September 25th
As we begin our "evidence of what learners are learning" journey in our Collaborative Learning Communities we can begin to ask ourselves some essential questions to help us identify our role in the process.
1. What kind of teaching leads to what kind of learning?
To grow, you need to know what teaching and learning ‘are.’
What does it mean to ‘understand’? What does it mean to ‘teach’? How does the latter affect the former?
What is critical thinking?
What is the difference between differentiation and personalized learning? What indicators can I look for as a teacher that a student ‘get it’–not test ‘data’ but the informal bits that you see every day in the classroom?
How does learning feedback create a feedback loop that supports intellectual growth, and how does assessment design factor in?
Is a flipped classroom right for me? If so, where should I start?
These sorts of questions drive teacher inquiry, and teacher inquiry drives teacher growth.
Important dates
- 27th Coffee Morning Google Classroom Year 3 and Above
- 27th Flag Raising Lower Primary
- 28th Flag Raising Upper Primary
- 28th Assembly Nikkola and Sirine
- 29th - EARLY RELEASE 1.15 pm
- 1st October- Saturday PD 9-12 am
- 4th October - MID-TERM BREAK
- *** October 13th-Professional Growth Objectives due on Bluesky (this has been moved from Sept. 29th)
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Sunday Morning Slides
Click the image for the slides or click here
Break Duty
Please be sure to check out the new Break Duty Rota as there have been changes.
❓❓What does a teacher do during their break duty?
- Active duty- move around their zone (a pleasant stroll around..sliver lining for those counting, more steps for the day)
- Wear their high visibility vest so students know where to go if an issue arises.
- Make sure you are adequately protected from the sun and heat (using hats, sunscreen, and drinking plenty of water).
Interactive Panels are HERE!!!!!
- Link to Sara's Getting Started Guide
- What kinds of things can I do with an Interactive Panel?
- How do Interactive Panels benefit teachers?
Looking Ahead: CLC's
Things to think about:
- Ideas for task allocation in the team
- Best ways to organize the evidence (i.e. Sheets, Doc, Google Site)
- Where can we find the best impacts of learning?
Spotlight on Learners
Ms. Janine KG1 Goldfish (click the image to watch the video)
Learners are problem-solving using a broken Humpty Dumpty to see if they can put him back together again.
Keeping Connected
We are looking forward to "Keeping Connecting" on Saturday!
A big Thank You
Resources
1. Improves blended, flipped, and hybrid learning experiences in the classroom.
2. Allows for customizable, personalized learning opportunities 🙋
3. Supports multimodal learning experiences in the classroom 🎧
4. Gives students the ability to easily review and repeat lessons
5. Allows teachers, administrators, and IT staff to build accessible knowledge bases 💡
6. Provides station-by-station instructions to students
7. Addresses absences, especially extended absences 💻
8. Creates a safe space for students 📱
9. Enhances accessibility in the classroom.
10. Allows students to experience places outside the classroom 🏔
We used our reading of The Outsiders as the basis of our first group attempt at creating content for a Flip video. Students used the template to explain three things they learned by reading the book. They created amazing videos- but about five students chose not to do one - and I did not force them - and they also had the option to not appear on screen and do a video more similar to this type of video.
The Why:
Our students love TikTok! So, I designed an activity that could help harness the power of this tool for the classroom in a MUCH safer way. To do this, I created an assignment that asked students to create short, high-interest videos about their learning - then I paired this activity with Flip (formally known as Flipgrid) instead of TikTok - and here is how I did it.
The How:
First, I showed students example TikToks using this site. We deconstructed the TikTok videos - examining hooks, video content and the use of backgrounds. We even broke down how the information was provided in a compelling way - and what made the information so captivating.
✅To try the activity, we all went through the brainstorming process together using this Template. I didn't make all students do a video, but I asked all students to attempt doing the brainstorming process - sharing their ideas in groups of three to help each other come up with compelling content and make edits.
✅We used our reading of The Outsiders as the basis of our first group attempt at creating content for a Flip video. Students used the template to explain three things they learned by reading the book. They created amazing videos- but about five students chose not to do one - and I did not force them - and they also had the option to not appear on screen and do a video more similar to this type of video.
To Think About: |
I understand that this activity might not be for every teacher or every student. It is vital, however, because it can help us solve the clash between what we know works traditionally and what we know is not getting our students ready for their future. This has a traditional brainstorming and writing component and pairs it with the important skill of telling a story using video - the number one way we get information in 2022. Giving students assignments that allow them to show learning using tools and skills that will be highly sought after in their future careers - can only be a win for
Click the image for the FlipTok Planning Template.
TEACHFLIX features curated lists of classroom-ready videos. Find *just* the right video online to show your students.
Click here: https://
Scroll through to the right. Hit play. Then full screen. Done!
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