Monthly Archives: May 2016

Student Agency Part 1-#EduTechAU What the twitter feeds are telling me: The Student!

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Bill Ferriter  Follow the link to read more from Bill Ferrier

Learner Agency is something we talk about often, but what does this look and sound like? Engagement is a word teachers use but has its meaning changed? So what is Learner Agency and why do we want our students to be empowered?

A student developing Learner Agency strives to:

Identify their learning goals using appropriate tools e.g. Learning Cycle, pre-tests, continuums, rubrics, exemplars, reflection, etc.

Identify their learning goals based on previous learning, reflections, evidence, etc.

Be open to and explores possibilities for appropriate learning goals.

Use learning goals to monitor and advance their own learning.

Manage a number of learning goals at the same time – incorporating different transdisciplinary skills.

Identify ‘stretch’ goals and understands the incremental steps to achieve them.

Focus on the process, in addition to the product.

Articulate why they are learning it and how it connects to previous and future learning and how they will use it in life.

Make sense of connections within and between curriculum areas.

Make connections between learning goals, learning activities and assessment requirements.

Select learning activities which best support learning goals e.g. teacher focus group, peer tutoring, hands-on, thinking routines, etc.

Select group arrangements appropriate to learning goals.

Select activities that best engage them (Thinking routines, watch a clip rather than reading, writing)

Hold themselves and others to account for their contributions to the group’s outcomes.

Use the characteristics of inquiry to deepen understanding.

Identify the process of inquiry and working through the various stages towards authentic action.

Make cross-curricular applications and real-world connections.

Use a range of strategies to solve problems when learning becomes difficult.

Seek support when ‘all else fails’ to maximise learning time.

Manage transitions to maximise learning time.

Adapt the learning space to support everyone’s learning.

Respond to questions, formulate own questions and share ideas with the class.

Connect classroom practices to the world beyond the classroom.

Practise and transfer learned strategies into independent activity.

Display learner profile attributes.

Select appropriate method to demonstrate learning.

Provide evidence to demonstrate meeting learning goals.

Use exemplars, rubrics, success criteria and other methods to monitor progress.

Reflect on formative and summative assessment to support development of learning goals.

Articulate what they have learnt and which learning strategies are most effective for them.

Develop rubrics according to the specific learning goals.

Initiate self-reflection using appropriate tools

Invite peers and teachers to provide feedback.

Critique one another’s ideas, in order to increase the intellectual rigour of the conversation.

Reflect on previous learning in Transdisciplinary theme.

Taking authentic action as a result of their learning. (Kunyung PS)

These behaviours/actions are goals for a student who exhibits high level Learner Agency. There is also the role of the teacher and the quality of the tasks required to support the student which need documenting. However, I agree when a student starts exhibiting a sense of Learner Agency they are indeed empowered and certainly engaged!

Keep tweeting #EduTechAU

Cheers Nina

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It took EIGHT to get going! Cengage Presentations…you grow as you go

Cengage

This term I completed eight presentations for Cengage and it took EIGHT! Each presentation improved as my knowledge and understanding grew. Anyone who reads my blog knows I’m a constructivist and it takes a constructivist to be a presenter!

Feedback is a powerful teacher and the more constructive the better. It’s like any learning experience, you grow as you go. The difference between presentation 1 and 8 is measurable but that’s what learning does and should do!

I met some incredible educators and thank them not only for their attendance but for their enthusiasm at the end of a long teaching day! If I can show something that can expedite assessment and provide ongoing recommendations for future learning around a student’s point of need, educators listen. If I can talk about comprehension and show Cengage reading materials which are differentiated for students’ ability, beautifully presented, rich in content and have multiple copies I’m going to.

I want all students to have quality reading material which is engaging, current and cost effective for schools. Have a look and do the maths!

Cheers Nina

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i=Change- The Business of Giving Back: RetailGlobal Conference 2016! Did you know in the retail world I am an INFLUENCER?

This week I attended the  RetailGlobal Australian conference, something very new for me. I found out that I’m part of a group called influencers. This means that I can influence others via my blog to support organisations and I do!

One session I attended was called The Business Of Giving Back presented by Jeremy Meltzer. Jeremy is the founder of the organisation called i=Change. When you buy online from a supporting brand the i=Change platform will appear on the brand’s site and you simply choose where to send the brand’s donation! The donation is $1 and 100% of funds raised go to development projects. Visit the site and have a look at the retailers who are supporting i=Change and buy from them.

As a teacher I’m always looking for balance. Yes, the conference was about online retail but the notion of giving back was something I heard often. Philanthropy and business seem to mix well and that’s powerful.

Capture

Cheers Nina

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IB-MYP Make your bed! Older students can unpack this incredible speech! Linking to the IB Learner Profile & Attitudes…

This is an amazing speech and worth watching. I can think of many ways to incorporate this spoken text into a secondary school curriculum.

Cheers Nina

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Steve Peha: Be a Better Writer – When are you coming to Australia Steve?

Peha

I’ve been incorporating Steve Peha’s writing strategies into my writing teaching for many years. I don’t have a huge amount of Facebook friends but I’m pleased Steve is one of them! You’ll find some amazing support here… Also when Angela Stockman recognises a literacy leader, I listen! Another Facebook friend! 🙂

Website

Cheers Nina

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Nelson Literacy Directions Comprehension Years 3-6 Sample: Planning Reading Comprehension- Example and some questions answered!

This post has been written to answer specific questions I’ve been receiving, so I thought I’d share some ideas I’ve collected here….

Each day I’m learning something different about this resource. It’s like peeling the skin off an orange and pulling apart the segments. (What strategy?)

Explicit Teaching: Learners need substantial guidance. Below is an example of how NLDC Digital Texts for Box 5 can be planned across the year, linking the 6 comprehension skills, focus reading strategies and different text types.

First: Gather data – PM Benchmark RAR – Use Software to expedite analysis

Lesson Structure

WHOLE – Launch / Whole Class Focus

PART – Modelled / Guided/ Reciprocal Teaching /Independent Reading/ Read Aloud / Literature Circles

WHOLE – Reflection / Sharing

NLD Comprehension Box 5 example to get us thinking… ????????????????????????????????????

Term 1. Whole Class focus

EXPILICIT TEACHING OF:-

Text Type: Narrative (imaginative)

Focus Skill: Making Inferences

Comprehension Strategies Focus: Cause & Effect, Figurative Language, Main Points & Bigger Ideas & Problem/Solution

Digital Text: Amy’s Brainwave (You’ll be using other supporting texts e.g. Big Books as well )

Term Planning Outline: Text Type, Reading Skill & Comprehension Strategies Example

Term 1: Text Type Focus for Reading and Writing – Narrative

page 1

Assessment of students: Benchmark recommendations for future learning – form groups of students with similar reading ability and learning goals.

Example Group Spread: Assessed for Guided Reading – NLD9/10 These levels are correlated to PM Levels and Reading Ages

 Example Below – Part: Guided Reading- Text Selection: Reading Age 10.1-10.3

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To add to the mix there is the NLD Directions Exemplar Cards and Big Books, levelled novels and Guided Reading Card box sets.

Hope this helps! Any thoughts?

Cheers Nina

 

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Assessment: Choose tools that will help you expedite this process!

‘the IB helps schools teaching the Primary Years Programme (PYP) to identify what students know, understand, can do and value at different stages in the teaching and learning process’

‘In the PYP, learning is viewed as a continuous journey, where teachers identify students’ needs and use assessment data to plan the next stage of their learning.’

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Kunyung Primary School

 

Documentation-ToolsFive-Considerations-for-a-Just-Right-Fit

Love this chart and it’s so relevant to what I’m doing!

Emma RAR

The above report provides recommendations for future learning: reading behaviours, retelling and comprehension at the students ‘point of need’. I can also print a report of what the student ‘knows, understands and can do’. Fantastic!

Expedite Analysis: Choose tools that will help you expedite this process. Angela Stockman

This is why I’m choosing to talk about the PM Benchmark RAR and digital software. We must have ‘point of need’ data to plan future learning goals and we need to teach! We have to know what our student’s understand, know and can do and our students need to be able to  demonstrate what they know and articulate their learning goals.

Balance is the key… assessment which supports future learning is what I’m about and when a benchmark reading system gives you what you need to set goals with a learner… I’m going to spread the word.

Cheers Nina

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