ICT - Zoom

 

Wednesday, April 29, 2020

ICT resources

Hello!
A new topic has been posted by Rob Clarke in the Online Learning Community for Learning Architects:
Topic url: https://members.learningarchitects.com/forums/topic/tips-for-educators-using-zoom/
Summary:
If you are a teacher, this PDF from Zoom is well worth reading, it has a list of great tips for eng…
Have a great day,
Rob and the team
Learning Architects
www.learningarchitects.com

Observations:

I have been using Zoom in a collaborative teaching group and wish I had set this up with my students. I find the platform very easy to use. At this time though I will continue to use Google chats. I would like to work with this a bit more as I see benefits for  meeting with parents remotely if needed in the future.

Follow up on Math Whizz 2019

Today a Term 1 assessment came out regarding the children's usage of Math Whizz.

What have I learned?
I have analyzed the data and was disappointed to see the results although not surprised. We have set Math Whizz up as a at home structural project and that it is a finished work activity. These were the results from room 3.

• 12 of my students are meeting the math whizz recommended growth of 3 progressions a week.
• 11 of my students are investing 30 mins of more in time but less than 3 progressions
• 7 of my students are doing less than 30 mins of time invested per week and less than 3 progressions.

1. two of the students who are investing 30 mins but not getting 3 progressions a week are my at risk students
2. Two of my at risk children are  making their time and progressions.
3. 5 of my students that are doing less than 30 mins are working at stage 6

What am I going to implement for term 2

* Give out certificates on a Monday for the past 7 days (gold, silver and bronze in number of progressions) with a reward at the end of the term for students who achieve a green tick for the term. (pizza)

• Give all groups at least 10 mins everyday to work on Math Whizz and on a Wednesday at the end of the day people with 2 progressions go 5 min early??
• Send messages to my children that are not meeting expectations to motivate and celebrate successes.

* Monitor children who have the exclamation mark (yellow symbol) - these are our at risk children. This shows children who have lots of usage but are not making the amount of progressions they should be. These are the children that I will want to sit with at least once a week in class and work with them so they understand the lesson and can make the progression.

Term 1 results Math Whizz

Camp - Kearoa Marae in Horohoro

Feb 24th Room 3 Parent Meeting

Sylvia and I hosted a parents meeting regarding camp with a huge attendance from parents. We were able to cover some questions/concerns/ and the itinerary for camp.

Reasons why we want to do this camp are to:

• To promote student self esteem and confidence
• To develop class community and friendships
• To offer alternative learning opportunities
• To develop student understanding of Te reo and Tikanga Maori

Camp for Me

I love camp as its an opportunity to share an experience with your students it allows us to see a side to them that we might not get to see while at school. We are able to establish good foundations with parents and student.

I always encourage all students to have a go at all activities and make sure I know what I am doing.

Need to follow up on Flax Weaving.

March 17 2019

Today we created our itinerary with the team I am confident with the protocol on the marae as well as flax weaving. I will be leading my team the prayer pre-flax weaving.

I have with the help of Anne Cato, learnt how to print off the medical forms from the edge and have highlighted all students with issues, this has been cross checked with the teachers for any follow up info. Because we are the first group in we are kind of the guinea pigs. I am so exited to take the children to the swimming hole as I have been here with my own children. We are also going to take a eel line and have done some classroom work around this.

Reflection/Highlights

Camp was fantastic, I loved that it was just our class as I was able to spend time with each child that I might not have been able to. I love seeing kids succeed, trying new things and pushing the boundaries. Mr. McMillan ran some outstanding games for co operation which was so important for the bonding of our classroom as a complete unit.

* Lazer Tag

*Every child jumping off the rock

* saying my prayer in Te Reo

*smiles on the kids faces when they took lives off me

* the high fives

* Cooperative games

Maths Whizz

Math Whizz P.D. -term 1

Today, Chris from Maths Whizz visited the senior students and sparked excitement for what was coming with regards to Math Whizz. She explained to them what teachers were able to see and do with regards to their personal accounts. For example she was able to show us how to look over strands that individuals were having issues with, how to see if you actually were progressing the way you should be. The new improvements to maths whiz software had the kids excited. Their are avatars and better explanations of activities.

She then met with the staff and showed us how to access better support through math whizz for students, how to set topics as focuses to support in class achievement. How to filter ability within classes and progress, which will be useful for the students when setting up goals and personally to keep track of my students.

What have I learned from the P.D. workshop and student workshop?

* It is ok to show children how they are doing, and that we are also able to see where they are stuck.Math Whizz has been created to completely individualised to their own learning. To not increase levels until they are able to move forward.

* With regards to the NZ curriculum they are working hand in hand with the curriclum and teachers to make sure that everything is covered and is they way we are teaching in the class.

* At St. Marys we are wanting all students from Y3-6 to be making 4 progressions a week and using Math Whizz for 60-90 min. The weekly refresh happens on a Monday.

We can print out the Jenga blocks for our class to see where the gaps are and to set weekly tasks to focus the first lesson of the day on that specific area

* My job as a teacher is to monitor the students progressions and idendily problem areas. From here I can set topics to support students gaps and lessons we are doing in class.

* I can send messages to students to congratulate them or help with motivation.

What Practises will I use?

* From this P.D. I printed off a copy of my classes Jenga blocks so that I could compare the results from term to term. The kids need to fill the gaps in as the year goes on. Good for kids to see that the progress shows up and helps with their personal understanding. Making them work at their personal achievement levels in all areas with support.

* Show students how they are progressing on a Wednesday as I will not have them come the end of the week.

* Use the Jenga blocks to help with goal setting

* Sylvia and I are going to use Math Whizz term 1 as a support tool, and homework. This will need to be reviewed to make sure students are meeting their goals and managed their time.

Zones Of Regulation

Zones of Regulation PD - Glenda Paul

Monday, 15 October 2018

Link to presentation

In our staff meeting today we had Glenda Paul in talking to us about the Zones of Regulation. I have been using this model in my classroom for the last three weeks of term 3 and will continue for the reminder of this year. I decided that I needed support for a few of my boys and girls, to help them deal with outbursts, anger, jealousy and over all well being. I spent time with Nicole Hunter a senior teacher talking to her about how she used the programme in her classroom. I then had two students (whom I had taught in the past) be my teachers and guides come into the classroom to teach us what and how they were using the regulations.

Main themes I took away from today:

What do good coping skills look like?

identifying your feelings, talking/sharing ideas, Pause, Breathe and Smile, finding a quiet space, prayer.

Self Regulation

• Sensory processing - filtering out unnecessary stimuli
• Executive functioning - use our brains efficiently to problem solve and shift attention away from the problem
• Emotional regulation - control our emotions and our reactions in order to meet the goals

Being aware of triggers

* home environment, food, the need to know your students and what is going on in their lives. 

Great interventions - interrupt and redirect

* send for a drink, with a message, run around the field

Visuals very important. Critical thing: Doesn’t bring teacher judgment on how a child behaves

See Pinterest for ideas

Focus around zones

Various tools for self-regulation

• Sensory supports - rubix cube, pillow, slime
• Calming techniques - rubbing hands, breathing in through nose out through mouth, good thoughts (damien McKenise smiling to his grandma pre kicks)
• Thinking strategies - what is making you feel this way, how do you move out

How big is the problem?

Can students see the difference between a small med large problem. When do you need help? 

You Tube clips with Inside Out characters  - what are they feeling here?

Resources shared by Sylvia

Where to next for my Professional Development?

Sensory Support:

I have been using our pillows, mindfulness, circle time, breathing techniques, face movements on the feelings chart

* Adding calming music while working, open door policy for students who don't want to be outside (over stimulated) continue with 10mins after lunch and maybe experiment with before lunch (lunch major issue time)some tactile objects would like to develop a quiet room somewhere in the school.

* Visual Guides for Thinking Strategies:

Using the kids magnets they have 10 mins to move back to green before I approach them, what I would like to see is a buddy trying to manage some of that. Not a friend but a learning buddy maybe. Peer support pre coming to an adult.