TOD 30/04/2021 Motivating Students and Focusing on the Learning Progression Framework for Reading

Motivation in Learning

Reading Reference, DRIVE; The Surprising Truth about what Motivates us. by Daniel Pink

How does this happen? What are the conditions that foster motivation in learning.

THREE MAIN PRE-REQUISITES TO FOSTER MOTIVATION IN STUDENTS

AUTONOMY. Who is in control, does the student have autonomy over any aspect of their learning, what they learn, who they learn with, who decides the next steps?

An interesting thing that cropped up in discussion was the potential level of autonomous learning in the class could be at least 20%. I believe that 20% of autonomous learning has to be just  that learning, students need to be able to articulate their new knowledge, skills or dispositions. I do have some difficulty reconciling the idea that the must do can do system really supports autonomy apart from limited choice.

MASTERY. What are they learning is it at the right level, ie Proximal Zone of Development. Mastery is the desire to improve. If you are motivated by mastery, you'll see your potential as being unlimited, and you'll constantly seek to improve your skills through learning as being unlimited. Someone who seeks mastery needs to attain it for its own sake.

For example, an athlete who is motivated by mastery might want to run as fast as she possibly can. Any medals that she receives are less important than the process of continuous improvement. 

CONNECTION. Why are the students learning this, does it have any connection to their lives, do they see the benefits to their learning.

People may become disengaged and demotivated at work if they don't understand, or can't invest in, the "bigger picture."

But those who believe that they are working toward something larger and more important than themselves are often the most hard-working, productive and engaged. So, encouraging them to find purpose in their work – for instance, by connecting their personal goals to organizational targets using OKRs or OGSMs – can win not only their minds, but also their hearts.

LPF's 

Moderated assessment of videos from student guided reading session. Teachers were asked to evaluate using the vocab aspect of the Learning Progression Framework. 

LPF,s

The LPFs provide a big-picture illustration of the typical pathways students take as they make progress in reading, writing, and mathematics.
There are three frameworks: reading, writing, and mathematics. Each framework comprises seven or eight progressions which describe the different aspects of reading, writing, and mathematics that should be considered to get a comprehensive view of students’ progress. Each progression includes the significant signposts that all students are expected to move past as they develop their knowledge and skills and apply them with increasing expertise from school entry to the end of year 10.

The LPFs are the frameworks used in PaCT.
Teachers locate students on the frameworks as they make judgments in PaCT. PaCT guides teachers to make best-fit decisions about their students achievement in each of the aspects of the reading, writing, and mathematics frameworks.

 

How can the Learning Progression Frameworks help me?

The LPFs give you a big-picture view of progress in reading, writing, and mathematics through the New Zealand Curriculum (NZC).
The signposts in each progression represent the conceptually distinct bundles of knowledge and skills that students are expected to develop and apply with increasing expertise from school entry to the end of year 10. This big-picture view of progress puts you in a stronger position to support students' growth, and gives you the knowledge you need to talk confidently to parents and whānau about how their child is progressing.

The LPFs support a shared understanding of progress in reading, writing, and mathematics.
The level of student expertise at each signpost is clearly described using sets of illustrations. The illustrations are student work that has been annotated to highlight how a student has used their knowledge and skills to respond to a specific task or problem. The illustrations were designed in this way to support a deeper understanding of what students' developing expertise looks like at significant signposts in reading, writing, and mathematics. These illustrations also support a shared understanding of reading, writing, and mathematics that enables effective and efficient communication within and between schools.

The LPFs help you understand the breadth and complexity of students' knowledge, skills, and attitudes in reading, writing, and mathematics.
The signposts and illustrations of the frameworks provide rich insights into the comprehensive sets of knowledge and skills that students need in reading, writing, and mathematics. They clearly show what students need to know and be able to do if their learning is to be successful. These sets of knowledge and skills are described in documents that should be familiar to New Zealand teachers, in particular the Literacy Learning Progressions and the achievement objectives for mathematics in the NZC.

Understanding the breadth and complexity of the frameworks helps you to ensure that your local curriculum is sufficiently comprehensive and challenging, so that students have the opportunity to develop and apply the knowledge and skills they need in reading, writing, and mathematics.

The LPFs highlight rich teaching and learning activities in everyday classroom programmes.
The illustrations show students using their reading and writing knowledge and skills in authentic, purposeful learning tasks across the curriculum. In the mathematics framework, the focus is on students using their knowledge and skills to solve mathematical problems. In reading and writing, the focus is on how students use their reading and writing to learn in all learning areas and key competencies.

The illustrations of rich learning tasks support you to select and develop appropriate and engaging tasks for your own students. The annotations in each illustration provide useful prompts about what to notice as you work with students.

The LPFs inform you, so you can support your students to learn what they need for success in senior secondary schooling, work, and life.
Reading, writing, and mathematics are important because they are the foundation for learning at and beyond school. An OECD international study in 2015 found that about half of New Zealand's adults don't have the literacy or numeracy skills they need to fully participate in today's information- and technology-rich society. Most of these adults have been through our education system. The upper signposts of the frameworks clarify the foundational knowledge, skills, and attitudes that all students need to draw on for success in senior secondary schooling and as adults.

Jamming with Jamboard

 This was an interesting online toolkit with Manaiakalani recommend doing Jamming with Jamboard looks like it could be a good way to integrate our Google setup with our whiteboards certainly easier to manage modeling whiteboard files and has a pretty simply interface. Presentation was just a basic overview but a good intro to functionality. Jamming with Jamboard

Different Ways to Collect Student Data PD

 Different ways to collect student data professional development with Manaiakalani.

First part of the Slideshow focused on NCEA data spreadsheet collect and ways to verify evidence of student work and simplify collection. This did seem interesting in the sense of the scope and how student work is built on unit assessment. What I did find interesting was the only real use of any new systems was in using Google Forms as a means to distribute and collect student affidavits. 

Perhaps we need to look at the many other excellent online platforms such as Education Perfect and Te Kura to provide content and evidence of learning as well as seamless ways to collect assessment data. These types of sites often have some pretty smart analytics built in.

The second part of the slideshow was how student work is distributed, accessed and processed by Hapara Workspace. The collection and collation of marking data as well as formative feedback is easily processed by Google Sheets and automatically placed in folders into the teachers Google Drive.

Collect Student Data

Iris Connect using this in the classroom.

Started 2007 as a Pilot as part of the Thinking Classroom.

(will be useful as part of students assessing their own learning)

Using the Iris kit in the classroom to inform our pedagogy and use in conjunction with lesson study.

WEB BASED platform via a personalised dashboard ) Home Reflections Forms and Groups.

Effectively the platform enables you to manage reflective practice via shared videos (if you wish).

Success Criteria

Inquiry T2 2020

Building Success Criteria with Students

Taking a step back.
My last Inquiry phase in Term 1 was seeing  a need for students to self and peer assess their learning in my class. Co-construction of Rubrics, talking about and examining next steps, looking at IKANS seemed to be the way to go.....but......something was missing. That itch in the back of your teaching mind when you realise something is not working but its hard to pin down. Students could parrot their next steps but how did that connect with what we were doing in class? The reflective aspect was missing which upon my own reflection seemed to mean that they didnt really understand what they were learning.
In other words I believe I had taking a step to far and needed to get the foundations in place so students can understand and reflect on the learning they are doing right now, before they can reflect on their learning in the future.

DFI week 6 Devices

DFI Week 6 Devices

1. Connecting with Manaiakalani - Dorothy

What has been working or not.
Main focus has been to keep using Workspace and Website integrating planning will be the next link, some issues to do with transparency and how we keep ourselves secure. This also has some ramifications regarding how we are exposed to vilification from parents who may disagree with or be critical of what is a normal working environment.

Being Cybersmart WHY CYBERSMART?
Using powerful proactive language to promote cybersmart.

Creating an environment that is professional and a mature process to teach students how to operate in an online environment. The curriculum (Cybersmart) was designed to be implemented from year 5.

Google be internet awesome. (Googles response to negativity around the internet).

The Love U Give focus on positive internet education.

Link to Cybersmart Slideshow

Hapara Dashboard

Next session is about Hapara Dashboard hmmm this was good in that it gave people an overview of Hapara. However it would have been great to set up a trial class for pweople to access so that teachers without a hapara class or support educators could work through Hapara and have a hands on experience with this product. To be honest Hapara in itself could be several weeks of learning.

Manaiakalani 1:1 Journey

Chromebooks

The technology changes from year 1 to 13 ipads to chromebooks, but the language is ubiquitous for example create a title, save to drive, edit reformat etc.

Devices should be fluid, for example some senior students may require ipads for learning instead of chromebooks.

Digital Dig (learning how to sue the device ....efficiently....)should be included at the beginning of EVERY level and year.

Had a hands on session doping the digital dig great fun doing what my kids did at the beginning of the year.

IPAD

Year set up
assign different gmails to students set THE SAME password
assign devices to students
assign pens to students
label devices

Students intro to Kawa of Care

Whole term to learn how to use devices.
easy way to do this learn ipad skill lesson as part of normal lesson eg maths then they can practice skill all week in curriculum areas eg copy and paste work.

Assign only apps the students will use on ipads home screen and LOCK SCREEN LANDSCAPE

Start with basics all through EXPLAIN EVERYTHING.
create a project.

label
then use whiteboard to create learning, not too many boards in project as this takes too long to load.

GO THROUGH 1:1 IPAD PRESENTATION WITH ALL JUNIOR SYNDICATE>>>>>>>>>>
this is important.

Screencastify

Great learning here too will be making a video and uploading well done everyone.

Title Creating a Quality Blog Post

Intro; REALLY EXCITED about blogging with my class

WALT create a quality blog post.

Description DLO; How can I show that I have understood what makes a quality blog post? Today with Whaea Donnas help we created in our Google drives a poster using Google Draw. The poster had to describe the main things we have to include in a blog post.
1. Title that was catchy.
2. Embed a DLO (digital Learning Object)
3. Describe our DLO and how we created it.
4. Explain what I learned.
5. Reflect on my learning and where I can go after this.
6. Create a Question so that people will comment on my blog.

Explain what you learned about; I learned that there are 6 key elements to creating a quality blog

Reflection; Today was great I learned a whole lot about blog posting, the key part for me was learning how to scaffold my students so they are successful.

Question; How could I create a template that would enable my students to interact and create blog posts quickly and efficiently.