uLearn conference reflections

After day one my head was so full of ideas, I didn't quite know how I was going to retain any more of the information I was to receive over the next two days!

The uLearn conference was a definite experience, the amount of information was enormous.  The inspiration given by the presenters and keynote speakers was phenomenal.

One of the biggest things I'll take away from this conference is the different ways to gather student voice using digital tools.  The breakout by David Kinane was full of different ways to achieve this.  I have already tried the Audioboo app, and now that I have figured out how to embed them into the blog I'll be able to introduce it to the rest of the class.

Pam Hook's breakout about SOLO taxonomy provided my lightbulb moment of the conference.  I finally understood the SOLO taxonomy idea, it was not as complicated as I thought - that was confusing me I think!

The other breakout that left the biggest impression was the last one that I attended.  Two teachers from Pt England School shared their blended elearning programme.  They showed us how they used their blog and the different ways they used their ICT tools to motivate students and capture their learning.  Some of their ideas were so simple, I wondered why on earth I've never thought of them.  I must email them to thank them for sharing their ideas.  If he internet had been working properly this week we would have already been emailing work to be posted.

All of the keynote speakers were fantastic.  Each one had their own highlights and touch me in different ways.  Kevin Honeycutt was impressive as always.  His message of creating a positive digital footprint has really struck a chord, both for my class and for myself.  Also the message of using ICT tools to CREATE something struck a chord too - already one reading group is going to learn how to create animations using iMovie (hope it works).

Khoa Do gave us all a lot to think about.  Especially about how people/society can judge people, yet if given a chance and the right mentor, anyone can do anything.  Again, creating something positive can change your life.

Attending this conference has definitely reinvigorated me in regards to how I use ICT tools for teaching and learning.  It has given me a definite sense of creating more of a digital classroom, and how to do it so that students are using these tools more effectively for their learning.  Three days worth of holidays is leading to years of ideas.

uLearn - Keynote Speaker notes

Jason Ohler

Khoa Do

Kevin Honeycutt

Glenn Capelli

uLearn - Breakout notes

Breakout 1 notes:
https://docs.google.com/open?id=0B92tuzeLWraIUldXc0pRckpTUEk

Breakout 2 notes:
https://docs.google.com/open?id=0B92tuzeLWraIWTd1aG1kdWVicmc

Breakout 3 notes:
https://docs.google.com/open?id=0B92tuzeLWraITEpyYkliRVVMRk0

Breakout 4 notes:
https://docs.google.com/open?id=0B92tuzeLWraIX3g0cVdnVElqem8

Breakout 5 notes:
https://docs.google.com/open?id=0B92tuzeLWraISUlibHBsWGNveWM

Breakout 6 notes:
https://docs.google.com/open?id=0B92tuzeLWraIbzRhNzBrMU5HdU0

Bring Back the Magic - reflection on the day

Friday 5 October

What a great day - well worth spending a day of my "holidays".  Each part of the day was very motivating, with a lot of practical ideas ready for use in the classroom.

The keynote speaker - Dr Jannie van Heiss - was an interesting speaker, she spoke about bring back the magic into classrooms by using practical experiences, particularly using oral language, writing and reading.  It was pitched more at Years 1- 2, but I can see how it could be adapted for older years.

The first workshop was about using big books effectively.  This is something that I have struggled getting my head around since I started teaching.
Louise Dempsey was the facilitator, and was brilliant.  All of her ideas made so much sense, and were very practical.  This will help immensely.  I can see how this format could also be used in a guided reading group situation as well.

Louise Dempsey was the facilitator for the second workshop as well.  This one was focussed on writing.  Again this workshop was packed with practical ideas.  This was aimed mainly at lower primary, but again I can see how the ideas could be adapted for higher levels.  Also it gave me some great ideas to use with the student preforming below expectations.

The last workshop of the day was taken by Lucie Cheeseman, and was about using Modelling books in maths to gather evidence.  Again, this is something I have struggled with for a long time.  The way Lucie described how she used modelling books made a lot of sense, and by using a few of her tips I can see how evidence could be gathered easily.  I could also see the bits that I already do - I was on the right track :)

I can't wait to get back to school to start practising some of the great ideas and tips that I have gotten from attending this mini conference.  I am very pleased that I was given the opportunity to attend and that I made the time to go.

Bring Back the Magic - workshop 3 notes

Effective use of modelling books to support making an informed and defensible OTJ – Lucie Cheeseman

mathsmattersnz@gmail.com

Squeezy boxes – pirate time J, score along the lines – better corners, not so floppy

Whole class or groups

eg 2 + ___ = 10

    2 + ___ = 20

flatten to make a 2 digit number, join 2 to make a 4 digit number, use with decimal numbers

spend more time practising subtraction, a lot of kids have difficulty with subtraction compared to addition.

Making an OTJ:

Don’t forget the progress!!  Where are they at when they start? Where are they at the end?

Conversing – what do they know, what can they do

Observing – observing the process they use

Gathering – formal assessments (incl. standardised tools)

*triangulation of info makes your judgement defensible

Use less

Use more

Recording of LI:

-    can share half way through/at end

-    unpack it with the kids – translate into kid language, language of mathematics

-    explain new language, symbols

-    context or purpose of the LI should be considered and discussed, why do we need to learn this?  What do you need to know before?

-    do knowledge check at beginning of lesson: if they don’t have the knowledge you need to fold back and teach knowledge.  Split the group if necessary.

Knowledge check:

-    have an area in your modelling book for recording

-    2-3 mins max

-    write down issues/misconceptions – names

-    part of your routine

Use of pictures, words and symbols:

-    Pictures – reminder of material manipulation. 

-    Modelling book bag – number strip, finger patterns, tens frames, glue sticks, post-its (kids write answers and stick into book – if it’s a big group)

-    doesn’t matter how old the kids are

-    have a monitor to bring modelling book to the floor, group box etc

-    Solution balloons – recording initial answers

-    Words:

Student voice – record a few different pieces everyday

Use a variety of materials, eg number line, stick bundles, money etc etc

Get children to talk to each other about their work/strategies.

Brainstorms, problem solving – write in book/stick in modelling book.  Pick up misconceptions.  Look back at end of unit (ie at end of fractions unit) and see how far they’ve come.

Have symbols with words about what they mean, ie + = add, and, plus, etc

Formative Assessment:

-    celebrate achievements

-    regularly review with them how they are progressing

-    develop a coding system – happy faces, ticks, triangles, question marks

Tips for success:

-    create a toolbox/tool bag

-    date each session

-    use group/student profiles

-    use for both knowledge and strategy

-    can use for strand as well

-    be prepared to be flexible

-    maintain strand knowledge

Goal setting:

-    keep doing: Student voice – their own writing of problem solving

-    stop doing: not using book regularly

-    start doing: record knowledge check

Bring Back the Magic - workshop 2 notes

Using real experiences to engage with children in writing:  Louise Dempsey

www.learningsmart.co.nz

louise@learningsmart.co.nz

Can we build in a bit of choice into our writing?

A balanced writing programme:

-    like reading programme

-    20 min session – questioning, discussion, think peer share

-    strategically place kids that you know are going to drop off

What are the stages in the writing process?

-    Forming intentions: lots of talking, analyse examples of literature

-    Crafting and composing: ideas, sentences, spelling, punctuation, etc, skill mini-lessons, planning frames

-    Reflecting on, re-crafting and presenting (formative practice)

Lesson plan:

-    Hook (purpose – teacher modelling and shared writing)

-    plan

-    write

-    read

-    read to buddy

-    literacy activity

-    Wrap up – celebrate and review writing

-    Roving is really important (I’m ok/I need help cards)

Talk to Jen about ordering dictionaries

Give the audience a job – listening for wow words, clap full-stops etc

Forming intentions:

-    bite-sized chunks

-    relevant and real, be spontaneous

-    stem from language experience or a known topic

-    real audience and purpose – why am I writing this?

Different experiences:

-    do something (walk, make something, drama, topic activity, grow something)

-    viewing something (photo, video, performance, picture, animal)

-    listening to something (story, music, interview, message, letter writing)

-    finding something (shells, leaves, flowers, something special, treasure box, something that belongs in a story)

-    email someone about topic – gives a purpose for writing

-    class toy/own toy – recount: take photos of what they do during the weekend, what the children like to do with the toy, write about it

-    funny photos/comics – use for writing inspiration

Using real experiences to support writing:

-    experience, hook and purpose – not always at writing time

-    oral language – talk for writing, model correct grammar

-    planning to support, sequence ideas

-    modelling and sharing

Can be an imaginary experience

When you have finished:

-    read my writing (can you correct 2 mistakes?  Is my message clear?)

-    Partner check (Read, find the words you like)

-    Use symbols in margins – what they saw, the action, why they liked it

Experiences:

-    “Lost in the jungle”

-    Sailing to … Samoa, etc

-    paired writing

View something:

-    look at photo and talk about it

-    youtube clips to give an experience, what it would be like

-    sentence starters

Listening to something:

-    factual or imaginary

Books you can use for scaffolding narrative writing:

-    Down the back of the chair

-    Taniwha – write about other mystical creatures/different culture’s creatures

-    Talk about the sentences you would use in your writing

-    in modelling book, show planning etc

-    “Stop your full stop crying – use a capital letter”

-    Highlight full stops and capital letters

Finding something:

-    sentence starters

-    talk about their ……

-    model then kids do it to their partner

Boys respond well to visuals.

Talking about the experience is vitally important. 

Year 2-3 talk like they are writing.

Gail Loane – “I’ve got something to say”:  More senior based, big about celebrating writing.