Ngā Matapakinga | Discussion

    • James Hopkins
      Public discussion Created by James Hopkins

      Thanks for sharing this document.  smileyAs a playbased 'newbie' I'm keen to get a fuller understanding of PBL with a lens on how I can increase engagement in reading through PBL pedagogy (my teaching inquiry focus).  Any ideas, resources or people contacts would be great!  Also interested in planning for PBL  - what do others find helpful in the way of planning formats / integrating curriculum areas, etc?

      Dana.

      - By Dana Anderson
      • CORE Education
        Public discussion Created by CORE Education

        I have been asked to share our journey and apologise if it doesn’t all make sense! Please feel free to ask questions etc.

         

        Arrowtown School have been developing an on-demand ‘Progress Report’ in Yr 5-8 for the last 18 months. We wanted the students to take a key role in discussing their learning and this can only be achieved through building ownership by involving them in their assessments. Primarily we wanted parents and children to celebrate progress being made, as it happens, and continuously reflect on their learning journey. The students are expected to lead two learner-led conferences a year, but in reality, they share their progress report frequently to show results and progress as it happens.

         

        All our students have daily access to a device, through the school or BYOD. With support and explicit teaching around writing reflections, students enter all the information, except for our end of year GOLD reflection. We also use See-Saw regularly to share learning to and practice writing reflections/captions, this really helps build competency on how to reflect effectively. We are constantly reminding the students that their Progress Report is an official school document and there is a level of expectation for content and presentation.

         

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        A template of our ‘Progress Report’ is shared via Google Classroom which means parents have access to the report through the students on day one. They personalize it with personal details and a photograph.

         

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        Our GOLD learner qualities are deliberately first as we want these discussed and reflected the most often. One of the wonderful advantages of Google Docs, is being able to add/link documents, to expand areas if needed. You will see a link to our Gold co-constructed rubric which the students update regularly with a weekly focus.

         

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        The students self assess by highlighting where they believe they are at and add photographic evidence. They also add a comment to explain why and what their next step is to move up a level. If they move, it is highlighted green and, if they move back, the words are highlighted red, so we can track their movements as every child is different.

         

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        Incidentally, we are having a go with a PBL rubric based on ‘Creativity’, which works the same as the GOLD rubric so the student can, in theory, seamlessly work with it.  In particular, we wanted to help scaffold how students collect evidence of their learning and celebrate the stages of our Inquiry.

         

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        We deliberately choose one assessment tool for the students to analyze. We found E-asTTle the easiest to implement by making them short, focused tasks. The students add the data and with support analyze their results. Their strengths are added throughout the year based on results and feedback during lessons. At the end of Term 2 and Term 4 they write a reflection of their learning.


         

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        For writing, the students peer assess four pieces of work which is linked on the report. On the linked writing sample, they have to highlight their strengths and next learning steps through comments on the Google Doc. The students also use this as a script for their learner-led conference too.

         

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        This year for maths, we introduced gathering data on both e-asTTle and Maths Buddy, as Maths Buddy provides more frequent data and motivated our students by showing progress over shorter periods of time.


         

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        One of the key reasons we created our Progress Report was to celebrate our diverse curriculum. Again, the students create a reflection based on the outcomes and provide a photo for evidence. Shared Google Photos is an essential tool for us! We introduced iPods to help capture photos but they insisted on using their phones.

         

        The feedback from the parents has been overwhelmingly positive, with most comments being based on how impressed they were with the amount of detail students shared explaining what level they were and why. It will be interesting to see if the feedback as positive during our second year. Also, this approach to reporting has had a huge influence on the teaching approach of our team. The nature of the report requires constant formative assessment with clear learning intentions and success criteria, without this, you cannot have successful peer assessment.

         

        Having ‘on demand’ results and reflections has increased the communication between parents and teachers. With complete transparency of results means parents are more aware and want to see us more regularly discuss results and next steps, which is demanding at times. The document looks large, but as it is an integral part of our everyday practice, it doesn’t feel large to create. The students just see it as a part of their learning and constantly work on it.

        I have only captured a snapshot of the report, but I have included links to a PDF of both the 2018 and 2019 versions as we have made quite a few changes. It’s an evolving process as we are constantly gathering/receiving feedback from teachers, students and parents. I have also included a 5 min video of a student talking through the progress report from his perspective.

         

        Link to Student Video

         

        Progress Report 2018

         
        - By Arrowtown
        • Tessa Gray
          Public discussion Created by Tessa Gray

          I found this today, a website, K12techintegration on integrating Computational Thinking that illustrates how connected these three problem solving models are:

          Computational thinking Scientific thinking Design thinking
          • Decomposition
          • Pattern Recognition
          • Abstraction
          • Algorithm Design
          • Evaluation
          1. Ask a Question
          2. Conduct Research
          3. Form a Hypothesis
          4. Test the Hypothesis
          5. Record & Analyze Data
          6. Draw a Conclusion
          7. Communicate Results
          1. Empathize
          2. Define
          3. Ideate
          4. Prototype
          5. Test

           

          Anyone else exploring connections between these frameworks?

          - By Tessa Gray
          • Tessa Gray
            Public discussion Created by Tessa Gray
            • Nicki Tempero
              Public discussion Created by Nicki Tempero

              Another conversation happening that is relevant to us ‘Seesaw’ peeps is real time reporting! Check out this school that replaced their Term 2 progress written report with real time reporting using Seesaw! https://edspace.org.nz/discussion/view/102871/ten-trend-real-time-reporting#

              It would be great to hear from schools that are leaning towards this. What are your thoughts? 

              - By Katrina Laurie
              • Anne-Louise Robertson
                Public discussion Created by Anne-Louise Robertson

                So, thinking about ways to make it fun for kids and engage them - you could use games like Guess Who?  Guess who game And as you said, they could plot the path as they play or have an observer plot it and then analyse to see if they could have refined the search parameters to get a solution more quickly.

                - By Anne-Louise Robertson
                • Tessa Gray
                  Public discussion Created by Tessa Gray

                  Kia ora @Adam.Baker 

                  Yes we are definitely intending to run another demystifying DT for leaders in Auckland . The date is yet to be decided , Ill get back to you when we have the details. Other meet-ups for Tamaki Makaurau can be found on the Kia Takatū ā Matihiko website.

                  Nicki  

                  - By Nicki Tempero
                  • CORE Education
                    Public discussion Created by CORE Education
                    • CORE Education
                      Public discussion Created by CORE Education

                      Kia ora @lwoon, so nice to see you in here, long time no see over the hills there!

                      Snap: I printed off the Ten Trends too to scribbled/circled key points and then went back into the digital PDF to click on the live links smiley. I also saw many synergies in yesterday's Localised Curriculum workshop hosted in Tauranga Moana. I thought it was a fantastic opportunity to open up dialogue around; who our stakeholders are, who has feed-in and the 'biggest voice' when designing and implementing a localised curriculum.

                      Quick question: Were you looking for the five papers from different authors, including Jan and Derek (Education Council) on Informing Leadership for Communities of Learning? 

                      Tess smiley

                      - By Tessa Gray
                      • Anne-Louise Robertson
                        Public discussion Created by Anne-Louise Robertson

                        Thanks, Clive. Looks interesting in first skim read...

                        - By Anne-Louise Robertson
                        • CORE Education
                          Public discussion Created by CORE Education

                          In light of recent events in Aotearoa, the "Wellbeing" and "Schools as part of a community" trends have really got my attention. Our schools have been centres / safe havens in terms of dealing with how our young people are feeling, and our wonderful teaching staff have responded so well to the big challenge in front of them. It would be great to hear some examples here of what you have observed out there, in terms of how schools as part of a community have stepped up to support student wellbeing

                          - By Tracey Scott
                          • Tessa Gray
                            Public discussion Created by Tessa Gray

                            In the latest CORE Ten Trends under the cultural theme, is the trend, Cultural narratives where it reads:

                            Localising the curriculum & culturally responsive practice: In New Zealand each educational setting is charged with co-constructing a localised curriculum with their communities to enable learning that is meaningful, relevant, and connected to students’ lives. Culturally locating your educational setting is pivotal in creating a culturally responsive curriculum that resonates with the aspirations of mana whenua, whānau and their tamariki. No matter the setting, one common theme reverberates – a sense of belonging, identity, language and culture are at the heart of Māori student success as well as success for all learners. (Page 62)

                            For more discussions on the Ten Trends, see CORE Ten Trends group in edSpace. Note: You'll need to join this group before contributing.

                            The Ministry has also just released, Leading Local Curriculum Guide series to deliberately help schools steer their curriculum and assessment review and design decisions as you strengthen your local curriculum. There is also a series of FREE workshops being hosted around the country to support you, Click on the city near you and you will get into the registration site.

                            Is this a journey your school, kura or Kāhui ako is currently on? What interests or concerns you most?

                            - By Tessa Gray
                            • Anne-Louise Robertson
                              Public discussion Created by Anne-Louise Robertson

                              I think it's a matter of progress - as was the progressional development from the chiselled rock, to papyrus, to the feather quill to the computers we use today. 

                              Yes to a focus on Computational Thinking and I like the diagram below (shared in Kia Takatū ā Matihiko pīkau (online course) in Computational Thinking: International perspective) which outlines the concepts and approaches needed for computational thinking. Having said that, I agree not all students will go on to be computer scientists (or programmers), but it doesn't hurt to think like one.

                              I think there are also specific elements of programming that a computer does, and may well need in the future. ie: sorting data, comparing variables. While text-based programming languages differ slightly, they still have those elements/rules in common. That's not to say computers might function very differently to how we understand them to work today...

                              I'm just starting my learning here too, so a good debate to have, thanks Anne smiley

                              image

                              - By Tessa Gray
                              • James Hopkins
                                Public discussion Created by James Hopkins

                                Kia ora everyone. Thank you so much. These are incredibly valuable and I will definitely draw from what you have shared. A HUGE help! Will be forwarding on to start the conversations again very shortly.

                                 

                                 

                                - By James Hopkins
                                • Karl Summerfield
                                  Public discussion Created by Karl Summerfield

                                  I read this with interest. I do believe that the human element of design is absolutely essential and the language that we use is often dehumanising. I guess I hadn't really thought about the word 'user' and how much it could make us forget that the user is a person or people. For me, the important thing is around thinking about accessibility - how can all people, with all their varying needs access and interact with the technology, the digital outcomes we create? My wee hobby horse at the moment is 'alt text' and I talk about that a lot with teachers when we discuss DDDO. The other thing is thinking about who designed and created the digital outcomes that already exist out there, who owns them, how have they shared them, for what purpose and what rights and responsibilities do we have when we choose to use them in our own designs and creations?  Our discussions have included legal, moral and ethical issues around copyright and Creative Commons. Many teachers have very little understanding in this area and I feel that we have a responsibility to encourage them to find out more and upskill... which means we have to as well!

                                  - By Anne-Louise Robertson
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