Keynote – Richard Wells

Some takeout from Richard Well’s day 2 keynote.

You don’t see the rugby coach on the field, opposite in the classroom.

Playground games – kids don’t need a teacher to play. They know the strategies.

Oblique strategies – by Brian Eno. Strategies to get out of creative funk

Students need to given strategy to play on the pitch without the coach.

Activity should recognise the individual, rather than teacher relationship.

The smartest person in the room is… the room.

Link to Tools for Student Learning – results from Crowd sourced tools.

The known unknowns

Use of Mr G to demonstrate key competencies

Give student tools to structure their work e.g. Slides template gallery

Classroom as a place where students feel they can contribute.

 

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Digital portfolios with Kern Kelly

Notes for workshop

Link to resources with Kern Kelly

Logistics – student account

Idea for CoL – have one GAFE account for student. Stays with them until they leave. Kern’s school district buys a Domain name for each student and uploads all their work.

Whitelist domains so that students can transfer from intermediate domain to secondary domain

Also paid for service with Backupify

Google Takeout or Transfer (move data to a different Google account) or Cloudgopher (paid for service)

Students digitise work

SD card with wireless connection – (Eyefi) automatically upload to cloud album. Can do the same thing with an iPad and Google Photos (shared album)

Go from handwritten to digital with Rocketbook. Draw then scan with App to upload.

Intermediate students up should do it themselves, younger need help.

With group math problem solving, students upload their work (rather than teacher). Student do the heavy lifting.

Use a Google Sheet for students to add links to for required work.

Showcase

Showcase web site – students choose their best pieces of work. Example from a student.

25 books – Google Books. Create a My library then add shelves. Add a shelf for each year to show how many books they have read in that year. Could also use Goodreads as that has a reading challenge.

Keep up to date with What’s New – Google.

Use students as tech support. See example of TechSherpas. Set up so teachers can fill in a form with query, students will prepare a how to video that shows them the solution within a week.

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Workshop – Digital Tools for your Community of Learning

Thinking of coming along? Just fill in a couple of brief  details and you’ll get a link to my presentation. Three parts to this workshop:

  1. Listen – I’ll share some background and use of tools in my experience as an Across CoL teacher
  2. Discuss – share some thoughts with others about how to best evaluate digital tools
  3. Do – have a play with all the tools mentioned then we’ll crowdsource an evaluation of some common platforms.

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Keynote – Jamie Casap

EdTechTeam has expanded it’s offering of Summits to three in NZ. This is the third one I have attended in Auckland and they are also great value and a good chance to connect with other like minded educators.

Here’s my notes from the opening Keynote.

Link to photo’s from the Summit

Link to summit website

Keynote notes

Link to Jamie’s twitter profile

“Education disrupts poverty”

“The impact of a teacher goes on for generations”

We’ve had tech for generations (movies in 1900s, TV in 1950s, Computers in 1970s). Now we understand the science of learning AND technology is part of our daily lives.

Generation Z – just go and learn, we needed some one to teach us.

Tech is changing our world

Skills needed in a technology world.

Source – The Economist

What problem do you want to solve?

Iteration is the result of critical thinking. Don’t assess with a grade, that is feedback that doesn’t help the student get to the next level.

Collaboration is how problems are solved.

Convert information into intelligence.

Original Google servers

 

Google Servers now

Current latest technology is the worst technology a 5 year old will ever now.

Remember these? My first type of phone.

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David Hopkins and Powerful Learning

Professor David Hopkins was hosted by ACEL for a one day workshop in Auckland that I was fortunate enough to attend. David has had a range of educational experience as both a researcher, civil servant involved in policy and as a practitioner. It is this combination of experiences and the work he has done as in the English educational system with the Blair government that makes him an authoritative voice on education.

Key learnings from the Workshop:

Session 1 – School and System Reform

Under pinning all efforts in education is a moral purpose. Every student can reach their potential (Equity)

Under the right conditions, every student can achieve. Those conditions include having the task the student is presented with being in their Zone of Proximal Development:

School development happens in Phases. Each phase needs different ‘ingredients’ and management styles. Successful strategies include:

  • Bottom up target setting
  • Inside out change

Session 2 – Teaching and Learning

Use instructional rounds (see a description by Robert Marzano) to deprivatise the classroom. Use these to identify ‘theories of action’. Over many of these instructional rounds, Hopkins identified 10 common ones:

Theories of action for the whole school
1. Prioritising high expectations and authentic relationships
2. Emphasising enquiry focused teaching
3. Adopting consistent teaching protocols
4. Adopting consistent learning protocols
Theories of action for the teacher
5. Harnessing learning intentions, narrative and pace
6. Setting challenging learning tasks
7. Framing higher order questions
8. Connecting feedback to data
9. Committing to assessment for learning
10. Implementing co-operative groups

What good teachers do – assign students appropriate and engaging learnings tasks within their ZPD (in an average class this may be 4 different tasks.

Think like a doctor – diagnose the problem, apply a suitable treatment.

Improving outcomes for students is linked with shifting teachers to increase their ‘circle of competence’. The driver is intrinsic motivation which is made up (according to Dan Pink) of autonomy, mastery and purpose.

Five conditions for building intrinsic motivation among teachers

  1. Maintain structures for scaffolding teacher development
  2. Make peer coaching ubiquitous
  3. Create protocols for both teacher and learning
  4. Incentivise teacher teams
  5. Ensure classroom observation focuses on learning

Peer coaching:

  • In triads rotating around turns at doing the observations
  • Theory-> Demonstrate->Practice->Feedback->Coaching
  • Example of Pat Cash coaching Shane Warne:

Session 3 – Leadership

The playbook for success:

  • get early wins
  • decide on non-negotiables (related to the moral purpose) and secure resources
  • install capable and like minded people
  • deeply engage with stakeholders

The narrative + a credible plan + moral purpose = action

Strategic acumen: the actions you take tomorrow as a leader contribute to where you want to be next year

Leadership style – varies with what stage the organisation is at.

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