Revisiting LSC - Learn Create Share

LEARN CREATE SHARE

"Inside of the kaupapa of Manaiakalani is 'learn, create share' that drives the pedagogy. This pedagogy has nothing to do with devices, but about teaching and learning." - Lenva Shearing

LEARN - Effective Practice Challenge - Recognize, Amplify, Turbocharge

CREATE - Once they have learnt, they can create

SHARE - Communicating with a real audience

This must be specifically and strategically part of our teacher's planning.

Teacher examples:

Mrs Dunn  - Math (how she uses LCS with her L1 students in Mathematics)

Ms Wells - Science
Learn - work, activities, build understanding
Create - build on knowledge
Share - recount on the blog
Y9 - learnt how to make a hangi, created it and shared the kai. Shared their presentations on their blogs.

Ms Anderson - Digital Technology
L3 Unit
Learn - what is expected for each student
Create - what will they create with the unit?
Share - share their work into a L3 Google+ Community

Ms Apelu - Social Studies
We are already doing it, just need to identity it in our own practice.
Learn - lean about a social action (L3 SOS)
Create - Create a campaign of social justice action (L3 SOS) they promote what they are learning
Share - Share presentations in the BOT, in school assembly

Ms Ferguson - Digital Technology
Learn - Karen teaching to the students
Create - All project work, creating something
Share - Sharing on Google+ Community

Great to see my colleagues in their element and share their digital experiences!

All things in moderation

Moderation, moderation, moderation!

Moderating student work is an important practice in our English department when marking our NCEA Level 1,2 and 3 student assessments. We have looked at 6 student exemplars from each class (Achieved exemplars x2, Merit exemplars x2, Excellence exemplars x2 and Not Achieved exemplars x2). We measure our results against the criteria for each achievement standard and unit standard. Also the NZQA Student Exemplar booklet provides a good guideline to help support us with our marking.

The exemplars have the marking criteria and annotated notes from the marker, explaining why they have given this particular grade.

Marker's feedback

Student work

My level 3 students have completed the writing portfolio standard (3.4 - 91475 - Produce a selection of fluent and coherent writing which develops, sustains and structures ideas). 

During the moderation for this standard, an excellence exemplar was considered a merit - after discussion, questioning, more discussion - it was highlight through both the NZQA annotated student work and assessment criteria that the excellence exemplar lacked analysis of theme and connection to society. 

Excellence now Merit exemplar - needs to develop on how the technique helps to show the theme and how the theme is presented in the scene. 

We then looked at another excellence exemplar from my L3 class - where the student emphasized the connection to theme and society (something that was is encouraged more for 3.4)

This excellence exemplar highlights the theme, director's purpose etc. 

Continual moderation - checking in with your colleagues, cross marking etc - can be really useful and meaningful for your own teaching practice. 

The art of persuasion.

In preparation for end of year Junior School exams (it is all going down week 3 of term 4), I have spoken to 9KRo about the importance of the written component for their English exam. The students will be revisiting a written or visual text that we have studied and will write an essay on an important character from the text. Before we get into the essay structure, character traits and evidence from the text - I figured that I need to get them back into writing. We are now into our second day of term 4, the students started off by doing creative writing on Monday. Today, the students have been given the task of writing a paragraph using persuasive writing techniques. I know that the one way to hook students into your program of learning, is by creating a space where they can voice their opinion (constructively of course!).

We spoke about what persuasive writing is. Not many clicked on to it straight away, so I spoke to them about church. Seeing as though many of the students attend church, I used the role of the minister and how they have been given the responsibility to encourage and persuade people through their sermons. From here the students shared that they think that 'persuasive writing is meant to convince people to believe what the writer believes'. I used the following persuasive statements/sentence starters and useful adjectives - as a prompt for the students to use for their writing exercise today.

The students were asked to write a statement - I was expecting one sentence - and this was the result...

Thaisoni- "I dont get why people just think its okay to judge certain people about how they act ,look ,and how they live. Just think how the people who are getting judge will feel. Just of if they judged them how would they feel. It's time for them to stand up and speak for themselves and to be assertive. I hate seeing people getting mocked and bullied it's so damn unbelievable seeing people constantly doing it. It's so extraordinary seeing bystanders just watching it happen."

Some took a creative approach ...
Tukaha - "It will be amazing if you’re able to communicate with this monster and make him fight with us against all the great nations.

“It would make things easier but it’ll take time, we need to negotiate with it and persuade it into helping us to win this war”

So what should we do to make it help us fight?

“We need to give it a name, calling it a monster will make it hate us if it understands us.”

So what should we call it sir?

“How about...Hakai”

What does Hakai mean anyway?

“It means Destruction and just by looking at it, it looks like it can do lots of destruction and bring pain upon everyone”

It was a fun exercise that was meant to take 15 minutes. The students were really engaged and decided to have fun with it, it took the whole period!

Children Matter

Part of my job as Dean of Year 9 is to recognize, understand and support the well being of every student in my cohort. From classroom to pastoral issues, my day is made up of different conversations with students, teachers, counselors & parents (to name a few) around these issues.

At a recent professional development workshop hosted by Child Matters, we focused on how we can recognize and respond to child abuse. Child Matters is an organization who educate professionals within the health & education sector on how to prevent child abuse. Child abuse is a sensitive topic, that presents itself in all types of scenarios and people, one thing that stuck with me from a conversation I had with a counselor from Oranga Tamariki was 'if you have a concern, do something, don't do nothing'.

Here is my takeaway from the presentation ...