STEM Elements

Screen Shot 2017-03-17 at 7.06.59 AM.pngOne of our most popular regional events is the “STEM and Digital Technologies” workshop we offer. Teachers have a day to explore both the pedagogy of STEM and get hands on with a range of technologies, from Sphero SPRK+, to low tech gear like popsical sticks and ping pong balls! You can see a Twitter moment here which gives you a small window into the action!

This week I’ve been updating some of the material we share on the day and I’ve adjusted this graphic of the ‘STEM Elements’, based on based on the book, “STEM Lesson Essentials, Grades 3-8” by Jo Anne Vasquez, Cary Sneider, Michael Comer. STEM ELEMENTS (1)

 

These elements are a great way to make the important aspects of STEM stand out for teachers and I also encourage them to use these four elements as a planning guide when they’re preparing to engage students in STEM. When we have an empty box it forces us to fill it in! It’s a helpful way to help us engrain this thinking when we are starting out and a good technique to foster new pedagogies into our school culture.

STEM ELEMENTS planning (1).png

Here are some images from the workshop ran last Wednesday. If you’d like to host a regional STEM event at your school, or have me work exclusively with your staff, contact me here on Twitter or use the contact widget on this page.

 

Listen to the Learning Chatter

If you’re like me then you love using technology to engage and motivate learning in your classroom. One of the ‘hits’ you often have to take when you do this is being labelled as a ‘teacher into toys.’ It’s frustrating to hear since you know and have seen the difference they can make for your learners.

img_2650One of the ways you can show others the benefits of these ‘toys’ is to record some of the conversations that your students are having during activities. I’ve started to call this;

  • LEARNING CHATTER = the language and conversations of learning in action.

Here’s a video of some sound bites I captured with one group at a recent Sphero SPRK+ demo hour I took at a local Primary School. Listen for the subject based vocab, the design thinking and collaboration here.

 

3 Shot Movie on an iPad

I’m a huge fan of the 3 shot movie to help structure your videos. It’s a simple way to teach students and teachers about frames, clips and the basics of story telling.

I saw this demo’d at a recent GAFE conference by Jim Sill (an ex-producer and now Edtech trainer). The 3 shots basically are;image 1.png

  • the wide shot – gives context
  • the medium – shows more about the characters
  • the close up – gives more detail.

Here’s a quick gif that shows how easy it is combine these shots into your timeline on the iMovie app on an iPad. If you’d like to see more information on this process, including how this process can be done on  Chromebook, check out my full post on our Using Technology Better blog.

3shotmovie

 

So you’re Team Teaching now, are you?

Screen Shot 2014-08-03 at 10.16.23 pmOur school has been working in Team Teaching pairs now for the best part of a year. It’s been so successful and beneficial across the board that we couldn’t imagine going back to teaching alone. We are also really pleased to see that this approach to a school structure is catching on all over the country and we’re having quite a few schools visiting to see what all the fuss is about.

Of course we’re not claiming to invent the idea of working with other teachers – my first introduction came from Jo Fothergill, a teacher from New Zealand, who spoke about her team teaching aspirations at an Educamp we hosted at our school in 2012. But we are very proud at our school of developing a whole school culture that has embraced Team Teaching as a crucial part of our shared pedagogy and learning programme.

So – why is there so much push back? I’m going to start a short series of posts that will ‘unpack’ (one of my favourite words, apparently) some of the reasons why TT gets so much resistance and also what makes it work at our school!

 

The Power to Act – Agency

Well – my word for the year (ownership) is growing some really long arms and legs! Here are some of those ‘limbs’ and the impact they are having on our learners.
This video, by Derek Wenmoth, explains some terminology for me around the concept of ‘student agency.’ He explains agency as the ‘power to act’ and it has really captured my attention as we build our active learning approach at our school.

In this video, Derek explains how student agency involves 3 dynamics and I’ve added some implications for our classrooms.

1. The initiative – self regulation of the student.

  • this describes exactly what we are trying to do – engage the learner to be more and more independent and self starting.

2. The relationship is inter-dependent – mediates and is mediated by the socio cultural context of the classroom.

  • the importance of a collaborative culture is key here. How we work together, give and seek peer feedback and create an environment where students want to learn together is incredibly important.

3. An awareness of responsibility of the learner’s own actions and the impact on the environment and on others.

  • our learner licenses approach is working really well in facilitating the right amount of support for each learner and I’m wondering how we can use it better to have student’s mentoring / supporting and encouraging others learning behaviours.

I can see how this terminology is going to catch on as some shared vocabulary for our school. Especially with the parents. Interestingly – one thing I have learnt to do, when talking about this with parents is to emphasise the ‘active learning’ aspect rather than ‘independent learning’ as the latter has overtones of teachers trying to take a back seat to the process.

So – here are 2 aspects of our programme that we have recently invested in across our school to help develop the agency of our students. While not exhaustive, they both form some important pillars to help empower our learners.

Solo Taxonomy

One of our teacher only days this term was spent working with Pam Hook, exploring the ways to incorporate the Solo Taxonomy approach in our classrooms. Solo is an assessment method that involves students, at all stages of the learning journey, to help them see where their understanding is and what to work on next. Pam, @arti_choke, has a knack for explaining the approach in a way that makes sense for people and has developed some fantastic resources for teachers to use with their learners.

She is always very generous with her resources on her site and we have already started using the hexagons, thinking maps and assessment matrix tools. My goal for our class is to be able to use the assessment icons and levels to be able to understand and articulate how well they have grasped a skill or idea and what they should next. This should give us some important vocabulary to use during those crucial learning conversations.

e.g, “How well do I know how to use syllables to decode words? Well, my understanding is at ‘multi-structural’ but I need to understand when and why to use them when I read – that will move my understanding to the ‘relational’ level.”

Learning Pathways and Self Selected Workshops

Last week our Senior Teachers travelled to Dunedin to visit St Clair School and we were hosted by @msbeenz (Claire Buist) AP and teacher, and her team. We have been hugely influenced by Claire’s approach with empowering students to self assess their progress using Goal Sheets and then booking workshops with the teacher. We were very impressed to hear their journey with this approach last year and to see the development of this approach with her team this year.

Our Senior Team has begun to adopt this approach, with our own spin, and combined it within our team teaching approach which will have, I can already see, the following benefits.

  • increased student agency
  • increased quality and quantity of learning conversations to help guide and support the learner.
  • more active and engaged learners!
One of the areas to explore from our visit is how to best develop the home-school connection and whether our current ‘homework’ programme is the best approach. I’m expecting that the ability for the learner to engage with their next steps is something that could and should be able to continue outside of school hours. So, there is enormous potential for our use of google apps, Ultranet and our other online tools carry on this journey.
Here are 2 other links to some docs we sent home for parents that explain how our learning programme has developed so far. This ‘coalition’ between school and home is something we are always looking to grow and the conversations these documents have continued has been crucial to the learning culture we are developing in the school.
We are certainly in the midst of some exciting times and it feels like the pieces of the ‘Active Learning’ approach are falling into place. And when we combine all this with an increasing access to the learning tools we need (10 Chrome books arrived this afternoon!) then the road ahead just keeps getting more and more exciting. 
I hope our learners are starting to feel excited as well. I’m thinking it may be time for some student voice!

Bottle Bivy Beginnings!

Today we started out bottle bivy project! Here’s a sneak preview of the ‘gawker’ (timelapse video) I’m planning to make with the class once the making is over.

We’re also asking for each student to bring a gold coin donation to help with the costs of the glue gun sticks – the build take over 60 to get the job done. Thanks to everyone who’s brought bottles into school. We couldn’t have started without your help and team work!