Log in
Search

Breda Matthews's discussion posts

  • Breda Matthews 29 Mar 2015 11:04am () in iPads and Google Drive

    Another question. I was working with some teachers and they were unable to edit docs on their iPads? What were they doing wrong?

  • Breda Matthews 29 Mar 2015 11:01am () in iPads and Google Drive

    Thanks for that. So no problems with multiple students being signed into the one account at the same time?

    Kind regards

    Breda

  • Breda Matthews 28 Mar 2015 12:00pm () in iPads and Google Drive

    This is probably something you have discussed before but can anyone recommend managable ways to give students who do not have Gmail account access to Google Drive when using iPads?

    For example  has anyone set up class Gmail accounts - does this work? Are there any issues?

    Cheers

    Breda

  • Breda Matthews 18 Feb 2015 9:19am () in Google Docs for Teacher Appraisal/Registered Teacher Criteria - Inquiry

    Hi everyone,

          I have been following this conversation with some interest. I would agree that Google tools can be excellent for storing evidence and have personally I have found it useful to assist reflection on my own practice. However I do think we need to be careful not to create a monster! It is useful to read the PPTA guidelines "Appraisal using standards and criteria', available by searching on the PPTA website, on this.  It states

    "Decisions about the RTC, whether for beginning or experienced teachers, do need to be based on evidence. It is perfectly reasonable to expect teachers to reflect on evidence of the impact of their teaching on their students, including the social outcomes as well as the academic outcomes. This should be done regardless of the requirements of the RTC, as an ongoing part of every teacher’s professional practice, not just as a one-off activity for an annual appraisal interview. The RTC should be seen as linked to on-going teacher growth, and as such part of the teaching as inquiry process.

    Schools that have seen the introduction of the RTC as a requirement for teachers to gather masses of data in portfolios and complete extensive checklists of actions are demanding unnecessary work of their already overworked teachers. At the same time, some schools have, in the past, had relatively rudimentary appraisal processes which did not require teachers to focus on any evidence of the impact of their teaching on their learners. They may, as a result of the Teachers Council workshops on the RTC, be realising that they need to make their processes more robust, both in relation to the professional standards and the RTC."

     

    Cheers

    Breda

  • Breda Matthews 27 Jan 2015 11:22am () in Tables and images

    Hi,

      Can anyone suggest how I can insert a tableless border and ensure that images do not have an outline? I have tried the tableless border option in the toolbar but what i then get is a pale purple table.

    Cheers

    Breda

  • Breda Matthews 19 Dec 2014 10:17pm () in Using googledocs

    Hi Juliet,

         Here is link to a PPT that may help you with this. 

    Joint construction is a little more challenging unless you are doing this live in classroom and using Google docs as the writing space. As you know joint construction usually involves students telling a teacher what to write and the teacher writes, or rephrases, the students' suggestions. There are a number of different techniques that do slightly different things e.g.  a small group of students writing collaboratively, several students writing their own text on the same topic. Get in touch if you want to know more.

    Cheers

    Breda

  • Breda Matthews 21 Oct 2014 9:30am () in Suitable texts for ELLs

    Hi everyone

         Here is a link to the online document Recommended strories for ELLs. Please feel free to add.

  • Breda Matthews 06 Aug 2014 10:59am () in ELLP funding 2014

    Description:

    The ELLP Information Pack 

    An  ELLP information pack was sent to all schools with ESOL funded students in mid-November. The information pack includes the following documents. 

    NB: If you have received this newsletter as a forwarded email and these document links don't open, please go to the top right of the newsletter and click on 'View online version'. 

    • A new ELLP status list for your school with space for ELLP scores. If you are not ready to use the ELLP status list yet you should use the Term 3 and 4 status list sent to your school in August.
    • New student application forms with space for ELLP scoring for MigrantRefugee background and New Zealand born students. If you are not ready to use the ELLP yet you should use the application forms sent to your school in August.
    • A master copy of the ELLP Record of Progress for individual students. When you move to using the ELLP you will need to copy one for each student. This then becomes the cumulative record for each student and should be passed on with the student from year to year.
    • A procedural document: A Process: Using ELLP to Confirm ESOL Funding Eligibility that details the steps required to make applications for funding using ELLP.
    • A set of supporting guidelines: Guidelines: Using ELLP to Confirm ESOL Funding Eligibilitywhich provide additional information about managing the new process.

    Next steps:

    Each school needs to make the decision as to the time frame for the change, deciding whether they transition to the new system in March 2014, August 2014 or finally in March 2015. 

    You should review your school's readiness to make the change and develop a plan to manage your transition. You may find it helpful to document the various stages as you prepare, noting who will be involved, the actions they will take, the resources they will refer to and the relevant time frames.  

    As you develop your plan you should:

    • Make sure all staff involved have opportunities to become familiar with the ELLP. Copies can be ordered from Down the Back of the Chair (0800 660 662) or the ELLP documents can be downloaded from TKI ESOL Online.
    • Refer to the ELLP online professional support modules on ESOL Online. These self-access training modules are supported with discussion points, video footage and exemplars that help teachers develop their knowledge of the resource for teaching and learning.

    In Term 1 2014, we will be adding a sixth module to the ELLP online modules that supports the use of ELLP to confirm ESOL funding eligibility.  

    Please contact Susan Gamble, phone: 09 632 9354, susan.gamble@minedu.govt.nz  or Tjitske Hunter, phone: 09 632 9356, tjitske.hunter@minedu.govt.nz  if you have any queries about this process.  


  • Breda Matthews 19 Feb 2014 4:42pm () in Do ESOL and EL standards count towards NCEA?

    All credits for unit standards count towards NCEA. So credits gained from ESOL and EL unit standard assessments are NCEA credits in juts the same way as achievement standards i any other subject. And now the level 3 and 4 EL standards are also awarded at achieved, merit and excellence and so can contribute to course endorsement.

  • Breda Matthews 30 Jan 2014 2:42pm () in Ask a question about EL and ESOL unit standards

    Start a discussion, ask a question or share your experiences below.

    Join the EL unit standards assessment sub-group here.

    Read previous questions and answers about ESOL unit standards here.