On the couch with Professor John Hattie

The main idea that resonated with me is the link to cricket. If you win the toss, always choose to bat!

When you are trialling a pedagogy, implementing a new pedagogy or refining an old method of teaching your aim is to continue making runs. That is, in the language of a teacher, always working towards maximising the impact!

I feel in 5/6 we have a great understanding of what it means to share our students, we have an understanding of which students are progressing up the curriculum and those that need support to grow. It is this shared understanding and pedagogy that helps students grow.

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Team PARTS Reflection

Question 1:  Talk about what you have found out as you have answered the question?

We found that in using Google Drive, we have only a replaced books in the classroom and not using technology in a transformative way. We discovered this halfway through our journey when we joined ICON learning and found out about the SAMR (Substitute, Augmentation, Modification, Redefinition) model and TPAK (Technology, Pedagogy and Knowledge). We realized that we were thinking too “small” when we started with our PARTS project, only focusing on Google Drive. We learned during our journey that technology is so much more than that, and there are plenty of Apps and tools out there that can transform the way we learn in 5/6. But we needed time to get used to the technology before feeling confident that we can use them effectively to help the kids.

We now actually feel that Google Drive is quite limited in its functions and it limits the amount that we can do to transform learning. At the moment, Google Drive only allows us to only reach the SAMR level of Augmentation and Modification which is children collaborating online. But it doesn’t redefine the way the students learn in the classroom.

Question 2: What do you see as being the next steps ?

Our next steps are transforming the way we use technology in the classroom in a way that REDEFINES learning. We will still be using Google Drive as a learning tool as a means of editing, feedback and collaboration. However, children’s work will now be published on an online platform (blog) that will not only connect to other schools in Australia but also classrooms around the world. This is also part of our So What theme, where children are asked to challenge themselves on making a difference with their learning. For example: some of the children have created Show Me tutorials about Fables and presenting it as a teaching tool to other students in the level. They were required to co-operate with each other and help each other learn something new. We are hoping to do more collaborations like this across groups in the level and potentially across global classrooms. We are also hoping to send our Fables to the children in Matutinao.

In addition, we are also providing students opportunities to present their learning to us through various ways such as: Show Me, Imovies, stop motion animation, Power Point, Keynote etc. Students are encouraged to demonstrate their learning in different ways and use creativity whenever they can.

Some of the changes we have made to transform our students’ learning in Level 5/6:

* “So What” blog to present our So What inquiry projects and learning

* Google Drive

* Google Classroom

* Show Me, Stop Motion Animation etc.

* Doing more open ended tasks (Investigations etc.)

* Collaborations between groups across the Level

* Using what we have learned to educate others beyond our classroom

* Making learning more purposeful and relevant by making links with our community… always asking “So What?”


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Session 2: Google Webinar

In 5/6 we have identified that we create work that can be of a Modified level in the SAMR model. We understand the Pedagogy MUST match the technology, but the difficulty is knowing the content, as well which technology fits the content (forever changing and evolving).

We have been directly working towards redefining the learning experience for our students. In our units, students are working towards creating show me videos, stop motion animation and posts on blogs to show how their learning can be of meaning to everyone else. Their final question is ‘so what’ how does what I have learnt have an impact on our school, community and wider world. We are working towards connecting our blog to the outside world, including classrooms both locally and globally.

This journey of exploring Google apps has made me realise that Google apps may not actually be the way we need to go. I think google apps allows us to modify learning according to the SAMR model, but to take it to the next step of Redefinition we need to utilise another ICT tool.  Maybe a blog?

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Integrating Technology for Authentic Purposes

As a team we have been exploring ‘Google Educators’ and we are wondering whether or not our project is forcing the use of technology. Which brings me to my next question…how can we integrate technology for authentic purposes?

In our Google Community which is a public space and can be found here >>>>> https://plus.google.com/u/0/communities/100000140972954162026

Another colleague posted a website that shows resources for integrating technology >>>> http://www.educatorstechnology.com/2014/08/great-resources-for-integrating.html

Do you have any other ideas of how we can create authentic purposes for using technology?

Our students need to have real purposes outside producing work for us. What is the real purpose for them to use technology? It cannot be for superficial reasons.

Hopefully, completing the ‘Google Educators’ course will help us further understand ways in which we can incorporate technology in learning for real purposes.

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In our Goggle Webinar, we had some homework to do, relating to TPACK. We had to post our reflections on our Google+ Community. Below is our joint reflection.
At St. Elizabeth’s, we know that all three (Content, pedagogy and technology) must be present to transform learning to provide authentic and purposeful opportunities for all students to learn.

We know the content – we know the pedagogy! We need to learn to use technology to redefine our practice!
How can technology impact on our practice moving forward? Having discussed TPACK has given us the opportunity to explore the purpose of publishing students’ writing on Google Drive. In order to give children a more purposeful experience in their writing and use of technology, we have decided to publish their work on a global platform and create mini videos of lessons for children in other communities.

Is there anyone out there who would like to collaborate with our children through a blogging system to enhance student learning?
Below is a link to our Google+ Community, it is a public space, you won’t be able to post but you can read posts and watch some very interesting videos.
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Google Education

As a follow up from our webinar last week, we explored ways in which we can up-skill ourselves in Google Apps. We have never had formal training in Google Apps, whatever we know we have learnt through playing and experimenting. Clearly, we don’t know everything and there is obviously heaps more for us to learn. We are now investigating ways in which we could further develop ourselves professionally to effectively use Google Apps.

One way we thought of was to attend the Google Summit, a two day conference held in Kew. At $300+ per person, we thought that this may not be the best use of our money considering not all the sessions were useful to us.

The other way we are looking into is taking a few tests and exams and at $75 (US dollars) we can become Google Educators. It would require us taking tutorials and sitting tests and exams.

Hopefully, this course will help us develop ourselves technologically so we can improve as learners and educators in this contemporary world.

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Google Webinar – Session 1

What is transformation?

What have you seen that has been transformed?

Transformation in education?

What does it look like to you?

Where on the scale would you place yourself?

Have you seen transformation moving towards the green end (future direction)?

What does transformation in education look like?


As a hangout learning community, we discussed ideas about transformation being radical change, irreversible and looking different to the original product.  A change of values, beliefs and physical attributes.


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This week in writing we have been looking at reports. Students researched, planned, composed and published their report on GoogleDrive. I told students I was not checking their reports until they were online and had ‘(finished)’ in their file name. It was interesting to see the number of students who wanted to get numerous outside edits done from friends and peers within our writing group.

Toward the end of this week I will getting students to take on a specific role in editing, so each person would have a focus to look for when providing feedback for each student’s report. We will focus on: spelling, sentence structure, paragraphs, content (do you understand the information) and specific features of a report such as language, pictures, etc.

I wonder if I didn’t give students these areas to focus on whether their feedback would be as beneficial, structured and effective.

Would they know what to look for?

Would they provide effective feedback?

Would they know what areas need to be improved?

Would their feedback be helpful?


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Responding to Feedback

Students had the opportunity to respond to feedback on their own piece of writing. They made changes to their writing based on the feedback given to them. Most students also went back to their writing and made other changes, hence, editing their own work. It was interesting to see how many students wanted to change their own work and how many students could think of several ways to enhance their writing.

What has improved our students ability to provide each other with feedback?

What has improved our students ability to willingly self-edit their work?

Is it the notion of not wanting feedback?

Is it the want to now create the best work they can?


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Online feedback

Students began typing up their narratives or expositions on google docs. We only had one problem, the documents they created did not appear in the folder they created them in. We are still not sure on how to fix this issue. But, we can still see each other’s work if we search for it using the documents title.

After all writing pieces were up on google docs and shared with all the right people, I delivered a lesson on constructive feedback.

As a class, we decided that if we were going to offer each other feedback it has to have three elements:

1) It must encourage the person for something they’ve done well, for example Well done, Sarah! You’ve written a wonderfully structured narrative with lots of detailed paragraphs.

2) It must give an area of improvement, for example, you might want to take some extra time to revise your work.

3) It must tell students how they need to improve, for example, in this case, you have left out a full stop and not included one in the whole paragraph. Maybe your paragraph should read …. (Students would have to retype the paragraph as they see fit)

Then students began commenting on each other’s narrative with constructive feedback.  It was interesting to see the difference between students giving each other feedback in their books and students giving each other feedback online.  online collaborative feedback

I know need to learn how to print out their work so I can see their feedback to each other.

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