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.

Goodbye Gilroy, The College of Knowledge. . .

In 2 weeks I finish up at Gilroy Catholic College after 6 and a bit years to move on and forward into a new position at Emmaus Catholic College as Director of Innovation. I have moved through all the emotions of excitement, sadness and anticipation since applying, interviewing and accepting the position. I thought the best way to reflect on my Gilroy memories was to blog. . . .

 

Educational blogs are always full of “top lists” – so in no particular order here is my top 7 of G-Roy ! 

 

1. Construction training and uniform

I am proud to say I was the FIRST female in our CEO to be trained in VET Construction in 2009. Over the years VET students have always been proud to work on school projects that better their facilities. My favourite competencies are in the concreting units, this is because of the applied mathematic skills the contrast between this type of outdoors/team work and “regular” classwork. Students pictured are all wearing a Gilroy branded high-vis shirt, this replaced a plain clothes and apron uniform. I started this uniform in 2011, students and VET staff wear it with pride.

2. Charity and community work

I have a personal drive to support charities in a means that takes “participation” so that there is a connectedness to the giving, over the years I have organised crazy hair days, shaved a students hair, dyed my own fluro pink, knitted for months on end and my homeroom since 2009 have sponsored a child in Honduras.

3. 1:1 iPad program and E-Learning role

At the end of 2012 I formally took on the role as Leader of E-Learning. Prior to this role I had always been an informal tech support for staff and a driver for innovative PD which I organised and presented. In the role I have been so humbled by the support and trust from fellow teachers and students, they have been so supportive of change – even when it has been challenging and frustrating. I have seen the iPad and 1:1 device program grow stronger, this is all relational to the positive development staff and student skills.

 

 4. TAS spaces

The TAS workshops and classrooms have gone through many renovations and remodeling since I started. I have taken personal ownership of the spaces I use to make them comfortable and inspiring for staff and students.  Applying Dr Suess vinyl quotes, a secondhand couch, comfy chairs, posters, visuals, accessible resources and even sewing machine covers!

 

5. Friendship and community

Sigh, this is the hardest part of starting a new adventure. . .

6. Love of learning

Inspiring a love of learning in my classes and KLA has been most rewarding, to see students talents grow over the years and their skills improve. I have so many amazing photos of all the proud moments of mess, challenge, completion, smiles, fun, these are just some. . .

7. Edmodo

I first started using Edmodo in 2009, by the end of 2010 it became our preferred LMS. I drove its implementation by sharing its success in my classroom and developing good practice with staff. In education many technologies and tools date quickly like fashion. I have seen fads come and go, Edmodo has been a constant. This frequent or fleeting change can a negative impact on technologies perception in schools. I consider the positive impact Edmodo has had on Gilroy an exceptional mark to leave, I had the sense in 2009 to spot a good thing and the tenacity stick with it – with the team at Edmodo supporting all the way!

 






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.

 

Year 7 iPad training day and the roll out process at Gilroy

This year as part of the 1:1 iPad rollout process in year 7 I was able to allocate a whole day for student training. The training day was planned so that year 7’s had a day of workshops that would provide them with the technical knowledge to operate their iPads in class as a learning tool. During the day they would learn how to operate key apps, focus on digital citizenship in line with our ICT policy, get their intranet usernames/login and set up their iPad with printing!

This was a FULL ON day to prepare and plan, but it was part of bigger roll out process that started in 2013 with the welfare team and parents:

  • 2013 Enrolment evening – among key important speakers the night also contained information about iPads, their expected use in classrooms and support docs for parents (in regards to purchasing, insurance and technical support)
  • 2014 year 7 parent evening – welfare focused information session, the year co-ordinator spoke about cyber safety, privacy and I spoke about practical ways to monitor/support technology use at home and parental controls were explained/applied.
  • Year 7 app roll out – students received usernames and passwords, they were given access to the MDM and received their school apps on their device (this happened on the friday so they could PLAY with the apps ALL weekend!)
  • Year 7 iPad training day – 5 sessions/workshops on iPad use.

It is important to note that the roll out process involved parents and the welfare team at Gilroy, this was a positive change from our previous laptop roll out process.

 

LOGISTICS OF THE iPAD TRAINING DAY!

The iPad training day would not have been successful without the help of the Integrated Learning teachers that each ran workshops, office staff that provided room changes, lesson cover and supervison, onsite technicians AND the student techies that assisted the classes in doing the hard stuff!

The 5 workshops students did were:

Session 1: Edmodo sign up/use and Gilroy student home page navigation
Session 2: Cyber safety and tech rules at Gilroy
Session 3: Self service, printing, iPad settings and MDM profiles
Session 4: Using your iPad in class (Notability, Bookcreator) sending files, exporting work
Session 5: Structured “play” – iPad skills bingo

Here is a copy of Ipad training day runsheet –  on the run sheet you can see the rotation of classes, teachers, workshops and student techies that were our support.

The week after the training day I surveyed students to measure the success of the day – based on their confidence in using the device as a learning tool in class, here are the results: survey results.

Overall I am happy knowing students don’t take their devices into classes knowing NOTHING, I know that teachers appreciated the fact that their first iPad lessons could run without stopping for a hand up with questions like “my printers aren’t connected” or “I can’t log on”.

The roll out process has now extended into a longer process, the benefits of this far outweigh any argument over invested time. With this cohort it has been fluid, with minimal hiccups and maximum support from CEO, technical staff, parents, welfare team and teaching staff.

Sings *students are doin’ it for themselves!

The concept of peer coaching is a no-brainer. I know from experience that students helping students peer-peer in a classroom or school context works. It builds confidence, relationships and in a busy classroom it can ease the demand of teacher centred assistance and keep the pace of a lesson moving forward. Some students even PREFER to have peer assistance, I know “there are no silly questions”, however, putting a hand up and a spotlight on yourself to ask a question can feel daunting for some – so if it wasn’t for peer support questions sometimes by shy individuals may never get asked!!

Based on all the positive experiences I have had with peer-coaching situations I put forward the idea to “hire” Gilroy Student Techies for 6 month contracts in 2014 to support our iPad program. This sounds all very formal, and the process was in order to be fair! Current year 7’s were asked to “apply” knowing that only EIGHT would be selected based solely on their application. The application was a Google form that outlined simple scenarios that they may encounter as a techie – asking them to respond with solutions of how they would help!

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In planning WHAT the class techies would/should do I was very cautious of them NOT losing out on class time, the students selected are hardworking and would then see this leadership role a negative experience if this was the case. A tough balance between using them efficiently and too much!

In 2014 the year 8 Student Techies will be used at Gilroy in the following manner:

  • One year 8 Techie will be in each year 7 homeroom to solve tech issues at the START of the day so as to minimise their impact on classes (typically a busy time as I have homeroom myself and site Technicians are assisting years 8-12 with laptops)
  • Support staff at the 2014 iPad training day for year 7 students
  • Help demonstrate effective iPad/technology use as a young school leader
  • Assist by being an additional member of the Year 7  Tech- Support Edmodo page to help with online questions

I am really looking forward to this initiative being a part of the reason why our iPad program will see student success – not just for those students that are Techies, but for all the opportunities that the Techies could potentially help in!

Confessions of a fashion addict and Buy Nothing New Month.

 

I have been following the Adbusters anti-consumption activist journey since my early uni-days. Their campaigns and culture jams are witty, productive, creative and informed. I participate in their “Buy Nothing Day” each year – not to have a tokenistic approach to consumption, but to use their campaign and information as a way to read, be an informed consumer and better understand the lifecycle and impact my purchase decisions have on our environment.  I frequently use the Adbusters resources in my Design and Technology classroom, I believe that better consumer choices will be enabled by clever and thoughtful design.

You can read more about Adbusters here: https://www.adbusters.org/campaigns/bnd

 

Two years ago I blogged and participated in the Buy Nothing New month which I am doing again this year. It is an Australian campaign that runs for the month of October: http://www.buynothingnew.com.au/.

 

I am a SELF CONFESSED FASHION ADDICT, I LOVE buying quirky, strange, on-trend clothes. Buy Nothing New month isn’t so much of a challenge as a lot of what I purchase is second hand and re-purposed. My SELF challenge from now on is to not only not buy anything new for October, but look at WHERE my clothes and fashion purchases COME FROM. How they are made? How are they manufactured, processed, dyed? What packaging does it come in? Is it necessary that I purchase it- WHO will its purchase support?

 

. . . a month of reflection that will start a longer journey! YOU can sign up to pledge to BUY NOTHING NEW for a month here: http://www.buynothingnew.com.au/