Please note that these are notes I made during the professional development day itself, and there is a reflection at the end.
SAMR PD Friday 22/5/15
Start with avatar app. Short presentation. My talking avatar.
Kahoots – I came 4th in a short test we did in class.
Also quizLet.Also Socrative.
All of these apps are great for revising and testing knowledge after a unit has been taught.
1st session with Linda.
Diane, Gavin, Anne, Kinsler, me.
Linda’s iBook example. The book is called ‘Engaging English’. This is an example of what we could do as well. TIPS: Take the whole terms work. Put in one place. All in one folder. External hard drive. Have to make it on a MacBook. iBook author.Can be edited year by year. Also have to put it on ultranet as a PDF for sets without an apple product.
Flipped lesson. Flip it, trust it, test it.
Explain everything. I have used this before. Good for topics or items which need to be repeated or come back each year.
How do you embed a you tube video into EE? I was shown this, but did not quite get it – must ask Linda to show me again, or show me where to find instructions.
Other apps: Educreations. Show me. iMovie.
Gardeners learning intelligences. Using Matrices. I have several of these which I have used in classes at various levels, to varying successes.
Example shown is Shakespeare for year 10, and the matrix for level 2.
Eg memetic is substitution, iMovie is redefinition,
All examples are on the ultranet. Including 30 apps for classroom.
Use the template on ultranet.
On my BILB rubric put a list of suggested apps to help them/guide them
SAMR FOLLOW UP
Linda went to a conference about SAMR and met the designer. Beryl as well.
The delight factor!! – to encourage teachers to use SAMR
NCEA evidence can also be visual, or oral.
Gavin’s explain everything. Learn how to stop and start. Quizlet is also good.
Unfamiliar text structure Q? Ask him to send me that EE. It’s for level 2.
My rubric is for year 9s. Wall.E
TIP. Put your EE into an app. Lapse it.
I noticed I already knew quite a bit. I have been redefining my classroom tasks and topics and have also used rubrics and matrices as well. *Blog post – Take one matrix and examine that for success, effectivity, and how I can improve it in future.
I acknowledge that Linda is highly skilled, and I can learn from her. We can also learn from each other, and also share our resources and adapt them to make them fit our own classrooms (like we used to do with text books). Teaching and learning – the AKO process, is more fluid than before. We can adapt more easily to the needs of the students, and differentiate more easily, to include the students who sometimes get left behind.
Sent from Mrs Taylor’s iPad
This was the result of a quick brainstorm between Sorrel and me in October. I took photos but they were not clear. I typed up and tidied up our notes and the resulting document was discussed during the Languages Department meeting on Monday 9 November. It was well received.
Reflection on my L1 English results 2014. Comparison with OC school averages and other decile 9 school averages.
AS90052 1.4 Produce creative writing. Last year for the first time I gave my L1 external students a choice of tasks. Either version A Conflict and Resolution. Or version B Up close and personal. (2015 versions attached).
Most students chose version A. Version B was new to me.
I spent quite some time in class teaching how to write correct dialogue as I had done some research into ‘showing not telling’ a short story. And dialogue is one of the ways you can do this. Unfortunately some students used too much dialogue in their story, and did not get the punctuation correct. I also noticed during the moderation meeting that not all of my colleagues agreed about how much dialogue would be acceptable. There were points made during the meeting which I wish I had known beforehand. I have taken these on board to improve my teaching this year.
Results: 23% NA, compared to the school average of 15%. Going through the results closely, I notice that students who did not achieve in this assessment, still managed to get their level 1 literacy because this result must have shocked them into trying harder for the rest of the year.
My aim this year is for fewer students to get NA for any assessment. However, I recognise this is not something I am fully in control of, because ultimately the students have to do the work themselves.
AS90852. 1.8 Explain significant connections across texts using supporting evidence. I was mostly satisfied with these results. I was pleased that many of the students who had NA for creative writing, achieved this assessment. I had fewer NAs, comparatively, and 6% more merits. My goal would be to encourage merit level students to reach excellence standard more often, to meet the average which was 12% last year.
I am using the same texts as last year, but will check more thoroughly which text the students choose for their own choice, and to ensure students understand they must find their own connections in their own text.
AS90855. 1.7 Create a visual text. This internal assessment has already been this year. I hope the end result will be fewer NAs than last year as I made a concerted effort to change the way I taught this assessment. This year I showed the students plenty of exemplars, and went through 3 NA exemplars quite thoroughly with them before they started. I often get the impression the students would do well with extra time, as there is not a lot of time for the gathering and processing of techniques, exemplars and short pre-production tasks. However, I organised e time better in class so I hope this will have made a difference.
One difficulty I experience is that the ‘Internal’ students are much slower to get started, and also there are more students at this level who are reluctant to make a picture. I found it difficult to motivate these students and keep them on track, however, ultimately, only one student did not submit because he stopped coming to school.
In the final analysis:
1. I had 81 students. 86% of whom passed level 1 English. 91% of whom attained level 1 literacy though English credits alone. This was higher than 86% and just under 92% respectively.