Learning Readiness Scale to find out!
Share happiest/saddes memories of school....
The Marshmwlloe Test Video - Instant Gratification - http://whatedsaid.wordpress.com
Think about the qualities of self-directed learners…engaged, thoughtful, risk-takers, problem solvers, the ability to persist…. will your students leave school with these qualities?
The expectation is that they all should.
Connect goals back to NZC
So what sort of environment do you need to create and nurture self-directed learning?
• Self-managing: Teachers need to be modeling what it is to learn – what will you learn this year? What are your personal learning goals? And your students’?
• Self-monitoring: What self-reflection do you carry out? How do you build this into your students’ repertoire?
• Self-evaluation: If this is the process of reflecting on one’s own thinking patterns, plans, decisions and actions, then helping students to develop a language of learning can lead to change
• Self-modification: The feedback loop is all-important, who does this?
If your personal learning networks are face to face and online. What are your students’ learning networks? How do you support them to develop and manage learning networks other than you?
How often do we give students the wherewithal to go and discover for themselves? Or engage students in meaningful tasks as critical, active and informed citizens such as:
• The Impact Project at Albany Senior High School or
• Collaborative and global projects at TakingITGlobal
Do your students get some opportunities to engage and choose the context for learning?
What are you doing to model goal setting to/with and alongside your students?
Reflection - learning words
Self-modification - Feedback loops
What's your learning network?
Your students learning network
- Face to face, online, other?
Support students to develop their learning networks...
Taking IT Global
Lyall Bay Radio Show
Establishing the learning conditions
None tenths of education is encouragement - Anatole France
What behaviours as teachers will we expect to see in the classroom?
Resulting in... learning and raising student achievement
Share happiest/saddes memories of school....
The Marshmwlloe Test Video - Instant Gratification - http://whatedsaid.wordpress.com
Think about the qualities of self-directed learners…engaged, thoughtful, risk-takers, problem solvers, the ability to persist…. will your students leave school with these qualities?
The expectation is that they all should.
Connect goals back to NZC
So what sort of environment do you need to create and nurture self-directed learning?
• Self-managing: Teachers need to be modeling what it is to learn – what will you learn this year? What are your personal learning goals? And your students’?
• Self-monitoring: What self-reflection do you carry out? How do you build this into your students’ repertoire?
• Self-evaluation: If this is the process of reflecting on one’s own thinking patterns, plans, decisions and actions, then helping students to develop a language of learning can lead to change
• Self-modification: The feedback loop is all-important, who does this?
If your personal learning networks are face to face and online. What are your students’ learning networks? How do you support them to develop and manage learning networks other than you?
How often do we give students the wherewithal to go and discover for themselves? Or engage students in meaningful tasks as critical, active and informed citizens such as:
• The Impact Project at Albany Senior High School or
• Collaborative and global projects at TakingITGlobal
Do your students get some opportunities to engage and choose the context for learning?
What are you doing to model goal setting to/with and alongside your students?
Reflection - learning words
Self-modification - Feedback loops
What's your learning network?
Your students learning network
- Face to face, online, other?
Support students to develop their learning networks...
Taking IT Global
Lyall Bay Radio Show
Establishing the learning conditions
None tenths of education is encouragement - Anatole France
What behaviours as teachers will we expect to see in the classroom?
Resulting in... learning and raising student achievement
Workshop 3: Digital Citizenship in Primary Schools - Netsafe
Key ideas:
1. 500 worst passwords (a list created by students)
2. How confident are teachers that students understand ICT agreements?
3. What are the issues facing our students? (Check out group brainstorm)
myGLP - A central hub of content, suggestions and ideas for building an effective digital citizenship education programme: www.myglp.org.nz
1. 500 worst passwords (a list created by students)
2. How confident are teachers that students understand ICT agreements?
3. What are the issues facing our students? (Check out group brainstorm)
myGLP - A central hub of content, suggestions and ideas for building an effective digital citizenship education programme: www.myglp.org.nz
Keynote: Slyvia Martinex - The 92% Solution
Teach students how to provide technological support for teachers
...in the classroom
...collaborative learning
...allow students to play an important role
Technology Ecology is...
1. Waste nothing - taken, energy, passion
2. Multipke purposes and uses
Contact info
Email: [email protected]
Blog: blog.genyes.com
Website: www.genyes.com
Twitter: smartinez
Skype**: sylviakmartinez
...in the classroom
...collaborative learning
...allow students to play an important role
Technology Ecology is...
1. Waste nothing - taken, energy, passion
2. Multipke purposes and uses
Contact info
Email: [email protected]
Blog: blog.genyes.com
Website: www.genyes.com
Twitter: smartinez
Skype**: sylviakmartinez
Workshop 2: Unleashing e-learning capacity in your school through Teacher Inquiry
An interactive worshop provided by Lorraine and her team of teachers from the RELLCO Cluster. http://rellco.wikispaces.com/Action+Inquiry
ICTs can be valuable resources in developing effective strategies for promoting ambitious learning. They can also be a big waste of time!
"It is not the tool itself that transforms the learner. It is the teacher's understanding, design and practice, i.e. the way the teacher advances teaching and learning for understanding with technology, that leads to the transformation."
ICTs can be valuable resources in developing effective strategies for promoting ambitious learning. They can also be a big waste of time!
"It is not the tool itself that transforms the learner. It is the teacher's understanding, design and practice, i.e. the way the teacher advances teaching and learning for understanding with technology, that leads to the transformation."
L@S Workshop 1: 11.15am - Creating Shutterbugs - Rachael Boyd
Great ideas:
1. Take a colour photo of the class camera. Label the parts.
2. Photographer Pass - Awara to students who show they care for and safely use the digital camera
3. Keep the camera on a lanyard
4. Different views - bird's eye, possum, snail
5. www.kodak.com - top ten tips
6. Make up a folder about taking 'great shots' with student's examples
7. Computer experts - Students help create visuals about resources, games and ways of doing things
8. FIVE Frame storytelling - Flickr - tell a story in 5 frames - character (movable arms) play-plasticine figures, situation, possibilities, probable outome, surprising or logical end
9. Practical activities: A memorable part of the day...Digital Collge - What might you look like in five year's time...Macros Photos for middle and senior levels...What am I? Letter of the Week - Roster students to being in things for letter of the week
1. Take a colour photo of the class camera. Label the parts.
2. Photographer Pass - Awara to students who show they care for and safely use the digital camera
3. Keep the camera on a lanyard
4. Different views - bird's eye, possum, snail
5. www.kodak.com - top ten tips
6. Make up a folder about taking 'great shots' with student's examples
7. Computer experts - Students help create visuals about resources, games and ways of doing things
8. FIVE Frame storytelling - Flickr - tell a story in 5 frames - character (movable arms) play-plasticine figures, situation, possibilities, probable outome, surprising or logical end
9. Practical activities: A memorable part of the day...Digital Collge - What might you look like in five year's time...Macros Photos for middle and senior levels...What am I? Letter of the Week - Roster students to being in things for letter of the week
10. FIVE Frame Storytelling.
Photo 1: Establish characters and location (setting).
Photo 2: Create a situation with possibilities of what might happen.
Photo 3: Involve the characters in the situation.
Photo 4: Build to probable outcomes.
Photo 5: Have a logical but surprising end.
Our adhoc group presentation follows:)
Photo 1: Establish characters and location (setting).
Photo 2: Create a situation with possibilities of what might happen.
Photo 3: Involve the characters in the situation.
Photo 4: Build to probable outcomes.
Photo 5: Have a logical but surprising end.
Our adhoc group presentation follows:)
Fear
View more presentations from Jeanette Murphy
22/02 - 24/02 - Learning at Schools 2011
Up early this morning thinking about friends and whanau in Christchurch. Debz dropped Karen and Jess off to my home and then we made our way to Rotoura arriving at 7.30am. Picked up registrations for the team and enjoyed a complimentary cuppa. Looking forward to a very productive day:)
Term 1, Weeks 1-2: 2011
I've created an ICT capabilities survey for teachers of Putauaki and entered the results into Survey Monkey. I have also conducted in-class observations and it is my intention to now sit with teachers individually and assist in setting teacher inquiry goals.