Gretchen's learning

-understanding what has been identified as effective practice (via Woolf Fisher data). -Recognise - amplify - turbocharge.  Teacher needs to be purposeful, 'have a why', be selective - just because it's in 'turbocharge' column, will not necessarily mean it's more engaging or better, just that it is using the affordances of digital technology. -very interested to find out more about Engage

Where am I now: own practice: improved wait time, more scripted lessons and planning infront of me, importance of questions, importance of basics right - social norms.  school-wide: interested in cross overs in Circle Time, Mantle of Expert, tier 2 interventions.  How to increase collaborative practice school wide? Goals - how can I best support new teachers - key first/next steps rather than wave of info.  Where else in our school setting can we improve dialogue/use pedagogical strategies? (i.e. staff meetings, with whānau) https://www.edutopia.org/article/what-productive-talk-looks-elementary-grades Thoughts for 2020: Oral language curriculum progressions? Should we be using the term 'talanoa' with our 'basic' discussion norms?  Or are we mis-using the term? TLIF team - cycle 3 to start term 1 so will schedule a meeting to share our planning template, expectations, resources and support

1. session with Heidi and Justine about Child Protection - gave us clarity around the process, reminder of how long the process can take - i.e. sometimes it seems there is nothing being done but you should be expecting cogs to be turning and something to be happening even if it's not visible immediately - clients confidentiality is important. As we discussed yesterday with Karen - a focus is for us to be objective and describe behaviours/changes we can see and/or hear. 2. Seesaw - Michelle introduced Seesaw for Skills - basics.  Alongside using Seesaw to record learning and share with whānau, we also talked about cybersmart teaching such as ask people before you take their photo.  All this will need to be taught to the children and some of it will be in our class matrices for using devices. Introduction to Seesaw for Skills. >As admin, we will need to ensure new students are getting enrolled into Seesaw, google accounts etc asap. >Add to my 'to do list' to updat...

Toolkit slides Use templates i.e. have our EOTC review forms in our school template gallery for future use Maybe teachers could gather student voice via Forms to contribute towards report writing - e.g. reflecting on goals set, something they're proud of learning in maths etc. nice feature in Forms where you can import questions from other forms using sections a good feature - can customise then so if you answer no, it will take you to section x, if you answer yes you'll go to section y etc. Can add results to existing sheet so have pages of results over time (will do this for TLIF) If want to filter responses can do this from sheet. Kerry suggested using forms to gather student voice on how easy it is to navigate class site. Other ways to gather student voice are Flipgrid and Screencastify Form below is a copy of example Kerry kindly shared.  Great to include Te Reo in forms :) Loading…

We have a great resource available to us for our own rewindable learning which is the folders of recordings and resources from past Manaiakalani online toolkits . Today - in prep for being in room 2 and wanting to upskill myself with some digital resources to use with the students - I watched Getting Smart with Screencasify. I'm assuming students in room 2 have used Screencastify with Cam during their digital facilitation but am aware I may need to set this up with them. check permissions on students screencastify folders (make public) Can switch recording between tabs can flip camera so if recording writing on paper it'll be right way round annotation tools available in browser and desktop mode - e.g. spotlight - good for highlighting things in a tutorial  My next step - to teach students to use Screencastify and use it to record their thinking solving a maths problem.

next steps -  Planning - look at our planning template considering page 111 of Classroom Talk: Understanding dialogue, pedagogy and practice (Edwards-Groves et al. 2014) as well as frame from the video - Elicit ideas, First hand experience, additional info, revise/refine ideas .  This is a good frame for science. Planning - include learning intention for science as well as for dialogue and reflect at end. Planning - create a doc with questions/prompts from Classroom Talk we can cut & paste into planning. Have my planning in front of me on a clipboard - script.  Use it. Book day in holiday for collaborative planning with Sally, Karli, Alida, Isabel, Sam. Book days with Susan S for 2020 TLIF team and staff call back day.

class observations scheduled for week 9, Friday - using tool for first time then.  Trying to better coordinate release for this - they need to be observing, chat with focus group, be observed and then have time together to reflect on lessons.  We've discussed teachers using own time after school for reflecting on lessons together and blog posts and then we will 'reimburse' release time.   my own and Alida's lessons/obs to start term 4 when in room 2.  Alida and I to sort this. not all consent forms returned - more notices sent home.  Will need to check focus group lists and see if all children in focus groups have returned forms - maybe amend.  Talk with team about what to do if focus kids absent. not all children's surveys done - emails sent to teachers to follow up with those students who still need to complete. Classroom Talk books purchased  Science planning day with Susan H - re-evaluate how this will look going forward.  Was an ...