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Louise Tredinnick's discussion posts

  • Louise Tredinnick 10 Apr 2015 9:18pm () in Flexible Timetables

    Hi Bronwyn 

    Just to add something I forgot to mention - I also shared all my planning via the google site with embedded Docs with the students so that they could decide for themselves what they needed help with and what they would like to do independently.  All lessons were quite detailed and all resources hyperlinked with any student templates already pushed out via Hapara.  



  • Louise Tredinnick 10 Apr 2015 9:11pm () in Flexible Timetables

    Hi Bronwyn 

    I'm not teaching this year but last year I introduced flexible learning for those students who were ready for this step.  Other students also wanted to be part of this group and a few preferred more structure.  The students who I didn't initially choose but wanted to be part of maintaining their own timetable were also able to do this.  The fact that they wanted to be part of it indicated to me that they were probably ready.

    Ok, as I taught in a busy intermediate school some learning sessions were fixed so I shared the fixed timetable with the students via the class google site using google calendar.  The students then planned their learning on their calendar with my layered calendar.  Then I set up a self-booking lesson calendar and the students could book available times to achieve their Literacy, Inquiry and other learning areas, to have a shared lesson or individual lesson if they wanted a lesson time outside the time I had planned to take their Literacy lesson or whatever lesson they needed.  They liked this flexibility and support to have extra sessions even on the same lesson if needed.  The appointment slots are great in google calendar.  I even used this function with parents for a regular drop-in time every Monday.  

    The students also shared their calendar with me so that I know when they were doing certain activities.  It was interesting when I first set up this 'independent group' as some of the 'regular group' felt that the other group were getting more 'freedom' but when I simply said to them that they could be part of the group and the practical expectations around this some of the students were happier with me scheduling their timetable. The whole system functioned easily with some students also working at night time and having more freedom during the day to attend to their own work e.g school council or other school-wide projects with students from other classes.  

    I also had self-booking lesson slots running a couple of days during two lunchtimes for those who wanted more 1-1 lessons.  This was especially helpful for students and we all enjoyed the relaxed and good learning. 

    I think the key is a well thought out system, with keeping good tabs on whose doing what and knowing exactly where the learners are at so that when they book a session you're super prepared. A strong class culture of buddy support is also very helpful :) 

    Enjoy your voyage of discovery Bronwyn.   

  • Louise Tredinnick 10 Oct 2014 10:27am () in Collaborative Planning - What does it look like on screen?

    Sure Mark

    If you are in Google Apps for Education you have this booking slots option.  I also use this google tool for parent drop-ins every Monday and this eliminates being unprepared :) 

  • Louise Tredinnick 10 Oct 2014 8:35am () in Collaborative Planning - What does it look like on screen?

    Hi Tracy 

    I have enjoyed reading through these postings and have reflected on my own practice to see if there are anything that I do that might be helpful for others to use.  Sustainability in planning and student input are two key components in why I do things.  I make mega plans, share these with other staff and other teachers can use these, add to them or copy and change them.  The weekly plans are personalised from these big plans.  Mega palns are reusable and can be added to and changed.  A third, to half of my class work on their own timetable and also have input into my weekly plans and use a google calendar with appointment slots which I have set up to book lessons with me.  A google class site contains all my planning and all planning is visible to students and parents and therefore students also working from home when they are away is also catered for.  I often saw virtual heads popping up on buddy devices during a school day.  If you would like to see my system of planning just let me know.  

  • Louise Tredinnick 05 Oct 2014 2:46pm () in Collaborative Planning - What does it look like on screen?

    Hi Tracy 

    You're in great demand!  I would also love to see your planning. I have some of my planning in the 'Plannng' group if you're interested.  I'd like to compare these.  I make mega plans for the beginning of each term and throw the Doc out for anyone in the school then to use and add to.  


  • Louise Tredinnick 18 Sep 2014 8:12pm () in Comprehension Apps

    Hi Charlotte, yes that's a good reminder - thanks 

  • Louise Tredinnick 17 Sep 2014 8:51pm () in Comprehension Apps

    Hi Deean 

    Nothing comes to mind straight away but my all time favourite quick inference online avctivity is this inference riddle activity http://bit.ly/inferiddles  - I'm sure you will love it.



  • Louise Tredinnick 27 Aug 2014 10:40am () in Overviews - Assessments

    Hi Judith 

    We do an e-asTTle at the beginning of the year and another one at the end of term 3 so that we have a sense of comparison and therefore can track progress.  Of course a different text type is used so the first assessment may be a prior knowedge text type and the end of Term 3 one may end up being a summative text type if that was taught during the term - so like anything there is a margin of error.  Overall though I think judgements can be made and certainly the first e-asTTle is so useful for 'next learning steps' I came across a document once that aligned the STAR assessment results for each subgroup with learning intentions and explicit teaching which was really great.



  • Louise Tredinnick 24 Aug 2014 5:46pm () in Classroom Planning

    Hi Trish 

    I'm delighted you love Doctopus and Kaizena.  Doctopus is especially useful as you can view all the students Docs in one place, which is even more effecient than Hapara but of course Hapara works in with Doctopus beautifully by importing the rosters.  Did you try Goobric, which you attach to Doctopus?  That's seriously cool when working together.  Here's my Reading Planning so far for this term.  I tend to hyperlink most of the reading so that students can use the resources at home as well (hope springs eternal!)  As you will see with my overviews I also hyperlink Sheena Cameron graphic organisers (I have the book and disk and uploaded the disk to my Drive) When I want to change a PDF (in my writing plan - sing out if you want it) I copy and paste it into a Doc and then just readjust the spacings etc as it goes a little haywire.  I need to make it writeable though so that the kids can write in them online. 

    Anyway, here's this term's reading.  I share the whole folder with the students in our class site 


    Oh and they are still in Reading Groups but I have made a Google Calendar at a certain time each day they can book a mini lesson so either they join the group they are in or have an individual or mini group session - whichever they want.  I know what the independent group are doing at any one point in time as they have (very colourfully) made a timetable which they all share with me :) 

  • Louise Tredinnick 22 Aug 2014 8:35am () in Classroom Planning

    Yes thank you for reminding me Moana.  My challenge is to bring together the Inquiry Based learning environment together with my current method of planning now with the Google Classrooom.  Fitting things intogether to work as a whole is always a priority and then with new pedagogy and forever changing ideas readjusting so that at any one point in time that harmony is in the classroom.  

Louise Tredinnick

IT Leader in school, Yr 7 Leader, Information Literacy Leader, Teach a Yr7 & 8 class, Teach in a Digtal Classroom