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Thursday, December 12, 2013
Thursday, November 28, 2013
John Fenaughty - Digital Citizenship
What are the Key Concepts relating to Digital Citizenship
Responsible Use - providing opportunities for responsible use
Responsible Use - providing opportunities for responsible use
Peoples rights in all spaces
Respects rights of society
Respectfully
Filters and monitoring within a school
Reducing risks
BYOD - Bring in an environment to a school. - needs rules and guidance
Think strategically about the change - Schools plan for potential
Whanau/Staff need good guidance and direction
What can we do about it in our practice
Need an advocate for Digital Citizenship to be effective in your school
Think about how and who teaches this
We need to build capacity to create staff confidence
Needs to be a living activity within the school environment where everyone, staff, parents etc are on the same page and giving the same message
Linking their Responsible use agreements to the school vision and values
Focus on a values approach to Digital Literacy and Competencies
Does information overloading change behaviour or does building responsibilities
How can we create the behavour change in digital Citizenship. We need children to think critically in classroom practice
What does effective citizenship look like, feel like etc
Swimming Pool
If a child might drown, take away the pool
When applied to Digital devices - need to foster and engage, and play around, learn from the mistakes when they are young before they are let go
Children are in charge of their behaviour, living the beliefs every day
Use mistakes as learning opportunities in a school setting
What does digital Digital Citizenship mean to me.
To be a Digital Citizen we need to develop responsible users with use links to our school values and vision, while linking in the NZC Key Competencies
Educational Leadership
Pauline Scanlan
"Wherever you are in your leadership career, you should find information and ideas that help you to solve day-to-day problems and support your professional learning"
http://www.educationalleaders.govt.nz/
http://www.educationalleaders.govt.nz/About-this-site/Sitemap
"Wherever you are in your leadership career, you should find information and ideas that help you to solve day-to-day problems and support your professional learning"
http://www.educationalleaders.govt.nz/
http://www.educationalleaders.govt.nz/About-this-site/Sitemap
Problem solving
Problem-solving activity can be routine, or in response to a crisis, or part of strategic efforts to address an endemic issue. Middle and senior leaders contribute to problem solving by working collaboratively and using an evidence-based approach – identifying, testing assumptions, analysing, and solving. If there are new insights, or situations that have not arisen before, solutions may be innovative and involve a level of risk taking. Whole teams may be involved. Solutions should align with the school’s vision and policies.
To develop problem-solving capabilities within the school, effective leaders look for opportunities to solve problems collaboratively and mentor new leaders with problem-solving responsibilities. Collaboration extends to managing risk by anticipating problems and agreeing on strategies.
Problem-solving activity can be routine, or in response to a crisis, or part of strategic efforts to address an endemic issue. Middle and senior leaders contribute to problem solving by working collaboratively and using an evidence-based approach – identifying, testing assumptions, analysing, and solving. If there are new insights, or situations that have not arisen before, solutions may be innovative and involve a level of risk taking. Whole teams may be involved. Solutions should align with the school’s vision and policies.
To develop problem-solving capabilities within the school, effective leaders look for opportunities to solve problems collaboratively and mentor new leaders with problem-solving responsibilities. Collaboration extends to managing risk by anticipating problems and agreeing on strategies.
When problems relate to student progress,
middle and senior leaders collaborate with
family, whānau, and caregivers to agree on and
implement solutions.
If changes in practice are needed to address disparity in student outcomes, middle and senior leaders may need to negotiate with teachers or teams who are reluctant to change.
Crisis management in schools is primarily the responsibility of experienced senior leaders. They develop strategies for handling confrontations, fights, aggressive intruders, and other crises. Effective leaders invite feedback on their strategies and take time to reflect on their handling of incidents.
Manaakitanga: Leading with moral purpose
Manaakitanga embodies the leader’s moral commitment to improving educational and social outcomes for all students. It is the quality of leading with integrity and ensuring that decision- making is ethical and consistent. It contributes to building a school culture of trust, respect, and openness.
Middle and senior leaders draw on manaakitanga in their dealings with colleagues, students, and the wider community in both professional and social matters. They are sensitive to the differing cultures and worldviews of those they work with, and they look for ways to make a difference by identifying what is right and best for both students and the school.
If changes in practice are needed to address disparity in student outcomes, middle and senior leaders may need to negotiate with teachers or teams who are reluctant to change.
Crisis management in schools is primarily the responsibility of experienced senior leaders. They develop strategies for handling confrontations, fights, aggressive intruders, and other crises. Effective leaders invite feedback on their strategies and take time to reflect on their handling of incidents.
Manaakitanga: Leading with moral purpose
Manaakitanga embodies the leader’s moral commitment to improving educational and social outcomes for all students. It is the quality of leading with integrity and ensuring that decision- making is ethical and consistent. It contributes to building a school culture of trust, respect, and openness.
Middle and senior leaders draw on manaakitanga in their dealings with colleagues, students, and the wider community in both professional and social matters. They are sensitive to the differing cultures and worldviews of those they work with, and they look for ways to make a difference by identifying what is right and best for both students and the school.
Manaakitanga commits leaders collectively as
well as individually to being responsible for
effective school-wide practices (Bezzina 2007).
It involves middle and senior leaders as
advocates (he kaiarataki) in working to realise
the potential of all students, including all Māori
students, Pasifika students, and students
with special education needs. This is also emphasised in Tū Rangatira: Māori Medium Educational Leadership (2010).
When current practices need to change, manaakitanga means that middle and senior leaders may need to engage in difficult professional conversations with colleagues comfortable with the status quo and reluctant to change (Robinson, Hohepa, and Lloyd, 2009; Cardno, 2007b; Hattie and Timperley, 2007).
with special education needs. This is also emphasised in Tū Rangatira: Māori Medium Educational Leadership (2010).
When current practices need to change, manaakitanga means that middle and senior leaders may need to engage in difficult professional conversations with colleagues comfortable with the status quo and reluctant to change (Robinson, Hohepa, and Lloyd, 2009; Cardno, 2007b; Hattie and Timperley, 2007).
Pono: Having self-belief
Pono embodies the conviction, confidence, and self-esteem that come from self-belief.
It enables leaders to be clear about their values and goals. Leaders with pono have high levels of self-awareness – they confront their own assumptions, learn from their mistakes, and seek a healthy work–life balance. They persevere in the face of challenges and have the emotional and spiritual resilience to bounce back after setbacks. Their self-belief, energy, and commitment provide inspiration for others.
Pono embodies the conviction, confidence, and self-esteem that come from self-belief.
It enables leaders to be clear about their values and goals. Leaders with pono have high levels of self-awareness – they confront their own assumptions, learn from their mistakes, and seek a healthy work–life balance. They persevere in the face of challenges and have the emotional and spiritual resilience to bounce back after setbacks. Their self-belief, energy, and commitment provide inspiration for others.
Pono is especially important for new middle and
senior leaders – they need it in order to become
convincing leaders. It is also very important for senior leaders who are responsible for dispute
and crisis management, mediating between
groups, and responding to unpredictable events.
Ako: Being a learner
Ako encompasses both teaching and learning – it is a reciprocal relationship in which students and teachers learn from each other (Pere, 1983).
Leadership is a complex set of skills, and effective leaders accept that there is always more to learn. While they bring knowledge and expertise to their roles, they are also constantly gathering information and wanting to improve. They seek feedback on their leadership from colleagues, students, and the students’ families, and they research how others have handled problems or improved their teaching practices. Middle and senior leaders may seek further educational opportunities, and also invite external experts to work with them as mentors.
Ako encompasses both teaching and learning – it is a reciprocal relationship in which students and teachers learn from each other (Pere, 1983).
Leadership is a complex set of skills, and effective leaders accept that there is always more to learn. While they bring knowledge and expertise to their roles, they are also constantly gathering information and wanting to improve. They seek feedback on their leadership from colleagues, students, and the students’ families, and they research how others have handled problems or improved their teaching practices. Middle and senior leaders may seek further educational opportunities, and also invite external experts to work with them as mentors.
Where ako is practised, a school culture is
characterised by teachers, leaders, and students
“sharing knowledge and expertise with each
other to produce better mutual outcomes” (Ka
Hikitia, 2008, page 20). By being open to learning,
middle and senior leaders increase the collective
knowledge available to the school.
Āwhinatanga: Guiding and supporting
Āwhinatanga is guidance and support for colleagues and students that is respectful and caring. It involves developing a high level of awareness of the needs and perspectives of staff and students and then taking action to care for others based on this awareness. Middle and senior leaders who embrace āwhinatanga recognise and respond to the strengths and needs of those they lead, ensuring they feel appreciated and supported.
This enables teachers to focus on improving the learning outcomes of their students. For teachers who have been encouraged to take on leadership roles, āwhinatanga in the form of mentoring from middle and senior leaders is important for development and success.
The Importance of building relationships
Building trusting and learning-focussed relationships within and beyond the school is central to the leaders role (Bryk & Schneider, 2002). Relationships built on trust are developed when leaders respect and care for others and consistently “walk the talk”.
Leaders can benefit from personal reflection, sharing ideas and initiatives with their peers, and working with others to clarify situations and solve problems.
Integrating staff considerations in the development and implementation of school practices is central to making significant shifts.
Actively lead and participate in professional learning with staff
Manage the delicate balance between supporting and challenging others
Teachers to share expertise and strategies that improve student learning
Manage dilemmas when the needs of the students and those of other members of the school community are in conflict
Encourage giving feedback to teachers through regular and documented classroom observations.
The Power of Context
Our system requires that principals work as chief executives of their boards of trustees to support the development of policy, then take responsibility for carrying policy into practice. This includes setting the direction for the school in ways that reflect the needs and values of the local community.
How can we use this resource in our own school?
- Looking both ways. leading a team while being part of that team. We have the Power to make the school work or not work. (Depends where you are, what you are doing, School vision etc)
- Problem Solving Attitude - Leading Change
- Building sustainability though staff learning, agreement, shared vision, engaged, Paddeling the same direction
Meeting 1-1, Asking what they need and believe in http://www.educationalleaders.govt.nz/Media-gallery/Ako-in-action-NAPP/Louise-Anaru-building-relational-trust
- Builds capacity of leaders, Grows leaders, distributive leadership
- Building a school culture. What is important, what do we believe in, where do we want to be, what do we want children to know, see, share and do.
- How can we use leaders to connect to middle leaders, how can we adapt what we are doing now, what are new areas of leadership and a range of resources that could be useful.
Āwhinatanga is guidance and support for colleagues and students that is respectful and caring. It involves developing a high level of awareness of the needs and perspectives of staff and students and then taking action to care for others based on this awareness. Middle and senior leaders who embrace āwhinatanga recognise and respond to the strengths and needs of those they lead, ensuring they feel appreciated and supported.
This enables teachers to focus on improving the learning outcomes of their students. For teachers who have been encouraged to take on leadership roles, āwhinatanga in the form of mentoring from middle and senior leaders is important for development and success.
School context
Different contexts can present different challenges for school leaders. As educational leaders, principals need to adapt or adjust their leadership practices to meet the particular demands of school context.
Manaakitanga, pono, ako, and awhinatanga
Effective school leaders demonstrate these four qualities. They are essential for school leaders who are focussed on educational leadership.
Leading change and problem solving
Leading change and problem solving are key activities of effective educational leaders.
Culture, pedagogy, systems, partnerships, and networks, bounded by relationships
School leaders work across these four interconnected areas of practice. In order to be effective, they must be knowledgeable and capable in all. Quality relationships are pivotal to effectiveness in all four areas.
The Importance of building relationships
Building trusting and learning-focussed relationships within and beyond the school is central to the leaders role (Bryk & Schneider, 2002). Relationships built on trust are developed when leaders respect and care for others and consistently “walk the talk”.
Leaders can benefit from personal reflection, sharing ideas and initiatives with their peers, and working with others to clarify situations and solve problems.
Integrating staff considerations in the development and implementation of school practices is central to making significant shifts.
Actively lead and participate in professional learning with staff
Manage the delicate balance between supporting and challenging others
Teachers to share expertise and strategies that improve student learning
Manage dilemmas when the needs of the students and those of other members of the school community are in conflict
Encourage giving feedback to teachers through regular and documented classroom observations.
The Power of Context
Our system requires that principals work as chief executives of their boards of trustees to support the development of policy, then take responsibility for carrying policy into practice. This includes setting the direction for the school in ways that reflect the needs and values of the local community.
Principals and teachers are faced with developing the school’s capacity to identify, understand and meet those learning needs.
Context has major implications for leadership and management arrangements, professional development, shaping the curriculum, developing learning environments, managing resources, and engaging with communities.
Knowing and understanding what is valued by the local community.
Using skilful relationships and communications, the principal leads thinking around how the school and community might work together to provide students with the best learning opportunities.
How can we use this resource in our own school?
- Looking both ways. leading a team while being part of that team. We have the Power to make the school work or not work. (Depends where you are, what you are doing, School vision etc)
- Problem Solving Attitude - Leading Change
- Building sustainability though staff learning, agreement, shared vision, engaged, Paddeling the same direction
Meeting 1-1, Asking what they need and believe in http://www.educationalleaders.govt.nz/Media-gallery/Ako-in-action-NAPP/Louise-Anaru-building-relational-trust
- Builds capacity of leaders, Grows leaders, distributive leadership
- Building a school culture. What is important, what do we believe in, where do we want to be, what do we want children to know, see, share and do.
- How can we use leaders to connect to middle leaders, how can we adapt what we are doing now, what are new areas of leadership and a range of resources that could be useful.
Tuesday, November 26, 2013
Leading from the middle: educational leadership for middle and senior leaders
Great Resource!
http://www.educationalleaders.govt.nz/Leadership-development/Key-leadership-documents/Leading-from-the-middle
http://www.educationalleaders.govt.nz/Leadership-development/Key-leadership-documents/Leading-from-the-middle
Key leadership qualities
The educational leadership model (ELM) identifies four qualities that underpin a leader’s ability to improve teaching and learning outcomes in their school:
The educational leadership model (ELM) identifies four qualities that underpin a leader’s ability to improve teaching and learning outcomes in their school:
-
manaakitanga – leading with moral purpose;
-
pono – having self-belief;
-
ako – being a learner;
- āwhinatanga – guiding and supporting.
Thursday, October 24, 2013
GameOn - Mahitahi
2013 GameOn - Mahitahi Storyboarding
Some of the Games we are working on are
- Dodgeball
- Knuckle Bones
- Man Hunt
- Go Home Stay Home
- Line Tag
- Last Man Standing
Thursday, October 10, 2013
Modern Learning Environments: Machines for Learning - Mark Osborne
Modern Learning Environments: Machines for Learning - Mark Osborne
Architect Le Corbusier famously described houses as ‘machines for living’, meaning every aspect of them should enhance the lives of the people who inhabit them. If he were alive today and designing schools, I’m sure he would describe today’s modern learning environments as ‘machines for learning’, with creativity, innovation and collaboration woven into their very fabric. These spaces are a far cry from the industrial-style buildings most schools are saddled with, but the good news is that there is an increasing awareness of the role that vision, curriculum and pedagogy can play in the design of learning spaces.
In this session, you’ll see examples of inspiring learning environments from around the country and around the world, explore the research into powerful learning that informs their design and (most importantly) see how you can begin using these ideas in your own classroom tomorrow.
Everything in your 'house' should enhance learning, every cog has a part to play.
doing the same thing at the same time - Classes of yesterday
doing the same thing at the same time was the same as the job you were going in to.
Industrial = Schools
Hooter - bells
Shifts - timetable
Batches - year levels
Division of Labour - subjects
Identical products - Qualifications
Uniforms - uniforms
Rules and Procedure
This was yesterday what does tomorrow look like
We shape our buildings thereafter they shape us "Winston Churchill"
ingenuity, innovation, creative - what does this look like?
A colour scheme is not a modern learning environment!
People remember stuff, but people need to do stuff with things they remember
If you dont offer something more effective, kids will go around us to learn
- MIT Online
- Kahn Academy
- Memrise
Any jobs the are routine are being replaced
Learn to Learn, Unlearn and Relearn
Our school were designed for teaching, imagine if they were designed for learning
Learning is a social, powerful and engaging when working with others
Educative Purpose
L2L2L
Connect
Create
Citizenship
Educative Purpose should drive what is important to us
Tutoring importance
Effect size massive - Cross age tutoring 0.79
How do we allocate teachers, students, resources and time to learn
Modern Learning Existing Environments
Wednesday, October 9, 2013
Collaboration, Innovation and enhancing teaching and learning. - Alexandra Primary
Collaboration, Innovation and enhancing teaching and learning.
http://www.alexprim.school.nz/
Alexandra Primary's journey so far...
Adele Gott, Angela Scoullar and Simon Bell
Creating a 21st century learning environment has been one of the major focuses of Alexandra Primary School over the past three years. Enabling, empowering and engaging our students have been key aspects of our curriculum development for 21st century learners.
Alexandra Primary School promotes a culture of anywhere, anytime learning where learning is a 24/7 disposition. Using personalised learning plans and flipped instruction we cater and engage a diverse range of students to reach their potential through a variety of contexts.
Over the past three years engagement has been a major focus within the school. Through research and data based decision making we decided to implement BYOD to increase student achievement and engagement.
Our results are showing that by engaging students in their learning by using a personal device and providing them with meaningful learning experiences then their intrinsic motivation to learn becomes increased.
Differentiation learning collaboration learning, personalised, connectedness, 24/7
Open learning, free, creative, global
Be prepared to be learners
Supportive staff, all working towards same vision
Justify and reassure to parent about the process - education of parents
BYOB - Browser driven
1 to 1 personalised learning and gives agency
How is your school doing Professional learning?
Teckie Breakie - Resources added to google site
Staff had to present snippets of their learning from PD (L@S)
Parent teacher walk throughs - viewing education in action
Had to meet at office and sign in
Offer this every term for parents to view the school
Managing Change
Public meetings
eClass - opportunities for certain children that needed differentiation
Understand and know your community - support and guidance
What was the vision of doing this, be strong and stick by your guns
Personalised learning
Parents bring their device
Put he parents in control of their knowledge
Parents getting something out of the change
Kids showing learning links
Kids presenting to parents
Making movies, sharing learning together
NO PUBLISHING on paper - Changing where you put work
Audience is much bigger
PD = Learning to Learn
Staff look at their own practice and create their own inquiry around their need
Staff using VLN to source information and networks
Collaborative appraisal documents
Accountability to Appraisers with information shared and gathered and journal entries
Staff can view all appraisal documents and view development
Personalised learning with Staff
Meetings
Integrating elearning PD and staff meeting
BOT bought an ipad for each staff so staff are all working on the same platform
Swoop
Management does spot check in classes. Hands off devices. Double click and see open apps
Come down hard on inappropriate use.
Personalised behaviour plans based on School Values
http://www.alexprim.school.nz/
Alexandra Primary's journey so far...
Adele Gott, Angela Scoullar and Simon Bell
Creating a 21st century learning environment has been one of the major focuses of Alexandra Primary School over the past three years. Enabling, empowering and engaging our students have been key aspects of our curriculum development for 21st century learners.
Alexandra Primary School promotes a culture of anywhere, anytime learning where learning is a 24/7 disposition. Using personalised learning plans and flipped instruction we cater and engage a diverse range of students to reach their potential through a variety of contexts.
Over the past three years engagement has been a major focus within the school. Through research and data based decision making we decided to implement BYOD to increase student achievement and engagement.
Our results are showing that by engaging students in their learning by using a personal device and providing them with meaningful learning experiences then their intrinsic motivation to learn becomes increased.
Differentiation learning collaboration learning, personalised, connectedness, 24/7
Open learning, free, creative, global
Be prepared to be learners
Supportive staff, all working towards same vision
Justify and reassure to parent about the process - education of parents
BYOB - Browser driven
1 to 1 personalised learning and gives agency
How is your school doing Professional learning?
Teckie Breakie - Resources added to google site
Staff had to present snippets of their learning from PD (L@S)
Parent teacher walk throughs - viewing education in action
Had to meet at office and sign in
Offer this every term for parents to view the school
Managing Change
Public meetings
eClass - opportunities for certain children that needed differentiation
Understand and know your community - support and guidance
What was the vision of doing this, be strong and stick by your guns
Personalised learning
Parents bring their device
Put he parents in control of their knowledge
Parents getting something out of the change
Kids showing learning links
Kids presenting to parents
Making movies, sharing learning together
NO PUBLISHING on paper - Changing where you put work
Audience is much bigger
PD = Learning to Learn
Staff look at their own practice and create their own inquiry around their need
Staff using VLN to source information and networks
Collaborative appraisal documents
Accountability to Appraisers with information shared and gathered and journal entries
Staff can view all appraisal documents and view development
Personalised learning with Staff
Meetings
Integrating elearning PD and staff meeting
BOT bought an ipad for each staff so staff are all working on the same platform
Swoop
Management does spot check in classes. Hands off devices. Double click and see open apps
Come down hard on inappropriate use.
Personalised behaviour plans based on School Values
Manaiakalani Innovative Teacher Academy 2013
Some amazing ideas and innovations shared at Manaiakalani Innovative Teacher Academy 2013
Open Learning Spaces
Working from spaces
Children then complete learning from the range of places
Children have range of groups - Home Group, Literacy Group, Maths Group
Rational - More flexibility to meet he needs of specific learners and groups of learners in order to lift achievement
Flexible learn with flexible learning spaces
Everybody has access to every bodies learning
Sharing the load of the teaching - Shared Care
Children needed to learn to be a successful learner - Teaching Key Comps
Challenges:
Available space
Open Door Policy
Engagement
Open Access to learning and teaching - Planning
Reporting and assessment practices collectively agreed on
Structures around pedagogy
Co teaching vs Collaboration
Benefits:
Flexible spaces
Flexible teaching opportunities
Village effect
Real life connections
Motivation
Shared responsibility
Learning and support
Flexibility in teaching accountablity
Learners Ownership and Accountability
Motivation of learners important
Control = less creativity
Independent creativity timetabled (with guidelines, expectations and sharing)
Grouping accounting to Key Competencies
Kids Driving Change, Creation Time
Weekly Word e.g. Happy, passion, Love
Share this word in anyway you want, how every you want.
Share at the end of the week what you did and how you achieved it
Cognitive engagement
Powerful learning and sharing
Impact on other children was positive
Reflection
Too many lions
Are the children aware of the learning
Ongoing reflection throughout the process
How were you contributing to the group and how your learning was developing
Honest reflection
Assessment as learning - kids confidently aware
Passion to learn
Open Learning Spaces
Working from spaces
Children then complete learning from the range of places
Children have range of groups - Home Group, Literacy Group, Maths Group
Rational - More flexibility to meet he needs of specific learners and groups of learners in order to lift achievement
Flexible learn with flexible learning spaces
Everybody has access to every bodies learning
Sharing the load of the teaching - Shared Care
Children needed to learn to be a successful learner - Teaching Key Comps
Challenges:
Available space
Open Door Policy
Engagement
Open Access to learning and teaching - Planning
Reporting and assessment practices collectively agreed on
Structures around pedagogy
Co teaching vs Collaboration
Benefits:
Flexible spaces
Flexible teaching opportunities
Village effect
Real life connections
Motivation
Shared responsibility
Learning and support
Flexibility in teaching accountablity
Learners Ownership and Accountability
Motivation of learners important
Control = less creativity
Independent creativity timetabled (with guidelines, expectations and sharing)
Grouping accounting to Key Competencies
Kids Driving Change, Creation Time
Weekly Word e.g. Happy, passion, Love
Share this word in anyway you want, how every you want.
Share at the end of the week what you did and how you achieved it
Cognitive engagement
Powerful learning and sharing
Impact on other children was positive
Reflection
Too many lions
Are the children aware of the learning
Ongoing reflection throughout the process
How were you contributing to the group and how your learning was developing
Honest reflection
Assessment as learning - kids confidently aware
Passion to learn
Tuesday, October 8, 2013
Leadership for Innovation - Mark Osborne
“A leader is someone who grows other leaders around them while growing themselves”.
This session is a condensed look at ‘the missing Swiss-army knife’ of leadership: a set of tools that make leading (and growing leaders) easier. It will look at adaptive leadership and developing a culture of innovation, change leadership, strengths-based, servant and distributed leadership. Based on research into what makes organisations highly effective, there are a number of concrete things you can begin doing tomorrow that will help you to unlock the ‘change agent’ in yourself, your staff and your students to create a culture which encourages everyone to initiate change and innovation.
Themes
This session is a condensed look at ‘the missing Swiss-army knife’ of leadership: a set of tools that make leading (and growing leaders) easier. It will look at adaptive leadership and developing a culture of innovation, change leadership, strengths-based, servant and distributed leadership. Based on research into what makes organisations highly effective, there are a number of concrete things you can begin doing tomorrow that will help you to unlock the ‘change agent’ in yourself, your staff and your students to create a culture which encourages everyone to initiate change and innovation.
Themes
- Collaborate - Connecting and developing relationships
- Innovate - Innovation and sustainability
- Educate - Learning
Monday, October 7, 2013
Engagement with Mobile Devices - Karen Melhuish Spencer
How to Engage Learners with Mobile Devices
http://shift2learn.blogspot.co.nz/
How will we engage those hard to reach learners
How will we use devices to assist learning pathways
What are the capabilities of the devices we have
Golden Circle Simon Sinek
Adaption by Karen Melhuish Spencer Remember the WHO
Maximises Learning for all students
Curriculum Design - using ramps for people the need them.
Flexible Curriculum that workd for everyone
What do we care about
Show info in different ways
Options and choice for children
What are the barriers, how can you eliminate them
UDL creates flexible pathways
Scaffolds support for new concepts
Multimedia as forms of support
Express what they know
Multiple means of engagement (not just one way)
= learning opportunities for all!
What can we access to support learning:
http://shift2learn.blogspot.co.nz/
How will we engage those hard to reach learners
How will we use devices to assist learning pathways
What are the capabilities of the devices we have
Golden Circle Simon Sinek
Adaption by Karen Melhuish Spencer Remember the WHO
Universal Design for Learning is about creating learning options that cater for everyone at the beginning. It's about:
- avoiding retro fitting and unnecessary differentiation
- recognising the invisible barriers that bury talent,
- proactively getting to know students and each other and then using that knowledge to create learning opportunities and environments,
- welcoming diversity and using it as a springboard to innovate,
- designing from the edges - planning from the diversest needs rather than from the mythical middle.
Maximises Learning for all students
Curriculum Design - using ramps for people the need them.
Flexible Curriculum that workd for everyone
What do we care about
Show info in different ways
Options and choice for children
What are the barriers, how can you eliminate them
UDL creates flexible pathways
Scaffolds support for new concepts
Multimedia as forms of support
Express what they know
Multiple means of engagement (not just one way)
= learning opportunities for all!
"Help me find my Doorway"
What can we access to support learning:
- Mobile devices
- Web based Apps
- Ubiquitous connection
- Shared and personal spaces
- Networks
Tuesday, October 1, 2013
Monday, September 23, 2013
Sunday, August 25, 2013
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