Term 2 Week 2 - Literacy Strategies

Upcoming Events:
14 May - World Fair Trade Day
14 May - World Migratory Bird Day
15 May - International Day of Families
22 May - International Day for Biological Diversity

Professional Reading:
Reading to Learn - these articles from Educational Leadership have a reading focus. Some you can access online. If an article that you are interested in reading has "Buy article" under it, I can print the article for you (you just need to let me know).

Study: Why students might struggle with basic lessons
Material that is initially easy for students to understand might be difficult for them to remember -- a phenomena that researchers call the "stability bias." New research shows that classroom lessons that are more difficult for students to comprehend at the onset and require more in-depth study will actually be easier in some cases for them to recall at a later date.

The role of HoDs in promoting student achievement

Literacy Strategies:
Question the Author - a comprehension strategy that requires students to pose queries while reading the text in order to challenge their understanding and solidify their knowledge (Beck et al., 1997). Primarily used with nonfiction text, QtA lets students critique the author's writing and in doing so engage with the text to create a deeper meaning.

Picture Dictation - general description of how to use this strategy
(info from TKI)
The teacher describes a picture, or sequence of pictures, to students who draw what they hear. The aim is for close listening, the drawing should be quick and simple.

Normally the exercise takes about 20-30 minutes, depending on the length of the dictation.

Prepare a text that is appropriate to the level of the learners, is written in simple visual terms and has a series of steps.
1. Tell the students the number of visuals they will be drawing, or the shape of the picture if there is only one.
2. Read each step aloud to the class twice, allowing time for the drawing.
3. Where there is a series of visuals, the students work in pairs to retell the sequence.
4. The students check their visual against the original.

Social Sciences example

I've used this strategy when students are working on understanding a complex concepts - such as the tragic hero in Shakespeare. I read out short descriptions of the different aspects of the tragic hero which the students draw. When we have finished they have to go back and write a caption relating to each picture showing that they understand what makes up a tragic hero.

General resources:

I thought it was timely (due to the Pasifika/ Maori mentoring session that is on tonight) to send out information about the Pasifika Education Community on TKI. There are videos and other resources to support teachers to better meet the needs of our Pasifika students, including developing a better understanding of the different Pasifika cultures.

• This video “Strengthening Relationships” is an introduction to how we can better meet the needs of our Pasifika students through the relationships that we have with them.
  



• This video collection considers the diversity of our Pasifika students' groups and their communities.

Splat the Teacher

Term 2 has definitely started with a hiss and a roar so this week's PD Bite is quick and practical.

Splat the teacher is a simple 1 page powerpoint file for 2 teams answering 10 questions each on any topic. As each question is answered the 'splats' get closer to the teacher until the answer to question 10 obliterates him/her. Save the file from the wiki page (http://smc-sct.wikispaces.com/Starters+and+Plenaries) and then you can substitute the picture of the teacher for whatever you like. For example, in English classes the game could be Splat Shakespeare. I haven't used this resource yet but it seems like a good plenary activity with 10 questions based on what has been covered in the lesson/ unit.
The powerpoint was provided by Carol Young (Facilitator in Quality Teaching - Team Solutions).

Term 1 Week 11 - e-learning & lots of readings

Upcoming Events:

14 Apr - Pink Shirt Day (bullying)

18 April - Earth day

2-8 May Global Action Week 2011: Yes She Can! Global Action Week (GAW) will take place from 2-8 May 2011, under the theme of "Women and Girls' Education". With the slogan, "It's a Right, Make it Right: Education for Girls and Women Now!" and sub-slogan "Yes She Can", the Global Campaign for Education (GCE), as main organizer, has announced that GAW 2011's main activity will revolve around "story telling", also referred to as "The Big Story". The main activity aims to link the local group and school work with the national and global events. With only 5 years left until the 2015 deadline to achieve all Education for All goals, the GCE reminds the international community once again, their task of being the 'voice for the voiceless' by increasing the frequency of their demands from governments to live up to their commitments in education. The international community is encouraged to involve policy makers and politicians to address problems that hinder girls' access to school and to provide women, regardless of age, the basic skills training needed.

For more information, download:

• Global Action Week Planning Pack


• Global Action Week Resource Pack

Professional Reading:

This week I have tried to come up with a few readings/ viewings that may interest you over the holidays. Some are to do with this week’s theme – e-learning – others are of general interest.

Articles from Educational Leadership Magazine: Teaching Screenagers (February 2011):

• Teaching the iGeneration - Larry D. Rosen - How to use students' immersion in technology to enrich their learning.


• Publishers, Participants All - Will Richardson - Building an online presence is a literacy for our times.


• Too Dumb for Complex Texts? - Mark Bauerlein - How online reading discourages students from grappling with difficult content.


• How I Became a Convert to Online Learning - Nick Kremer - The benefits of online learning, from a former skeptic.


• Research Says… / One-to-One Laptop Programs Are No Silver Bullet - Bryan Goodwin - One-to-one initiatives engender enthusiasm but have mixed results.


• The Art & Science of Teaching / Making the Most of Instructional Rounds - Robert J. Marzano - Observing fellow teachers' instruction increases energy for change.


• Digitally Speaking / Good Teaching Trumps Good Tools - William M. Ferriter - The key is choosing tools that align with the skills you're trying to teach.


• Principal Connection / Taming the To-Do List - Joanne Rooney - Are there solutions for pervasive busyness?

I have a subscription to Educational Leadership magazine so if any of the following articles sound like something you would like to read, let me know and I will make a copy for you.

• Using Websites Wisely - Julie Coiro and Jay Fogleman - A look at instructional websites you will want to use with your students.


• Adventures with Cell Phones - Liz Kolb - Why it's time to stop banning cell phones and start integrating them into learning.


• What Screenagers Say About … - Pete Davidson, Alison Enzinna, Casey Gannon, Samoris Hall, Corinne Hayward, Ogechi Irondi, Ashley Magnifico, Terence Perry and Michael Virag - … multitasking, PowerPoint, the downside of technology, and more.


• High-Tech Cruelty - Sameer Hinduja and Justin W. Patchin - What can prevent bullying inside and outside of school?


• Let's Hear It For … - Matt Federoff, Troy Hicks, Anthony Mangiacapre, Erin Reilly, Ryan Imbriale, Eric Sheninger, Dan Meyer and Eric Langhorst - … all the devices technology leaders wish they had had when they were students.


• A Technology Plan That Works - Amy Overbay, Melinda Mollette and Ellen S. Vasu - Technology plans must be about people, not technology.


• Making the Most of Your Class Website - Lemoyne S. Dunn - How to extend learning with your own class website.


• The Need for Computer Science - Jane Margolis, Joanna Goode and David Bernier - High school computer science classes can propel students into promising careers.


• How PowerPoint Is Killing Education - Marc Isseks - Can we dodge those bullets—and use PowerPoint more effectively?

Articles from Educational Leadership Magazine: What students need to learn (March 2011):

• The Humanities: Why Such a Hard Sell? - David J. Ferrero - The economic aims of education should not obscure the personal and civic purposes of schooling.


• A Diploma Worth Having - Grant Wiggins - Why we should abolish lock-step requirements and establish a forward-looking, client-centered curriculum.


• Knowing Your Learning Target - Connie M. Moss, Susan M. Brookhart and Beverly A. Long - No matter what we want students to learn, not much will happen until they know what to aim for.


• Research Says… / High-Stakes Testing Narrows the Curriculum - Jane L. David - The content of tests becomes the learning goal for students.


• Art and Science of Teaching / Relating to Students: It's What You Do That Counts - Robert J. Marzano - Teachers' actions—not their feelings—influence students' perception that their teachers care.


• Digitally Speaking / Becoming Digitally Resilient - William M. Ferriter - Tools that disappear, blocked websites, failing services—getting used to unpredictability is part of the job.


• Among Colleagues / How Can We Promote Teacher Collaboration? - Question by Andre Potvin. Responses in print and online by Amy Lockhart, Patsy Pouiller, Kimberly Kappler Hewitt, Doreen Knuth, and Misty M. LaCour


• Teaching Science Literacy - Maria Grant and Diane Lapp - How to foster a complex understanding of compelling everyday science.


• Staying Civil - Wayne Journell - Political tolerance can be taught—but only if supported through practice.


• More Than Meets the Eye - Bonnie B. Rushlow - A good visual arts program is the hub of a top-notch school.

Articles that I can copy for you if you let me know:

• What Students Really Need to Learn - Lynne Munson - Concentrating on content is common practice in most high-achieving countries.


• Building on the Common Core - David T. Conley - The Common Core State Standards offer an opportunity to shift away from shallow test prep to a focus on complex cognitive skills.


• Ethics: From Thought to Action - Robert J. Sternberg - Ethical action is a 21st century skill deserving of a place in schools.


• What At-Risk Readers Need - Richard L. Allington - We know that high-quality instruction is the key: Why aren't we opening the door?


• Worthy Texts: Who Decides? - Barry Gilmore - Standards have a blind spot if they deemphasize students' role in choosing what they want to read.


• Let Strategies Serve Literature - Diana Senechal - When literature is subordinated to strategies, students lose the meaning of the reading experience.


• Making STEM Real - Gary Hoachlander and Dave Yanofsky - Promising programs break down the isolation of science and math by connecting core academics with challenging professional and technical fields.


• In Defense of Mathematical Foundations - W. Stephen Wilson - To succeed at college-level math, facility with basic arithmetic algorithms is essential.


• Lessons That Connect - Young Imm Kang Song - Korean youngsters combine arts education, character education, environmental education, geography, and more.

Frank Baker: Media Literacy Webinar Media Literacy: 21st Century Skills All Students Need Recorded February 9, 2011 Most of our students are media-savvy, but most are not media literate. Students today tend to believe everything they see, read, and hear, especially if it originates on a screen. Media literacy, among other things, involves using media and popular culture to engage students in critical thinking and viewing, while at the same time meeting teaching standards.

About the Presenter: Frank Baker is an education consultant who shares his expertise on media literacy with educators around the world. His work has appeared in a variety of journals, including Education Week. He is a contributing author to the ASCD book Curriculum 21: Essential Education for A Changing World (2010), and he served on the National Council of Teachers of English Commission on Media from 2005–08.

What the U.S. can learn from the world's most successful education reform efforts

(A report from McGraw-Hill Research Foundation.) The McGraw-Hill Research Foundation released a report comparing the Program of International Assessment (PISA) test results of 74 education systems around the world and found five things the U.S. could learn from high-performing countries. The top-scoring countries included Finland and Singapore in science, Korea and Finland in reading, and Singapore and Korea in mathematics. On average, American students placed 15th in reading, 19th in science, and 27th in mathematics. The report says the U.S. would do well to consider the following: adopting common academic standards (an effort currently underway), developing better tests for teachers to diagnose students day-to-day learning needs; and training school leaders more effectively. The top recommendation was, "Make a concerted effort to raise the status of the teaching profession." Andreas Schleicher, one of the report authors, says that top-scoring countries recruit only high-performing college graduates for teaching positions, support them with mentoring, and take steps to raise respect for the profession. "Teaching in the U.S. is unfortunately no longer a high-status occupation," Schleicher says. "Teaching education programs in the United States must become more selective and more rigorous."

How does a school system with poor performance become good? And how does one with good performance become excellent? From McKinsey and Company (USA).

Our latest education report is the follow-up to the 2007 publication "How the world's best performing school systems come out on top," in which we examined the common attributes of high-performing school systems.

We compiled what we believe is the most comprehensive analysis of global school system reform ever assembled. This report identifies the reform elements that are replicable for school systems everywhere as well as what it really takes to achieve significant, sustained, and widespread gains in student outcomes.

In this new report, "How the world's most improved school systems keep getting better," we analyzed 20 systems from around the world, all with improving but differing levels of performance, examining how each has achieved significant, sustained, and widespread gains in student outcomes, as measured by international and national assessments. Based on more than 200 interviews with system stakeholders and analysis of some 600 interventions carried out by these systems, this report identifies the reform elements that are replicable for school systems elsewhere as they move from poor to fair to good to great to excellent performance.

The systems we studied were Armenia, Aspire (a U.S. charter school system), Boston (Massachusetts), Chile, England, Ghana, Hong Kong, Jordan, Latvia, Lithuania, Long Beach (California), Madhya Pradesh (India), Minas Gerais (Brazil), Ontario (Canada), Poland, Saxony (Germany), Singapore, Slovenia, South Korea, and Western Cape (South Africa).

Webinar: How the world's most improved school systems keep getting better Held Monday, November 29, 2010 This webinar summarises the research which led to the report.

e-learning strategies/ tools:

• Choose 1 out! – A new developing thinking tool. From the developer: It is an interactive PowerPoint activity similar to the famous Odd One Out, but much richer in its developing thinking potential, I believe. The idea is that the children can choose three images out of 16, so they have a choice and it is not the teacher who has chosen for three images for them! Also, before they choose their three images there are four possible pop-up questions that help them choose according to some criteria (e.g. Choose three images that make you feel safe!…) at the bottom right corner there is an ActiveX Control text box that allows the learners to write the image they think is the odd one out of the three they chose and to explain why they chose it! I believe this resource is quite useful to develop thinking in learners from any Key Stage and in any subject, but have a go yourself. You can download the Physics example I created and the template to make your own activities.


• Digi Advisors Offer Online Snacks - Online Snacks are a new initiative designed to provide teachers with the opportunity to develop e-learning skills aligned to their teaching and learning needs. All sessions are FREE and are facilitated by Digi Advisors - Rochelle Jensen and Suzie Vesper Each online snack takes approximately 40 minutes and are run using Elluminate, Adobe Connect or Skype. Snack dates and times are negotiated on request. Some snack ideas have been formulated but these can be personalised to meet your needs. Online Snacks are designed to complement existing professional learning programmes. Read more and register here: http://digistore.wikispaces.com/Online+Snacks or contact Rocky or Suzie for more details rjensen@waikato.ac.nz suzie.vesper@core-ed.ac.nz

General Resources

• Animals is a very handy template for creating word Sudoku activities - teacher just follows the instructions given to customise the resource for his/her own set of vocabulary. Sent by Carol Young - Facilitator in Quality Teaching


• http://secondary.tki.org.nz/ is the new Secondary Portal containing latest news items, secondary essentials, key resources, transitions and pathways, and a media gallery of videos with a secondary focus.

Term 1 Week 9 - differentiation, critical friends & some resources for research

Professional Reading "Critical Friends" by Deborah Bambino Although this article is from 2002, it explores ideas which are still relevant to teachers, especially the professional support we can get from each other. This article explores the notion that by providing structures for effective feedback and strong support, Critical Friends Groups help teachers improve instruction and student learning.

Differentiation Strategy

"Establishing classroom routines that suppport the differentiated classroom" by Jennifer G. Beasley This presentation covers:

• What do students need?


• How can teachers and students work together to meet those needs?

including, tips and ideas on how to create classrooms that support flexible teaching and learning. I especially like the idea of using coloured cups for managing groups.

General Resources - focus research skills/ information literacy skills Many of us are focusing on the explicit teaching of information skills and using the i-lit model with our students. These resources will help with this process.

• i-lit wiki - this wiki was set up as a place to store online and hardcopy resources for each of the stages in the i-lit model: reflecting, defining, retrieving, processing, creating and communicating.


• online research tutorial - When students hear the word 'research' they might think of work that is done in a lab or out in the field. Research also includes the process of gathering, analyzing and communicating information.


• online websearching tutorial - An online tutorial which helps students to be more successful with their internet searches.


• online plagiarism tutorial - what plagiarism is and how to avoid accidentally plagiarizing someone's work.


• online tutorial on finding credible sources - shows students how to evaluate information with a critical eye; use criteria to determine credible web sources; spot other reliable sources they can use.

Term 1 Week 8 - thinking & creativity

Upcoming Events

• 22 March - World Day for Water


• 23 March - World Meteorogical Day (WMO)


• 24 March - World Tuberculosis Day (WHO)


• Seaweek - Children of Tangaroa - Marine Mammals of Aotearoa
  Exhibitions - Natural History Events
  Voyager New Zealand Maritime Museum, Auckland CBD
  On until Thursday 31 March 2011
  Children of Tangaroa - Marine Mammals of Aotearoa explores the stories of New Zealand's threatened marine mammals. Learn about the effects of whaling and Maori myths and legends surrounding each...

Professional Reading/ viewing:

• Scott McCloud on Comics - In this unmissable look at the magic of comics, Scott McCloud bends the presentation format into a cartoon-like experience, where colorful diversions whiz through childhood fascinations and imagined futures that our eyes can hear and touch. Scott McCloud is a comic book artist.


• 'Seeking, using and creating' -education for a creative age .Tapping the intellectual curiosity of the learner - a blog post

Thinking/ Creative Strategy:
The Showing Evidence Tool helps students learn how to construct well-reasoned arguments and prove their case with credible evidence. The tool provides a visual framework to make claims, identify evidence, evaluate the quality of that evidence, explain how the evidence supports or weakens claims, and reach conclusions based on the evidence. This thinking tool supports activities where students debate differences, make and defend decisions, and analyze conflicting infor-mation. The tool and related resources are available free online. Students may work on their claims and evidence at home or at school, and can be paired with another team to review their ideas. Michal Denny, LENScience

General resources:

The Best Sites for Learning about the Japan Earthquake and Tsunami Part I

http://larryferlazzo.edublogs.org/2011/03/11/the-best-sites-for-learning-about-the-japan-earthquake-tsunami/

The Best Sites for Learning about the Japan Earthquake and Tsunami Part II

http://larryferlazzo.edublogs.org/2011/03/12/useful-updates-on-japan-earthquake/

Today's Japan Update

http://larryferlazzo.edublogs.org/2011/03/20/todays-japan-update-3/

A Compilation of the Best Lists about Natural Disasters

http://larryferlazzo.edublogs.org/2010/03/11/a-compilation-of-the-best-lists-about-natural-disasters/


Children Worldwide Fold Paper Cranes to Support Rebuilding Effort in Sendai - Dozens of Countries Responding Including Over a Thousand Haitian Children

SAN FRANCISCO, March 21, 2011 -- In response to the devastating earthquake and resulting tsunami in Japan on March 11th, Students Rebuild has partnered with DoSomething.org's "Paper Cranes for Japan" campaign to inspire young people worldwide to support their Japanese peers.

Paper Cranes for Japan combines the power of DoSomething.org's deep experience engaging youth audiences and the Bezos Family Foundation's commitment to help young people connect, learn, and take action around critical global issues.

In less than a week, 7 schools in Haiti are making cranes, representing more than 1000 kids collectively folding for Japan; over 7,000 young people posted origami cranes and wishes of support on the "Paper Cranes for Japan" Facebook page and Students Rebuild has had over 200 requests for mailing labels to send in cranes from over 15 different countries including Romania and New Zealand. Building on that momentum, the Bezos Family Foundation announced today a pledge to donate $2 for every crane mailed in to fund Architecture for Humanity's plan to support Japanese architects' rebuilding efforts.

According to legend, anyone who folds a thousand paper cranes, which are sacred creatures in Japanese culture, will be granted a wish by a crane. With a goal to collect 100,000 origami cranes from young people to represent wishes of support and healing, the challenge hopes to raise $200,000 for the reconstruction of a youth facility by the Japanese team from Architecture for Humanity. The thousands of cranes will go on to become a permanent art installation in a school or youth facility being rebuilt by Architecture for Humanity in Japan. This huge display of cranes will be a symbolic gift from students around the globe.

Architecture for Humanity and the Bezos Family Foundation partnered previously through Students Rebuild in response to the devastating Haiti earthquake in January, 2010. Paper Cranes for Japan represents a second Students Rebuild challenge, in collaboration with DoSomething.org, mobilizing young people to connect and address critical global issues including young people in Haiti who know firsthand the devastating impact of a massive earthquake.

"This initiative empowers children around the world to created a simple gesture that will become more than just symbolic," says Architecture for Humanity co-founder Cameron Sinclair. "Through Students Rebuild, we look forward to updating the crane makers on how their efforts allowed our Japanese architects to respond to the rebuilding efforts in Japan."

"DoSomething.org started 'Paper Cranes for Japan' as a way for all young people who want to help to do so without a car, an adult, or money. With this partnership, their wishes of support will now translate into funding to rebuild schools and communities," says DoSomething.org Editor in Chief Betsy Fast.


Architecture for Humanity and its teams of local pro bono building professionals in Kyoto, Osaka, Sendai, and Tokyo are actively partnering and lending their services to organizations and community groups to mobilizing around long-term reconstruction efforts.


"We believe young people are uniquely poised to affect the world's most pressing problems," says Bezos Family Foundation president Jackie Bezos. "They're often overlooked as a source of talent and solutions."


For more information on Paper Cranes for Japan log on to Students Rebuild http://studentsrebuild.org/japan/


Get your friends involved. Fold, Show & Mail You Tube: How to Fold Cranes Video http://www.youtube.com/watch?v=Ux1ECrNDZl4
Facebook: http://www.facebook.com/papercranesforjapan

(We are going to be making paper cranes at Peace Group over the next few weeks)

Term 1 Week 7: Literacy

Upcoming Events

• 12-20 March: Muscular Dystrophy Bow Tie week - http://www.mda.org.nz/
  
• 14-20 March: Brain Awareness Week - http://www.neurological.org.nz/


• 19-26 March: World Shark Week - dsc.discovery.com/videos/shark-week-saving-the-sharks


• 20 March: Sun-Earth Day - http://sunearthday.nasa.gov/2011/index.php


• 20 March: Brain Day - 9am - 4 pm, Owen G Glenn Bldg, 12 Grafton Rd, Ak.


• 21 March: World Forestry Day - http://www.fitec.org.nz/


• 21 March: World Poetry Day - http://languageisavirus.com/poetry-guide/world_poetry_day.html


• 22 March: World Water Day - http://www.emap.rsnz.org/


• On Wed 23 March at 7pm in the Events Centre, Ak Museum the 2011 Royal Society of NZ Distinguished Speaker Professor Robin Clark will be speaking on "Science meets art: investigating pigments in art and archaeology" at four locations around NZ. Professor Clark is an internationally celebrated UK scientist and an expert in forensic archaeology. The lectures are free and open to the general public. Register online to ensure a seat. http://www.royalsociety.org.nz/events/annual/distinguished-speaker/2011/


• 20 April - 30 May: Roof of the World Tour - http://roofoftheworldtour.com.au/. Spreading laughter and fun… sharing cultures, sparking imagination. Adventure Learning involves performers travelling in an area of the world and sharing their learning online.
  Visit the Himalayas with this group as they travel to 25 schools, teach juggling and theatre skills and learn about life in the highest mountains in the world. Ask them questions and watch their site for updates on the adventure.
  

Professional Reading
This month's newsletter from Adolescent Literacy focuses on Reading Comprehension. These tips are useful for all teachers in all subject areas.
Issue Highlights:

• Deliver Explicit Comprehension Strategy Instruction
• Scaffold Mindful Silent Reading
• Watch an exclusive interview with YA novelist/poet Marilyn Singer, who discusses her love of the rhythym and rhyme of poetry.
• Visit Adlit.org's National Poetry Month page for ideas to help students develop a love of verse, in time for National Poetry Month in April.
  

From the Literacy Online Community: You will be aware that a government priority is a focus on Māori achieving educational success as Māori. This was a focus at the recent conference that literacy, numeracy and ESOL facilitators attended. Professor Angus McFarlane, from the University of Canterbury presented a keynote address entitled ‘Diversity’s plea to educators: Kia hiwa rā!’ where he highlighted the importance of teachers recognising that they do not have to be of the same culture to be able to connect with a different culture and make a difference to student achievement. Learn more about Angus’ work by reading his presentation "Discipline, Democracy and Diversity: Creating culturally safe learning environments."


Literacy Strategies
Some resources to help you teach students how to summarise ideas from what they have read.

During and After reading: summarising ideas

• http://smc-sct.wikispaces.com/file/view/Summarising+ideas+Aaron+Wilson.doc - Teach students how to recognize the ways that the texts they read are organised so they can make their own 'structured overview' of the text they are summarizing.


• http://reading.ecb.org/teacher/summarizing/index.html - has videos to show you and your students how to summarise effectively.


• http://www.adlit.org/strategies/21827 - goes through how to support students to summarise and has resource sheets as well.


• http://www.readingrockets.org/strategies/summarizing - for younger students. Goes through the steps to effective summarising with examples from English, Maths and Science.

General Resource

World Conservation magazine - latest issue

New challenges, new approaches, new players
January 2011

The latest issue of World Conservation magazine takes stock of the Convention on Biological Diversity conference that took place in Japan last October where governments approved a ‘Big Plan’ for saving biodiversity and looks ahead to what’s in store for conservation in the coming years. We cover some of the latest thinking and new approaches that might be used and hear prominent figures outline what they see as the greatest priority for saving biodiversity. Which new partners will become engaged in conservation? What progress will be made in curbing burgeoning levels of wildlife trade? What future for the oceans?

Term 1 Week 6: e-learning

Upcoming Events
11 March: World Kidney Day - http://www.kidneys.co.nz/
14-20 March: Brain Awareness Week - http://www.neurological.org.nz/
16 March: Westie Brain lecture, Ak Museum, 7pm -
http://www.fmhs.auckland.ac.nz/faculty/cbr/brainweek/brainweek2011/westie_mind.aspx
20 March: Brain Day ,9am - 4 pm, Owen G Glenn Bldg, 12 Grafton Rd, Ak.

On Wed 23 March at 7pm in the Events Centre, Ak Museum the 2011 Royal Society of NZ Distinguished Speaker Professor Robin Clark will be speaking on "Science meets art: investigating pigments in art and archaeology" at four locations around NZ. Professor Clark is an internationally celebrated UK scientist and an expert in forensic archaeology. The lectures are free and open to the general public. Please register online to ensure a seat. http://www.royalsociety.org.nz/events/annual/distinguished-speaker/2011/

Professional Reading
Reshaping the secondary school curriculum: Building the plane while flying it? Findings from NZCER National Survey of Secondary Schools 2009 - Rosemary Hipkins
This report draws on data from the NZCER National Survey of Secondary Schools 2009. The final version of the New Zealand Curriculum (NZC) was released in late 2007 and the survey carried out in 2009 so the findings are a snapshot of the thinking and changes in practices that had occurred to that time. The report focuses mainly on secondary teachers and their views of curriculum change. It explores their professional learning and how they have changed or plan to change their teaching as they delve more into the intent of NZC.
The title of this report reflects both the complexity of the process of giving effect to NZC in secondary schools and the ongoing, evolving nature of curriculum change. Schools cannot stop, take stock, redesign and then start again. They have no option but to “build the plane while flying” if they perceive that significant change is required. NZCER, 2010

Although the report is pretty long there is an Executive Summary at the beginning and a comprehensive index which means that you can just look up the bits that you are interested in.


e-learning Strategy:

Are you using digistore? Digistore has been created by the NZ Ministry of Education and is a storehouse of digital content to support learning across the curriculum, from early childhood through to senior secondary. You need an Education Sector login to be able to access the resources. The site tells you how to get one if you haven't already.
How to use digistore: On the digistore wiki (http://digistore.wikispaces.com/) there are examples of how you can use the digital content in your classroom.

• http://digistore.wikispaces.com/Science+Snaphot1 - Teachers and students at MRGS have explored how an online learning environment can enhance learning opportunities. Teacher Alison Cook created learning paths to support her Yr 9 science students and shares how she has integrated digital content to support learning. Useful tips for teachers exploring using learning paths with their school's learning management system.
• A Secondary English example: Using a learning path to support the teaching and learning for close reading of a visual text - This learning path is designed to be used to prepare students for the new Level One NCEA English Achievement Standard 1.11 Show understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence.
• There are also examples for The Arts, Careers, Health and PE, Languages, Maori, Mathematics and Statistics, Social Sciences and Technology.
  

I'm not sure if this link will work but it is well worth reading edutecher's February newsletter for updates on new online tools. These include:

• WebTool of the Month: Popplet
  Popplet is a wonderful engaging web tool that allows for a collaborative mind-mapping experience. With lots of great features, a slick interface, and easy to use note-taking or organizing tool. This is a full-featured site that can be used with multiple subjects and for myriad reasons. This is a must-try site and there is also an incredible iPad app available (Lite and Paid versions).
  Click here to check out Popplet
  
• Resource of the Month: Lesson Writer
  Lesson Writer is a fantastic free resource tool for teachers. Using this site, educators can automatically pull vocabulary words, create exercises, create questions using Blooms Taxonomy and then quiz students. The site lets teachers customize the lessons based and even allows scaffolding for students of different abilities. While no tool is able to automate lesson writing altogether, this comes in as a very handy helper to allow provide a lot of assistance.
  Click here to check out Lesson Writer

from http://www.edutecher.net/

General Resources

‘From Good to Outstanding’: Tips for Teachers
Based on extracts from an extended interview with the series’ Inspector, Clare Gillies (CG)

Planning For Individual Learning - Contributed by Dr Alan Davison, Pivotal Behaviour Management Trainer

Curriculum planning is the point at which educational philosophy meets practical teaching and learning.

So... what is your philosophy?

Do you see your learners as empty bottles waiting to be filled up with your knowledge, beliefs and perceptions? Or are they active bundles of potential awaiting the opportunity to burst into learning and develop dormant skills?

Is pedagogy dead?

Things have changed so much that we no longer hear school masters mutter, "If you can't beat pupils, why teach?" as they look back on cheerier days the world has left behind.

There are now very different values woven into our educational structures, many given shape and meaning through "Every child matters". The elements "be happy", "enjoy and achieve", and, "make a positive contribution", are reflected in what have become key learning targets.

1. Teach learners as individuals, and enable them to become independent learners.

2. Enable learners to develop their awareness and management of their social and emotional skills.

3. Enable learners to internalise positive reinforcements and motivation through a growing sense of belonging and purpose.

4. Ensuring all learners have a voice in planning and evaluating their learning opportunities and the issues based on their own safety and well being.

5. Develop a form of independence that encourages learners to know when and how to do things for themselves, and when, how and where to find support and help when they need it.

Curriculum planning which both incorporates these elements and supports a teacher training programme which ensures staff understand how to achieve these aims, will prove effective for school, college, teachers, but most of all, in meeting the aspirations of the learners.

© Pivotal Education Ltd 2001-10