Sandy Warner

Teaching with technology


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Celebrating Our Passion Projects!

255005_origWow what an amazing night!

We celebrated the completion of our Passion Projects with A Presentation Night for the parents , grandparents and mentors to see the projects the students have been working on throughout the term.
I was completely overwhelmed by the number of families that came to our night. Altogether we had over 50 adults including parents, grandparents and/or mentors and 39 children attending.
We all squeezed into our classroom so that I could introduce the format for the evening and to thank the 16 mentors for donating their time and energy to help mentor the students. The students had made beautiful thank you cards and each mentor received a small block of chocolate as well.
The students then took their parents back to their station, which had been set up earlier, either in the library or in one of the rooms in our classroom block as we couldn’t all fit in our classroom!
After the students had presented their project to the parents I rang the bell to let them now it was time to visit another students presentation. The transition from one to the next ran smoothly and I was really happy that the adults ensured no student was left without an adult to present to.

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The last part of the evening was less formal and it gave the adults the opportunity to walk around and look at all the individual projects. The adults and all the children had great big smiles on their faces and you could see how proud they were!
All the feedback was very positive and the students were very proud of their work. I encourage you to visit our website Mrs Warners Passion Projects and go to the student blogs to read their reflections of the night and the Celebration Blog to view more photos too! A big thank you to my colleague Bu Cathy who worked behind the scenes all night and took the lovely photos for me too!
It was a very exciting and rewarding night and one which I am sure the students will look back on with fond memories. I know I will!

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Encouraging students to self edit their own writing

This year our class has been learning to write using a broad range of genres from persuasive texts, recounts and information reports right through to narratives. Quite often the editing of their work has been left to me the teacher and whilst I have taught these skills earlier this year and always encouraged the students to edit their own work before they hand it up to me, they have always done this with limited success and appeared to be making the same mistakes over and over again.

Recently I decided to ask my class to finish writing a story. I recounted to the class a holiday experience my family had enjoyed a few years ago when we visited New Zealand. While the basis of the story was true I must admit I did embellish the story to hook them in. You can read more about this lesson on our class blog.

When I sat down to look at what they had written, I was delighted by how they had used their imagination to finish my story. However, I noticed that even though I had asked them to edit their writing before they gave it to me they were still experiencing limited success. I decided I needed to be more explicit in teaching these self editing skills.

I then typed up each student’s story exactly how they had given it to me, including every punctuation and spelling mistake. The next lesson I told the students what I had done and explained to them that we were going to edit their writing together but that we were going to look at each step of self editing separately. The first thing we did was look at punctuation. I gave a mini lesson on the use of capital letters, quotation marks and fullstops and then asked them to reread their writing correcting only the capital letters, quotation marks and full stops. They were surprised at how many they had missed!

The next lesson we repeated the activity but this time we looked at spelling mistakes. I must point out that students had, prior to this lesson, circled any words they thought they had spelt wrong. This time, however, I gave them a highlighter and asked them to highlight any words they spelt wrong. Once again they were amazed at how many they had missed.

During our final lesson, I once again did a mini lesson on words we could use instead of said that might match the spoken text in their writing better. Students were then given time to check their own writing and make any changes if needed.

By the end of the week the students had edited their work with much more success and were more confident in identifying areas that they needed to improve in their writing. One student commented to me that he thought it was much easier to see his mistakes when the story was typed up than it was when it was in his own writing. An interesting point.

After we had finished, the students and I created a poster about self editing which they can now refer to as a guide to remind them of what they need to do next time they are self editing their own work.

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I was delighted to see the students using this in their next writing lesson and they are now editing their work with much more success.


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My “New Classroom”~ embracing Flexible Learning Environments

This term has seen a major change in the physical environment of my classroom. Inspired by Stephen Heppell, the recent EduTech conference in Brisbane and Sinan Kerimoski  from Margaret River P.S., I decided I wanted to create a more flexible learning environment in my class that enabled the students to work more collaboratively together and catered for the various learning styles in my class more.

I wanted to increase the learning opportunities and options available to my students and give them greater control over their learning through a variety of learning modes and interactions, thus providing them with greater choices on where, and with whom, they learn. I also hoped that by giving the students more choices of where and with whom they worked,  it would increase student engagement. I wanted the classroom to feel more comfortable for the students and for it to be a place where they wanted to be rather than where they had to be.

In the later part of term two, I spent a lot of time talking to my students about what their ideal classroom would be like. We talked about what they liked and disliked about our current classroom and what we would change if we could. I then asked them to design their ideal classroom.

 

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While some of their ideas were a bit innovative, (I’m not quite sure a rocket ride would fit and a chocolate fountain would be yummy),  most of the students were able to contribute some viable ideas. I then asked them to tell me what would they take out of their current class and what would they put in if they could. I collated all their ideas and started making a list. Most students wanted some rugs/ or mats for the floor, a comfortable relaxation area, less traditional desks, more computers, more pillows and a classroom pet. They even wanted a naughty area/chair which is something we didn’t have in our classroom already, (and still don’t!)

I then went and spoke to my principal, who thankfully was very support and encouraged me to pursue these changes.  It was time to put some of these ideas into action!

After a few trips to Ikea and many, many hours of my school holidays, I finally transformed our classroom into a more flexible learning environment which was more comfortable for my students. I was also lucky to be able to bring in three computers from home for the students to use.

Below are the results. My only regret is that I didn’t take any before photos!

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It was great to see the faces on the students and parents when they walked into our transformed classroom on our first day back in term 3!   I was delighted to hear the positive feedback from the parents and students.

This is what some of the students thought of the changes after three weeks;

Tiana – ” I feel really good because the back corner where the bookshelf is, the big palm tree looks cool. You can sit under the leaves.”

Beau – ” I like the changes because it makes me feel more comfortable and it doesn’t feel so plain”

Kyle – “I love the new setup. It is so much better than it used to be . It’s nice and relaxing.”

Courtney – “I like the classroom and I like to choose where I sit.”

Maya – “I feel really happy.  I really like the way our class is now. (please don’t change it back Mrs Warner) because I like it this way.”

Saxon – “It is good because it is cool with the bean bags.”

Tihana – ‘I feel really comfortable and it is easy to learn in. I think the little tables are working and I really like the reading area.”

and my favourite comment…..

Esther – “I like the class a lot because it makes me feel happy and want to learn.

I am really happy with the results and have also received some positive feedback from my colleagues as well. The students are working really well and seating is rarely a problem as students have more choice of where and with whom they sit and work with. Students move between lessons easily and are more engaged with each other. The flexible seating allows for more collaboration, especially in areas such as science and mathematics.

I will continue to monitor our flexible classroom environment and will ask for student and parent feedback at the end of the year.

Meanwhile I would love to hear from other teachers who are using flexible learning in their classrooms.

Oh and I am still working on the classroom pet!

 

 

 

 


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Face Timing Indonesia with my Students!

Rina and Siska Talking to us from Indonesia Photo courtesy of Bu Cathy

This term, my class has been researching aspects of Indonesian Culture in small groups. As part of this project, my students were able to use face timing to talk to Bu Cathy (- our Indonesian teacher currently in Indonesia on long service leave.) and several Indonesian teachers as well as students in Jakarta. My class used this time to ask questions that they were finding difficult to locate answers for in books or on the internet. This has been a wonderful success and you can read more about the experience on our class blog.

Some feedback that I have received from Bu Cathy has included;

“I loved that Sandy had asked each of her students to say, “Selamat pagi. Nama saya…..) before they spoke and then “Terima kasih.” afterwards. They said it so smoothly, i was so proud of them. They also spoke really clearly and on the whole we could understand them easily.”

As well as being successful for my students, Bu Cathy has also been able to effectively demonstrate to school leaders in Jakarta how effective face timing is in supporting Indonesian students in learning English. we were delighted to read her post which included the following quote…

A huge thank you to the year 5′s from Mrs Roberts class and also to Mrs Warner’s class from PEPS. You were great ambassadors not only for for our school, but also for Australia! Both classes asked terrific questions and the way you all politely and fluently greeted each visitor before introducing yourself in Indonesian impressed them all enormously! Our sister schools are both thrilled to have met you and you have confirmed for them the image of Australians as being friendly, well mannered and confident, all important values for Indonesians as well!
Bagus sekali”

I am so proud of my students as well as being grateful to Bu Cathy for creating this amazing opportunity for our class.


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At the Numeracy and the Australian Curriculum Conference over 300 teachers and leaders at the Fleurieu and Kangaroo Island SFD had the opportunity to listen to guest speaker Garry Costello (Head of Schools DECD) and keynote speaker Dr Thelmo Perso (Executive Director, Literacy and Numeracy Taskforce, NT Department of Education and Training)

Garry Costello spoke about numeracy in his address and of the need for teachers to develop a deeper understanding of students numeracy through improving their mathematical literacy and providing real life examples. Teachers need to not only provide these examples but, through explicit teaching and role modelling, show students how to break down these problems. He also spoke of the need for teachers to know where students are at in order for us to teach them effectively and improve student engagement by creating an inquiry approach to learning, by improving student attendance and fostering a strong learning culture within the school and the classroom.

‘All teachers are teachers of numeracy” and as such, Dr Thelma Perso challenged us all to look at numeracy deeper, across all curriculum areas and in real life examples. She explained that numeracy was a capability – you are numerate or not. It is not a subject you can learn or be taught. Rather in order to develop numeracy, students need to be taught some maths (the tool kit so to speak), they need to be shown how to use the maths in a broad range of contexts and they need to be given the opportunity to use it themselves, independently. Teachers need to ask them to make a choice about how they are going to do it. Finally they need to use it in ways which develop confidence and a willingness to try – this is the pedagogy.

“Numeracy is the capacity, confidence and disposition to use mathematics to meet the demands of learning, school, home, work, community and civic life.”  ACARA, 2008

So how do we make students numerate? We have to realise that it is the responsibility of all teachers ( not just the maths teacher). As teachers we need to model the use of mathematics to students everyday and be more explicit when it happens – we need to tell them “I’m using maths here” and not assume they will know it. We need to ask “Will some maths help here?”

Teachers can best teach students to apply their mathematics independently by using an application framework such as the one Thelma Perso presented  below;

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  1. Clarifying is the first step in numeracy and involves students determining what is needed and asking “if some maths will help”. Teachers need to teach their students to ask questions so they know the context of the question. Students need experiences with real purposes and audiences that involve them reading and understanding the language used in context, so that they comprehend what they have read. They also need to understand that there are many answers to the same question. It is essential that students ask “Can I rewrite the problem in my own words?’ and “Would a sketch or drawing of the situation help?”
  2. Choosing gives students the opportunity to make a choice about what strategy they are going to use to answer problems. How are they going to use the mathematics that they know to solve the problem?
  3. Using. Students are given the time to apply the maths.
  4. Interpreting the answer or result enables the student to reflect on wether the answer makes any sense in the context given. The purpose and audience is just as important as the answer and so students need to think about the answer and check its validity. As teachers we need to ask them to see if they can visualise it?
  5. Communicating is vital to consolidate student learning as it gives them the opportunity to validate their results through having to explain or justify both the answer and the process used to get it through self reflection.

Thelma Perso adds that the Modelling, sharing and guiding of numeracy is the second component of developing numeracy. It is through the scaffolding and modelling of numeracy through speaking out aloud the ‘in the head choices’ that teachers make while problem solving, and using the above applications, that will guide students to become more numerate.

As teachers we are also accountable to ensure that our students are learning what they should be learning and that means developing methods to inform our pedagogy as well as intervening when we have students that are not.  Thelma Perso looked at how Naplan is a tool for improvement through a numeracy lens and the place of literacy, problem solving and intervention has in this improvement. It is important for teachers to understand that the NAPLAN numeracy test requires a deep understanding of numeracy and as such, are mostly problem solving questions which use real life language. The questions can, for the most part, be done by estimating and no actual ‘correct answer’ is needed.However, students do need to be able to read, clarify and comprehend the context of the question through language in order to answer it.  Thelma demonstrated this beautifully in her slide below of a numeracy question taken from the year 3 NAPLAN  numeracy test.

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The implications for teachers is that we need to be teaching the literacy in the questions our students need to answer and we need to teach them how to break each question down  from the visual to the written to the notation.

In 2008, I led a group of Junior Primary Teachers in an Inquiry Project around “What is the meta- language of mathematics?” During this project, we looked at what the language is that we need students to know and understand when we are teaching mathematics. It was interesting that the JP teachers felt the need to simplify the language in the early years and I recall one teacher saying she never referred to one of the properties of a 2D shape as vertices. As teaches, we need to be aware that even young students can learn this language and a lot of relearning needs to happen later in their schooling if we don’t teach it from the start or make those connections later in their schooling for them. The JP teachers began to be more explicit in the teaching of the language of mathematics and its use. They also had a better understanding of where their students were going and what they needed to know before they moved into the middle primary years. We also looked at the then year 3 numeracy benchmarks test and broke down what each question was actually asking. This was a really useful exercise, as teachers developed an understanding of the complexity of problem solving questions and the need to role model the thinking needed to break down these questions.

The numeracy conference gave me the opportunity to reflect on the general capability “numeracy” in the Australian Curriculum. It reinforced for me, that my own teaching practice is sound.  That I truly endeavour to understand what it is my students already know before I teach them. I look at how I will assess what they learn before I plan how I will teach what they need to learn. While I can not solely teach my students numeracy, I develop their numeracy through continuous exposure to experiences that will allow them to develop these skills across all curriculum areas. I am explicit in my teaching and  role model my thinking whenever the opportunity will allow. I show my students how to unpack the language of a question so they can understand how to find a solution to the problem. I allow them many opportunities to practice these skills.

I was told at the beginning of the day, that if I took just one thing away from the conference then the day had been worthwhile. So what did I take away from the conference?  I think it was a better understanding of how a framework for developing numeracy, can support students in understanding the context of a problem and not only allowing them to choose how to solve it but being able to use logic to understand if their solutions makes sense and then being able to communicate this.


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Reading Comprehension Conference

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Yesterday I was fortunate enough to attend a Reading Comprehension Conference presented by the knowledgable Sheena Cameron.


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I have previously used her books  “Teaching Reading Comprehension Strategies” and “The Publishing and Display Handbook” in my classroom and was eager for more. I wasn’t disappointed. Sheena has what she refers to as ‘street cred’, she was (up until the last three years), a practising teacher and a lot of what she presented today was hands on practical ideas and tools that I can now take back to the classroom and use. Sheena outlined throughout the day the importance of teaching reading strategies to children explicitly and provided a range of activities and ideas in which teachers can achieve this in the classroom both at the whole class level down to groups of children and individual students.
In some ways what Sheena shared today was not new.
As an Accelerated Literacy Accredited Teacher for the past six years. the explicit teaching of reading and writing has been at the core of my literacy program. My Accelerated Literacy pedagogy enables me to provide a common language for my students to talk about literacy and covers the explicit teaching of the comprehension and production of language. Through Accelerated Literacy my students learn skills within a relevant and meaningful text that will help them understand and apply the different literacy skills they will need. It is also about giving students plenty of time to consolidate and apply their skills and understanding.
What Sheena has given me, is a new lens in which to look at my practice. It is not so much about “throwing the baby out with the bath water” but rather reminding me to revisit some of the tools and activities  that I have used in the past in a new way and how to apply specific activities to teach reading strategies within my classroom. I now have some new tools to add to my teaching toolbox that compliment and strengthen my accelerated teaching pedagogy. After all, there is no one way to teach children to read, rather we need to explicitly teach a range of strategies to children and get them to think about what it is that good readers do, in order to improve their reading comprehension.
One of the ideas I really liked was something Sheena gave us at the beginning of the conference – an action plan sheet for us to use during the conference to start planning some teaching reading comprehension strategies we could use when we go back into the classroom. I used this to jot down any ideas that resonated with me during the conference and this sparked some thoughts around how can I adapt these ideas using technology.

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I have already started implementing these and today I used the post it notes to ask my students “What is reading?”. The sideshow below are their responses and I was quite saddened that not one student wrote about the joy of reading or the ability of books to take you to ‘new worlds’. Something to think about. (I also think I need to work on their spelling of the ‘ea’ chunk for reading, but I digress!)

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Sheena has looked at a broad range of current reading comprehension research and what it is that good readers do. It is important to understand that good readers are able to draw upon their own personal experiences/knowledge to help them understand what they are reading, they ask questions about what they are reading and who wrote it, they are able to identify important parts of the text and self monitor or self check their understanding of the text. Good readers are also able to visualise what they are reading.
From this Sheena has developed 10 key reading strategies to improve reading comprehension in students. These are;
  1. Activating prior knowledge
  2. Self Monitoring
  3. Predicting
  4. Questioning
  5. Making Connections
  6. Visualising
  7. Summarising
  8. Inferring
  9. Synthesising
  10. and Building vocabulary knowledge

If you would like to explore these strategies more or look at the research, I encourage you to have a look at her books or visit Sheena’s website. What I really like is that Sheena backs this up with lots of hands on activities that engage and teach students how to think about these strategies and use them successfully. We were given opportunities to practice these activities too. We used the Dot to Dot Connections sheet to think about Prior Knowledge of a subject. Students work in pairs or groups of three to make connections between key words using what they already know. Later after reading,  they can go back to this and use a different colour to add any new knowledge and revisit to show development.

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One activity that we did around Visualising that made us laugh was simply to draw a pair of shoes. Which was quickly followed by the Nogard activity, where we had to draw an animal according to the oral instructions given.
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Both are quick simple visualising ideas that help students understand that we all interpret things in different ways and develop different meanings – and that is ok.
This conference has helped me to reflect on my current teaching practice and deepen my understanding of the strategies and activities that I have been using from Sheena’s two books. It was reassuring that a lot of what Sheena spoke to us about yesterday was what I was already doing in my classroom but I didn’t have all the same ‘labels’ to glue it all together. It highlighted the importance of being explicit in my teaching, providing lots of opportunities to role model good practice, to also allow and engage students to handover what it is that I did when I am modelling. I need to teach children to “read between the ears” by encouraging them to think about their own reading behaviour and their use of these strategies. I need to make sure they know how these reading strategies help them to be better readers. I need to ask them if they even know what comprehension means. I need to reassure them that even adults draw upon these strategies all the time.
So what to do next on my action plan? I would like to set up some reading strategy big books that my students can  refer back to when they are doing some of these activities. I would love to engage my students by developing some book trailers but I may need to wait until later this year. We have got a lot of learning to do. Meanwhile I think I’ll share this book trailer below with them.
Just click on the picture below and enjoy.
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