Fourth and final day of 'Walk the Talk' Alfriston

Today was the last day of my Walk the Talk. The students know the drill now and settle down very quickly to all of their tasks. Writing still seems to be their favourite and we are receiving some wonderful writing from them. The following are examples of writing that is still being edited

And another
and then there was the 'Peer Editing'...

The students sat at the 'Teaching and Learning Station'  table with their Chromebooks reading, suggesting, commenting on one student's story that had been shared with them. The story to be edited was also mirrored to the TV through my Mac Laptop. Here are examples of students commenting on student work (Note the last comment in the first example 'Athens (capital dude)'
The students knew what their Learning Intentions and Success Criteria were and used that as the basis for most of their comments.

 

 

This was a great way for students to be part of the editing process, and they were all learning at the same time.

At the beginning of the Writing session I also pointed out the Different Ways to Publish your stories on the wiki.

Once the Students have finished their publishing, they will start the whole process again but with a myth of their choice, starting off with the Graphic Organiser.

Reading

The Novel study groups have been reading their books on the Kindle either on the Chromebooks or the iPads.

They also have been working on their Vocab logs as they read their novels.

 I use the Vocab Logs to teach from. We choose a word from the lists they have made, we go to Kindle, search for the word, read it in context in however many hits of the word we get. Then we tap and hold on the word and get the Dictionary meaning, and if it is a suitable word for it, we tap on Wikipedia or Google to find out more information about the word. Then we bring it all back to the context of the story.

They also have to keep up with their Chapter Title Assignment of Predictions and Adjustments.

The Journal group are learning to skim and scan a play

Maths

The changes to the workshops worked well with me being able to leave the students to keep on doing the learning themselves without me. I used Thinking Blocks Fractions app

with these students. One boy who had been having difficulties, really responded well to this app and completed a page of work, and was so proud that he now understood how to do Fractions of a number now.

Student are managing their Google Maths Docs well, they

•  have highlighted the WALTs they need to work on
• are copying/pasting the activities they are doing to their timetables. 
• are recording examples and totals they have achieved in iPad games or Internet games
• they are reflecting in their maths book about how the activity went

I have suggested to their teacher that they record in their timetables when they have attended a workshop as well.

Mixture of bookwork and computers

Teaching improper and mixed fractions using a game on a website, students look at the problem, solve it in their books, discuss, argue, agree and then check answer on screen. I left them after the first 2 problems, they were sorting the learning out for themselves.

Inquiry
Today the students started writing their Research question. The first steps to designing a research question is to write down what we already know. I introduced them to the Graphic Organiser
Writing Questions. They went to the Wiki Research page and clicked on the link to open it and then they made a copy and saved it to the Room 9 folder so that I could access it.

This took them most of the session. Some of them still need to work out which one will be their research question. Once they have an idea,  I would suggest that they use the 'Big Wide Question' graphic organiser, that I made specially when I observed some students in another school trying to develop their questions.

Once they have developed their question they will need to identify what their keywords will be. With all of the work we have done with keywords this week, they should be able to manage that part of the task easily.
Now it is time to look for the information using the keywords, collect and store which they can do in this Google Doc.

I have had a wonderful 4 days working with Room 9 and co-teaching with their awesome teacher Bonnie.
The successes were:

• the large TV with an Apple TV, iPad and Mac laptop. I was able to use both my Mac and iPad to teach from
• the Learning station with the small TV for students to mirror what they were doing and have other students peer edit, comment, solve problems etc
• Google Docs, all student work was shared in a folder to me, so when we wanted to peer edit, I opened on my mac, mirrored to large TV and they were able to edit on their Chromebooks, and all could see at the same time on the large screen
• TV was great for playing Youtube movies on Egypt, excellent clear picture and great sound
• Chromebooks worked well for all students, easy to use and access
• using iPad apps as teaching tools i.e. Explain Everything
• kids teaching kids, I could start them off and leave them to it
• kids not wanting to stop writing, and letting them do just that...I called reading groups as I wanted and the others could keep on writing
• the self pacing maths doc, kids working at their own speed on activities that they wanted to do
• kids making choices about their learning
• kids knowing what they were learning and were able to articulate it when asked

And probably a whole lot more that I will remember later. The only 'not so successful' was

• getting Chromecast to work, but hopefully that will be solved soon
• the occasional internet slow down but that could be due to all the devices being connected and used at the same time (along with all the teachers who were visiting and their devices that they were using courtesy of the school's Daily Passcode)

All in all, a great few days for the students, teachers and myself!

Day Three 'Walk the Talk' Alfriston School

It was another great day in Room 9 at Alfriston School with motivated, industrious students!

Writing
Writing time was phenomenal today. The students did not want to stop writing. Most are writing their stories using their frameworks for reference. Some are at the editing and proof reading stage. Reading generally follows writing so today we said to the students, you can continue writing during reading time if you wish, except for the group I need to see for a reading workshop. All chose to keep writing!












I started a workshop with another group today. Here is the Writing Assessment Checker.

And this is the Workshop. I started them on the 'Telescopic Text' which they had already used with their amazing teacher Bonnie. I gave them the sentence 'Prince Theseus went to Crete' and guided them through expanding and making the sentence better. Their goal is to improve at least 3 sentences in the same way.


 The second workshop was with  a group who is working on paragraphs. One of the student's said he was ready to conference so I was able to go through the Writing Assessment Checker with the whole group. He soon realised that he needed to proof reading his writing again!and here is the workshop. The students played a paragraph game and then we mirrored one of the student's narratives up onto the TV. I encouraged the students to critique and peer edit his work, looking at their Writing Assessment Checker to proof read and edit his story. After a short time l left them to it. After his story was checked, they looked at the others in the group.


 Reading
I met with the 2 journal groups that I started with yesterday and finished the workshop and shared their final activities.
I then met with the 'Percy Jackson' reading group. This was the first time that students had worked with me on this book. We looked at their Vocab Log. I chose a word from one of the student's logs, and showed them how they could use the Search function on Kindle, how to find a dictionary meaning, and how to read in context. That is the focus for their reading from now on is to work on their Vocab log.

Maths
The students now know that straight after morning tea, they come straight into the room, get their books, a device and start on their Maths task Doc. There is no fuss and no time wasted, they just get straight into it. I call a workshop, name the targeted students and allow an open invitation for any others who want to attend.
Today I briefly saw the 'Finding fractions of a number' group. They all knew how to solve fractions of a number, we looked through the rest of the workshop which they said was too easy! So they moved off to work on their Maths Task Doc. I have set myself the goal of finding some harder activities for them.
The second workshop today was improper fractions. The first couple of slides of the games I chose confused them, so I have removed them and found new ones to use tomorrow. Over half of the group got the strategy, I will work with the rest tomorrow with the new activities I have found.


 Inquiry
Today was still about keywords. We looked at Slide 6 and discussed the number of hits.

On slide 8 the students were in groups and used the keywords to see how many hits they got, they recorded these in their topic book, one group recorded on the whiteboard table. They did really well thinking about something they would like to research and coming up with appropriate keywords.
After  that we talked about internet addresses, domain names and URLs

Day Two 'Walk the Talk' Alfriston

This was the first day of teacher visits to observe 'Walk the Talk' in action. The students were not phased at all and worked extremely well all day. The teachers were most impressed with how they were working and how they knew exactly what they were supposed to be doing.

Writing
The children got back their printouts of their Inspiration or Google Doc Narrative frameworks. Their task was to now write their own version of 'Theseus and the Minotaur on Google Docs, using the framework they had worked on yesterday. During this time I took two writing groups.
This is the first group's Writing Assessment Checker...

And this is my version of a modelling book - A Writing Workshop. This is a work in progress, I add slides as I work with the students and identify what they need to know and what resources I can find to support that. In the example below, we are working on structure, looking particularly at Opening statements.



This is the second group's Writing Assessment Checker



And the Writing Workshop. In this workshop I have started off with some websites to see how well the children do with full stops and capital letters. They managed quite well with these so I will look at Slide 5, apostrophes, commas, speech marks. I will add some slides once I have looked at their writing, copied their writing and use that as a teaching slide.



Reading
Today I worked with the 2 journal groups. The first group's workshop was about summarising ideas in text. This workshop goes over 2 days. The reason why I do this is because we look at other resources at the same time, articles, news reports, factual information from the internet that has something to do with the story we are reading. If a country, city, town is mentioned in a book then I like to show where it is in the world and compare where NZ is in relation to the country we are looking at.



The second group was looking at skimming and scanning.

This is my version of  a 'Modelling Book'. I add slides as I work through the Journal stories with them, if I see a teachable moment, I include it in the workshop. If I can find a youtube movie or an internet page that relates then I add that as well. In the above workshop you will see that we looked at the Parthenon and the Acropolis by using the Tools - Research in Google Presentation, this showed us the pictures and gave us more information about them, that we couldn't get from the journal story.

Maths
Today I ran the equivalent workshop again and the students showed they understood everything they had learned so I sent them to the Whiteboard table for 10 minutes to play the game.
Everyday Mathematics - Equivalent Fractions App. They took one iPad and used the whiteboard table to reduce fractions they weren't sure of.

The second workshop I ran was Finding Fractions of a number.

This went really well with students coming with no idea of how to solve the problems to successfully solving them in minutes. The youtube movie on the second slide did a great explanation and then students started doing the problems I had added to the page in their books. I passed around the iPad and everybody had a turn at solving it while the others wrote in their books. They were sent off to continue with their Maths Tasks doc.
While I was taking the workshops the rest of the students worked on their Maths Tasks Doc, choosing their own learning for the day, recording  and reflecting on what they had done.

Inquiry

Today we worked at the Redefinition stage. Students went to the Inquiry page on the wiki, they clicked on the links to open up the individual Google docs, they made a copy and then highlighted all the keywords that answered the question at the top of the doc.

At the same time they also had open the Class Collaborative Doc and added their keywords to the columns, they had to ensure that they put in new keywords, there were to be no repeats. They did a great job on this and now they have a doc that they can refer to when they plan their own research question with lots of keywords to choose from.

Day One: Walk the Talk Alfriston

I am teaching for 4 days at Alfriston School in South Auckland in a Year 5/6 class.
The school has just started on their e-Learning journey with 3 classrooms Yr 0-1, Yr 3-4, Yr 5-6 who have all been working with me this year.
This classroom is trialling tables instead of desks, and after a couple of weeks, students are not missing their desks at all. The school has purchased one high table, and one whiteboard table to test out in the room. I heard some students say today "I love working at these high tables!

I have made a wiki that is for the students to get their resources from and for teachers to see how I did the teaching. Wherever possible I will be using the SAMR model to show how I thought about 'Teacher Delivery' and 'Task Design'.

View Walk the Talk Wiki

Today I set up 2 Apple TVs, one on the big TV and one on the small TV (18"). These will become teaching and learning stations for the students.

This class has 9 Google Chromebooks, 8 windows computers, and I have brought in 4 iPads, a Samsung tablet and a Surface Pro.

Writing

I introduced them to the story of Theseus and the Minotaur by handing out copies of the story which they read in groups. It is also available for them on the wiki. I walked around and discussed the main points with the groups.

After a while I stopped them and showed them the Narrative Graphic Organiser. They could choose to do an Inspiration one on the iPads or use Google Docs on the computers.

Once the students had finished the Graphic Organiser, it was printed out and is now the structure for their narrative writing for the next day.

Reading

Today was all about introducing 2 groups of students to their Reading Task Google Doc. This involved them downloading it to their Google Drive, copying it, renaming it and moving it to the shared class folder so I could view it. They then had to do the same thing with their Vocab log and Chapter Title Assignment. This was quite time consuming and this is where 'Teacher Dashboard' would have come in handy.

Example of one group's Reading Task Doc

Maths
The students are working on Fractions, Percentages and Decimals at the moment and I have created a wiki page that leads to all of their resources. I am focussing this week on Fractions.
This page has the downloads they need for some games and their workshops that are completed with me or independently.

View Maths wiki page

They also have an Independent self pacing Maths Google Doc where they have to record what tasks have been completed.



I worked with one group today while the others worked through their tasks. We started the workshop Equivalent Fractions. We focussed on Slide 2 and looked at Equivalent Fractions.

We tried some examples using the app Explain Everything which was shown up on the screen at the Big TV learning station.

This was very successful, and the students eventually started racing the person who was completing the task on Explain Everything by writing the answers in their maths books.





Inquiry
I started the Inquiry topic today with a focus on Keywords. This is the presentation I am using.


And this is the SAMR model I am following. We completed the tasks in Substitution and Augmentation. The students used their topic books to record their keywords. Both TVs were used with iPads mirroring the story.

Walk the Talk Day Ten

Final day today! I have really enjoyed working with the children and Rebecca the teacher. It has been a great opportunity to observe the development of their learning with 1-1 iPads.

Writing
The parents came in today and were able to see the children at work. They were able to see students

• writing in Graphic Organisers
• editing by developing their ideas in Pages
• proofreading by checking their learning intentions and success criteria
• publishing in a variety of ways
• observing the teacher as she held conferencing sessions with the students as they talked about their writing

During Reading they were able see students reading on their Kindles and interacting with the text by finding definitions and making notes. They saw students working on their iPads and computers and sometimes both at the same time. Students were working on their long term activities of 'Prediction and Adjustment, Vocab logs and then their comprehension questions and activities that were on their Reading Google Docs.

At Maths times they saw students using a variety of tools for different activities. Students were making
'nets' out of paper, deciphering tangram puzzles, designing buildings in Sketchup on computers, creating tessellations in Pages and iOrnamate, Geometry worksheets, 2D patterns in Keynote, Maths text book work and Geometry Transformation workshops through the projector.

The next steps are for the teachers to carry on with the work I have planned for the students and start to use ways to provide evidence of student learning in one place. Students can share their work with teachers and parents within the individual apps but now we are able to store the physical evidence of children's manual work. We have started looking at Evernote as a place to store student work and so far it seems to be working well. We have had some students taking photos of their 'paper nets' in Evernote and leaving a verbal comment about what they have learned and how they felt about the activity. Students who are working on Sketchup are taking close up photos of their screens and doing the same thing. One child photographed her two 3-D Worksheets and made comments about what she did wrong and what she did to fix it. Some others have sent PDF copies of their published books made in Book Creator to their Writing folder in Evernote, which means that you don't have to go through several steps to find the student's work. Teachers might decide to let students send through to Evernote some of students' final edited writing in Pages. All of that writing can still be seen in the Pages 'library' but maybe best pieces of writing could go there. The next issue of course is how do teachers keep up with the marking of this work. This could be done when teachers are working with the groups i.e. when they have conferenced in writing, the edited piece could be sent to Evernote there and then and the teacher adds their comments straight away. When students come to Maths group, they can then share the work that has been done and sent to Evernote with the group and the teacher for feedback. With reading, some of the work is completed in Google Docs and does not need to be shared back to Evernote as it is able to be easily viewed in Google Docs itself. Likewise if there has been any maths or Writing work completed in Google Docs the same would apply.

I have come away with a lot more ideas that I am going to write about and create activities for on my other wikis and blogs. 

In conclusion I have also been reminded of how hard teachers work 

• catering for each individual student in their rooms 
• the amount of preparation they do
• the time they spend at meetings before school, lunchtimes and after school
• doing playground duties
• running 'extra' activities like sports and music during their lunchtimes 
• the marking of work until late at night
• and ultimately the teaching of children during the day

Thank you Clevedon School for allowing me to work with great teachers and fantastic students!

Walk the Talk Day Nine

Writing
I tried out a couple of new ideas today with the students. I noticed that some of the students were having problems sequencing in order and identifying the main points in a story. I ran a workshop session where they copied the story Dionysus and Ariadne from the website and pasted into Notability.







I then showed the Narrative Framework on the Projector which has been made in Inspiration.
I asked the students to highlight 'Who' were the main characters in Green.

They then had to highlight the 'Where', 'When' and 'What' in different colours. After that we identified what the main problem/conflict was by highlighting in red. We then went on to highlight in blue the main points in the story and finally the conclusion in a different colour. At first students wanted to highlight whole paragraphs, but after discussion we were able to identify just the main points. They can use this information to fill in their Narrative Framework. From there they can add more detail and eventually share it to Pages for final editing. A target group of children will be expected to do this every time they start writing a narrative on a new myth or legend. 

Most of the children have managed very well with all of the Google Docs in the different curriculum areas, keeping up with the work that they need to do. There is still a small group that needs a bit more structure and scaffolding. I created a new doc that we printed out and is clipped to the whiteboard. They have to get this doc and tick off the tasks they achieve and then show me at the end of that session what they have done. It will take some training and the teacher needs to be on the ball following up on these students to make sure that they are on task and making good choices about their learning.

I didn't get much of a chance to take photos today as I was busy teaching students and talking to teachers, but I was able to catch this moment...

Sometimes an iPad alone is not enough (4 devices, 2 students!)

Walk the Talk Day Eight

Writing
What I have particularly enjoyed in my time at Clevedon,  is having the opportunities to look at how children learn, identify what are some of the difficulties they have and thinking about the 'what' and 'how' I can assist them. An example is using the Telescopic Text last Friday which has helped the students to think about expanding their sentences using more adjectives and verbs. Some students are having difficulties sequencing their myths and legends so tomorrow I am going to get them to screen shot or copy the text from an original myth, insert into Notability and let them use the highlighting and pen tools to identify all the different parts of the structure of the story, then they will use the Narrative Framework to plan their writing.



This student is reading her next Myth and 'writing' down the facts/information on a piece of paper!














Most of the students like to publish their work in Book Creator, but from tomorrow I am going to introduce them to more ways. I am going to take one students piece of writing and present it in several different ways. As they decide what they want to use, I will only show those students how to get started and they will become my teachers for the rest of the other children when they are ready to learn how to do it.





Reading
I really think the Kindle App has been a huge success for reading. Gradually students are starting to use the dictionary within the app to help them to decipher meaning and how it fits into the context of the sentence. They are also being exposed to the 'there is more than one meaning for that word'. They read the meaning then look to see if it fits in the context of the story, if it doesn't then read the next definition etc.
I showed one student today how to take notes within the story and then she went on to share with the rest of the group. They are expected to come with some notes on the next chapter when we have our novel study group meeting.

Maths
Rebecca, the teacher of the class, started the Transformation Workshop using the projector with the group of students who had identified as their learning goals 'translation, rotation and reflection. It wasn't long before she was able to leave them to carry on as they were managing their learning well, working together as a collaborative group. She was then able to move around the class working with individuals and small groups, whilst still being able to keep an eye on the Transformation Group.

Transformation workshop from Jacqui Sharp

I ran a voluntary 'Tessellation with Pages' group (instructions in above Workshop) Those students that attended learned how to translate, rotate, flip, duplicate etc in Pages on their iPads. Their task is to see how many shapes they can get to tessellate with each other. They can use the computers as well which will give them more choices. On Friday I will show them how they can draw their own shapes and tessellate them as well using Escher Images as examples.


Topic
Most of the students are able to collect their information, reference it and store it in Notability.



A few are more excited by the prospect of presenting their work in which ever way they would like...mostly Minecraft! I have said to them that they have to collect all information first, and then tell me how they are going to be able to present this in a way, that will inform viewers about 'What were the Systems Ancient Romans invented?' One child has started in Minecraft by creating his drainage system with sign posts that give you the information about how it was done!