6.  How does my e-learning practice reflect that I understand the main influences of how my students learn?

As mentioned in other journal entries relating to the RTCs the eLearning has been slow to embed within my programme naturally this year.  We are starting to get there.  But as you will notice on this RTC page ... we are working on recording our learning and although we aren't sharing out to the wider world, or creating iBooks as often as I'd like ... we are doing it in dribs and drabs.  

It will continue to be a 'Work In Progress'

I definitely understand the importance of embedding this into normal practice and understand that ICTs are what my students instinctively know and are engaged in learning by using them.  ICTs allow students to know so much more than we could ever of dreamed of when we were at school.  Students now-a-days are growing up in a world where answers are instant, they know we can google almost everything.  I think 'inquiry' learning of the past where there was a BIG question that students researched answers to is now changing - well I assume it has to change.  It's not about finding the answers ... (I think) from what I understand ... inquiry is about solving problems,  creating solutions and spreading ideas through sharing.  Blah, blah, blah ... I'm done!!!!!

Yahoo .... I just finished the LAST question - off to bed@@@@sdfarlfjasd;lfjd;

5.  Do I allow my students to reflect on their learning and behaviour?

Probably not enough ... and probably not in an authentic way.

Student reflect on things in their portfolios (using the smiley assessment thing) - I personally find this a bit shallow and often find kids put little thought into it and just highlight all three smiles.  

I would like to work towards assessment being 'real' and done in 'real' time using the iPads to record Student Voice, or record learning and have students reflect in their own words.  This is a pretty ambitious goal and would take time to get up and running.  Although I think initially this would be very labour intensive and not at all help with work/life balance ... I do think once children do it a couple of times it could become a natural part of responding to and reflecting on their learning??

Never really thought about having kids reflect on their behaviour - but it would be quite cool to get kids to reflect on how well they know the Learner Qualities.  Oh duh ... I did get some Student Voice about being Self Managers last Term.  I did plan on getting Student Voice on all the LQ's but this obviously slipped my mind!!!  See YouTube clip attached to RTC8

1. How do I manage behaviour?

I use a huge range of strategies to manage behaviour (both acceptable and not acceptable behaviours).

• Praise
• Positive reinforcement
• Time Out
• Rewards and Consequences suitable to behaviour that has been exhibited.
• Use of Voice - both loud and quiet (sometimes too loud!!! and can be a bit grouchy at times - sorryyyy!!!)
• I've often thought of introducing a behaviour tracking system ... but there has never really been a need?  I try to deal with things as they occur - follow them up with parents, other students, teachers etc. as needed.  
• I believe in finding out what's happened, saying my bit, giving students the opportunity to say their bit, then move on.   
• I use a range of techniques to gain attention (singing (albeit in terrible tune) - whakarongo mai (ata whakarongo), who is listening (we are listening); clap once, clap twice, clap three times; hand on heads if you can hear me, hands on hips ...., hands on shoulders .. etc.; stop, look, listen etc. etc.)

3.  What are successful motivation strategies that I use?

• Hands on experiences - cooking (pizzas, pikelets, fairy bread, cakes), play through art, drama, dance etc (spaghetti art etc), 
• Foster intrinsic  motivation in the class (eg. children striving to to reading, writing to achieve personal goals, get better at reading, writing)
• Occasionally use extrinsic motivation (free time - choosing, stickers, games/PE etc)
• Making learning fun by doing (eg as above - provide hands on experiences)
• Linking learning to something students already know - integrating learning across subjects is also motivating (I think) as students make connections with what they are learning in another area - eg. our big book can be used in art, literacy and numeracy all in one week. 

2. How do I utilise student voice from my students?

I need to record some more student voice.  It is on my to do list ... but finding the time is an issue - especially with needy little people who are not overly independent for very long!!!

At the beginning of the year the Student Voice gathered highlighted that my students did not understand any of the LQs.  They did not know any of their learning goals in any core curriculum areas.  

Since the initial Student Voice ... I have worked at embedding the LQs in our programme - this was working really well in Term 1 & part of Term 2 but has fallen off a little this Term.  

In Term 1 & 2 I have worked hard to try and get students to begin to understand the why, how and what of their learning - in writing particularly - with a little bit of mention about reading as well.  We talk often about 'how we can become better at reading or writing".  I have tried to foster the idea that the only way we can get better, is to do more of what we need to learn ... we need to practise!!

1. How does my teaching reflect that I understand the main influences on how my students learn?

I think one of the main influences on how student learn is ...

• To Make learning engaging

The below points summarise what motivates children to learn and is a summary of research from my Emerging eLeaders course.  Given that the students we now teach are known as 'digital natives' or 'the net generation' an obvious answer as to how students learn best would be to integrate the natural use of ICTs.

A common theme in much of this material is the need for us as educators to shift from architecture of presentation to an architecture of participation,that includes:

• Collaborative learning
• Multimedia
• Interactive learning
• Expect to be entertained
• Personalized learning
• Digital game-based learning

How does my teaching reflects these understandings?

• Working to embed the LQs (collaboration, communication, thinking, self managing nd resilience)
• Providing a multi modal teaching and learning curriculum - provide a balance  of traditional and ICTs in daily programme - work towards embedding eLearning naturally and extend this to include sharing created work to a wider audience
• The use of ICTs means I am providing an interactive learning environment - the arrival of the TV in Room 1 has increased the interactivity of activities this term.
• I am continuing to work on Personalising Learning for students - this is happening reasonably well in writing, and I am beginning to embed this in maths, but still need to work on getting this happening in reading.
• NOT doing digital game-based learning at all - don't even understand how to go there!!!