Cultures of Thinking – Project Zero – Sydney

– I am so excited to share some of my notes with you from Saturday’s conference, it was a free PROJECT ZERO event at Shore School that I attended, it was much bigger than expected, with 550 registrations, a highlight of the day for me was seeing old friends and having time to have rich conversations with colleagues . . . . I will sum it up briefly by sharing some parts that were a standout for me. . . .
  
Ron Ritchhart was the keynote, his engaging talk covered some core Project Zero research projects . . . .
– The 8 cultural forces are:
Inline images 1
This video unpacks them nicely: https://www.youtube.com/watch?v=faXX-hETf68
 
An exercise he did with the audience was ask: “What are three things you did at the start of the school year to establish a culture of thinking amongst your students and in your classroom” it is a great reflective exercise and maybe one that you could do! – a follow up question was “what was one think you did to build that culture that you hadn’t done in the past”  — this is asked to acknowledge risks you take in the classroom to build better practice and deeper thinking. 
He then introduced the understanding map, this was really unpacked in great detail, so if you like the graphic below there is more information here: http://www.pz.harvard.edu/resources/understanding-map
Inline images 2
During his talk and my short workshops we were introduced to a simple questioning technique that makes students think deeper and use evidence: “what makes you say that” – maybe you could try using this questioning technique in your classes?
More reading on “What makes you say that” here —-> http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/WhatMakes/WhatMakes_Routine.html
In my short workshops we were shown a thinking routine called “See – Think – Wonder” – this is used to encourage enquiry thinking, prompt students to seek their own research and to really build deep discussions about art, sources, artefacts and texts.
More info on the  “See – Think – Wonder” here —->  http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html
The tweets the appeared on the #pzsydney hashtag really value added to the day! – Thank you to Andrea who created this awesome Storify:  https://storify.com/stringer_andrea/project-zero-sydney-pzsyd-25-feb-17#publicize
Thank you to the Project Zero team for hosting!
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What our students need. . . .

 

 

  • At the end of last year I surveyed our teaching staff in reference to students digital skills.

  • Emmaus is in a phase of transition with technologies – in 2016 we will have two year groups with 1:1 iPads.

 

In my time at Gilroy I lead and programmed a subject that the Principal and Assistant Principal started that was called Integrated Learning, IL started as a course designed to teach skills for learning but as our students needs changed it became a cross-curricular subject that taught DIGITAL SKILLS.

For more info on IL you can read about it here: https://moniquedalli.wordpress.com/2013/10/03/how-integrated-learning-works-at-gilroy-with-ipads/

The time has come for Emmaus students to have the same opportunity, with a timetabling success our past Principal Brad Campbell is leaving me a legacy of TIME. The hour a week class is called iLearn.

 

Because no school is the same (students certainly aren’t!) I sought to better understand from both a teachers and students perspective of what digital skills were needed. . . . (*note I did NOT edit responses, but have not included all)

 

Our 2015 year 7 students were asked:

What was your most MEMORABLE LEARNING experience this year when using technologies?
  • Playing kahoot – popular response!!
  • The iMovie we did for religion, that was really enjoyable.
  • My memorable experience this year using technology was when I was designing a room for my tech assessment in the 1st & 2nd term.
  • I think the most memorable learning experience this year when using technology is making different group projects
  • Science- We had an assignment where we had to build an Island and the class used MineCraft to build it.
What is your FAVE app:
  • Notability
  • Pic Collage
  • Popplet
Subject I use my iPad in the MOST:
  • Science
  • Tech
  • Religion

My take homes are: they LOVE creating, interactive tasks, they like apps that keep them organised and present their work beautifully. 

 

Our staff were asked:

What deficits do you see in students digital skills:
  • I think that there is a lack of core skills. We assume that as digital natives that they are aware and know how to use apps etc; however, they do need to have framing done for them and have the foundation skills placed down in front of them. There needs to be a distinction made between tool and toy; by that I mean that their various devices can add to learning rather than being a distraction. And that they can see the social networking and media devices can be used an meaningful learning devices.
  • Knowing how to find reliable sources online! Very surprised when I have worked with students and they didn’t know what a “blog” was!
  • Using the Internet to research Using Word/PPT – or Google docs effectively
  • – researching difficulties / discernment of reliable sources – accurate referencing of sources – difficulties achieving a quality product…

What digital skills would you like student to develop further?

  • Research skills that help them identify more than just the obvious webpage.
  • Ability to translate research into their own words and determine the validity of the website they use for the research
  • Smoother integration of electronic work and written book work

My take homes are: research and information seeking is an apparent concern, organisation skills are mentioned but not as prominent as authoring.

 

 

So, these holidays i have been busy working on the iLearn program, there are SIX UNITS:

Digital Native: Technologies are a big part of our lives, at the age they are at they have always known technology and are considered digital natives. This unit will set the standard of digital expectations for the course and year group in: netiquette, behaviour, rules and quality of work. Technologies DO make their lives easier and CAN enhance their learning IF used to their potential and safely. Students will connect to the network and download their school apps as part of the iPad roll out.

Copy Write: You cannot just simply GOOGLE? Research skills are important foundation skills for secondary students, they need to be able to SEARCH, DISCRIMINATE, FILTER and REFINE their research. This unit of work will look at tricks and tips to use when researching online, how to be a discriminate seeker of information AND how to implement researched content WITHOUT plagiarism.

Monster Maintenance Manual:  The aim of this unit is to demonstrate the variety of apps they have on their device and HOW they can LINK and work together to create a project outcome much like a school assessment. They will digitally submit their work, collating their final chapters as one class book using tools like BookCreator and Drive. They will write a chapter of their own that includes: image, text, audio based on the work of an existing text/author (“The Monster Maintenance Manual – A Spotters Guide”)

Moral of the Story: Each student has a story to tell, this unit looks at different ways of expressing their stories – focusing on a stop animation movie. Students will have created a movie that is produced to demonstrate a chosen MORAL or MESSAGE that is important to them, their family or community.

My Best Selfie: Students have a digital footprint. My best selfie is about promoting their LEARNING as something to be proud of. In Technology Mandatory they have started a personal blog/website, this unit will continue the work of that subject by getting students to share and promote their learning success. We will look further into Cyber Bullying and Digital Footprint, the focus is to produce a positve one!

Game On: Students are gaming consumers! This unit will demonstrate how they can create an app, a game and share it with their classmates. We might see the next upcomming developers and coders in this unit!

 

 

I have attached the programs and scope so far for you to read, evaluate, use and maybe even give me some feedback?! I need to attribute the 21st Century Fluency project for their resources and training I did in 2012 as well as the Author of the Monster Maintenance Manual book – Peter McMannis as he graciously allows us to use his book as a learning resource for students!

 

2016iLearnScope

2016DigitalNativeProgram

2016CopyWriteProgram

BOSTES and UNSW – how ICT impacts on curriculum and assessment . . .

How does ICT impact on curriculum and assessment? What a coincidence that I  presented the SAME topic TWICE in one week to TWO completely different audiences?

This week has been a busy one, TWO firsts – presenting to the BOSTES Inspector team AND to a uni class of Masters of Ed students at UNSW. The OTHER common factor between both of these events (besides being a first for me) was the topic ” Impacts of ICT on curriculum and assessment” . . .

The BOSTES presentation was with two other teachers – Gavin Hays, Assistant Principal  from Parramatta Marist and Andrew Burgess, E-Learning Co-ordinator from Lismore Diocese who operates the Online Education Centre. We each spoke about technology implementation, tools, challenges and successes in our school, the questions from the Inspector Team and Howard Kennedy (Director of Curriculum and Assessment Standards) were focused on curriculum support, access to classroom technologies, staff PD as well as supporting ICT’s with BOSTES tools such as program builder.

My own learning notes from the day were related to using PBL to heighten engagement, Google Classroom developments, challenges in selecting a good LMS and how we can teach stage related skills in ICTs throughout projects, tasks, classroom interactions and in online learning environments.

It was awesome to hear both Andrew and Gavin talk, I loved hearing about what they were doing in schools and how they were making positive changes for learning.

MY BOSTES presentation:

At UNSW I was lucky enough to be paired with Pip Cleaves in a class with 24 Masters of Ed students, John Bennett has been running similar talks with his class for the past three years – I could see the purpose and value in tonight solely by the classes questions and sharing.

Questions were related to: fitting in content amongst project work, being comfortable with trying something different, logistics, examples of KLA tasks, challenges in terms of internet connects and finance, classroom design, finding time, selecting tech tools for the right application, being a leader amongst staff, engaging students, differentiating content AND collaboration.

Pip’s experience is invaluable – her knowledge of platforms, tools, devices, classroom applications is so broad! I loved how she moved around the room and spoke with her hands! – this was novel to me as Pip and I have spoken MORE online than in real life 😉

Pip took a photo of me during the talk, being photographed while doing something like this is a little weird right? – I saved the image because one of the questions I asked of the class was “what would your students say of your teaching? & classes?” – in this photo I am looking through their eyes. Pip moved around in her zippy form, while I was more still? Being at the front of the room heavily instructing or information cramming it not something I am used to doing. So while I appreciate Pip’s gorgeous words, the image itself is JUST STRANGE!? and how I was still was strange?? – AND I did it TWICE in ONE WEEK?!

UNSW

My UNSW presentation:

It was a personal highlight to talk about the staff and students at Emmaus for the first time. Even though this is a new role and school community for me I felt so proud to share their great work with others. We are on an exciting learning journey!

My take aways from both of these presentations is that I am lucky to be in such great company professionally, likewise our students are in good hands. There are many challenges in the implementation of ICT in schools, these challenges do add another dimension to the work teachers have to do. However, each lot of presenters and audiences were focused on students learning and solving problems, the technologies that were discussed were referenced as tools to propel this.

LINKS and stuff I may have forgotten. . . . 

Example of a flipped youtube for TAS – https://www.youtube.com/watch?v=PVUjn1QYo4g&feature=youtu.be

Teachers are using Weebly, this is what STUDENTS can do with WEEBLY – http://emmausdigitallearning.weebly.com/

MORE about the Student Techie Team – https://moniquedalli.wordpress.com/2014/03/08/student-techies-at-gilroy-voiced-2014/

Information about LEARNING INTENTIONS: http://www.assessmentforlearning.edu.au/professional_learning/learning_intentions/learning_intentions_landing_page.html

PINTEREST as a bookmarking TOOL- https://moniquedalli.wordpress.com/2013/08/18/using-pinterest-in-my-classroom/

HUGE thanks to my arty mate Jess McCarthy, she made my UNSW presso pretty amaze.

Emmaus Bytes – sharing byte sized updates

With teachers in a constant state of time poor – I wanted a way of sharing ideas, tools and articles in a regular format.

I came up with the idea of “Emmaus Bytes” late last term – Michael Pate helped me out by talking through requirements of an innovation newsletter. We discussed what Emmaus staff needed in terms of the PD they have already received and how the format was best presented.

The cheeky title is derived from the unit measurement – a byte. The concept of the update is to share smaller bits of information, sourced from articles and peers with links to further reading and ideas for classroom application.

 

Too often PD is over prescriptive – it leads to specific implementation and rigid ideas of do this then that. Teachers at Emmaus (and other schools I am sure) are apt in reading information and ideas, to then make a decision about its validity in their classrooms. It is not a take it or leave it approach – this approach starts discussions. Discussions that are driven by staff & students needs – not just me.

 

Examples of this working is in the first edition of Emmaus Bytes I included info about Weebly. With ideas of implementation, examples of Emmaus Weeblys and staff that were currently using the tool – our experts to talk to. This was a great success!  We now have multiple faculties and many individuals now using Weebly. Building on that, Emmaus Bytes edition TWO discussed ways of integrating critical thinking into Weebly, success criteria for students and extension activities – not just the technology – the pedagogy.

 

We are now up to our THIRD edition of Emmaus Bytes (found here)  – it has been a positive experience to share the good practice of staff in these editions and share ideas so that together we develop as a school staff – not in a linear one PD plan for all, but with byte sized ideas.

EdmodoCon 2014 – an international edu-venture !

I am back home, have had a full nights rest and have a pile of marking and cup of espresso awaiting my attention – all is normal post EdmodoCon 2014 !!!

Still feeling totally overwhelmed by the enormity of it all and how far EdmodoCon has come since the first one in 2011.

I wanted to say a HUGE thank you to everyone in the Edmodo office that made EdmodoCon happen – technical staff – arranging the logistics of presentations, files and making me look/sound good live, the marketing team, staff that picked us up of the mornings and made sure we had coffee and breakfast when we arrived, people that organised accommodation and travel, engineers that listened to us chat about our Edmodo experiences. . . you are all amazing, the hospitality and support was wonderful away from home, thank you!!

Was so cool to meet such passionate and talented presenters that had so much to share! – what luck to be a part of the 2014 presenter team!!

. . .AND to everyone that participated in our session, tweeted us and was a part of the backchannel, Jess and I were humbled by the response from you – we feel very lucky to have such supportive teacher friends all over the world!
Looking forward to continuing our journey of learning together!

 

OH, of course, a huge thanks to JESS! – how lucky am I to have met a mate that I learn so much from, one that takes me to amazing places – like out for dumplings and of course, EdmodoCon.

 

Copy of presentation: Edmodo_is_like_an_onion FINAL

Edmodo Blog interview: https://blog.edmodo.com/2014/07/22/meet-monique-dalli-jessica-mccarthy-edmodocon-2014-speakers/

Video archive: https://edmodo.mediacore.tv/media/edmodo-that-unique-ways-to-connect-and-learn-by-mo

 

 

Reflecting on the whirlwind that was ISTE 2013

 

Random thoughts and reflections fill my head most moments of every day, sitting on my couch with my morning coffee on this sleepy Saturday of our school holiday break is no different. The thoughts that are buzzing by are making me smile and deserve a post of their own. . .

 

A year a ago I traversed the globe to embark on my ISTE adventure, it was a whirlwind 10 day USA trip that at the time was marred by the inefficiency of United Airlines to make a flight arrive or depart on schedule. As time has gone on, the pain inflicted by the travel has passed and these are the memories that I hold close to my heart as having a greater impact on my teaching practice and perspective as an educator:

 

  • Students are the SAME everywhere!

ISTE was full of queues. . . for coffee, food and entry to keynotes – in each and every one I had rich conversations with people who I shared much in common. We teach students! I spoke with LOADS of teachers from all over the world while queuing for stuff- we shared laughs and stories about what we have common, the time then flew in the queues!

I learnt that students are the same in all places, they forget homework and attempt to make the same silly excuses no matter what city they live. We solved problems of the edu-world in these queues, promising each other to abolish the monotony of homework, grades and useless feedback. Students are the same in all countries, we laughed at how they are grubby, annoying and can push every button of ours all at once! We discussed strategies for engaging difficult students, how to spark a passion for words in those that don’t like reading and giggled at stories of that time/s when technology failed during that epic lesson we had prepared.

 

  • Passion is contagious

I was ridiculously TIRED during the three days of ISTE, the heat was brain melting and traveling hard! Each morning I awoke to tweets about the day ahead – speakers, workshops and places to meet with new and old friends to share.

My fave place for catchy-passion at ISTE was the bloggers lounge, it became both a planned and impromptu place for deeper discussion. I spoke further with friends from queues here, eaves dropped on interesting convos and arranged each day of sessions based on the feedback and chatter of others. A fave moment on shared passion was at a TeachMeet that was set up in the downstairs lounge, we tweeted the plans for the place/time, brought friends, made a crowd and shared ideas. I had skipped out on a session to attend, opting to learn from loads peers rather than the research of one. In the 40mins of being there I witnessed this osmosis like effect of passion, it spread through the TeachMeet crowd like a fever, we “oooohed” and “ahhhhhhhed” in unison over new apps, resources and ideas for projects.

 

  • Friendship and fandom has no geographical boundaries

I met international edu-friends for the first time at ISTE, it was wonderful to spend the time face to face talking with like minded edu-nerds; Andy McKiel, Liz Castillo, Lucia Giacomantonio. I had fan moments chatting to Dean Shareski, meeting the Edmodo crew, listening to Andrew Miller talk PBL and watching Jane McGonigal conduct an epic thumb war! Communication mediums like Edmodo, Twitter and Blog stalking makes having an entourage of fans easy for these edu-super stars!

I became bigger fans of my Australian travelling friends; Jess, LeeBianca and Ashleigh. I watched them present, share and shine. The opportunity for me to present internationally with Leanne Cameron was unforgettable and humbling.

 

  • Education is not  for making money

I am not in this vocation for the purpose of money making and I had never fathomed the opportunity of enterprise that I would witness at ISTE. I understand the need to sponsorship and can appreciate the funds required to make an international conference run, but the point I am trying to make here is not to whinge about the profiteering but a reflection on the SHARING.

Thank you, to the connections that I made at ISTE that shared ideas, resources, twitter handles, hashtags and all the things that cost NOTHING but reward greatly.

 

 

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In the year since ISTE, the biggest change I see in myself is perspective. I have a greater perspective of  my influence and impact as  part of a bigger community of passionate educators that share the same motivations as I do.

 

Guide for Twits and Tweachers that want to tweet!

Do you use or have you thought of using twitter? To get you started, here are some basic instructions and LINGO in a snapshot.

 

  • It isn’t just for “famous people” – a HUGE amount of teachers are on twitter!

 

  • Everyone has a twitter “Name”, it starts with an @ symbol, when you want to send a message or connect to a particular person, type the @ symbol, then their twitter name.

 

  • When you “Follow” someone, you subscribe to his or her tweet feed, people can subscribe/follow to you too!

 

  • If you are tweeting on a subject or topic, a # (hashtag) is a way of grouping like tweets, try searching #edtech , #ozengchat or #ozscichat and see what comes up!!

 

  • The more people you connect with, the more intuitive your account becomes. It will suggest “like minded accounts.” For example, if you follow many teachers, it will keep suggesting teachers,  or if you follow Justin Bieber, it may suggest other “artists” such as Miley Cyrus!

 

  • Tweets can only be 140 characters– YES you may have to sacrifice grammar and spelling 2 fit wot u wnt 2 say in n thts k!! 🙂

 

 

If you are after knowledge or information on a specific topic, search twitter using hashtags as search terms. TRY. . .  #literacy OR #edmodo  #gilroycc or #saidnoteacherever

 

SEARCH a hashtag, follow accounts, and SHARE what you find in turn. Another example. . .  I have found up to date info from the Board of Studies on their twitter rather than their website to be most helpful!

 

IF you found this useful – tweet me! @1moniqued OR RE-TWEET IT!!

 

With thanks to the IIATE, I have used 3D printers and laser cutters in my classroom

 I LOVE manufacturing technologies, I DREAM about students producing projects using 3D printers, however, I do NOT work at a school that has a 3D printer. We don’t have a CNC machine either? Or a laser cutter? But my students STILL use them as part of their course work.

I am a teacher of technology. I specialise in Design Technology & Industrial Tech – Timber in senior years and in BOTH syllabus documents students need to understand how manufacturing technologies work. In an ideal world they would design and produce projects that would use them, just as they do in industry. Unfortunately, the school I work at doesn’t have ANY appropriate equipment to do that, I only achieve this with an extended network of teachers and the IIATE.

The IIATE is the INSTITUTE of INDUSTRIAL ARTS TECHNOLOGY EDUCATION, they are my professional association, much like English teachers have the ETA. They organise professional development, a yearly conference (this year we are joining forces with other states to create a NATIONAL TECHNOLOGY CONFERENCE!) AND also the loan program for 3D printers. The concept is SOOOO rad that the Technology in Education Magazine recently did a cover story article on it! – – – > http://issuu.com/tempomedia/docs/tie-1-2014

The IIATE council do a fabulous job of providing members/teachers with opportunities to provide for their students, without the 3D printer program my students would not have had access to this experience. Without the networking opportunities the IIATE create my students would not be able to use other schools manufacturing equipment.

The IIATE is a non-profit organisation run by teachers, if you are a TAS teacher NSW you should be a part of the association too! In VIC there is DATTA, and in QLD a similar association called INTAD. Whatever your area of teaching, I urge you to join your supporting professional association.

 

 

 

Using an iPad to do stuff . . . (other than to game and look cool)

This post has been sitting in my wordpress drafts for AGES!! — the IIATE conference from which this material came from was held towards the end of October, I presented a session on using iPads and devices in TAS to ACTUALLY DO CLASS WORK.

An article that I read towards the start of the year still really stuck in my mind whilst preparing for my session, in particular it was the closing line that shaped the way my session looked:

Now the next generation is here, already tech-literate. What do they want their school computer, or device, to help them achieve?

The challenges of BYOD: http://www.abc.net.au/technology/articles/2013/02/04/3682334.htm
So HOW can you USE a device such as an iPad to DO class work? What apps are best? Which ones are school friendly?
 
Bellow are my session resources, a document FULL of tried, tested and implemented apps that can be used to do HEAPS OF STUFF!

Page_1Page_2

PDF FILE- doin’ stuff on an ipad — > Share this, pass it round, or drop me a line to let me know what you do!

I am presenting at the SchoolstechOz conference in September 2014, my sessions on the saturday will look at how mobile devices such as iPads can be used to capture, present and enhance assessment tasks across all subjects and stages in our curriculum (although my session will be iPad focused, it could benefit teachers using BYOT and BYOD programs).


SCHOOLSTECH OZ

 

The full program is here: https://www.eiseverywhere.com/ehome/schoolstechoz/program

Gilroy goes GOOGLE!!

Today I ran the FIRST lot of Google Apps training for Gilroy staff, the training was run in period sessions in small faculty groups. The Google apps are run through our new landing page CLASSM8 – it was a busy day exploring the apps we have available to us and an exciting start to our Google journey.

The key focus of today was to: demonstrate the TOOLS and APPS that GOOGLE host that could enrich our resources, add to our teacher tool kits and to find ways to make us more efficient!

 

Each faculty had a session that was tailored to them based on their curriculum and existing levels of technology implementation. Some highlights from todays sessions were:

  • Using Google Drive INSTEAD of Edmodo library!

Edmodo is a common LMS for us at Gilroy, however, its file storage system does not suit all staff. SO – I demonstrated how ALL of the files required for a unit could be stored in ONE resource folder in a Google drive. Then the LINK for that folder could be shared on Edmodo with students! This means that ALL file types can be supported regardless of file size (PDF, docs and videos) AND if the file link is shared with teachers they can ALL add in cool resources that students either use in class or as extra material to study/revise.

  • Using Google Calendar to manage faculty events

Faculties such as PDHPE and CAPA run many activities over and above their class load – I demonstrated how Google calendar could be used to manage faculty events such as rehearsals, try-outs, training, games and performances. They key idea behind using Google Calendar in a faculty is that MANY staff could edit/admin the calendar and MANY students could subscribe on their devices and be reminded of events they are involved in!

  • Using Blogger with class groups

Blogging is an excellent way of getting students to write and digitally author their work, blogs can have a public audience or they can be used as a means to check and practice responses. We found lots of purposes for blogging today – responding to articles with an argument, analysing artworks, journaling a process, documenting a PIP, collating a digital portfolio and general online “showing off” !  – we used theYear 7 Blog as an example of how students LIKE to write online and compared the features of both KidBlog and Blogger.

  • Using Google Groups to communicate across campuses!

I demonstrated how Google Groups would be a perfect tool to start a cross-campus dialogue between students. For example Groups could be used in a Visual Arts classroom to discuss artworks by students across different schools- WHY? to encourage a dialogue that expresses a written opinion and to also listen to others (outside their class-group), and to independently talk about something that could be topical or subjective (ie: tackling something difficult WITHOUT teacher prompting). It would also practice safe digital communication (still easily moderated by a teacher administrator) and encourage collaboration.

 

Other google tools beyond apps that were shared today: 

 

 

What do YOU use Google for in your classroom??