Etherpad

Having spent part of the term learning to write a procedure we have followed this on with writing an explanation which is along the same lines but more difficult. So knowing that my lower writers were still struggling with writing a procedure with all of the structure and instructions which are easy to follow I thought we would start off our explanations working in groups (mixed ability so that kids can learn of one another particularly the lower ones seeing from the more capable ones how it is done). We began with the topic of how milk is made. I gave each of the four groups a powerpoint which I found on http://www.farmersdairy.ca/pages/community/HowMilkIsMade.php which was awesome because it had a picture with a blurb underneath. They then had to cut each part out and create a flowchart which is a great way to plan for an explanation piece of writing. Once they had created their plan they had to use it to as a group create their group explanation beginning with a tittle, opening statement or question and then the explanation. In the class we have four netbooks so one group at a time I thought we could use etherpad to collectively write an explanation. It was cool to see that those who wouldn't generally write much in one writing lesson were wanting to play their part and loved seeing how much they were writing and what parts were theirs. It was definitely great for motivation (even for the more able writers). I managed to capture some videos of their initial thoughts which was exciting to see.

Next we did an explanation on how a tadpole turns into a frog. I found a cool template for creating their tadpole and turning it into a frog on http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/tadpole.pdf and then printed off some information on the process. From these I got some of the group to work through with me highlighting the important points while the others that are more hands on learners to create the tadpole/frog model. As a group they then created a flowchart plan from their highlighted texts. Then from their plan they created their explanation. The groups have all used great opening questions and are obviously learning from the experiences. Once the group had finished their explanations together I conferenced with the group against the tick checklists that we use in their books for different writing genres. This got them justifying that they had completed the explanation.

So next step is to write an explanation on why birds chirp and then why popcorn makes a popping sound. I have got notes for each child to highlight and put into order. From there I will get the two groups that have had a turn on etherpad to have a go at writing their own explanation and the other two groups will take their turn on etherpad working collectively with their writing. 

Appraisal Goals

Following my first visit for my appraisal Marcelle and I had a chat about my next steps when delivering my maths programme. Having netbooks in my classroom I am now integrating ICT into my reading, writing and maths programmes. BUT the reality of using technology in the classroom was witnessed in my appraisal. Unfortunately my netbooks weren't allowing me to save into favourites so I thought the next best option would be to type up the websites and save them into a word doc so that the kids could go to that copy it and paste it into the URL space. For some students this was no trouble and away they went but for others it was a difficult task navigating their way around. Spending time struggling on their own to sort it out rather than move onto the next task I had allocated or asking another person in their group meant they wasted some of their learning time. Hence one of my goals was to establish netbook experts. I thought it was important to have experts for each group this way we don't just have a couple of experts who are pulled out of their learning time with me to sort a problem out for someone completing an independent task. Hopefully by having a couple of experts in each group they can help sort each other out. To help me in my attempt to make the kids more independent I can now save into favourites YAY! So I have created a folder for each group within favourites. Using the teaching station I was able to show the whole class how to access their favourites folder and the task that had been set. The experts then showed everyone how to do it giving everyone another opportunity to watch how it is done but also to confirm to me that each of the experts knew what they were doing. This has worked well so far :-) and the confidence in using the netbooks will hopefully cross over into the other learning areas. I guess integrating netbooks into our learning is like anything else it will take sometime for it to be 'the norm' and for everyone to easily access it takes practice.
Another goal was to get the kids more confident in using the language to explain what they were learning. Last year I went on some maths PD and discovered during that the benefits of getting the kids to come up with the WALT at the end of the lesson to check who got it and who didn't. I do find this useful but the other day a couple of kids were telling me what they learnt and said things like 'what a third of 18 equals,' (which was more about the problem we had been working on). What we were really learning was fractions of a set. This got me thinking that perhaps with them coming up with the WALT they were not being exposed to enough modelling of the language of what they have been learning. As a result I have since established a page in their modelling book where at the end of the week I talk about what they have been learning to do and then get them to help me put it in their words to write in their modelling book. I have told them that they can use this to come back too if someone asks what they are learning to do and they want to say more than just learning about fractions. We are referring back to this learning goal at the beginning of lessons (when it still applies to what we are learning). In the short time this has been established in class I have noticed an increase in children's ability to answer the question of what they have been learning to do, which is great to hear!
All through the groups modelling books I write the children's names when they give me a strategy of how they work out a problem which provides great formative assessment. When I think kids might have just about got a concept I will pose a problem and give each child a piece of paper to show their working on and glue this in the modelling book as another snapshot of where they are up to with their learning. But one thing that was picked up on was that there wasn't one place that I could quickly glance to see who has got a concept and who hasn't. Hence this became my next learning goal. So on the bottom of the page with our weekly WALT statement/goal I have used a pink post-it note to show which kids have 'GOT IT' and a yellow post-it to highlight the kids that still need some 'PRACTICE,' at it. Then after each lesson I have started putting in little pink and yellow bubbles the kids names in the appropriate box. It is interesting that after introducing it to them they are now at the end of the lesson putting themselves in the boxes saying "I think I still need some practice at that." This is great to see as it merges the two latter goals together as kids are obviously becoming more responsive to their learning goals and were they fit with it.
So all in all I think as a class we are making some good steps towards achieving these goals and I look forward to contining to see improvements in their mathematics learning.
Below is a snapshot taken from one of my modelling books showing how I have set up the new language WALT focus and the assessment at a glance.

Connecting students with others

The other day a colleague shared his learning from a workshop he attended at the beginning of the year, of being globally connected. It was cool to see what he had learnt and what he had taken away from the workshop and used in his class. One thing that stood out was e-pals (modernising the old-fashioned pen pals to become an online pal). He had used his contacts around the world to do a similar thing and it was neat to see emails between children saying 'mince and cheese pies were her favourite food and she enjoyed netball,' her buddy replied with 'what is a mince and cheese pie?' This opens up real and exciting learning opportunities for the children. Giving their writing an audience and purpose and more ownership over ensuring it makes sense and that they give detailed descriptions for others to understand. He also touched on some other cool websites like Kiva (which would be great to use if you were doing an entrepreneurial study as you loan people in third world countries a small sum of money to get their business ideas up and running. This means recognising a good idea as well as giving someone the break they need, showcasing another way of life that many are not exposed to. But getting back to e-pals. Following my colleagues sharing I attended a session at Southwell to do with e-pals. This teacher had used it with a range of age groups and loved seeing the learning that came out of it. She had made contact with schools overseas but also said it is nice to make contact with a school in your area and then at the end of the term meet up face-to-face for a picnic. She talked about the benefits that she had found from using e-pals. Getting the kids to take home their email replies and use them as a reading task at home. The idea of the audience and if their buddy is a good writer it may encourage them to lenghten their own writing as well as proof-read their work especially if they find their buddies hard to read due to surface features. E-pals do have pre-planed units for getting to know each other and the different cultures each pal brings which she had used and created a DVD with her class to showcase their school and community. The only down fall being that sometimes the buddy school isn't as into it as you are and this meant her school didn't get a DVD back which can be disappointing. So getting excited about the prospect of e-pals I headed home and jumped on the website. I thought about buddying up with a London school and looking at what it is like having the Olympics at their backdoor step. But with holiday differences this wasn't going to work. So then I started to think more locally. I have a friend who has a Year 3 class at Frankton. Her and I have started going on each others class blogs and leaving comments. My class just love getting comments from anyone but the idea of a comment from another schools teacher really gets them excited. So with the kids excitement and this newly formed link I thought why don't we try giving it ago with the two schools. On the Olympics theme I thought why don't we buddy them up and give each buddy a country. They can then be responsible for researching about that country that is attending the Olympics and put together there work on a Google Docs or email a powerpoint back and forth depending on ability. Stacey and I are going to meet in the holidays to look more at how we will work this for Term 3. But it is an exciting venture and one I am sure the kids will benefit from. One of my students yesterday came into school excited that she had made a face-to-face link with a girl from the Frankton class. It just so happens they do Ballet together. So I guess the limits to this e-pal concept are only limited by our imaginations.