STP 1

STP1. Te Tiriti o Waitangi partnership:
     Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi                     partnership in Aotearoa New Zealand.  

• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.

Our Code, Our Standards: Standards of Teaching Profession 2018

Code of Professional Responsibility and Standards for the Teaching Profession.


Education Council - Our Code, Our Standards

Our Code, Our Standards download

Math Session 4 Bruce Moody

Math session with Bruce Moody

5/9/2017

Room 1

Doubles

Facts to 5

5 and using a model

Relating fingers to model of blocks

Fishing storying - 7 fish give Abdi 5 how many fish have I got?

Then change story but keep numbers - I have $5 in this pocket and $2 in this pocket how much do I have? I spent $2 how much left?

Bruce Moody 3

Bruce Moody PL                               5 September 2017

Bruce gave feedback in response to questions:

Changing ones to 2 digits students need to be to do skip counting.
Stop counting is important. Once students see chunks of number then they are able to transfer. For this to happen they need to see individual numbers in different ways.
To embed number - you need to be repetitive with activities.

Again students with place value need to know for example need to be clear that what comes after 29 is 30. Sometimes they will say 20 -10 yes thats correct but there's another way to say it 30.

Fractions
At level 1 there is NO expectation to do fractions other than exposure stuff. That maybe cutting an apple in half or fill a bottle halfway. Half would be liquid and the other half is space. Students need to see the concept of half in different ways ... the half of 8 is 4 and so on.

There is a conceptual difficulty in fractions moving students from year 2 and year 3.
Understand that it is a part to whole understanding. When y2 children understand e.g 1/5 is bigger than 1/8 then they can't really move to year 3 maths.

Equal sharing:
12 lollies between 3 friends is not fractions it is equal sharing.
Children find it easier to accumulate in their thinking.
1 refers to the packet - 4 belongs to - maybe skip count 3,3,3,3
12 eggs in a packet...how many eggs in half the cartoon? Children begins to think proportionally. 

Re - unitising 
Children need to see what a 1/4, 1/2, 1/3 etc looks like.
Children are iterating from the part to whole.
When children can transfer their thinking into different contexts then they have learnt it or made a connection.

Do's and Don'ts at level 1 to be successful at level 2
Do teach a fraction as one number.
Do give students many examples of seeing fractions in different ways.
Do give real contexts for students to work in. Making a sandwich, cut bread in half, luncheon in half, cheese in half. Cut shapes in half in different ways. 
Do both part to whole and whole to part.
Dont' give students pieces already cut up.
Don't introduce a fraction as a numerator or denominator.
too confusing at level 1.

ConnectEd Open Meeting 24 August 2017

Stuart Kelly
Deputy principal Aorere College
Google Educator, Innovator, English and Digital teacher
Ed Tech Team member
Google Lessons for Classroom

The World is your Classroom ... Literally
How might we engage people?
Food brings people together, happiness ...
The best conversations happen around food.

Think big act small
What comes with a device is pedagogy and agency

New Zealanders we are awesome, we are high ability, but we don't show it to the world enough.

Celebrate your failures

Junior Chat

Teach nz
Paula Jamieson ipads in the classroom.
Oral language in the 
Sonic pic
Stem
Scratch

Cyclone PLD - SAMR

Wednesday 9 August 2017

Monique took a PL meeting on the SAMR model which was an excellent revisit providing the opportunity to take a task or learning outcome and explore what it looks like at the four different levels.
So what?
I like the comments that you can't we working at a redefinition level all the time with a digital device but that when you do it has the power to transform learning.
What next?
Planning one activity per unit to an augmentation or redefinition level as a team and making an essential part of the plan. This on top of the use of Easy Blog. The PL reminded me why I am like a 'dog with a bone' over Easy Blogger because it makes Augmentation and Redefinition so manageable even with 5-year-olds.

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.