The model to work from with technology
SAMR model
Substitution- no functional improvement
Augmentation- supporting the function
Modification- task redesign
Redefinition- redefining the whole task
iBooks- bookmarking, changing fonts and letter sizes, can highlight text and take notes. In the contents page you have contents, bookmarked pages and notes you've made.
Popplet- collating information into a book or a collage
- use four fingers to swipe between apps
- home button and the sleep button to take a screen shot
Explain Everything- an app that allows you to record and draw diagrams and pictures while explaining what's going on. Can be used for maths with children modelling their thinking processes which they can watch back and revise.
Book Creator- can create your own books and share into iBooks. The only problem is that it is designed only for iPad.
We finished the day off with a challenge. Darren and I presented apps that would support children's learning around Physics and a level one stage. We went from the idea of playing an app called Alex (can't remember the last name) which scaffold the knowledge of movement and manipulation of that movement. This would then lead on to the app Tinkerbox which let the children create their own device that manipulated the movement of an object. They would then go away, think-pair-share, and design their own device out of physical resources and video themselves doing it. The next phase was to use the app Explain Everything and draw a diagram of their device and talk about how it works. The last step was to put it on a social site called Edmodo to interact with a global audience, seeking feedback to improve the model etc.
The next step from here is to incorporate the apps into the tumble and use topic time to incorporate an inquiry based model where the children drive the learning using appropriate apps
Wednesday, 29 May 2013
Wednesday, 22 May 2013
Maths Meeting 2
This morning we discussed our progress and found that I had some things I can do to progress my teaching:
-self assessment faces in the modelling books and the chn self assess themselves on their learning for that day (this is my goal)
-making sure that the children have the knowledge to understand the concept being taught. Information in the curriculum book and curriculum statement.
So I need to go away, alter a bit of my planning for next week and adapt. Feedback to Wendy once this is done and we can move forward once I have made adequate changes.
Really excited!!
-self assessment faces in the modelling books and the chn self assess themselves on their learning for that day (this is my goal)
-making sure that the children have the knowledge to understand the concept being taught. Information in the curriculum book and curriculum statement.
So I need to go away, alter a bit of my planning for next week and adapt. Feedback to Wendy once this is done and we can move forward once I have made adequate changes.
Really excited!!
Observation Week 3
This morning I went in and observed a reading lesson focusing on teacher/student discussion and modelling books.
Things that I noted:
-teacher sets expectations and task so that she can monitor the other groups
-teacher then discusses the task and what the children have come up with
- turned to the first page and the children interpreted the picture information first before read.
-during the reading time teacher would bring the group back to unknown words and focus on strategies that others were using. She was using positive praise to reinforce it. This then lead on to the children trying it with out the teacher prompting.
-they then discussed the content on the page and making inferences and connections to help them make better understanding
-at the end of the lesson the teacher had pre-written questions that they were focusing on. It had different elements e.g. words they would have seen and questions about the text. The questions varied in level e.g. surface level questions to inferential questions
From this observation what I would like to try is the layout. So we read the book and discuss throughout first then have the modelling after to support the things they had learned throughout the reading session.
Things that I noted:
-teacher sets expectations and task so that she can monitor the other groups
-teacher then discusses the task and what the children have come up with
- turned to the first page and the children interpreted the picture information first before read.
-during the reading time teacher would bring the group back to unknown words and focus on strategies that others were using. She was using positive praise to reinforce it. This then lead on to the children trying it with out the teacher prompting.
-they then discussed the content on the page and making inferences and connections to help them make better understanding
-at the end of the lesson the teacher had pre-written questions that they were focusing on. It had different elements e.g. words they would have seen and questions about the text. The questions varied in level e.g. surface level questions to inferential questions
From this observation what I would like to try is the layout. So we read the book and discuss throughout first then have the modelling after to support the things they had learned throughout the reading session.
Tuesday, 21 May 2013
Attacking Book Work
One of my focuses is to get my book work to a higher standard and I sat down with Courtney to come up with some ideas to attack this problem.
She presented some ideas to me and this is what we came up with:
- having checklists so that the children can check against their work
- in conjunction with the above we can use the thumb stickers to assess own or others work on how they followed the the checklist
- we could use some time on friday to do a reading activity and we focus on how well we set it up in our books.
- use a lot of examples on the board and get the children to assess the examples against the Quality Work criteria
- take out 10 minutes of my tumble time to look at our books together.
On a friday we are going to have some time where we assess the book work quality on some examples and the children are going to assess their books. We will then glue in our check lists and begin to use them.
Cheers Courtney!!
She presented some ideas to me and this is what we came up with:
- having checklists so that the children can check against their work
- in conjunction with the above we can use the thumb stickers to assess own or others work on how they followed the the checklist
- we could use some time on friday to do a reading activity and we focus on how well we set it up in our books.
- use a lot of examples on the board and get the children to assess the examples against the Quality Work criteria
- take out 10 minutes of my tumble time to look at our books together.
On a friday we are going to have some time where we assess the book work quality on some examples and the children are going to assess their books. We will then glue in our check lists and begin to use them.
Cheers Courtney!!
Observation Week 2
This week my focus was on reading reading activities that target childrens' needs. As soon as I walked through the door I saw the RTLB and TA working with the lower reading group. They were looking at word sounds and words that have that sound. I watched for a while and saw how engaged the children were as they were finding success in the program. Immediately I decided I would try Yolanda Soryls phonics program with my low group.
During the second block of my release day I pulled Carlos, John and Mina out of class and we worked through the program. We focused on the 'a' sound. We were using the robot to sound out the words and the children were engaged in what we were doing as it was fun. By the end of the lesson they were able to say all the words with the 'a' sound. They were challenged by the silly sentences but this just needs time and practise.
I was very proud of the work these three children produced and they were focused as they found it fun.
My next step is to introduce it to my TA so that she can incorporate it into her repetior.
During the second block of my release day I pulled Carlos, John and Mina out of class and we worked through the program. We focused on the 'a' sound. We were using the robot to sound out the words and the children were engaged in what we were doing as it was fun. By the end of the lesson they were able to say all the words with the 'a' sound. They were challenged by the silly sentences but this just needs time and practise.
I was very proud of the work these three children produced and they were focused as they found it fun.
My next step is to introduce it to my TA so that she can incorporate it into her repetior.
Maths meeting 1
In this meeting we focused on:
- self assessment of our books and teaching
- diagnostic questions
- maths curriculum books
- Nikki Night maths
My next steps for next week are to implement a place value activity and basic facts activity from the readings. From here I will report on what I have learned from the teaching and readings.
I have been able to use the curriculum books to help my planning in terms of activities and diagnostic questions.
My next step is to think about self assessment during a maths lesson
- self assessment of our books and teaching
- diagnostic questions
- maths curriculum books
- Nikki Night maths
My next steps for next week are to implement a place value activity and basic facts activity from the readings. From here I will report on what I have learned from the teaching and readings.
I have been able to use the curriculum books to help my planning in terms of activities and diagnostic questions.
My next step is to think about self assessment during a maths lesson
Maths observation
The focus for this lesson is on how to set up modelling books and how to use different resources to learn a mathematical concept.
The 100s frame was used to identify number patterns for the hot spot. One child was the scribe and the other children had to identify the number patterns on the 100s board.
The lesson was focusing on imaging and the teacher used stickies to cover up a group of pictures as the children had to take a photo of the images and add them together. The children could use any strategy to help them solve the problem.
The children worked in pairs as they did the follow up. One would put twp sets of counters in 2 separate circles, then cover them for their partner to image the counters in their head and add them together.
From this lesson I have seen how you can use multiple materials to teach a strategy.
In my following lessons I managed to set my modelling books accordingly and use several materials to teach a concept. My modelling books now have a roll, diagnostic questions and kids work in them.
I feel the children are more engaged and are retaining information a lot better.
The 100s frame was used to identify number patterns for the hot spot. One child was the scribe and the other children had to identify the number patterns on the 100s board.
The lesson was focusing on imaging and the teacher used stickies to cover up a group of pictures as the children had to take a photo of the images and add them together. The children could use any strategy to help them solve the problem.
The children worked in pairs as they did the follow up. One would put twp sets of counters in 2 separate circles, then cover them for their partner to image the counters in their head and add them together.
From this lesson I have seen how you can use multiple materials to teach a strategy.
In my following lessons I managed to set my modelling books accordingly and use several materials to teach a concept. My modelling books now have a roll, diagnostic questions and kids work in them.
I feel the children are more engaged and are retaining information a lot better.
Term 2 Begins
We are into the third week of term 2 and everything has fallen into place quite quickly. We have had to go over routines a few times but not as many as I had expected. The children are more responsive, and behavior management and setting up the class is a lot easier.
My big focus this term is to get the children focused on independent work when they are not working with the teacher. A secondary focus is self assessment so the children are engaged with their learning.
My big focus this term is to get the children focused on independent work when they are not working with the teacher. A secondary focus is self assessment so the children are engaged with their learning.
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