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Camilla's discussion posts

  • Camilla 24 Mar 2015 9:56pm () in Modelling Books

    Hi Jo, 

    I use my MacBook and online sites to create the recording and then have an app downloaded on iPads in order fro children to scan the code when I have printed them out (Children pick up scanning quite easily). See my reply to Tracy about which sites I have trialled. It really is quite manageable. I made games last year for children to identify HFWs by listening to words and trying to match the oral word to the written word, asking them to work through multimodes. 

    Im not sure if there is an app to create codes? Maybe somebody else uses one? That would be interesting...

  • Camilla 24 Mar 2015 9:49pm () in Modelling Books

    Hi Tracey, 

    I've used a couple of methods, as I thought my first tried and tested option wasn't working anymore, but that could be more to do with our N4L cutover...

    So one option is:

    Go to below website to record your audio 


    Then copy the url into the QR code generator:


    The benefit of this option is the children do not have to press play to listen to the scanned QR code (which can be an extra step that is just too hard for little ones) and it just plays by itself. I save the QR cides into my iPhoto and label them if I will reuse them. 

    My second option was at:


    Here you can record and create the QR code all in one spot. You do have to teach the children to press the triangle button to hear the recording though.

    QR codes are good for our NE's, but also good for our older student who are struggling with reading/processing issues so that they can review learning intentions and be reminded of prompts. They can be easily made and distributed if you have a printer nearby. 


  • Camilla 24 Mar 2015 8:49pm () in Modelling Books

    Hi All, 

    I enjoy using our modelling books in reading the most. I make them as visual as possible and yesterday I started using QR codes in mine for the first time this year with NEs to make them accessible to 'non-readers'/early readers.

    Modelling books

    We were working on identifying sounds of letters and some children are still unsure of the letter name and/or sound. So I popped my laptop in the middle of the group as we practiced words we knew with that sound. We made a recording, we (meaning me acting as scribe) also wrote the words, and then I glued the QR code in the book. Today we reviewed it by scanning the code and the children were pretty stoked to hear their own voices. I think this is something that they will be able to increasingly manage themselves. I used QR codes quite a lot last year with NE's, but never thought to use them in the modelling books. 

    QR codes in modelling books



  • Camilla 28 Nov 2014 10:12am () in Setting up a school with Google Apps - first steps!

    Hi GAFE guru's, 

    I'm needing some advice. As a school we are interested in setting up blogs through Blogger for each of our students from year 1-8. students are set up into different organisations based on year group and certain apps are turned off until a particular time through GAFE admin. My question is, how have others set up students with Blogger. I see it as a free add on, but I do not want our 6 year olds to have to go in and create a blog name and change permission settings etc. Is there an easy way to set up a blog for each of our 200 students without me having to login as them and do it on their behalf?

    I have a similar question around privacy setting on Youtube too...

    Any advice would be great. 

  • Camilla 17 Oct 2014 12:34pm () in Book Group #1: Key Competencies for the Future, with NZCER | from 3rd October

    Hi Rachel, 

    I watched this doco (The Human Scale) a couple of weeks ago - through Apple TV. We really enjoyed it and it makes you condiser the implications of what/who drives design and the unintended social/emotional outcomes on humanity (in the doco's case around city planning, but in our minds education). Less haste, more speed springs to mind. We can never 'know' an outcome to solving a problem, wicked or non-wicked, we can merely predict, because there are so many competing factors that influence the outcome. Lessons learned from the past. 

    One thing that struck me was the intial resistance to change and if the public at large could see the big picture benefits, or were more focused on the 'immediate' displacement of their everyday norms.

    But anywho, that's not really related to this book group. 

  • Camilla 15 Oct 2014 7:02pm () in Book Group #1: Key Competencies for the Future, with NZCER | from 3rd October

    Hi Steph, 

    I'm looking through the same lens as you as a junior school teacher. we are a PYP school, so for each unit of inquiry that we engage our learners in there is a central idea, they are usually pretty wordy and we then unpack the concepts within the idea, such as responsibility, function, perspectives etc. 

    Our central idea for term 4 is: 

    Public spaces provide people with opportunities to make connections and establish a sense of community.

    This was provoked by a 5 year old coming in and stating quite bluntly "the junior playgound is boring". This turned into a unit of work to convince the BOT that we would like to change it, what our community wanted and could we please have some money. To extend on our learning from becoming a stand alone project, the cental idea was formed for this term. Students will work on developing their understanding of what public spaces are, where they are, how people are responsible for them, how people use them and how they are important to communties. We will start locally, but can go further into national and maybe international (i was thinking about skype classroom maybe).

    When I reflected on this central idea, I wondered about wicked problems what I could tease out within this idea, that is appropriate for 5 and 6 year olds. 

    I brainstormed a few possibles, but i'm not really sure if they're wicked per se Innocent and some of them are definitely more 'senior school':

    - the financial/political and environmental impacts of public spaces (parks, maintanence, using natuaral resources to make things and reducing public spaces - Yogi Bear the movie sprang into my mind as a provocaiton here).

    - rights to public spaces - does everybody have equal access to public spaces (dogs on the beach at certain times etc., but also larger scale)? do all countries have some sort of public spaces?

    - increasing city sizes and population and the implications for public spaces, are they used for housing developments (Urbanisation sprawl) - Auckland

    - who has a say in what public spaces we have? Which groups (religious, ethnic, political) make the decisions (CHCH earthquake?)

    I'm still pondering all this and it will be interesting to see where the inquiry heads as we unpack the notion of public spaces more. One provocation we might do is next week split the class into a few teams and have them plan and re-arrange our classroom to think about how different people use our public space and how we might have different ideas about what is best - i'm sure we will have a lot of 'debate/falling out' over what is best. Another next step is the working bee domolition of our existing playground on the weekend...