Getting Creative

By -
After engaging with a summer school paper regarding digital teaching and learning, I feel more inspired than ever to make greater use of the technology in my 1:1 Chromebook class.

This year about 95 percent of my students own a Chromebook and the others can work 1:1 due to the PC's that are available in my class. This has allowed me to step up my digital teaching and create more activities that align with the augmentation, modification and redefinition level of the SAMR model.
Using MnMs while looking at different types of graph in statistics

So far this year, the students have used Tagul to create posters, Infographics to convey statistical information, Answer Garden, Kahoot and Padlet to share their ideas, Google Forms as exit cards, Sketchnotes to illustrate their maths strategies and Google Slides to present their learning during our school science week. I have used technology more meaningfully in these first five weeks than I was able to do last year thanks to the culmination of my MDTA training and my university papers.

Using Google Draw to create a class infographic


Not only have I been more creative with the activities that my students are participating in online, but I am also facilitating more non-digital creative activities as well. I now have a far better understanding of the notion of using technology meaningfully - I can easily recognize when a non-digital activity might be better suited than a digital one.

                      
 Creating bird feeders as part of a wastewise lesson.    Creating a Tagul as part of a lesson on identity          

I cannot wait to see what my class are able to create as the year continues.

Comments

  1. Amy Tofa7 March 2017 at 00:48

    Such exciting learning happening in Room 8 Miss Stone. It would be nice to see all the bird feeders around the school. Absolutely loving the Tagul created by your students.

    ReplyDelete
    Replies
    1. Danni Stone14 March 2017 at 20:07

      Thank you Mrs Tofa! It is great to see that the birdfeeders have remained in the trees now that they have gone up!

      Delete

Post a Comment

Popular posts from this blog

Unpacking Our Reading Journey

By -
Image
Over the past two years I have been able to track a target group of students in my literacy group. The students are all girls except for F and G but these boys left in 2018.  I wanted to track this group closely this year as they came to me with reading ages between 8 and 9, where our learners seem to get stuck. In the first year, some were able to achieve accelerated shift, while others only made 6 months. Student End 2017 End 2018 End 2019 A 8.5 9 11 B 8.5 10.5 12 C 9 10.5 13 D 9 9.5 11 E 9 10 11.5 F 8.5 10 / G 9 9.5 / I focussed on those that had made the best shift and surveyed them to see what they thought caused it. F said that he enjoyed the topics that we were reading and that he was reading more. B and C had similar answers, with my hunch being that B made so much shift due to reading more at home. In fact, I gave B an extra text every week. In 2019 I attempted to give the students texts that they would find more interesting, and for the end of term 1
Read more

Inquiry 2018

By -
As the year draws closer and I reflect on 2017, it is time to consider what aspects of my practice I wish to work on next year. This year I completed an intervention and dissertation on mathematics; specifically using differentiated approaches to accelerate the learning of all of my students in a mixed-ability setting. I learnt so much from this intervention and it has altered much of my mathematics pedagogy and use of my class site.  However, next year I would like to focus on writing, as this is another area of the curriculum that some of my learners struggle with. As I will be teaching a year 7 and 8 class, I must ensure that my teaching will support the students to transition between intermediate and high school. It is also vital that I facilitate accelerated learning so that they can cope with the literary demands of college. I would like to investigate the use of text analysis, peer and self assessment to make the connection between reading and writing explicit. In t
Read more

Top Tips for Online Learning

By -
Image
With the world in lockdown every teacher is having to make adaptations for online distance learning. To help speed your learning journey,  here are seven top tips that I've curated from the experts Harry Fletcher-Wood and Dr Nina Wood at the  Education Hub . 1. Students attention spans are going to be far shorter . We know that there are many distractions for children at home and they are definitely not dedicating six hours of their day for school work. We don't want to overload parents either - if there is too much content and they have multiple children things get very tricky. A couple of hours of learning a day is great. In fact, my 11 to 13 year old students tend to clock out after about 90 - so I make the most of them! 2. Your learning activities need to be simple. We don't have the chance to meet face to face with students, to answer questions as they arise, so our tasks need to be easily introduced and explained. It is helpful to use a similar format each we
Read more