This is new.... cool bananas! #edtechteam pic.twitter.com/a45U1sdcqn— Michael Davidson (@michaelteacher) April 16, 2018
Before they keynote even started...
— Karen Belt (@mrsBnz) April 16, 2018
Read more here - Keynote 1 - Once upon our time
— Michael Davidson (@michaelteacher) April 16, 2018
What is the climax of my story? What is my conflict? Where will I end up?
At the end of the day, our job is about learning. We need to innovate. It is our job.
Enemies of innovation - fear, time, curriculum.
Our weapons - vision, community, stories.
— Leigh Hynes (@leighhynes) April 16, 2018
There are people who watch things happen, people who make things happen, and people who say 'oh what happened?'. Which one will you be?
Stop teaching. Be brave effort to start a learning community and remember to be part of it. #edtechteam #googlesummit18 pic.twitter.com/oQ0fBwB7Gk
— Jacque Allen (@jacquea) April 16, 2018
Stop teaching. Be brave effort to start a learning community and remember to be part of it. #edtechteam #googlesummit18 pic.twitter.com/oQ0fBwB7Gk
— Jacque Allen (@jacquea) April 16, 2018Session 1 - Rethinking the way you teach: Planning for the learner not the learning
After speaking at length about how amazing the NZ curriculum is, he pointed this out...
The NZ curriculum is split into 3 parts - values, key comps and learning areas. They take up about 16-17 pages EACH in the curriculum document. Yet, you can either download the entire curriculum, or the learning areas. In fact, the learning areas in 3 different ways. But you can't get the values or key comps on their own.. so in fact, are they equal? Apparently not...
Concept-based curriculum and instruction from EDtalks on Vimeo.
Are you teaching WHAT, WHO or WHY?
Behaviour vs. Skills - which one are you born with and which do you develop? Which therefore should be the teachers focus?
How do these relate to content knowledge?
Why do we only ever plan for C -
When we plan we get out the curriculum documents... we look only at learning areas. Sometimes we put key competencies in to 'check a box' but is not the driver of learning decisions.
Challenge - go through your planning and highlight using 3 colours, any skill, any behaviour, or any content knowledge. Are they equal?
Bring up a piece of planning - my example here. There is ZERO key competencies, values, skills and behaviours. Only content... So what is being valued?
Are we planning for vision? The NZC vision? What about school vision?
Are we planning for...?
- Checks personal comprehension for instruction and material. Requests further information if needed. Tells the teacher what they don't understand
- Seeks reasons for aspects of the work at hand.
- Plans a general strategy before starting.
- Anticipates and predicts possible outcomes.
- Checks teacher's work for errors; offers corrections.
- Offers or seeks links between: different activities and ideas; different topics or subjects; schoolwork and personal life
- Searches for weaknesses in their own understandings; checks the consistency of their explanations across different situations.
- Suggests new activities and alternative procedures.
- Challenges the text or an answer the teacher sanctions as correct.
- Offers ideas, new insights and alternative explanation
- Justifies opinions.
- Reacts and refers to comments of other students.
Session 2 - Once Upon Our Time - Digital Storytelling with Heart
Link to slideshowSession 7 - Sharpen the Axe
http://www.pakiki.net/?page_id=780
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