WEEK 9 - LEADERSHIP - MULTICULTURAL AND INTERNATIONAL PERSPECTIVES

• Before: View the 'PISA - Measuring student success around the world' video to learn what the results are based on.
• In Class: What are your daily Rituals, Relationships and Restrictions? A very different picture of your life in local context, of your identity as a set of experiences, may emerge.
• In Class: Think about which local communities do you belong to? Which do your students belong to? Are they same as yours?
• In class: Participate in an online Quiz about Finnish Education System – using Kahoot!
• In class: Think about how do you define an Education System’s success? What do you think success means on a personal level?
• Reflect: Would Cultural Intelligence be one of the factors you want to focus on in the future? Or could the change initiative you want to plan in LEADERSHIP 2 be even a nation wide?

WEEK 9 - DIGITAL AGENCY, ASSESSMENT & ENGAGEMENT

• Before: Familiarise yourself with the rubric that Harry Walker has developed to evaluate the quality and effectiveness of an app in terms of how it may impact on student achievement. Use the rubric to assess a formative assessment related tool you could use in your classroom.
• In class: How would you define agency?
• In class: Make a blog post or web site where you explain to the wider audience your analysis of assessment. Post link to G+ Community.
• In class: How would you define engagement?
• Reflect: Do you measure what you value? Do technologies present new opportunities for drawing out and leveraging student agency? How did you plan to assess in your DIGITAL1 plan. Could the student assessment/agency aspect of that plan be ones to criticize on?

What (Digital, Collaborative, Engagement, Diversity and/or Student Agency related) parts of my assessment practices am I wanting to change in my assessment practices and why?

Our group came up with this 

What we are proud of....
- Opportunities to collaborate (sharing ideas especially across different year levels)

What we would like to change....
- diverse opportunity for students to submit work, students are given choices - using different media and tools; and allowing for more student agency in relevant ways (real-life experiences)
- Focusing on the engagement of our students during assessment

Paige, Alex, Sam, Keri and Veronica
#howweassess #aucklandsouth #millamadeusdoit

WEEK 8 - LEADERSHIP - LEADING CHANGE

• School Vision Statement

Our Vision (When our students leave our school they are)

Productive and contributing citizens practicing our values showing our principles in the way they learn, achieve and interact confident in their identity, language and culture

Coggle Introduction - This is a great way to mind map

In class: Critique the 'principal's letter' from the perspective of change management (Didn't do in class)

Collaboratively create a change management strategy for a topic of your choice
Change Management Strategy

After class: Ideate how could you use these suggested models and theories in your LEADERSHIP 1 and 2 assessments?

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WEEK 8 - DIGITAL - 3D MODELLING AND PRINTING

• Before class: Watch the Tinkercad Tutorial Video and bring (if possible) a laptop with a mouse to next week’s class
• In class: Work with Tinkercad to create a tool
• In class: Work with SculptGL to experience clay style 3D modelling
• In class: Work with Tinkercad to design something that could revolutionise your classroom
• After class: Try out a 3D modelling tool with your class

Tinkercad Tutorial

WEEK 7 - ONLINE & DISTRIBUTED LEADERSHIP

• Before: Take the 7 step Twitter Challenge! There is 1 for new users and 1 for users who may have already had a go at tweeting
• In Class: Use Twitter to find tweets that are relevant to your change initiative.
• In Class: What is a wicked problem that you have in your practice? Create a mess map on a sheet of A4 paper
• In Class: How many Jellybeans are in the jar? Individually add your answer to the google form. Do do not share your guess with others. Answer on http://tinyurl.com/TMLJellyBeans
• In Class: What is Distributed Leadership?
• In Class: Using your mess map, analyse where distributed leadership might apply.
• After: Reflect on what ways could you use Online discussions in your classroom.

7 Step Twitter Challenge taken!

I haven't been a prolific twitterer or tweeter or twit! LOL.

I bowed to my mother's insistence and joined Twitter about 3 years ago, but I haven't done anything for a few years.

My mum, who is in her 70's, is always tweeting etc and I crack up at her all the time. How up with the play is she aye?!

So time to upgrade to the Twitter world again for me.

I am following the #MindLab educators.

I have searched for growth mindset and will search for leadership theories in the next few days.

WEEK 7 - DIGITAL - ONLINE ENVIRONMENTS - BLENDED LEARNING

• In Class: Collaborate and respond to the questions re Flipped Classroom - post responses on Google+
• In Class: Explore the four rotation models of blended learning.
• In Class: Create a lesson for your students using Blendspace, TEDEd or Edpuzzle
• After: Reflect how you could incorporate a Flipped or Blended approach into your classroom. What tools could you use, who could you collaborate with to make it easier?

Flipped Learning video : 

There is so much going on in my brain about how to implement flipped learning and how to turn it into reality. 

There are some road blocks at the moment with no devices, no internet for whanau at home, and integrating the Quick 60 resources (my sole Literacy programme). 

Growth mindset would have me add on the roadblocks statement with 'yet' and I am excited about the possibilities for learning for my children. 

WEEK 6 - LEADERSHIP - THEORIES AND STYLES

• Flipped preparation (required): Read through the Leadership Assessment 1 rubric.
• In class: Choose a leadership theory, identify key aspects and present a set of resources.
• In class: Complete a leadership styles questionnaire.
• In class: Create three images that portray emotional intelligences.
• In class: Provide official student feedback on the first five weeks of the programme.
• After class: Consider how you might harness a number of different leadership theories in leading a change initiative involving multiple stakeholder groups.

WEEK 6 - DIGITAL- CONNECTED LEARNING AND CONNECTIVISM

• Flipped preparation (required): View 'The Essence of Connected Learning' video and complete: "In my school 'connected learning' means ..."
• In class: Define connected learning in your school.
• In class: Create a representation of your thoughts around using connected learning with your students
• In class: Create a visual presentation of your colleague's learning network.
• After class: Reflect on ways in which you might design learning to incorporate connections and networks, rather than being siloed in learning areas and year groups.

WEEK 5 - LEADERSHIP - DEVELOPING A GROWTH MINDSET

• Reflect after (optional): Reflect on how you think a growth mindset could affect the change initiative you investigate in your LEADERSHIP 1 assessment.

I spent the weekend completing Assignment 1, had left no time to prepare for the week ahead. So at lunchtime (only 35 minutes) I watched, watched and watched. Didn't take notes, so will have to re-watch and take note.

Did the Mindset Quiz - Came out with a mostly growth mindset... For someone who has had a mostly fixed mindset in the past - this was most certainly a surprise... Perhaps I am finally letting the good stuff in. I wonder if I took the quiz again whether I would have the same result.  http://tinyurl.com/tmlmindset 

Sam, Indira and I critiqued the growth mindset resources together and we came up with the Angry Birds analogy. We looked at the fixed mindset phrases we could use and the growth mindset phrases we could use. We played with plasticine, vivids, markers, pipe cleaners, glue sticks and coloured paper. We really thought about what we wanted the video to look like. I got onto making the Angry Bird faces, while Sam and Indira chose the phrases. We used i-movie. Upon reflection we didn't really master the Stop Motion thing. I hadn't installed any suitable apps on the i-pad prior to coming to class. NOTE to SELF: Really read the NEXT WEEK's tasks, so that I can be prepared. 
Here's our video SouthSide Crew's Growth Mindset Video

Reflection: 

WEEK 5 - DIGITAL - COMPUTATIONAL THINKING

• Flipped preparation (required): View the TED Talk by Linda Liukas 'The poetry of programming'
• In class: Pair programming - Use Scratch to create and evolve shapes
• In class: Pair programming - understand the Scratch drawing context
• In class: Apply computational thinking to real world problem solving
• Reflect after (optional): Reflect how and why would you use Computational Thinking in your classroom?

Really enjoyed Linda Liuikas's talk - took heaps of notes. I think because I teach 5 and 6 year olds I could relate on some level to what she was talking about with Ruby's book. It resonated with me how she linked practicing pattern recognition with conjugating French irregular verbs, following a sequence of symbolic commands with loops inside of them with knitting, I had to take photos while I was watching this video as I didn't want to forget her message.

 OMG - I love SCRATCH! I love SCRATCH even more after pair programming with Sam. We taught ourselves so much

WEEK 4 - LEADERSHIP - RESEARCH INFORMED PRACTICE

• Flipped preparation (required): Do another group's activity (#samr or #tpack) then rate it against a SAMR/TPACK rubric. Write your feedback, justifications and ideas to the Google Doc as comments.
• In Class: Complete Google Form: Educational Researchers
• In Class: Complete Google Form: How useful is research to you?
• In Class: Explore Reference Manager Tools.
• Reflect after (optional): Reflect on how leading a research team might be similar to / different from leading a teaching team

WEEK 4 - DIGITAL - COLLABORATIVE, CONSTRUCTIONIST, CONSTRUCTIVIST

• Flipped preparation (required): View the video 'Top 10 Learning Theories for Digital and Collaborative Learning'
• In class: Use the video on the portal 'Top ten learning theories' and / or online resources to identify aspects of collaborative, constructionist and constructivist learning in the activity you have just completed.
• In class: Use the ITL Rubrics for ‘Collaboration’ and ‘Use of ICT skills for learning’ to assess the level at which these 21st Century skills have been addressed by this activity. Discuss ways in which the activity might be adapted, using principles of collaborative, constructionist and constructivist learning, to address these 21st Century skills at higher levels on the relevant rubrics.
• In class: Work collaboratively to use computer coding and electronics to create your own personalised musical instrument