Term 1 Spiral of Inquiry 2017

Today I completed  my spiral of inquiry for Term 1.

"Teaching as inquiry, a process that encourages you to change your practice in order to enhance success for students" ... "is likely to be highly useful for teachers as they respond to the need to develop digital fluency across diverse learner groups and capabilities. " (source).

Spiral of inquiries are designed to push students, in a short period of time to the next level of learning, hence causing accelerating learning rather than learning at the rate of their peers. This is a way for them to 'catch up' to their peers in a short time, rather than being constantly behind.

My spiral focuses on my lower-achieving maths students, who sit just below the national standard for maths. In my spiral document, I discuss what these students can currently do, what they should be able to do to be 'at' the national standard, what I think has contributed to them being behind, and what I am going to do in an attempt to accelerate their learning.

My main question is 

How can the use of materials help to build deep understandings of mathematical concepts?

This week, although it being only the 2nd week of the year, I went full steam ahead with my maths and reading programmes. I chose to focus on place value, as this is a building block most students are missing which causes them problems later on in maths.

Every child in my spiral of inquiry this term, I also taught last year when they were year 4's. Because of this, I already had a good understanding of what they know and can do, and I didn't need to spend weeks getting to know this. (Hence the starting a full learning load in week 2!)
I knew that these students get stumped when they are dealing with numbers in the 100's, and had never dealt with anything in the 1000's before. This showed me that they had some gaps missing in their place value knowledge.

On Tuesday and Wednesday, I used popsicle sticks with my whole class so I could judge their place value concepts. I would say 'show me 23', and the response I was hoping for, was 2 lots of 10 popsicle sticks, tied together with rubber bands, and 3 popsicle sticks by themselves. However, I got everything but that. Even my year 6 students didn't do this. They counted out 23 and showed me them scrunched up in one hand, or made the shape of the letter 23 with the popsicle sticks as their pen (if that makes sense?). Some remembered that they were supposed to tie something together, so they tied the 2 lots of 10, together, in one big pile, and left the 3 ones by themselves. I modelled what I wanted them to show me, and explained why. Some of them just couldn't understand why I said only bundles of 10 were allowed to have a rubber band around them. There was definitely a gap in the students knowledge of exchanging numbers (i.e. ten one's is the same as one ten). We started to process through this bundles and rubber bands business, when I tripped them up again. Instead of 'show me X number', I asked them to 'show me X number, then add/minus X number'. These questions were designed to force students to exchange - opening up 1 lot of 10 to take out some ones, adding ones then exchanging them for a 10, etc.

What I liked about how I ran this activity was that after a few of this new type of question, I then asked students to buddy up. The pair, together, would do the 'show me X number' part. Then, student A from each pair would come to me and I would whisper the 'add/minus X number' part, which they then had to go back and EXPLAIN to student B - not tell them. For example, if the question was 128+13, they were not allowed to say 'plus 13', they would say 'add 3 ones, then change 10 ones for 1 ten', explaining the process step by step. This showed me a deeper level of understanding then just 'show me X number', because I could judge student A's understanding of the process of exchanging, and student B's understanding of mathematical language, at the same time.
Of course we swapped, did a bunch of varying questions that all were showing the same thing although they kids didn't realise that lol.

It was a great way for me to judge the whole classes understanding of place value (and maths language) at the same time.

On Thursday and Friday, I introduced place value counters I made. I made these on Wednesday, because I knew there was no way I could use popsicle sticks to show place value into the 100's and 1000's, I literally just don't have enough - and can you imagine the mess??
The kids LOVED them straight away.

I did the same thing to begin with - 'show me X number'. Instantly I found misconceptions about their place value knowledge.

 The first misconception we addressed was this. Yes, they do have the right number of the right value. It does add up to 253. But look at the order they have put it in - they have put ones on the left and 100's on the right. To me, this meant they didn't know, or had forgotten the actual value of those numbers and where they sit when you write and read the number. Once we had addressed this misconception once or twice, going through a full explanation about why, I would only prompt with 'is that the order you would write this number in?', and they would click and fix their mistake.

The second misconception I found was kids doing this. Again, they have got the the right number of the right values, but they have not used a place holder zero. See how there is no space in between the 100 and the 1's? This showed me they didn't know why the zero was there, what purpose it served, and why having it made a difference to the number. None of them had ever heard the term 'place holder zero', and when I explained the yes, there are no tens, you are right, but we need to keep the space there otherwise the other numbers might fall into the wrong 'place value house', and that you had to put a zero there to keep the other numbers in the right place, they kind of got it.

 Before introducing the next 'big number', I did a few add/sub questions to see if they could exchange. What is happening in this photo sadly happened quite a bit.. Instead of realising 5+5=10, so I exchange the 10x1 and put in 1x10, they would leave the 10x1.  

  The same thing happened in other values - again, not exchanging for the next big number when there are 10 of the same value.

 For the students in my spiral of inquiry, they tripped up a little when we got to the 1000's. Their inexperience with larger numbers definitely showed. Using the place value counters played a huge role in helping them understand where thousands went, and understanding that it is a number the same as the 1's, 10's and 100's, just bigger. It's not scary. Every time I asked them to 'show me X number', I always wrote it out and showed them, so they could use the order of the written number to help them process what went where and how many of each. It was definitely helpful.

They got a bit more confident, then began doing this. Yes, they have the right number, it does add up to 10,213. But you don't actually put 10 into the thousands column, you put 0 there and 1 into the 10,000's column. Their inexperience with large numbers definitely caused this error, as I don't think they even knew or realised there was anything bigger than 1000's. 

I introduced the next 'big number', 10,000. There were a few gasps, literal gasps, that there were number bigger than 10,000. This was blowing their mind. I did this one for them, to show them that I exchanged 10x1,000 for 1x10,000. We had to stop and talk about exchanging again here, as the big numbers kind of scared them and they forgot that you ALWAYS exchange in 10's and 1's.

1x10 = 1x10

10x10=100

100x10=1,000

1,000x10=10,000

10,000x10=100,000

100,00x10=1,000,000

 The students getting more and more confident using the 10,000 numbers. We stayed around this point for a while, doing add/sub questions so they could practice their exchanges in large numbers. For example, with 32,052 I would say -10,831 so they had to exchange a 1,000 back to hundreds, at the same time taking away 1 lot of 1,000. This took some time to get right.

It was a great first week of maths - I learnt A LOT about my whole classes place value knowledge, and was able to introduce big numbers, and new concepts such as the place holder zero, and demonstrate old concepts, such as exchanging 10x1 (etc), thanks to the materials I was using.
For my spiral of inquiry group, I think they responded really well to using materials every single day, (rather than as a sometimes thing), a few even asking to do more because it was fun. Although I do not think they will remember everything from this week going into next week, using the materials will help them remember quicker, have a deeper understanding of it, and contribute towards a positive attitude and growth mindset in maths (oh yeah, I can do maths! I am smart!). I will keep using materials as part of my maths inquiry and documenting the outcomes on my blog.

First week in my own class!

Today marks the finish of my first week in my own class!

And I tell you what, I am knackered. I have fallen asleep mid-afternoon every day this week (and for the previous two week as well lol).

Check out my lovelies!!

Also note that the link to our new class blog is here (and yes, it already has content!) and the class site I made here.

We have had such a great week together, done some learning and had lots of fun, and I love them a lot already. 

My class role is technically 23 (which is a small class by today's standards!), however I have only had 13-15 kids everyday, which is so weird! 

One person who has joined my class who was not originally on my roll is "Bob". 

(Referred to earlier in my blog here and here). Myself, Ottilie and our syndicate leader decided he would learn better in my class, as in the other class there were a few boys who would distract him VERY easily. I am stoked to have him back. I received a wonderful compliment from my mentor Archana, who told the the other year 5/6 teacher Ottilie that Bob would do great in my class again because 'I had the best relationship with him out of all the staff'. If you have read the previous posts on Bob, you will know I put a lot of effort and work into the relationship with this particular student and so I was delighted to have this effort acknowledged. Once he had moved into my class he settled in quickly and within the hour was part of the team. Having him in my class this year will present challenges as he is significantly lower than the bulk of my class academically, but we will make it work the best we can.

Another couple of things I have focused on doing in the first week of school is setting up my expectations for the kids, and their expectations of me. 

We have done a lot of activities where the kids had to work in various groupings which I purposely changed to force them to work with someone they don't know, getting them to share their ideas with a group, come up and write on the board, explain their mathematical thinking aloud to the class, speaking in front of the class while being videoed by me etc etc. These are all things I want them to get used to as these are things I expect the kids to do daily, so I wanted to include these expectations from day 1 so they are seen as normal and not scary. 

I wanted to be more transparent with my kids this year, not telling them absolutely everything of course, but just being more open with stuff they can know about and will  understand in terms of their learning. I have done this by explaining the term overview for our Inquiry units (what we will be doing week by week), my gaming unit (what we will be doing and why, and how this leads into coding next term). I have not seen teachers tell kids so far in advance what they will be doing and why. I'm not sure why we don't, it's not like its a secret, but in my experience it's not common practice. We seem to only tell them what they need to know for that particular day. I personally feel like if they knew where they were going, they would understand the importance of what they are doing now and be more motivated to do it well.

Another expectation I wanted the kids to have of me, is speaking Maori everyday. Yes, I am not fluent in Te Reo Maori nor do I profess to be confident in speaking the little that I know. However, it is something I didn't do at all last year and so I wanted to make sure I included Maori in some way, everyday, from day 1 of school. I start the day by greeting my kids 'ata pai toku aroha', which means good morning my loves, and farewelling them at the end of the day with 'ka kite ano apopo' which means see you again tomorrow. I have tried to include other words like korero (talk), but the kids didn't know what it meant so I just had to laugh.. 

Linked to my use of Maori, is my effort to try and call ALL my kids by names like my love, love, sweet, (etc) for example, 'love can you pass me the pencils?', 'thank you sweets'. I want my kids to feel like I instantly love them and feel like I do want them to be in my class, really building the whanau feeling. It hurts me to think that some of these kids come to school without being spoken to kindly by an adult all morning, or that there may be no adults in their life who tell them explicitly they are loved or wanted. It is part of my job as their teacher to be that person who tells them they are loved, wanted and supported. I think I have started this well.

It has been an exhausting week but a great one, and I am excited to get into some real learning next week now that I have gotten to know my new kids! 

Before school starts... (2017)

For the past week I have been setting up my very own class!

Yes, I am a second year teacher, but last year I was co-teaching with my mentor. At the beginning of last year, I was just fitting into her class. I didn't have any 'stuff' to bring with me and put into the class, nor did I have any preference for furniture arrangement, wall displays etc, I just turned up and everything was already there. So this year, I am setting up my own class on my own for the first time. It is vastly different than last year. Although I did make 'stuff' last year (e.g. wall displays), I left these behind in my old class and made my own newer versions. I wanted a fresh start. I have stuff (boxes, furniture, stuff to put on the walls, etc), I have some idea about where I want things (and why I want it like that) based on my experience from last year. 

The before photos...

The after photos...

I'm very proud of how my class has come together, and excited for what the term will bring. 

I have also already started working on some of my goals for this year, including being more assertive and doing things in the way I want to do them. Ottilie and I are going to be so great together and the kids are going to learn a lot, and have a lot of fun!

PB4L PD - Active Supervision

Linda from PB4L came in today to talk to use about our programme. We are currently a Tier 1 school. I loved how she explained that PB4L is somewhat based on the Whare Nui. She talked about how in each Whare Nui, the tukutuku patterns are reflective of the local peoples and their history. In such a way, each school should make PB4L reflect their own people (students) and its own history. It is not a cut and paste programme, it should be moulded and made your own.

Part of PB4L is the triangle model.

Tier 1 (green) - 80% of school population - Most of the school population responds to the standard initiatives implemented across the school. 

Tier 2 (yellow) 10-15% of school population - these students need extra focus as they are not responding to what the 80% responded to, possibly because they are on behaviour programmes, learning support etc etc.

Tier 3 (red) - 1-5% of school population - These students are then referred to agencies because they don't respond or can't fit within the school system anymore.

The first thing we did was look at a map of our school, and use post its to reflect on 'problem' areas - where incidents happen, what happens there, who is typically involved, why we think this might be happening etc.

Active Supervision

Pre-correction - front loading expected behaviour before students they even go outside. Encouraging desired behaviour. This only works when done often and consistently - yes, those children who fit into tier 3 might need 1:1 discussion about this, but everyone needs to be on the same page.

Active supervision is moving, scanning and interacting.

Movement should be constant, unpredictable, planned/purposeful, targeted, designed to increase contact opportunities.

Scanning techniques

- target both appropriate and inappropriate behaviours

- target known problems areas, activities, groups and individuals

-uses both visual and aural cues

-extends ability to supervise large areas

-increases opportunities for positive contact

Interacting

- positive greetings should be non specific in contact e.g. "hi everyone, its good to see you" rather than "gidday guys, what are you making there?" (these get you stuck with that group, hindering your ability to move and scan)

After that, Ottilie and Sally talked to us about how PB4L relates to our school values, and what expected behaviour we have for our students related to those values. Here are two values -

Overall it was a great session and I definitely learnt a lot. Thanks Ottilie for sharing your knowledge about PB4L! 

Summer School (Friday)

Today we did activities that were designed to scaffold us through our assignments for this course.

Firstly, we collated a list of Thought Leaders, then made a blog log. These lead into our assignment, in which we have to critically analyse education blogs from around the world. Next, we were each 'interviewed' for an imaginary job in which blogging was a major component. We had to describe things we had done in our digital practice to support learners in learning, our view on blogging, how we would introduce blogging into a new school and how we would approach teaching the staff about the benefits of blogging.

If you know me well, you know I am terrified of public speaking. I might seem like I'm fine and maybe even good at it, but on the inside I'm shaking and crying.

We also looked at the ethical guidelines for our dissertations that all the MDTAs are doing this term. We have a meeting next week with the university big-shots who will approve or deny our ethical applications (which you NEED in order to do your research). It's a pretty big deal.

Summer School (Thursday)

Activity #1

"Purpose: select one key learning theory, which has been covered over the last three days, and create a quick rap to explain it"

Read our new lyrics here.

Activity #3

"Purpose: To identify and apply the key pedagogical ideas in the TPACK model"

Across

5. Knowledge (knowing how to integrate technology successfully for learning purposes)

6. (refers to the 'stuff' that must be taught)

7. (knowing how best to teach a particular piece of content for a particular group or person)

8. (an understanding and awareness of a particular thing or skill)

9. (knowing how to best use technology and content together)

10. (knowing how to teach)

Down

1. (how teachers teach)

2. (the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; )

3. (knowing what to teach)

4. (knowing how technology can change teaching and learning)

Activity #4

Impact of phones.

Summer School (Wednesday)

Yesterday Rena asked if we knew about SAMR, and I personally didn't.

So we talked a little about SAMR.

Substitution - when you use technology, but you don't need to. You can do it the same way without technology. E.g. answering questions on a Google Doc

Augmentation - technology does change the task slightly, and make it better. E.g. digital story boarding

Modification - When the task is hugely different from what it would be without technology.

Redefinition - Doing a task that could not be done without technology. E.g. Aurusma to view a poster, QR code to get more information.

Slide 9 provides examples of apps used in each way.

We did a cool activity where we had to record activities we had done with our class on a post it note, stick the post-it to a block, and use as many blocks as possible to build a tower.

Here is what my group created.

We also briefly talked about the ADDIE model, and the Carpe Diem model of learning design.

This is the carpe diem model, based on digital teaching and learning.

Summer School (Monday)

As part of the MDTA programme, we are completing our honours degree at the UoA.
Hence, we have summer school this week. The paper is called EDCURRIC720.

To start with, our lecturer Rena asked us to share a gem. Here is what we made.

We had to do a lot of readings before the course started, which was draining after being on holiday. We each had to present one of the readings to the rest of the class.

My reading was about growth mindsets, which we all already know about.

Here is the presentation I prepared which we collaborated on. 

As part of this, I also introduced my peers to Answer Garden, which is pretty much the same as Padlet, however I think it's better.

Each person presented their reading throughout the morning.

After lunch Rena talked us through these slides.


At the end of these slides, we went outside and took a photo of something that represents one particular learning theory. Check out what we came up with here.

Looking towards 2017

I have been reflecting a lot on my practice, and what I have seen of others throughout the year, and thinking about what I want to do better next year, focus on more etc etc. Here is my list.

Digital stuff

• Setting up expectations for Chromebook's 
• even calling it a Chromebook instead of a netbook!
• showing students explicitly how to label posts on their blog properly the first time they post- and keeping on top of this.
• only using labels such as tps, year4, year5, year6, writing, reading, maths, inquiry, cybersmart
• Setting up Chromebook cupboard organisers and expectations from day 1 (consider getting a better way to store them??)
• Having a better way to keep headphones safe and untangled (Advice welcome!)
• Explicitly teaching everyday (term 1) how to use GAFE products properly 
• Set up a system where students must contribute one piece of work each, each week, to the class blog (blog email address!)
• Where appropriate, set word limits for students for writing tasks. For example (write 100 words about...). This forces them to write more than one sentence and gets them used to thinking/writing in depth. 

General Teacher-y stuff

• Sticking to my planning/timetable/routine as much as possible - not changing everything, everyday. Obviously some stuff changes sometimes and its out of your control, but I want to have routines.
• Have days of week in English & Maori on board and use them everyday - let this be a 'norm'.
• Have class labels set up (e.g. maths, reading) and a routine for a student to set these up on the board everyday for the following day so students know what to expect
• Have a system or checklist for monitoring how often I check/comment/reblog the students blog posts
• Play more games in the classroom. Sometimes kids need a brain break and so do teachers.
• Make sure I get my allotted BT release and CRT - and use it well. 
• Pick one behaviour management strategy and work with it (for however long it works) - bean jar, earning free time, etc. 

Personal stuff

• Stick up for myself more - don't let others walk all over me, tell me what to do, make me feel inferior etc.
• Do what I want. I know my kids, I know what they want/need.
• Be nicer to myself - its okay to not do school work on the weekend, don't beat yourself up.

Learning Shift 2016

This year has been huge for me, with so many things going on, but the main reason I am even here is for my kids. 

I have spent a lot of time helping Archana with our senior syndicate data, creating graphs and comparisons. 

Together we have made a huge shift with our students. 

Here is the 2016 data for my class.

Year 4 Reading
	March	November	Difference
Above	0%	26.09%	26.09%
AT	0%	60.87%	60.87%
Below	29%	13.04%	-16.37%
Well Below	71%	0.00%	-70.59%
	100.00%	100.00%

For the non-teachers reading this, these statistics are related to National Standards [NS] for year 4. 

As you can see, 0% of our class were at the NS or above it at the beginning of the year. Not one kid.. But not, about than 2/3 of our class are at or above the NS. These students have moved from Well below (note the 71% of our class who were here in March). This is a HUGE shift for our kids.

	Year 4 Writing
	March	November	Difference
Above	0%	13.04%	13.04%
AT	6%	56.52%	50.64%
Below	47%	21.74%	-25.32%
Well Below	47%	8.70%	-38.36%
	100.00%	100.00%

Our writing data is very consistent - you can almost track the students who moved from Well Below (March) to Below (Nov), or from Below (March) to At (Nov), or from At (March) to Above (Nov). We have made very good shifts in writing. 

	Year 4 Maths
	March	November	Difference
Above	6%	21.74%	15.86%
AT	12%	52.17%	40.41%
Below	82%	17.39%	-64.96%
Well Below	0%	8.70%	8.70%
	100.00%	100.00%

Again for any non-teacher readers, this Well Below goes from 0% to 8.70%. This may seem like a child went backwards, when in fact they just didn't move at all. The marker for NS changes from March to November (as they should have learnt some stuff between these months!) so this child essentially stayed at the same level of achievement instead of moving with it, hence moving from below to well below. The rest of our class did great in maths. 82% of our class was Below (March) and at the end of the year only 17% were. 

Overall this data shows huge shifts in all learning areas.
The main area I personally felt that I want to focus a bit more attention on was moving the At and Above kids even higher.
A lot of emphasis gets placed on Below and Well Below students, and getting them to the norm, and this has been achieved in our class (mostly).
However some of my highest students were always the ones helping others, and did not get as much attention and targeted teaching as the very low students, hence they stayed where they were instead of moving as high as possible.
Other teachers have found a similar thing in their data, so this is a something we have discussed and we already have some ideas about how we can achieve shift for these students as well as the target students.

I am very proud of how hard my students have worked and how much they have shifted. I know I gave planning/teaching my everything this year and I am proud of myself as well.

Digital Immersion (Term 4, Week 7)

Today was our last MDTA Digital Immersion of 2016.

We started our day off with a photoshoot at Point England Beach.. in the wind.. haha!

But we did get some good ones...

We also organised a special morning tea to celebrate the end of an era, and to thank Dorothy and Anne for their support throughout the year. 

 

For the rest of the day, we worked on a CV site. 

Yes, we do already have a CV/resume, how else did we get a job in the first place?

However, we have grown so much throughout the year and need a way to show off our skills and achievements, hence, we created a site. 

Here is mine. 

Feedback welcome of course! 

Digital Immersion (Term 4, Week 6)

Today is our second-to-last Digital Immersion Friday.

We have been asked to make a reflective video on our year's experience as an MDTA.

I actually found it very difficult to write a reflective script for this video. 

I don't know how to articulate my years worth of experiences in 3-5 minutes... 

I had a look at my reflection from June (a mid-year marker) and found that it will be quite different.

That video was more explaining what I'm doing and how it is going, rather than focusing a lot on myself and my experiences personally. This is how the two will be different.

I will post it here once I have finished it... (to be continued)

The 9th Annual Manaiakalanai Film Festival

The MDTAs were required to make a movie each for the Manaiakalani Film Festival. 

Here is mine.

This video was shared on my class blog - check out my classes post (and the gazillion comments) here. 

The side of the Film Festival that people don't often think about is the hours and hours and hours of prep that go on behind the scene.

I made the slide/drawing that made our schools videos available to the other schools
(this included helping other new teachers to blog their movie in the right way)
 

And I also made our school banner.

This...

Turned into this...

I was very proud of my banner and got many compliments on it, which made the extra hours at home and at school worthwhile. Our students and staff were very proud to say they were from TPS.

I got to have lunch with our presenters at The Coffee Club, along with Juliana and Aireen. 

The kids after the evening show being silly with our display (they were crazy but we love them!)

Overall it was a great experience and I'm so glad I got to be a part of it. Next year is the 10th annual FF, so it will be an even bigger deal than this year and I am already thinking of what movie I will make...

Presenting to parents

Today ended up very differently than I expected.

We had a presentation for year 3 parents on the school overview, that nobody seemed to know what was happening with. 

Archana has never done one of these information evenings before, so we decided to have a look at it together.

I created a presentation and Archana and I worked on it together on Monday night.

As neither of us had done this kind of presentation before, and there was no previous example to look at, we did feel a bit lost and just did what we thought would be best.

Archana linked in lots of great examples of students 'create' work, especially on slides 17 & 18 which show powerful meaning ways that students use their chromebooks for learning.

Reflection

The presentation went well, I felt it was very awkward at first as we all were a bit unsure of how it was going to go. I really liked the team approach we took to presenting - Archana and myself took turns to talk to the slides, Juliana clicked through them for us, and Rhonda and Sally added in whenever they felt we had missed something. We were also mostly either sitting or leaning as well (rather than standing) which I felt made it more comfortable for parents as it was more equal in approach, not a dominating approach.

 I do feel that it was a little lecture-y, and could have been more collaborative to really make the parents feel comfortable and that they could ask questions, talk to each other to clarify understandings etc. 

(Food for thought for next time!)

I never thought I would be presenting to parents in my first year of teaching, but it wasn't as scary as I thought it would be. Next year I also think it would be beneficial to do multiple of these events, at varying times (e.g. one at 6pm, one at 3pm), and begin them earlier in the year (term 3) so parents can organise their payments etc before the christmas boom arrives.

Digital Immersion (Term 4, Week 4)

Today at Digital Immersion we focused on our PCT Sites.

I had stopped using my site months ago, almost like I had made this wonderful thing and fallen out of love with it. It just sat there, neglected.

I googled for inspiration, and had so many ideas however my friend and colleague Heath reminded me to keep it simple and not make it too hard for myself. 

I began with this image.

Then I just went to work, literally working for hours on my site. 

I will not link the site here, as it has private and confidential school documents and information within it that are collected as evidence of various aspects of my professional life, but I will share screenshots of it so you can see the design of it.

The home or 'landing' page

As you click through the bunting at the top, each page is slightly different, however keeps the navigation bunting.

This is the 'Professional Development' page.

This is the 'Goals & BT Meetings' page, with links to Google Docs containing the meeting minutes.

 This is the 'Inquiry' page. Each of these is a seperate doc which details the cycle of inquiry undertaken in that particular learning area/time.

This is the 'Observations' page. 

This is the 'Release Logs' page, with my document linked in.

 This is the PTC's. Each of these 12 criteria open up into a new page, each containing evidence for that criteria, reflections for that criteria, and a link to my blog label streams (note how within my labels I have PTC labels - e.g. PTC1 that you can click, and see every piece of evidence related to that criteria).

At the beginning of the day I hated my PTC Site, but now I rather like it and am quite happy with the bunting design I chose as it makes navigation very easy. The colour scheme is some of my favourite colours (the teal mainly) and I am so pleased we had today set aside to re-develop our sites. 

If any of my school colleagues reading this would like help with your PTC site, please let me know I am more than happy to help! :)