Hear, Speak, Learn: Building Oral Competence

A fascinating day with Jane van der Zeyden. Beginning the day with data related to how children's oral language develops and the massive difference oral language development makes. The links to children who start school behind in their oral language development and the way this follows them through life.

“What’s the most important thing parents can do to make their kids super learners? Talk to them. Language. Language is the key” 
Professor John Hattie

The oral language expectations on Pf 42 of Learning through talk were fascinating - a great place to look to identify next learning steps for students and to look for report comments. Some great discussion around recordings of students talking - the difference in prompts and the ways the interviews were conducted all having an impact.

Amplify don’t simplify

When we are trying to develop our student's language and vocabulary skills we need to introduce them to increased levels of language rather than simplified versions. We want to challenge them, to ensure they are learning new words.

Now what?

• Create vocab wall - students can add to this when reading and come across interesting words, topic words also can be added. Use word wheel (four words placed onto wheel, students in pairs create a sentence using the topic words.) as an oral language opportunity.

EdTechTeam GAFE Summit 2016

Another awesome two days of learning at the GAFE Summit. This year I have come away with a three key things I am keen to implement in my classroom.

1. Genius Hour - I have experimented with this in the past, but have never really felt like it quite worked in my class. Some students came up with some great ideas, but others really struggled. Hearing Molly Schroeder talk about getting the students to identify "What problem do you want to solve?" really resonated with me. It gives genius hour a framework for the students to identify problems they feel are important and helps to steer them away from questions that are 'google-able'.
Some question starters could be:

• How might I…
• How might we… 
• In what ways …

I also attended Simon Ashby's workshop on Genius Hour. He spoke about the nuts and bolts of how Genius Hour works in his classroom. I think I will adapt similar expectations, here are his:

• • Must have research involved 30-60mins of research/week - recorded on google slides & blogged, 45mins blogging time, 1.5hrs creative time
  • Frame it as a driving question
  • There must be research involved
  • The project needs to have a purpose (& impact on someone other than themselves)
  • It must be shared

2. 360º Narrative with Jim Sill - I have thoroughly enjoyed attending many of Jim's sessions over the GAFE summit's I have attended and this year was no different. We were introduced to the Google Streetview app (which I have dabbled with before). It is fantastic for taking 360º photos. It is also available for ipads through the iphone app store. I think it would be a fantastic tool for us to use, especially as this term we are learning about different cultures and what better way to experience them than to use virtual reality so the students can experience being there.

3. Google Teacher Certification with Kimberly Hall. This was an informative session highlighting the progressions through Google Teacher Certification which are available. Beginning with the basics exam, moving on to Level 1 and Level 2 and then on to the Google Certified Trainor and Google Certified Innovator.
I have already completed the basics exam and think it would be a good place to support all staff to attain. It would ensure they have a good understanding of the GAFE tools and enable them to better utalise the tools at hand. I hope to sit Level 1 before the start of term and attain Level 2 before the end of term 2.

This quote from Molly Shroeder really sums up the whole theme of GAFE for me.
"Don't be afraid to fail. be afraid not to try"
I am really looking forward to the start of Term 2 and putting my new learning into action. 

ADHD Project - Professional Learning

Session 1, 2 and 3

These sessions were a refresher for me, reminding me of strategies that I was already aware of, but perhaps hadn't used in a long time. One strategy that I have taken and used in my classroom is to include more brain breaks, we are using gonoodle on average 1-2 times a day to encourage the students to get up and get moving. I think it is working well as a break after a period of intense concentration. I also think it is beneficial to encourage our students to move more. They don't have a great deal of physical stamina so for some students it is difficult to go through a 3min workout without stopping. I hope to increase this endurance throughout the year.

I have also begun using colour coding for the students to identify the order in which they will complete their tasks. They do this on a Monday morning as part of our first reading session of the week. As a class, we decided on a colour code, green for first, yellow second and blue for third. Students are then given specific time at the end of the lesson to make sure they have updated the learning log with the tasks they have been working on (even if they aren't finished).

I think this is helping those students who have ADHD or are ADHD like to better manage their time during reading. I will be using this strategy across the curriculum next term.

Tina observed me using this strategy, her notes can be found here.