Readings, Discussions and Ideas

 

READING:

Singapore Mathematics An investigation into the structure and merits of "Singapore Maths" with a view to judging its suitability for New Zealand Schools

DATE: 

7th February - Shared with Team

REFLECTIVE QUESTIONS:

What key issues emerge from this reading?

This was a reading I sought out as it had to do with PR1ME Maths. I was fortunate to working for Scholastic when they were about to release PR1ME to NZ. I found this reading really identified how poorly NZ kids are achieving in Mathematics. Looking at the data it is clear that Singapore, South Korea and Hong Kong are well above NZ and Australia. I have often had doubts with the way the Numeracy project was thrust upon us and I believe Wayne highlights that we should be changing our teaching of Maths.

How do the writer's views match with my own experiences/beliefs?

Wayne really makes a good argument that we as teachers, have felt left unsupported in teaching NUMP. I know when I started at my first school the PD had left and teachers were left to their own devices. Some kept going and others reverted to the way they were familiar with. It was clear that their needs to be consistency within the school and PR1ME could give this. I am also under no illusion that our children struggle to put mathematical knowledge into problem solving situations. PR1ME's method of Understand, Plan, Answer and Check addresses this well. I have been a big driver of PR1ME at our school and believe it will help raise student achievement.

Does the reading confirm existing good practise?

The reading looks at practise that is currently used in Singapore and South Korea. It is clear that the outcomes are positive by looking at the results. I believe the way they also use similar concrete resources to what we have available in New Zealand schools shows the PR1ME maths scheme contrasts with NZ's teaching.

Does the reading challenge my teaching practise?

In no way or form does the reading challenge my belief of how we should teach Maths. I sought this out as I am leading the implementation of PR1ME within our school. Rather this reading affirms what I have seen - The implementation of NUMP was poor and we are starting to see those children who went through primary education using the Numeracy Project.

Do I want to use ideas in this reading? How?

Our school has implemented PR1ME since last year and we are all on board with using PR1ME.

READING:

Sample of :

Writing Essentials
Raising Expectations and Results While Simplifying TeachingBy Regie Routman

DATE:

21st February Kris Funnell shared with our team.

REFLECTIVE QUESTIONS:

What key issues emerge from this reading?

The key points I found interesting was the constant need to harness student voice through meaningful writing. To understand as a teacher no two voices are the same. Often when I am marking a child's written work I make changes to how I think it should sound best. It is important for me to reflect on how I am marking to make sure student's personal voice is not lost in the re-crafting of the work. 

The sample also eludes to spelling and the lack of a point. The spelling of words one off only has a small impact in learning spelling. It is important these words are used in writing. 

Writing takes time - It really does. I find that the whole writing process to adequetly cover conventions, structure, vocab etc takes a good term to complete. This sample reinforced the fact that the time taken is important and students particularly at my level will need to build up stamina.

How do the writer's views match with my own experiences/beliefs?

In 2015, I completed my inquiry on raising my writers and I found all this points in the sample ring true. What was good was that it kept essential writing practice at the forefront while I teach.

Does the reading confirm existing good practise?

This reading is all about good practise and offers excellent tips for the writing classroom. Focus on content and coherency of the piece not just capital letters etc...This, at my level can come later.

Does the reading challenge my teaching practise?

This reading keeps good writing practice to the forefront. It reminded me of some key points that I may have stopped or overlooked. The importance for editing conferences and not nessarily book feedback/marking comes to mind. I find I conference with the students as they are completing their written work

Do I want to use ideas in this reading? How?

I feel I use much of the ideas in this sample already. I conmtinue to 

READING:

The Oral Language Book Chapter One

DATE:

7th March

REFLECTIVE QUESTIONS:

What key issues emerge from this reading?

I really realised that there was a whole lot more to the implementation of Oral Language that I can build on throughout the year. It was really important to have the types of talk and listening broken down. How we implement each of these in our school day is important that we cover across the board. Dialogic teaching really stood out to me as I often wonder If I've given enough opportunity for more quality and quantity student talk in my teaching. The examples of some of the talk could really link to PB4L within the classroom-especially conversational.

The traits of effective teachers of oral language were important for to me reflect on. Finding the the time in an already over-crowded curriculum to teach oral language was something I knew I would find hard. The other trait was engaging in dialogue not monologue.

How do the writer's views match with my own experiences/beliefs?

The importance of recognising oral language as a process of speaking and listening in order to make and create meaning. They are complementary skills and equally important.
The need to talk for a range of purposes and varied audiences are frequent and diverse that we need to build those skills in our students

Does the reading confirm existing good practise?

The reading shows many techniques that will be used throughout the book (and hopefully in my class) that will cover many aspects of the speaking/listening and making & creating meaning areas that need developing. As we see more technological devices I believe oral language is more important to teach now than ever before.

Does the reading challenge my teaching practise?

The reading challenges my practise by highlighting that I need to focus on teaching Oral Language in the class more frequently.

Do I want to use ideas in this reading? How?

Throughout my inquiry journey I will be using many of the ideas in the book and look forward to integrating throughout my literacy and whanau classes.

From Education Dive

Chromebooks are having a good year. Earlier this week, we learned that New York City's Department of Education struck a deal that will put Acer and Samsung's Google-powered laptops inside its 1,800 schools.  While the plan places the computer in front of roughly one million students, the reality is that even without the deal, the Chromebook would be doing just fine. In fact, NYC Department of Education CIO Hal Friedlander wrote in a blog post that a main reason the city decided to go with Google was because so many of its schools were already using the tech giant's tools.  

The news corroborates last week's International Data Corporation (IDC) report, which found that, in 2014, Chromebooks were the No. 1 seller among tablet and laptop products for the K-12 sector.

So what makes the Chromebook so amazing?  Most say it's the computer's simple deployment and management. Teachers don't need extensive tech knowledge to set up the devices and, most notably, Chromebooks have a lower cost than alternatives, like Apple's iPad — the device that formerly held the No. 1 spot.  

That's fine and good, but once you get the Chromebook in your classroom, what are you going to do with it?

Here are 10 ways you can utilize the Chromebook and its Google tools to make the most out of your classroom experience.

A. Google Drive: Google Docs. 

1. Have students write essays using Google Docs. Teachers can sit at their desk and click through each student's document, checking in to see how their writing process is going and even leaving comments in real time. You can even allow students to access each other's documents during the editing and revision portions of the writing process. That the Chromebook already has a keyboard alone underscores this distinct advantage over the iPad and other tablets.

2. Work with other teachers on lesson plans. Collaboration, accountability, and transparency. These are massive buzzwords in education, so how can you make them actually play out naturally? District leaders can have teachers submit their lesson plans on a school-wide Google Drive so that everyone will always know what's going on around the school. Teachers can get inspiration from one another or even make comments on each other's plans. 

3. Transcribe class debates. In a class debate, students have the opportunity to formally discuss with one another important topics that relate to the curriculum. The key to a successful debate, however, is not the dialog itself, but the conversation that happens after — the debrief. By transcribing students' dialog, you create a running document of their progress and communication skills.

As students engage in a self-facilitated discussion around a statement question (Example: "Prisons are effectively stopping crime"), the teacher should transcribe the speech of the participants in Google Docs. If possible, this should be done in real-time with the transcription projected onto the board during the debate  After a decided amount of time (5-7 minutes), the debate will be concluded and students will return to their seats for debrief, at which point the class should evaluate the debate using the transcription as evidence. By saving all of the debate transcriptions in Google Docs, classrooms can create one simple document highlighting progress.  

B. Google Plus: Hangouts 

4. Invite outsiders to speak to your class. Educators can use Google Hangouts to have virtual meetings with industry experts on topics their class is engaging with. Field trips are expensive, and it may be hard and pricey to get a Harvard professor to come visit a classroom in, say, California. Google Hangouts helps remedy this. Seamlessly, a person several miles (or states) away can not only speak with students, but actually see them and build relationships. Unlike speaker phone, the expert can also show students things they are talking about, as well as power points, images, or diagrams.

5. Make your classes public. Teachers can also use Hangouts to turn their classroom into a mini Khan Academy, letting parents or even sick students come watch and interact with a class. This also provides a promising option for doing away with snow days.

C. Google Chrome

6. Create a class blog that students follow. Instead of giving out instructions in class, let students use the Chromebook to log on to the Internet, check out the class blog, and find out the tasks for the day. As students independently work on assignments, their teacher can move around the room and catch up with individuals.  

7. Create a class site in Google Sites. A final project for students as they end a unit could be creating a mini website on what they just learned. Instead of just regurgitating facts, they could make an online diary for one of the main characters in a book, or an online newspaper for colonial Boston that covers the Boston Tea Party and new tariffs in town — understanding, of course, that the colonists would not have had that technology at the time!

D. Google Apps for Education: Classroom  

8. Grade and return assessments seamlessly. With Google's Classroom learning management system, educators can assign, collect, grade, and return assignments all from the comfort of their Chromebook. Students each have an assignments page where they can see what is due, and once they are done with their tasks, all of their work is filed into appropriate folders via Google Drive.  

E. Google Play for Education 

9. Choose digital games and activities to use with students. Educators can sift through the Play for Education store, as they look for new tools to engage their students. Users can browse by grade level, subject, or device, be it Chromebook or tablet. 

10. Rent books for class literature circles. Instead of spending a pretty penny on this year's praised teen novel, why not rent a dozen or so copies to test out? Google Play for Education allows educators to rent books for affordable prices. The best part is that students can even continue reading the books on their own device at home.

30 Ways to use Chromebooks in the Classroom

elearning article

The Amazing Power of Google Apps for Education

After hearing that institutions like Notre Dame University and Chicago Public Schoolshave adopted Google Apps I think they are starting to catch on, especially considering the latter is estimated to save 6 million dollars by moving to Google Apps. Our small school saves thousands annually on servers and email platforms alone.  Each of our students and teachers has a managed account that has access to dozens of incredible, reliable apps that can be utilized in every subject.

You may also find useful the following articles

• 15 Free Google Tools for eLearning Professionals
• Google Launched an Open Source Authoring Tool

Gmail, Drive/Docs, Calendar, Sites, YouTube, Reader, and Blogger are just a few of theamazing apps your students will enjoy, but the hidden beauty of Google Apps is the sharing, security, and web-based platform.  The days of “turning in” are obsolete when students can simply “share” their work with their teacher, and it totally changes the landscape of writing.  I previously blogged about the power of writing in Google Docs. Inserting comments allows students and teachers to have a virtual conversation without marking up student work and gives teachers the power of real-time formative assessment.

As a Google Apps school, you control and own your data, while letting Google handle storage and server maintenance.  Google is totally web-based, so students can log in at school then go home on their own computer, log in to Google and pick up their work right where they left off.  Their work saves automatically into the “cloud” and therevision history will allow them (and you) to review and/or revert to any previous version of their work.  They have the same power on their phone or tablet anywhere, anytime.

With Google Apps there is no need to install, maintain, or update new software--its all in the cloud!  This is a dream for anyone who has had to update hundreds or thousands of computers in a district. In addition, Google is excellent about introducing new updates with pop-up bubbles explaining the changes in a user-friendly manner.

Our district has chosen to move away from costly office software for student computers. Google Documents, Presentations, and Spreadsheets are excellent office substitutes that offer exceptional  functionality and a growing number of special features. I have heard some teachers suggest that students need to learn Microsoft Office software, but the Microsoft platform changes with every new edition and its more important that students learn to adapt to new platforms and broaden their skill base beyond the confines of one product.

Your Google Apps administrator has complete control of what apps are available to students and teachers.

Each app can simply be switched on or off with a single click for individual users depending on the setup of the accounts.  There are dozens of outstanding lesser known apps that are engaging and useful.

• Google Forms are part of the Drive/Docs App, but they deserve a special mention because Forms have incredible utility.  Basically it is a survey tool, but it can also be used for quizzes, polling, purchasing requests, service request, etc. The data entered into the quiz or service request is populated in a Google Spreadsheet. You can even set up email notifications to alert you to a new submission or use a “script” to grade a quiz.
• Google Moderator is hardly known, even to Google gurus. This app allows users to submit and vote on questions about a lecture, video, or any event. Basically its a Google-based backchannel for discussion. Its similar to the web tool gosoapbox, which is great, but anonymous.  Sometimes anonymity allows for abuse in digital discussion forums.
• Google Voice gives users (probably best just for teachers) a free phone number that they can use to communicate with students and parents without giving out their personal information. You can call, text, and receive email notifications every time you receive a call or text.
• Google+ is an emerging social network that may rival Facebook in the future. You can set up a controlled network within a school similar to an Edmodoenvironment. Another great features is the Hangout.  Hangouts are one of the best ways to organize a video chat with up to nine other people!
• Google Maps is well known, but many don’t know it is slowly becoming a web-based version of Google Earth. Google Earth is amazing, but its extra software that must be installed and maintained. You can create custom maps in Google Maps with your own place marks, shapes, and colors and everything is saved in the cloud. Students can insert images and text into the place marks and give a virtual tour of anything that can be found on a map--a great activity for social studies and English classrooms.

I could go on about the dozens of other apps and their potential uses in class because there are so many, they are so useful, and they are all free. I sometimes feel like an unpaid sales associate for Google. The web-based platform of Google provides anywhere/anytime access, which reflects the edtech landscape that is clearly moving to web-based applications, so when you go Google, you will be ahead of the curve.

It can be argued that the glory of Google completely depends on an Internet connection, but the time of ubiquitous WiFi is approaching.

Poverty greatly affects our community and our students rarely have trouble finding a connection. Oh, did I mention that Google Drive/Docs allows off-line editing?  As a Google user and overall tech-evangelist I can easily say Google Apps is the most powerful tech tool available for the classroom and one I couldn’t go without.  

Article

Chromebooks in the Classroom

These small but mighty laptops (and their apps) bolster students’ computer skills and make learning come alive.

By Jennifer L. W. Fink

• Grades: PreK–K, 1–2, 3–5, 6–8

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4 Chromes to ConsiderScore that coveted tech grant? Show your savvy by suggesting these classroom models.

For basic use:

Acer CB3-111-c670 | Cost: $200
Scholastic tech editor Brian Nadel describes this model as “one of the great computer bargains of today.” This Chromebook features an 11.6-inch screen, 2GB of memory, and enough computing power to take on most classroom tasks. Bonus: It’s sturdy enough to survive student handling.

A step up:

Asus chromebook Flip C100 | Cost: $250
The world’s first convertible Chromebook, this device features a 360-degree hinge and a touchscreen, so students can use it as a laptop, tablet, or presentation machine—making it a perfect choice for younger students transitioning from tablets to keyboards.

Classroom-ready:

Dell Chromebook 11 Touch | Cost: $330
This Chromebook costs a little more, but includes a touchscreen, a 180-degree hinge, and an LED light in the lid that kids can use to alert a teacher silently that he or she needs help.

Top of the line:

LG Chromebase | Cost: $350
An all-in-one desktop Chrome machine with a 22-inch screen, a mouse, and a built-in webcam, this laptop is perfect for school libraries and computer labs.

iPads? That’s so 2013. The newest revolution in classroom computing can be found in Chromebooks—small, basic laptops that connect to the Internet using Google’s Chrome operating system. In late 2014, sales of Chromebooks to schools surpassed sales of iPads for the first time, signifying a shift toward keyboard-based technologies, especially for older students.

Why? Educators cite Chromebooks’ convenience, ease of use, and relatively low cost (about $200, compared to about $500 for an iPad or $380 for an iPad mini). With a Chromebook, students can tap in to the power of the Internet—and because the devices include keyboards, they build essential keyboarding skills, required by the Common Core and many state standards, as they research, collaborate, learn, and create. Here’s a look at how some educators are using Chromebooks in the classroom.

Make History Shine

Seventh-grade social studies teacher Shahr Rezaiekhaligh knows most middle schoolers don’t get excited about ancient history. So Rezaiekhaligh, a teacher at Summit Lakes Middle School in Lee’s Summit, Missouri, has students investigate the history of ancient civilizations using TimeMaps, a free Google Chrome app. “Mesopotamia is the world’s earliest civilization, but kids don’t know anything about it. With TimeMaps, they can click through the map and see how the region has changed,” Rezaiekhaligh says. “They notice it didn’t go through a lot of changes early on, but then they hit a point where they see lots of changes. We’ll discuss things like, ‘Why would this civilization be really big one day and then nonexistent?’”

Bolster Science Skills

It’s essential to mix online and offline instruction, says Katie Budrow, a science teacher at Caruso Middle School in Deerfield, Illinois, who uses Chromebooks and virtual simulations to build students’ skills and confidence before embarking on labs. One of her favorite simulations is BrainPop’s VirtualMicroscope lab. “Kids practice on the virtual microscope before they get to use the actual microscope,” Budrow says. “The simulation allows them to turn the knobs and lower the stage without the risk of breaking the slide. When they feel they’re ready, they can use the real one. You end up with really confident kids.”

Conquer the Elements!

Rebecca Grgurina, a sixth-grade science teacher and STEM coordinator at Kennedy Middle School in Charlotte, North Carolina, frequently uses Google Forms, Flubaroo (an instant-grading program), and ExitTicket, a Chrome app, to assess students’ mastery of material. Kids who have already mastered a lesson’s basic objectives can go on to more challenging material, while others receive supportive instruction.

“Five of my students mastered the class objectives for atoms before I even taught the material,” Grgurina says, so those students delved into the elements of the periodic table and created Element Superheroes. “They used their Chromebooks to learn about the physical properties and molecules that create an element, and then each student created a superhero to represent it. Some usedMarvel.com; others did computer drawings or hand-drawn posters. They got to be creative and expand their knowledge of protons, neutrons, and electrons and how they work together.”

Team Up to Track Explorers

Many teachers love Chromebooks because apps such as Google Docs and Google Slides make it easy for students to collaborate, whether they’re in the same room or across town. (Budrow says she’s had students ask to work on group projects while home sick!) Vicky Hartwig, a fifth-grade teacher at Mayville Middle School in Wisconsin, says the ability to collaborate electronically has fed her students’ creativity. She introduced her class to Google Docs and Slides, but they’ve since used the technology to collaborate in unexpected ways.

Given an open-ended social studies assignment—the kids had to research and present a Midwestern historical topic—one group used Chromebooks to make a movie about Harry Houdini. “They wrote a script, built props, acted it out, and gave the info to the class in a story, via their movie. It was amazing,” Hartwig says.

Some oversight is necessary, of course. Because Google Docs, Slides, and other apps allow all project members to make revisions, kids can “mess with each other’s work,” says Rezaiekhaligh. You can decrease the opportunity for trouble by arranging your classroom so that students’ screens are visible during work time. Try placing their desks in a circle, with yourself at the center and screens turned toward you.

Win the Keyboard Race

Digital literacy and keyboarding are essential 21st-century skills for all students. The Common Core ELA Literacy standard W.3.6 requires that third graders be able to “use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others.”

Chromebooks’ small keyboards are perfect for little hands, and free Chrome apps such as Typing Club make it easy to integrate keyboarding into the school day.

A Roomful of “Geniuses”

Inspired by Google—which encourages employees to devote 20 percent of their work time to passion projects—Grgurina introduced “Genius Hour,” a period when kids are allowed to explore their own interests. “One student was interested in Minecraft and video games. He found a website that allows people to create games, and he created his own and shared it with the class,” says Grgurina. Another student researched homemade products and created her own face cream.

Create Computer Buddies

Most elementary schools still use tablets, in part because younger kids’ fine motor skills are not as developed. Yet introducing Chromebooks to your youngest students can be a step in the right direction. Besides keyboarding, they learn basic computer skills.

Mentoring by older students is also a great strategy. “I have fifth graders come in and showcase their projects with graphic organizers and interactive multimedia,” says Jessica Butterfield, a second-grade teacher at New Roads Elementary School in Santa Monica, California. “That helps raise the bar for my learners. With a little scaffolding, anything is possible.” 

 

READING:

DATE:

REFLECTIVE QUESTIONS:

What key issues emerge from this reading?

How do the writer's views match with my own experiences/beliefs?

Does the reading confirm existing good practise?

Does the reading challenge my teaching practise?

Do I want to use ideas in this reading? How?

From Education Review Magazine

CRYING OUT FOR CHROMEBOOKS?

November 2013

With schools well-versed in the tablet vs netbook debate, Google have thrown another option into the mix. Touted as cheap, fast and functional, could Google Chromebooks be just what schools are looking for?

Global trends in educational technology show that the tide is ebbing on PCs. The money once spent by schools predominantly on PCs is now being divided between tablets, netbooks, and more recently, Google Chromebooks.

Apple’s iPad still reigns as the tablet device of choice, but experts believe the majority of the edtech market is still up for grabs, and woe betide the fool who discounts Google from putting up a fight.

So what is a Chromebook? For the uninitiated, they are essentially a new type of computer from Google that looks and feels just like a laptop, except they run Chrome OS, an operating system where virtually everything is built in: cloud storage, Google products for education, security, even speed is all built in. They come in a range of models, including Samsung, HP, and Acer. They are not as pretty as the iPad, but they are a lot cheaper, which is their major selling point, along with being fast, portable, easy-to-use, and with a long battery life.

Google has partnered with both Norrcom and Cyclone to provide Chromebooks to New Zealand schools. Norrcom managing director, Paul Norris, describes the partnership as “a big step”.

Leigh Gibbard, Cyclone’s National Schools Sales Manager, says Chromebooks are increasingly seen as the device of choice for many schools, particularly for those who want to pursue a managed 1:1 computing programme.

“Many schools are already using Google’s cloud-based applications and some have embraced devices running the Google Chrome OS,” says Gibbard.

Google and Cyclone are buddying up to deliver a series of roadshows across New Zealand during September to highlight to teachers the benefits of the Google Chromebook for the education sector. They are offering schools a free Chromebook test drive programme where schools are able to try out both a range of Chromebooks , as well as trial Google’s web-based management console, which allows schools to enrol, configure, and manage fleets of student and school-owned Chromebooks.

Such partnerships are evidence of Google’s shrewdness in identifying how it can take advantage of the move towards 1:1 and BYOD computing programmes in schools. It is touting simple manageability and a low cost of ownership as reasons to pick the Chromebooks over competing devices and systems – both appealing considerations for schools.

According to this year’s US National Survey on Mobile Technology for Education, many schools cited affordability as the reason for selecting Chromebooks over more sleek and powerful alternatives. Others have been impressed how quickly and easily they can be set up for students and for their stamina. Apparently, Chromebooks can be turned on in eight seconds and last eight hours. Those who dismissed netbooks for finicky internet connections and a proneness to freezing, and iPads for lack of a keyboard, found Chromebooks to be the Goldilocks alternative – just right.

Also, because the Chrome OS is not a typical operating system, there is nothing for a virus to attach itself to, and many deem the Chrome browser to be one of the most secure browsers around. Chromebooks have also been given the thumbs up for their ability to automatically update themselves.

Interface recently reported Auckland’s Carmel College’s enthusiasm for Chromebooks. After considering a range of alternatives including Apple iPads, netbooks, and Android tablets to roll out its 1:1 programme, the school eventually opted for the Chromebook based on a successful trial and its low cost. It was also a good fit as the school had already been using Google Apps for Education.

Of course, it is not always such an easy fit, especially if schools use Windows applications or if they may need to access education web applications that require Java, which is not supported by Chromebooks. While some suggest abandoning Windows altogether, others have recommended alternative solutions such as using products like Ericom AccessNow, an HTML5 RDP solution that enables Chromebook users to connect to any RDP host and run Windows applications or desktops in a browser tab. This allows an Internet Explorer session to be run inside a Chrome browser tab, thereby allowing applications that require Java to be run on the Chromebook.

And so the struggle for market share of the edtech market, with all its promise of BYOD and 1:1, continues, with the big players thrashing it out. For the consumer ─ in this case, the schools ─ it really is a case of deciding what suits their ICT strategies and budgets best. Chromebooks demand consideration, if nothing else.