Ulearn 2019 - Samuel Beyer - Sparking Curiosity in young people

Ulearn 2019 - Samuel Beyer - Sparking Curiosity in young people

Resources - Informational or Inspirational

Resource - What's the purpose? Use a range of literacies.

Explain part involves questioning.

Analyse / Evaluate - Default response for most children is to go personal.

Geyser Hotel activity

Could we use a photo as a resource to inspire our learners before a topic.

Questioning is an art form.

Fertile Questions.

- Open
- Undermining (challenges preconceptions)
- Rich - it requires research
- Connected - it must have meaning for the learner (must care about it)
- Charged - (social or ethical component to it)
- Practical - It must be practical and answerable (eg What would life be like if Captain Cook hadn't arrived? - not practical)

National Library natlib.govt.nz   - Cook's nail!



National Library service can deliver books.

- have better empathy
- mindfulness - the best way to get outside yourself is to explore through story. Helps develop empathy.

Great books -

Kiwiana -
Explore Aotearoa -


If you want quality digital resources rather than gambling with google then


Topic explorer.

Any questions.govt.nz   anyquestions.govt.nz

They don't give them the answer but point them in the right directions in terms of resources eg discuss .com   or .govt . Which sites are most trustworthy?  Digital skills are a focus.


Can access resources through Epic. -

digitalnz.org

https://www.tupapa.nz/app.html

U Learn 2019 - Jacque Allen - Empowering Learners through use of Dialogue

U Learn 2019 - Jacque Allen - Empowering Learners through use of Dialogue


Workshop Facilitators: Del Costello and Christophe Mullings

We need to make sure what's underneath discourse models that make them rich.

Types of talk:

Cumulative Talk  -

Disputational Talk - Argumentative

Exploratory Talk -

How to make it work -  Key foundation skills. 

Listening - The ability

Fluency - Mind to mouth

Voice and Speech Clarity -

Body language and paralinguistic skills - Facing in, eye contact, affirmation skills.


Talk Settings and progressions towards confidence.

Talking to self is a great way to build fluency.

Discussion Guidelines:

1. Be respectful, curteous

2. One person speaking at a time.

3. Actively listening

4. Asking questions

5. Everybody participating

Ground Rules photo -

Important to agree as a staff about what these should be and how we agree to work as a staff and within classrooms right across the school. 

Needs to build norms as teachers around how we work with each other. With the use of video to record professional practice, we need to build parameters which govern how we work eg ... coaching conversations etc etc 

The vulnerability of teachers in this area needs to be considered. 

The reason for the nervousness around video has come from traditional lesson observations associated with appraisal and performance . The actual purpose is about improving outcomes and that camera is focussed on the learners and therefore the learning.  

Videoing conversations between students - You get your best information when you as the teacher are removed from the group.

What can you see photo

Video clip

- Children asked what they think
- Questions not asked
- Ideas not challenged
- Contributions are built upon.

Groups summary:

- Scaffold would have helped child 2 structure conversation.
- Body language can be analysed using video.

The role of video (SWivl, Iris etc) can be used to record evidence but also to set goals around what they can do better.

Can use video to know the impact that we are having.

Over a few weeks we can capture the way groups speak to one another and look at ways to improve.

The teachers role in process.

Accountable talk - Participants place markers on the discourse prompts as they go.

What can we do to develop the oracy of our learners at Makauri?

  

Ulearn 2019 - Maurice Abraham - Hobsonville Point

What is success for our young people? Establishing a blueprint for success. 

https://www.hpss.school.nz/

https://sites.google.com/a/hobsonvillepoint.school.nz/hpps/welcome - primary school.

Personal  Excellence (front half of NZC) v Academic Excellence (back half of NZC)

How is our school defining success you've got to go to your values.

eg Perseverance, Caring, Respect, Responsibility

How can we infuse our 21st Century Learning skills such as creativity, curiosity and collaboration into these via a graduate/learner profile? How do we involve the community in this process?

Learning hubs are where dispositions are developed and project learning takes place.

Hub curriculum.

All assessment that we do in our projects are done on our values. They have to focus on a value eg Collaboration and Connectedness? See handout for detail.

They develop learning goals from these and use a coaching model to assess and evaluate these.

Change has to happen right through to prizegiving. As well as dux (academic excellence) there is a personal excellence award and then an overall one.

Ways of recording and gathering evidence that shows success.

Hero tool to collect evidence link

U learn - Cam Swainson - Technology for Technology's Sake

Framing the Challenge - Cam Swainson 

Going beyond Technology for Technology's Sake to deeper learning.

TPACK, SAMR, RAT

RAT (Replacement, Amplification, Transformation)



Technology should be: 

Active -
Collaborative -
Authentic -


There is currently not a lot of guidance around how you can develop.

4 shifts protocol 

- deeper thinking and learning (checklist photo)

-

 - are we involving the community?

- domain knowledge, deeper learning

- critical thinking (checklist photo)

- authentic work (checklist photo (s) - real or fake, authentic role, domain practices

student agency and personalisation (photos)

Student agency

Technology infusion - number 4.

U learn - Using computers in schools.

Lorna Simmonds 9/10/2019  www.sensiblescreenuse.org - Ulearn2019

The moderate use of devices has a positive impact on learning - including gaining digital skills.

OECD report 2015 research

Students who used computers frequently had significantly lower educational outcomes.

High screen use is associated with negative impacts on:

- physical and mental health
- sleep disturbance
- obesity
- vision loss
- hearing loss
- mental health - results are mixed.

MRI studies - ABCD study sites neurological issues such as ADHD

Higher risk of of ASD children developing negative impacts

Legislation has been passed is USA to protect children from screens in schools.

Reading of screens affects comprehension of more complex texts in a negative way.

Overseas guidelines are a good starting point.


Recommendations for digital technologies

Embrace the exciting field it is but

D Ts can support Special Educational needs helping to overcome challenges with strengths

Foster face to face interactions and opportunities for community building.

Focus on the why?


Summary:

Critique current use of technology

Look at recommendations and guidelines

Be informed of risks to health and well-being

Key Takeaways

​

Digital technologies should be embraced as the exciting field that it is.

Introduce children to skill-based use of ICT, such as coding, robotics, 3D printing, programming, animation, filmmaking.

Teach computer science. For younger children, computational thinking can be taught with non-digital games and puzzles, and free teaching resources are available. 

For older children, computers can provide the ability to create rich content such as images, video and interactive presentation.

Digital technologies can support learning and inclusion for children with special needs. Assistive technologies can aid children with learning difficulties, working with their strengths, to get around their challenges.