LINC - ED Tracking - ConnectED 2017

Tracking Priority Learners Easily

Presenter: Glenys Williams

Glenys Williams is a Senior Education Consultant at LINC-ED. She is passionate about digitally connecting teachers, students and parents to build partnerships for learning. She works with school leadership teams to implement LINC-ED and maximise the use of its features.

Description

Glenys talked about her experiences how schools are using tools built in to LINC-Ed to target and track different groups of learners/ students within a school or classroom and communicate their learning and progress to different audiences. Glenys demonstrated how Linc-Ed can be used to share snapshots

of learning for "priority learners using different apps (google docs, videos of student reflections using chatterpix, thinglink)

Today I learnt how to create "specific groups" by using Auto groups tool. You can share groups and add target flags. So for example I can track my Māori students and follow their progress in reading, writing and maths and so on. 
Progress of students can be communicated to other teachers to comment on 
or to parents. You can track a range of patterns and trends. Follow national standards progress over time. Parents can continue to follow their child's progress even when they move to a new school as long as the new school is 
a LINC-ED school. Digital reporting is the way to go ending a paper reporting. However you can still print off information should it be required.
I now know that in the menu

red locks are for internal information only and green locks are for parents to view. Also in menu you can check out visitors to see who has been visiting your classroom site. 

New information is being added continually to LINC-ED site. Help section is very quick in responding to questions. I recommend the site as user friendly.

ConnectED July 2017

21 July 2017

The conference opened with speakers from the following Sponsors: Pb Technology and LINC-ED  


Keynote Speaker: Nathan Mikaere-Wallis

Ka Tikaka o Ka Roro

The Fascinating Brain

Nathan talks about the importance of brain development in the first 3 years of life. It is considered that it is the most important time of a child's life because in this time how the brain develops will influence their entire life span. Nathan goes on to say that the brain is designed as a tool for interacting with other brains and there is research to support that intelligence is not based on genetics but rather how a child is nurtured and initial relationships formed.

Epigenetics: Professor Flynn: The Flyn Effect: 

Intelligence comes from the first 1000 days of life. Nathan says it is possible to gauge the level of intelligence a child will have by the words spoken by the mother. A baby has to attach and attune to someone (usually the mother as the primary caregiver) for language to be established. By the time a baby is 1 they are gathering data developing a complex brain. Babies need to attune to one person for the brain to develop. The initial relationship is the most important. Intelligence is not driven by genetics but by many factors babies are introduce to in their early days of life through social and emotional growth, nurture, language and the environment.


Research strongly suggests that Home Based Care is the way to go with a new born baby for their first year. Babies develop a dyad with their primary and secondary caregiver. With rostered care (daycare) data has shown a significant rise in cortisol activity in the brain patterns of babies causing unsettled behaviour. 

The Frontal Cortex or the 4th brain is your intelligence. Frontal cortex development depends on the quality relationship the baby establishes in the first year of life. First born children are the ones who gain the most intelligence because they receive the most quality time. The more children there are in a family the more likely the youngest child will not have had the same amount of quality time as the eldest child.

Maturity comes to girls earlier than boys. For girls it is between 18 and 20years of age and for boys to reach maturity it is between 26 and 32years of age. Well that explains a lot. 

Perry's Neurosequential Model 
Limbic system is the parenting brain - the mammal brain otherwise known as the 3rd brain. According to Nathan this part of the brain is where your social and emotional skills are developed. He goes on to say that it is far more important for children to be exposed to play based learning developing children's interactive skills socially and emotionally. Children are not ready for formal learning until they 8 years old. I would agree. I have taught children that were not ready for school. I am of the belief that we need to consider changing the starting age for school. Making a change from 5years to 6years would be keeping in line with the rest of the world. What Nathan has been sharing all makes sense. The Government or Ministry really need to consider researched based evidence and take another look at national standards. They would have a better understanding of why children don't fit into boxes and the many factors surrounding low achievement for at risk students. 

Nathan pointed out a scale between factors of risk and resilience. 
The more positive factors build resilience the more likely there will be success for a child and more positive outcomes in life. The more at risk factors a child is exposed to will amount in low achievement and negative outcomes in life. 

Again, in Piaget stages of cognitive development children start to develop from the age of 6. Children begin to Plateau by the age of eight because thats when they are ready to learn. Early cognitive acquisition doesn't mean anything under the age of 7years because the limbic system needs need to be met. 
What matters for children under the age of 7 is emotional development knowing what their disposition of themselves is as a learner. 
Finally, "Meet the needs of the brain as it develops."

Our Operetta Item - whole school dress rehearsal 2016

The Child River 

by Room One

Tutor Teachers Professional Learning Pt2

Twilight session
Thursday 12 May 2016

with Sharon Ross
Literacy Consultant
email: sross985@gmail.com

Recommended Reading:
Seven Blind Mice by Ed Young
Top 5 Difficult conversation mistakes - youtube

Conversations
When others believe we are working for mutual purpose we show that we care about their goals, interests and values, then we have the basis for good dialogue.
Find a shared goal and you have both a good reason to strive towards success.

What are the challenges?

•    getting together to have conversations
•    personal life - how does this affect / impact on their practice
•    school demands and the reality of busy classroom practice

What makes them a challenge?
Conversations that are ... tough   ... difficult... hard... tricky...stressful could be addressed by ...

Tipping the thinking to ... important conversations

If it's important then it's important to have the conversation.

Vivianne Robinson - youtube  "Relationships and leadership"

Conversations of building trust - Learning conversations.
Trust is a result of those relationships.
Developing mutual understanding.
'My way is the right way' - is there respect
Conversations / feedback must cause thinking to occur ... it's the start of a conversation.

What have you tried?

• selecting times to have conversations that work for you both
• meeting regularly
• listening and offering suggestions based on experience 
• creating opportunities to visit with other experienced teachers to compare teaching styles and delivery of curriculum subjects

Where to next?

• working towards success

Tutor Teachers Professional Learning Pt2

Twilight session
Thursday 12 May 2016

with Sharon Ross
Literacy Consultant
email: sross985@gmail.com


Seven Blind Mice by Ed Young

Top 5 Difficult conversation mistakes - youtube

Conversations

When others believe we are working for mutual purpose, that we care about their goals, interests and values, then we have the basis for good dialogue.
Find a shared goal and you have both a good reason


What are the challenges?

•    getting together to have conversations
•    personal life - how does this affect / impact on their practice

What makes them a challenge?
Conversations that are ... tough   ... difficult... hard... tricky...stressful could be addressed by ...

Tipping the thinking to ... important conversations

If it's important then it's important to have the conversation.

Vivianne Robinson - youtube  "Relationships and leadership"

Conversations of building trust - Learning conversations.
Trust is a result of those relationships.
Developing mutual understanding.
'My way is the right way' - is there respect
Conversations / feedback must cause thinking to occur ... it's the start of a conversation.



What have you tried?


Where to next?

Understanding Trauma

Lauren presented on Understanding Trauma
supported by Fiona


http://maggiefsportfolio.blogspot.co.nz/

https://www.youtube.com/watch?v=apzXGEbZht0

Marcus Akuhata - Brown

ConnectED Day 2016 Hamilton
MARCUS AKUHATA-BROWN

Marcus Akuhata-Brown is a qualified teacher and gifted communicator - 

he's an emerging leader and inspiring speaker with a powerful message!
Marcus gives a powerful message and creative delivery style – 

he tells of how glass lids of low expectation and achievement 

were lifted off his life and how, through positive encouragement, 

intuitive goal setting as well as having the courage to break out 

of comfort zones, led to a life of excitement, adventure and purpose

Marcus motivates and inspires people to hit higher levels of 

performance and they leave his presentations with a fresh 

perspective on life. He’s a gifted communicator and has 

travelled the world extensively – he’s done everything from 

meeting the Queen and dining with members of the Royal family to 

working with the poor and marginalised in countries around the world.

Marcus grew up on the East Coast – he’s a qualified teacher 

and has led a number of innovative alternative education programmes 

addressing the learning needs of youth at risk and young offenders.

Over the past 7 years Marcus has travelled all over the world 

as both a national and international representative. He founded 

a global consultancy in 2000 and is currently involved in 

a number of education and training initiatives. He is also previous 

director on the international board of CIVICUS and member 

of the Commonwealth Youth Caucus.

From Speaker Link.

My thoughts:

Marcus's story was easy to relate to. It was refreshing and inspiring 

to all who listened. Whakapapa in māoridom is strong. In order to 

understand the present you must always look to your past. Marcus 

helps you to see that making positive connections with your students

is important and giving back in a supporting way can change a 

persons journey in life. 

Think about how we can Start Raising Glass lids!!! 

It's easy enough just to listen to the stories of the 

students we work with.

Marcus Akuhata Brown

MARCUS AKUHATA-BROWN
Inspiring Communicator / Young Leader
http://www.speakerlink.co.nz/choose-a-speaker/marcus-akuhata-brown/Travels 

From:      Te Araroa, East Cape
Type:       Consultant, Speaker
Style:       Interactive, Inspiring, Engaging, Memorable, Professional, Insightful,                                                   Down to earth,  Impactful, Empowering
Category:       Communication, Leadership, Strategy, Teams, Attitude, Resilience,
                      After dinner, Personal development, Change

Marcus Akuhata-Brown is a qualified teacher and gifted communicator -

he's an emerging leader and inspiring speaker with a powerful message!

Marcus will stimulate, entertain and inspire you with his powerful message

and creative delivery style – he tells of how glass lids of low expectation and

achievement were lifted off his life and how, through positive encouragement,

intuitive goal setting as well as having the courage to break out of comfort zones,

led to a life of excitement, adventure and purpose.


Marcus motivates and inspires people to hit higher levels of performance

and they leave his presentations with a fresh perspective on life. He’s a gifted

communicator and has travelled the world extensively – he’s done everything

from meeting the Queen and dining with members of the Royal family to working

with the poor and marginalised in countries around the world.

Marcus grew up on the East Coast – he’s a qualified teacher and has led a

number of innovative alternative education programmes addressing the

learning needs of youth at risk and young offenders.

Over the past 7 years Marcus has travelled all over the world as both a

national and international representative. He founded a global consultancy in

2000 and is currently involved in a number of education and training initiatives.

He is also previous director on the international board of CIVICUS and

member of the Commonwealth Youth Caucus.

He can tailor presentations specifically to the needs of your organisation

and facilitate interactive, fun and appropriate events for a variety of contexts

including, corporate dinners, business networking groups, awards evenings,

staff development days.

You'll be inspired by Marcus' story and feed from his presentations is

exceptional - from one client ... 'Marcus is the most fantastic, brilliant,

inspiring & entertaining speaker I have ever heard'

PRESENTATIONS:
Marcus addresses a range of organisational and community issues 

including:

• Team Work & Community Building  
• Participatory Development  
• Motivational Speaking 
• Youth Development  
• Cultural Integrity & Globalisation  
• Training & Planning for Success 
• Developing a Common Vision  •  Successful Living Strategies

Māori Language Week

Te Wiki o Te Reo Māori 2016- Ākina te reo- give te reo a go!

By Online News 8:00am, Monday 4 July 2016

Te Wiki o Te Reo Māori

Every year since 1975 New Zealand has marked Māori Language Week. This is a time for all New Zealanders to celebrate te reo Māori and to use more Māori phrases in everyday life.

2016 Māori Language Week

2016 Te Wiki o te Reo Māori

Māori Language Week 2016 is going to be positive, relevant, energetic, fun and exciting! It will show New Zealand that there is a place for the Māori language in our stadiums, on our sports fields, in the news and the ever growing realm of social media. It will also show the country that te reo Māori is a language for all New Zealanders.

The campaign will run from July 4 – 10.

The theme for this year is ākina te reo – behind you all the way which is about using te reo Māori to support people, to inspire and to cheer on.

Continuing with last year’s approach, we will develop 50 phrases in te reo Māori that are simple to use, even for those with little or no grasp of the language.

To ensure the phrases carry momentum, over and beyond the campaign week, we will hang them off sports events, starting with the Olympics and other popular sports codes and events that occur throughout the year, and that move our communities and the nation to rally behind our athletes.

Māori Language Week is an annual campaign, led by the Māori Language Commission, to promote the language to New Zealand. The campaign is about raising awareness that New Zealand has its very own language and encouraging the use of it, with simple phrases every day, week and month of the year.
                                                   

Whakanuia Te Wiki o te Reo Māori! 

Celebrate Māori Language Week 

Te Kupu o te Wiki 

Te Kupu o te Wiki will introduce 50 new Māori words to the nation over 50 weeks – one new word a week over almost a year. After 50 weeks, New Zealanders will have 50 new Māori words in their vocabulary.

You can promote te kupu o te wiki by: 

• getting involved and having a go!
• encouraging schools, businesses and organisations you’re working with to get on board too! Encourage schools to invite their staff, students, parents, families, whānau and communities to get involved
• exploring ways you could promote each new kupu (word) each week through your work with schools, businesses and organisations e.g. emails, meetings, newsletters, teaching and learning, and social media
• incorporating te reo Māori, especially the new vocabulary, into everyday language
• follow @reomaori on Twitter, and tweet using #tekupu
• like the facebook page for Te Wiki o te Reo Māori
• checking out and using the resources, including the list of the 50 kupu Māori, that can be found on the Korero Māori website and this Google Site

The new Māori Language Strategy focusses on five new key result areas:

• Te ako i te reo – increasing the number of whānau Māori (and other New Zealanders) who can speak Māori
• Te mana o te reo – increasing the status of the Māori language
• Te kounga o te reo – increasing the quality of Māori language use and supporting iwi to retain their unique dialects
• Te kōrerotanga i te reo – increasing the use of the Māori language among whānau Māori (and other New Zealanders) in everyday situations, in particular in the home
• Te mārama pū ki te whakaora reo – increasing critical awareness about Māori language revitalisation.

Toolkit

Leadership have been working on the 
Hamilton East School Toolkit.

We now have 5 areas of the Toolkit instead of 4, taken from the Key competencies.
We no-longer have adult or kid speak, we now have 'One' speak.

Working together in groups, we unpacked and matched statements inline with the following headings:

I am learning to manage myself

I am learning to think

I am learning to relate to others

I am learning to use language

I am learning to participate and contribute

We found that there were some statements that could be used in more than one area.

Teacher Inquiry Becks and Edie

Teacher Inquiry
The art of teacher Inquiry presented by Becks and Edie.
Becks and Edie shared their ideas about the art of teacher inquiry. Their work based on extensive research. They outlined the following points

Inquiry

• Look at the need for an inquiry.
• Look at the research for support

Pre and post testing and teaching

• be specific to your focus
• decide on your time

Reflection time

• what did you observe?
• How did this compare to the research?
• What were your limitations?

Implications

• Was there any improvement in achievement?
• What does the inquiry tell you?

Remember
The inquiry process informs your teaching and learning.
Whatever the outcome of the inquiry, successful or not, this will inform our teaching

Resources
Journal: Kairaranga
Google Scholar

Growth Mindset

MLC Workshop     6/8/15
Speaker:  Michelle 
From Melville Intermediate
Growth Mindsets  by Carol Dwecks

1. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.

Michelle talked about what:

• she needed to know
• helped students to reflect on their learning
• supported her students learning
• how she developed the language of resilience and growth for students
• she did to develop Learning journeys

Students:

• had a strong voice in their learning
• they became more encouraged to help others
• they began to choose tasks wisely
• a Classroom culture was evolving
• there was praise for effort and not ability

MLC: Mathematics Leadership Community

Sue Bullick & Brenda Walker  6/8/15

Learning in the Fast Lane
Preparing students to move in their learning.
Exposing the students to the language.
Students have more time to think and have their say(voice).
Developing self reflection and understanding.

Read question

• What is the question asking you to do?
• Record the question

Unpack the question (in student voice)
Using the key language
Unpack the language
anticipate
student reflect and re-voice
Relaunching: where are we at?

(commit to an answer and on reflection we can change our answer)
we can have a chart divided in 2 our first thinking and 2nd thinking
ask students can we share your thinking (it could help other people)

• Anticipating and sequencing
• You can put the problem into pictures
• Get your buddy to check your work

Ask students:
How did you get the answer - Look at the process- what are their recordings / steps
be specific (language) in how they answer the problem
The importance of acceleration is to move students to higher thinking.

Basic Facts
What is happening in your school?
Reflect on these questions...

What are basic facts?
How do you know what facts to teach?
How do you teach basic facts?

Basic facts is a tool that allows you to access solutions for problem solving.

What are the advantages of using an ePortfolio?
ePortfolios offer a number of advantages:

• Collect and reflect on your work.
• Save educational and work experience
• Create a plan of study and work online
• Showcase achievements
• More active involvement of the student in the selection and design process
• Strong sense of personal responsibility and ownership
• Fuller picture of student achievement
• Can show examples of performance assessment
• Condenses collection of data and artefacts and reduces quantity of paper handled and stored
• Requires reflection
• Enables performances to be viewed more than once in context

Source: Wikieducator

Something I found on MyPortfolio http://docs.myportfolio.school.nz/index.html#

My First Label Post

This is my first post to create my RTC labels for my reflections.