Christine Ruby-Davis PD TOD

Creating High Expectation Classrooms
Manaiakalani TOD - Teacher Bias, Goal Setting and Class Climate.

BIAS:
Some teacher are more influenced or swayed by bias than others.
Both the way the teacher sets the classroom up and the classroom climate created are impacted by teacher bias.

Research shows that ability grouping can have a strain on student learning. Hattie's research shows ability grouping as a 0.1 effect size (<0.4 is basically a waste of time according to Hattie).

PISA 2017 - 2 main findings that have the most impact on student achievement and motivation;
- degree to which students were taught in mixed ability groupings
- the opportunity to learn that they received.

Stereotyping turns into bias when we assume that everyone in a particular group fits the stereotype without any allowance for variance within the group.

Consequences for students of teacher bias around ethnicity:
- received less opportunities to learn
- put in the lower ability groups: within class and between class.

Explicit vs Implicit Expectations (and bias)

**On average in e-asTTle kids improve around 30 points over a year.

Mixed ability grouping supports:
Rangatiratanga - providing a platform for students to become more self managing
Nga whakapiringatanga - teacher providing positively and well managed classroom
Ako

Positive Class Climate promotes:
Whanaunagatanga - strong relationships
Kotahitanga - classroom as a community
Manaakitanga - supported students

Goal Setting:
Rangatiratanga - students taking responsibility for learning
Wananga - joint goal setting and monitoring / encouragement
Mana motuhake - teacher care about the students reading the goal


GOAL SETTING:
Non contingent rewards (unexpected ones) are much more likely to support intrinsic motivation than contingent rewards. (you must do this and this before you get ____).
e.g. instead of "you must tidy up if you want free time" / change this to "great tidying up, you did that so well that we can have some free time".

Benefits of intrinsic motivation:
- persistence
- creativity
- conceptual understanding
- optimal functioning and well being

CLASSROOM CLIMATE

Class rooms which focus on skills and goals as opposed to competition result in happier students.

Psychologists recommend discussing or identify the following as a type of 'treasure box' students can go to when feeling down.

- Brag Wall

- Special Person gallery

My Family Story Animation

We have been learning about our families.
We have been learning the stories of our families.
We have been learning to tell stories though animations in Slides.
We have been learning to record using Screencastify.

We created this because we wanted to be able to share and save the special stories from our families.

Here is Cooper's family story.


Two things I think I did well are

Next time I would like to

Do you like what you see?

Create to Learn Staff Meeting

Staff Meeting held at Taipa Area School, Tuesday 28th May 2019.
Lead by Kerry Boyd-Preece

Learning happens when meaning is CREATED in the brain.

CREATE helps to engage students in the curriculum and with 21st learning technologies and to empower them to use their device to be creators of their own learning, not just consumers.

Give students something to do which demands thinking, learning then naturally results.

If students are actively involved in what they are creating (creating to learn) they will be utilising higher level thinking.

Learn Create Share is NOT linear.  Students may Share to Learn or Create to Learn.

Using maths and giving students a problem then the materials to solve this themselves is a good example of using create to learn.

We had a go at creating our own short movies.

DFI 9: Review

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?
Ubiquitous Learning

• ANYWHERE
• ANYTIME
• ANY PACE

Summer Learning Journey is an opportunity for students to blog over summer and the data shows that these students don't get the 'summer slide'.

Ubiquitous learning allows students to continue their learning outside of the school day or if they are away or unwell.

The power of rewindable learning.

"If its worth teaching, it's worth capturing."

"If its worth learning, it's worth capturing."

What did I learn that could improve my confidence, capability or workflow as a professional?
Today the main portion of time aside from this morning on ubiquitous learning was spent sitting the Google for Educators Level 1 Exam.
So happy to say that I PASSED which has increased my confidence - yay!

Thank you to Venessa and Kerry for leading us through this DFI, an extremely worthwhile experience.

DFI 8: Computational Thinking

What did I learn that increased my understanding of Manaiakalani kaupapa today - specifically empowerment?

Being EMPOWERED - we want our young people to feel confident and EMPOWERED to drive their own learning.

How can we use technology to enhance learning and empower our students?

Decile 1 students on average have heard 30, 000, 000 LESS words spoken at school entry compare to those entering decile 10 schools.

To have a voice everyone needs to be empowered to be confident to use the technology as we move forward into an even more digital world e.g automated checkout, online voting etc.

EMPOWERMENT = Student Agency.
Agency is having the power or capacity to act and make choices. (NZC 2007)

http://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Online-blog/Learner-agency

What did I learn that could improve my confidence, capability or workflow as a professional?

What did I learn that could be used with my learners? 

What is Computational Thinking?
What is the Digital Technologies Curriculum.

Computational Thinking is being able to give a set of instructions that a computer could follow so that they can become CREATORS of Digital Technology and not just users.
Coding is at the heart of Computational Thinking and the Digital Technologies Curriculum however this is not where is begins and ends.
Its about kids creating their own digital solutions to problems.


We had a chance to try out some of the technology.  Meg and I used a combination of StopMotion, GreenScreen App and iMovie to create a simple movie where the focus was on us using the software so we can take this back to use with our classes.  Here is the SHORT clip we created.
We even uploaded to Youtube!



Monika from the Waitangi Center told us about a free app called FLICK which allows files to be literally 'flicked' from one device to another e.g ipad to Chromebook.  This will be AMAZING for timesaving and frustration in being able to share video files especially.  I am looking forward to trying this out.

DFI 7: Dealing with Data

What did I learn that increased my understanding of being connected with Manaiakalani’s kaupapa and pedagogy?

When we are well connected we are all getting and giving the same messages.  

The possibility of visiting other Manaiakalani Schools in Auckland to see their Learn, Create, Share in action was discussed.  This sounds like something that would really great!

What did I learn that could improve my confidence, capability or workflow as a professional?
In Google Sheets I really liked the tip about being able to 'freeze' a column or columns and then navigate across the rest of the columns.  This is great and something I was not aware of.

What did I learn that could be used with my learners?  
Google Maps - although I was not able to try this out as I did not have access to MyMaps I can see this being used by my class as we investigate our family histories this term.  It would be cool to make one of these maps showing where all of our ancestors originally came from.

I am really enthusiastic about the ideas shared by Alicia Craig from Ohaewai School around using Google Forms.  She shared ideas such as a from for gathering students number knowledge and creating reading responses on Google Forms to help them prepare for online testing situations and make them familiar with such applications.  The thing that most inspired me was the BreakOut idea, I can see the kids being very engaged and motivated by this.  I have begun today creating my own BreakOut for my students later in the Term linked to our Topic and Reading.

I learnt a lot more today about what is possible in forms and began creating a simple example of how a pick-a-path type story might work.

Link to Pick a Path 

We also explored Google Sheets today.
As part of our learning around Google Sheets we created Charts which can be inserted into other Docs.  These can either be "published" and embedded or saved as an image.

 We then also completed a Blog Analysis Graph to show a students blogging history since they began.
 

What did I learn that could improve my confidence, capability or workflow in my personal life?
I learnt how and why to clear my cache!

DFI Session 6: Enabling Access

What did I learn that increased my understanding of Manaiakalani kaupapa, pedagogy and enabling access/ visible learning?

Today was a great reminder about where docs and slides need to be filed in my Drive to ensure that people outside of school have access to what is visible on my site.
Lots of the docs would not show when sharing my site with others at DFI!


It was great to be able to have time to look at the sites of others and critique these before reflecting back upon my own site and making developments and changes to my site so that more of the Learning Intentions and Purpose for learning is shared throughout the learning areas.

https://sites.google.com/mangonui.school.nz/kowhai-2019