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Showing posts from February, 2016

Educamp Rotavegas 2016

I had a great day today in Rotarua at the EduCamp Rotavegas 2016.
An early start meant a fabulous view of the sunrise as we drove south. I was very spoiled and got a lift ( thank you Justine Driver@digitallearnin ) so was able to enjoy the great views...



It was a full house when we kicked off in the library at Rotarua Girls High School.


There was LOADS of stuff offered at the smackdown, with lots of people standing up and offering their 2 minutes of something great. Here is the slideshow of all the links and information from the day.



Here are the notes I made from the day...

Class Dojo :- with Shaun Wood @mrwoodnz

First of all, I went to listen in on the Class Dojo session. I have used Class Dojo before but I am in no way knowledgable on everything it can do.

Send positive messages home.
Can collaborate with other teachers.
Room dojo... so whole classes can get points.
You can use their images, not your own yet.
Can make groups to give points to as a whole.
Random selection of student …

Rewindable learning in Action ...

I had one of my senior groups today. It is a mixed level class of NCEA Level 1 and 2.
Some of my Level 2 boys had done DVC last year at Level 1 and some hadn't.

I have put this "portfolio" section on the class Google site, as one of the tabs across the top.


On here, I have made a selection of screen casts that explain a few basic things to do with using their google site as a design portfolio. I did this so that they can remind themselves of how to do things when they forget so they don't feel embarrassed about asking how to do those things all the time. It includes things like embedding objects onto a site etc
Click the link here to check this out.

I showed the boys where this was today and left them to it while I helped the Level 1 group.
They followed the instructions and did the site organisation themselves without any more input about it from me today!! They had to either start a fresh site if they didn't have one or archive their Level 1 work on an existing …

First go with SOLO Hexagons with Year 10's

It was my first lesson with my new Year 10 class today so I thought it would be a good start to the project to try using SOLO hexagons.
We had some fantastic whole staff PD on Friday from +Pam Hook where she talked about the use of hexagons to make connections across information and separate facts.

We are designing and making a 3D printed model of 3D speakers this year with Year 10.
Their task today ( after exercising their cutting out fingers ) was to put everything they could come up with about portable speakers onto hexagons. We had a brief discussion before hand about what sort of things they could add, like materials, use, power, size, connectivity etc...
It was their's and my first time at this so I felt a little chat about areas they could talk about wasn't cheating too much.

Here they are filling in their hexagons with the ideas.



They then had to work in small teams to put their hexagons into groups. I was listening to some great discussions about what to put with what…

SOLO Taxonomy PD day with Pam Hook

We had a fantastic whole staff PD day today. We were all in the auditorium listening to the very entertaining and informative Pam Hook talking SOLO Taxonomy and it's application in the classroom.

Here are my notes from the day - they are just as they were taken at the time with no editing done.

SOLO PD day with Pam Hook

http://pamhook.com/SOLO has been used in New Zealand for 14 years and this country is the widest user of SOLO at the moment.

Structure of Observed Learning Outcome.Use the model to judge what you can SEE of the learning.

Looking at the outcome can allow you to place it into one of the areas for assessing where it is.

Facts are required in your mind so you can use them at will.Strategies need to connect these facts. - why, because, timeline, compare with something else - ideas need to be linked.These linked ideas then need to be looked at and evaluated.

Kids drop out because they don’t understand what you want them to doLaunching with the high end extended stuff is meanin…

Results Analysis - Working out the Why?

I was asked recently to write a piece about how we work in DVC and the approach to work, especially in regards to the external standards.
Here is what I wrote for for this feedback, with names removed.



Design and Visual Communication
I always do the work that I want the students to do in a combination of an example just before they do it so they can see what i want them to do and i also tend to do another example along with them so they can see it being produced. This also gives them confidence in me, as they can see that I can put my money where my mouth is.I sit at the table with them and do the work with them. When they need help with anything, I will do an example just for them individually so they can see how to apply a skill to their own work. I never do this directly on their work, but do it on another sheet so they can follow along with me.I also do examples of any online / digital work that i expect them to do. This is especially important as Tamaki College tend to be doing th…

Getting ready for the new school year using SOLO Taxonomy

Although I am a HUGE fan of Han SOLO, this post is about structuring the projects using SOLO taxonomy from the start this year.

I am busy organising a new product design project for my new Year 10 groups this year. I want them to have an experience that is close to one of the NCEA Level 1 projects so that they know what it would be like of they chose it next year.
I have decided that since they are all obsessed with little portable speakers at the moment, then that is what they will be designing. This will also give us a great opportunity to use the 3D printers to create the model of the final design.

Part of what I am preparing is a product analysis exercise. I trialled this arrangement last year with my final group of year 10's, so I am using a similar one this year as it was a successful experiment.
I have used a different slide on the presentation for each step up in the SOLO taxonomy structure so the students can see how analysis can build in complexity. They need to get use…