TAI20 How am I capturing the student's learning? What is the process? Here comes DISTANCE LEARNING



Stonefields School has taken on an approach that we are providing for the whole child or family. We are working together to ensure that we are continuing to uphold our values of creating, rich and authentic learning experiences.




In summary my running of workshops based is reflected in this timetable. Learners have opted into a workshop, are taking action with their families with the times that work for them and what learning they need to be ready for.
My view on my school talk calendar



The view for the learner. They click into their learning events to find their google hangout link, to find their learning experiences of richness. 

.  

Making the learning real and hands on.



Using School Talk to identify the learning intentions. This weeks lessons were based on understanding fractions 


Using a gap analysis to see where we are at. Green shows that learners have achieved, yellow what the learners are working on. The grey shows that the learner hasn't covered the area of learning yet. 


An example of a learner who carried out the learning and I was able to upload their evidence to show their understanding of fractions.  The next step is to show our juniors how to submit their learning. I can comment and give feedback and this evidence becomes part of this learning log. 




This becomes an opportunity for collecting evidence of student's learning.  After reviewing this process of learning, I look at the opportunities it is creating. This allows me pause and reflect on my inquiry and look at my hypothesis and how my Inquiry is evolving and changing. 






Comments

  1. Hinerau30 April 2020 at 19:29

    Hi Anita, I actually see a lot of similarities with the way that your workflow for students is set out, to the way that we communicate instructions to our learners through the use of Google Calendar events and posts. The way that you view your School Talk Calendar, and the way that your learners view the student version of the calendar appear to be the same as us. The way in which we use it is to accomodate the transitioning of our learners from one subject to another and from one period (or lesson) to another every day over a week. It is interesting to see parallels in lesson information being shared to learners in a similar way, but by using different digital tools.

    ReplyDelete

Post a Comment

Popular posts from this blog

My story this year...

My openness to facing the challenge of reducing barriers in reading. As part of my community of learning Teaching  inquiry goal I’ve been looking into what are the barriers in reading and identify what we can do to overcome these barriers. I work in an innovative learning environment, in a hub with 86 learners and 4 teachers. 12 of the learners have been below national standards in reading. This has allowed me to work intensely with learners who are below their chronological age group throughout the year. After looking at the huge range of challenges these learners are faced with, it’s given me a sense of urgency and motivation to build their learning capacity and cognitively engage these learners so they can make an accelerated shift in their achievement. We are a 1:1 Ipad hub, so students have the opportunity to become digitally literate and drive their learning. I’ve created rich tasks that specifically work on decoding, phonological awareness and comprehension depending o
Read more

'…reflective, critiquing…inspired and willing to be discomforted'.

Image
    Today I was inspired by Jannie van Hees who later thanked me for being ' …reflective, critiquing…inspired and willing to be discomforted'.  I began to think.. Why do we group our learners according to their colour level? Is that what is going to give us bang for buck ? Maori learners data from end of 2017 shows... How am I ensuring a balance between the digital world and hands on experiences to create a love for reading? The struggling reader, how do I open a new world of reading for them? Are learning spelling words helping learners to read? Are these words transferring in their writing?  Do I know my learner's knowledge about reading? wouldn't reading about learners breakthrough passions help to increase their vocabulary, knowledge and language? Link to this article So when I read this article I see some areas to work on: Organise reading challenges  "We challenged students to read one book, fiction or non-fiction, from a wide ran
Read more

Inquiry Summary - Burst and Bubbles 2022

Image
My child loves reading, but writing is so much harder for them. I can teach reading, but not writing. They are just not interested in writing  If they don’t know a word should I tell them or do I let them guess? Kia ora, Great to be back here to share my 2022 Inquiry. whānau voice is asking us to partner alongside to help them support their child in writing,  The data collected from earlier this year, EASTle, Overall Teacher Judgements, Gap Analysis in School Talk, Our school-wide data, and tracking attitude and confidence show there is a dip in progress and learners are not making the expected rate of shift or are below standard in writing. I saw this as an opportunity to strengthen relationships and educate whanau on how to help their child at home.  I led a parent writing workshop to upskill them on how we use the LP and to engage their child in writing. We unpacked writing samples to notice what is happening to their child. At Whānau day learners shared their writing success and ne
Read more