Sally Avern's Professional Journey

Here is my Literature Review: Implications of Peer Feedback Information gathered through a recent survey revealed whanau want; more homework for students, easier communication between school and home about day to day learning, as well as more visible learning intentions and artefacts. The main concern for our community leaders (principals, head teachers and facilitators of the Manaiakalani program) is raising achievement across all curriculum areas. Our staff indicated that improved quality of work over time needed to be addressed also. The Manaaiakalani program assists our community in facilitating 1:1 chromebooks in the senior school. In order to meet these needs I propose looking into using peer feedback on blogs to increase writing achievement. Personally,  writing has historically been the hardest thing to teach and starting here will help boost achievement the most, then we will be able to take these reviewing skills across the curric...

Retrieved from: http://www.katoa.net.nz/kaupapa-maori What relevance does the topic of interest have to your Māori students? Have you taken into account the ways your students think, understand, interact and interpret the topic of interest? How would you know? The intervention principles in the context of my research.  Tino Rangatiratanga I believe students need to have meaningful control over what they are doing.  Cultural well-being amongst my students will come in the form of choice of collaboration. Traditional ideals of learning and achievement of Kaupapa Maori are that the achievements of the group are shared by all. If they choose to collaborate in their work, they will all benefit. It cannot be meaningful control though if I just throw them all in the deep end to begin with. I must be able to slowly help them be comfortable with the idea of having everone in the class critique theri work. This will be a challenge. Taonga tuku iho  My stu...

SCAN:  Make sure my topic is relevant and of particular interest to me. 📗 Reading: Spiral Playbook--> L Kaser and Judy Halbert Who else can be in my inquiry network? Are we all working on it? Just digital teachers? Karli involved? She can at least look at my research. KEY IDEAS To ask the learners when going through all of the steps of the spiral. What is going on for my learners? How do i know? Why does it matter? 📗 NOTES WK 17: Make sure I add all my notes to blogger. Scannign and checking: What evidence will I look for at the end that the students are benifitting from this process? What will my measurable difference be? Think about it now so you can get a baseline. Measurable outcomes:  -able to check others work against the Sc. -give specific feedback to each other -use feedback to improve and compare -seek feedback from other students -accelerated grades in writing. HOW TO SCAN: -conversations -observations -surveys -portfolios Record t...

Nothing happens without bringing together different knowledge. Show the kids stuff and help them understand that so many different. The whole is more than the sum of their parts, if they can see all the pieces that come together,  show them how these things are all brought together in everyday things. Notice Think and Wonder. Once you have done it- what can you do with it? Transfer the things that you NT & W'd and put it into your own thing. Make sure these things all link together so that the students are getting these things little and often. Talk about things- ask the students can they link to the big ideas. We need to link back to something you did before- make sure you can refer back to their schema.

FOCUS: My focus this term has been to create meaningful learning opportunities that result in focused science learning.  My inquiry was focused on:  planning and carrying out investigations, analysing and interpreting data & obtaining, evaluating and communicating information.  The focus was here as I identified this as a weak spot in my students ability to do this independently. I limited myself to 3 aspects as I wanted to focus harder and not do many things to a limited degree. MY HUNCH: I suspected they were unable to do these things as they had not had enough exposure to collecting and reading data that had any meaning to them.  They have experience reading graphs through maths but communicating ideas and deciding how to collate the data. The students have only ever looked at collecting information like this around maths, I need to come at this with a scientific lens. TAKING ACTION: To test my hunch we did a quick investigation about muscle fatigue...

Dr. Cynthia Greenleaf www.readingapprenticeship.org set norms - trust to diagree and the idea that no one is right or wrong means that the students can let out their thoughts without fear.  Practicing this with a low stakes task is effective. Do the argumenatation activity. Revisit your norms- go meta, decide what we did well and what we can improve on. Slip or Trip how did you work with others to figure this out? Break it down and do smaller groups- engages more students. Put a Kiwi kids news, can we comment on it? Are we using kiwi kids news so that we could argue? Comment on the class blog as a discussion, using evidence and typing. This could be done once a week as a must do. What do you think? can print out these conversatoins and then let them go back and revisit.  Review their norms vis this. Reflection on Learning: After the session with Cynthia it was clear to me that the norms I have set in my class for discussions, both around learning or a...

I think I have finally cracked working smart, working at the redefinition stage of SAMR, and also having my students collaborate, not just co-operate. It's coming together. Check out our Mana Atua section at the bottom of our Class website. Things are coming together here: here