Saturday, 15 August 2015

Cybersmart in Year 2!

My students have been blogging since the beginning of the year and most of the class are competent bloggers. You can view my class' blogs here.

I have been thinking about blog commenting for some time. Sharing on individual blogs is very satisfying for students and so is reading the number of pageviews!

However, blog comments make it all worthwhile! It really is challenging getting blog readers to leave messages for the learners! In saying that, many families and siblings have left messages but not all families have internet access. 

I considered a variety of ways of addressing the need for audience feedback. After much deliberating I decided to teach my students how to post comments. Writing comments is not difficult, in fact, my Year 1 students could comment independently using a desktop. 

Commenting is slightly more technical when using an iPad so I held off teaching this important skill.

This week I taught my class how to comment on a classmate's blog. The students were thrilled to be able to encourage a friend in this way and followed my instructions well. I was pleased that my lesson was successful.

Now that I know that my students are able to follow the technical steps involved in blog commenting we will focus on:
  • making positive, constructive comments (smart footprint)
  • co-constructing writing frames for commenting (smart relationships)


Saturday, 18 July 2015

New Apps for Term 3!

Creative Apps
App selection on my class iPads
 
My class is starting out with 2 new apps this term, TinyTap and Google Slides. I am really looking forward to continuing designing cognitively engaging tasks for my learners based on the Learn Create Share learning model using the features these apps offer.

Thursday, 9 July 2015

RebelMouse: A window into my classroom

Setting up a RebelMouse page to showcase the work of my students has been on my 'to do list' for a while! 

RebelMouse is a free social front page that showcases selected posts from a number of social media platforms. Feeds can be automated or curated while browsing the web. It takes no more than 2 minutes adding a new blog or post, no coding knowledge required! The platform has an intuitive design and is beginner friendly. Added to this a very helpful and friendly customer service.

A free service with the mission statement to Let Your Content Roar! while spending minimum time and effort is certainly worth checking out, especially if your students have individual blogs.

Individual student blogs

Do check out my RebelMouse page at the bottom of this blog and why not sign up!

Please note: My RebelMouse page will return as soon as I fix apparent conflicts with Googlebot (24.08.15). My apologies.

Friday, 3 July 2015

Kapahaka and Pacifica dance moves: Kapo Kapo!

In the time around Matariki my class practised this dance routine (thank you Whaea Saf!):

 By Mana Tiaki whanau, 2013. 

The Kapo Kapo dance routine incorporates kapahaka and Pasifika dance moves reflecting the diversity of my class. Catchy music and familiarity of moves made Kapo Kapo an instant hit!

Kapa haka and pacifica dance for kids
Let's kani kani!

Thursday, 2 July 2015

Saturday, 27 June 2015

A co-constructed online dictionary

My class has been using a co-constructed dictionary for the past month. I originally set the dictionary up with about 200 high frequency words. Since then the students have steadily identified words that needed to be added to this wonderful word resource. 

It is certainly pleasing to see that this word bank is useful to my students! I am currently working on a dictionary skills teaching and learning progression to keep track of what works.

Several teachers from other schools have expressed the desire to use this dictionary with their class. Please email me using the contact form on this blog and I will send you a copy. It would be fun for classes to share dictionaries later on if you are interested.

You can view my class dictionary here
Composing using the class dictionary.

Wednesday, 24 June 2015

SAMR: Redefining early writing

A teaching sequence:
  1. A student wrote I went to the shopping in his exercise book.
  2. We extended the sentence to I went to the shop and I got lollies. 
  3. The student typed his sentence and made a cut up story using the Explain Everything app.
  4. He recorded his story using GarageBand and exported the sound bite to his cut up story.
  5. He was able to listen to himself read the story and reconstruct the sentence that we had co-constructed earlier on. 
Gaining mileage:
-student is able to rewind learning 
-story published on student blog to share learning with family
b
Adding sound bite in Explain Everything App

video
The next day