Over the year I have begun to introduce coding via a seniors code club and a middle syndicate code club, putting into practice what I learnt in 2016 and at the 2017 Google Summit.
Seniors experienced CS First and Scratch which they enjoyed as were able to direct their learning at their own pace.
Middle school has experienced an Hour of Code course and have enjoyed the block coding that this provides.
After attending the CORE Digi Roadshow, I'd now like to try Code Avengers which is NZ Curriculum aligned and can be used whole school from juniors to seniors. I will trial this in my syndicate in term 4 to see if it is worth paying for when the new DT curriculum is introduced in 2018.
CS Unplugged for Computer Science is also a valuable resource for teaching Binary Numbers, Data Representation, Networking etc.
I now have to put together an ICT proposal for greater software and hardware. Initial thoughts are:
1. Schoolwide Seesaw Plus - alternative to Blogger which the Senior School is failing to engage with.
2. Coding/Robotics Kit - range of robots in a kit that can be rotated School-wide (teachers learning alongside the children). Whanau Syndicate is trialling Edisons for our Term 4 inquiry (very exciting)!
3. Coding - Code Avengers; Hour of Code; Scratch etc? What is best school-wide for 2018?
4. iPads - what do we need? So many are old and cannot update apps etc. Great for junior coding.
5. Chromebooks - Middle Syndicate - 10 more (increase ratio to 1:2), so total of 30. Senior Syndicate? Will any more be utilised?
Here are my intial thoughts on robots hardware suitability for our school:
Sunday, 8 October 2017
Planning Engaging, Curriculum Focused Learning Programs
An example of our Team Planning - using children's interests (fidget spinners), science (blowing up balloons), Dragon's Den etc in writing as an example.
Saturday, 7 October 2017
End of Term 3 Reflection - Behaviour
Behaviour
Reflecting on behaviour this term, it has overall improved with the use of Dojo (prize box) and daily Star Student awards. It has become evident how our children are extrinsically motivated and that they have a "what's in it for me" attitude. I believe it is a reflection of society at large where we have a generation of entitlement and with a general increased lack of responsibility and respect. We will continue with the use of these rewards as the children are motivated to behave to a higher standard and work harder for this type of recognition.
Our high needs boys have been really challenging this term. It is disappointing that the success we had with "R" towards the end of term 2 was not continued in term 3 and actually worsened with higher rates of physical violence and refusals to work. Counselling will hopefully assist with identifying needs and next steps, however, a mental health referral needs to be considered.
"W" has since been given RTLB support and CAP in place however it is frustrating that his family has missed 3 doctors appointments in having him assessed for ADHD. He is both miserable and not enjoying school because he cannot manage his behaviour and we as teachers are increasingly frustrated with having to deal with the constant 'annoying' behaviours.
On a more positive note, "K" since meeting with Mum and RTLB (CAP now in place) has made huge improvements in his behaviour. He has been more compliant and focussed in class. It is disappointing that regardless of a positive ADHD diagnosis his mother will not medicate him.
I think the biggest difficulty with our children comes down to the large number of them in our space as well as the combination of personalities within the team.
High expectations and school values are also key in promoting positive behaviour in the classroom.
Reflecting on behaviour this term, it has overall improved with the use of Dojo (prize box) and daily Star Student awards. It has become evident how our children are extrinsically motivated and that they have a "what's in it for me" attitude. I believe it is a reflection of society at large where we have a generation of entitlement and with a general increased lack of responsibility and respect. We will continue with the use of these rewards as the children are motivated to behave to a higher standard and work harder for this type of recognition.
Our high needs boys have been really challenging this term. It is disappointing that the success we had with "R" towards the end of term 2 was not continued in term 3 and actually worsened with higher rates of physical violence and refusals to work. Counselling will hopefully assist with identifying needs and next steps, however, a mental health referral needs to be considered.
"W" has since been given RTLB support and CAP in place however it is frustrating that his family has missed 3 doctors appointments in having him assessed for ADHD. He is both miserable and not enjoying school because he cannot manage his behaviour and we as teachers are increasingly frustrated with having to deal with the constant 'annoying' behaviours.
On a more positive note, "K" since meeting with Mum and RTLB (CAP now in place) has made huge improvements in his behaviour. He has been more compliant and focussed in class. It is disappointing that regardless of a positive ADHD diagnosis his mother will not medicate him.
I think the biggest difficulty with our children comes down to the large number of them in our space as well as the combination of personalities within the team.
High expectations and school values are also key in promoting positive behaviour in the classroom.
Subscribe to:
Posts (Atom)