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Lyn Jones NAPP 2015's discussion posts

  • Lyn Jones NAPP 2015 01 Nov 2015 2:53pm () in Leading learning and responsive PLD at Ngatea Primary School | A leadership inquiry PT 1

    This is so fabulous and reminds me of a school I taught at where revolving time tables were place and I loved teaching that way.

    I feel inspired and know this is a learning journey I want to take and drive in my class. I wonder what it looks like for year 1-2's and how I can develop it in a low cost way to fit in with our community. Perhaps I can visit Ngatea School and find out more!

    Thank you everyone from my single cell classroom!


     

  • Lyn Jones NAPP 2015 01 Nov 2015 2:34pm () in Sustainable Strategies: Integrating e-learning, leadership inquiry and classroom practice | Kōrero 14 2015

    I have been reading these posts with interest and I am impressed with the range of thought and research that has been expounded in them.

    I congratulate the posters.... after many years of using digital tools and devices, online learning and blogs to raise student achievement I believe it does to some extent. The extent that it raises achievement appears to linked very closely to how it is used and monitored by the teacher. The competency of the teacher using the device is also relevant to the success of the student achievement.

    I have had experience using all sorts of devices and tools over a wide range of learners, including remedial and extension students but there appears to be limitations to all learners in the following areas:

    • Learners need to be explicitly taught to use each application or tool. This may be limiting because of their ability to read and spell or the time it takes to teach each child (unless the school has a class set of the preferred device). The cost of supplying these in rural schools or low decile schools can be a barrier- constraints of resourcing need to be considered.
    • Learners need to be able to understand and interpret the symbols on task bars ( barrier to ESOL Learners or remedial learners)
    • Learners need to be able to process information at speed- this limits our slow processing students and is a barrier to assessing them online as it doesn't necessarily show what they know. It is more demonstrative of how quickly the read and process information.
    • Accessibility to speed on a braodband line can alter all over NZ despite the high speed broad band cable.... if the local telephone exchange can't handle faxibility the internet connection speed will crash with 30 children online at the same time ( a very rural problem). This also affects children and famiies ability to connect on a blog or mobile device.
    • Families struggling to make ends met in NZ are electing not to pay for broadband.

    The most successful interventions using devices for me was with low progress readers, struggling students in numeracy and a downs syndrome student. With no verbal communication and no way of assessing the downs syndrome students' understanding we found apps to teach and  assess his numeracy and, develop handwriting, fine motor skills and assist with communication. All at Year 0.

    With attendance the biggest determiner of success at school, we still have children who are not in our classrooms...so why not expect the virtual classroom to be attended.

    There is no reason with the tools and devices we have available that children absent from our classrooms cannot engage in literacy and numeracy learning. Keeping up to date with the classroom is only a matter of Skyping, collaborating with lessons online and completing online tasks but  this is still not expected. imagine the rise in student achievement if we could facilitate this to happen.

    The question of MLE and ILE's and collaborative teaching has in the past proved successful as 'open plan' classrooms and team teaching.  However there were limitations to the success around managing students (particularly noise levels) and what to do with our highly distracted students. The question of teaching relationships also was of interest.  I take heed of Andrea's comments and support those entirely!

    I would add:

    The crucial determiner of raising student achievement is the relationship between the teacher and the student and the emotional environment of the classroom or school. If a child is respected, feels safe and is free from fear and their needs are supported they will thrive.

    Our school is to trial a collaborative teaching space within the Year 0-1 area of the school. As the team leader receiving these children in 2017 into my team I will see what this trial produces. I look forward to seeing what emerges.

    I experienced team teaching as rewarding and affirming experience so I look forward to moving to a collaborative teaching scenario but personally I will want some input to whom I teach with. I have known and heard from some very unhappy teachers  for whom collaborative teaching doesn't work!

     

     

     

  • Lyn Jones NAPP 2015 20 Sep 2015 1:05pm () in Resourcing how and why of e-Learning | NAPP Kōrero 6 2015

    Thank you Andrea : At the Hui I too, was motivated and challenged by Jane Glibert’s presentation.  When schools are looking at resourcing “ widely and wisely in growing e-learning capacities,”  some of Jane’s ideas around the increasingly fast changing world may help guide schools decisions about spending/resourcing.

    We need to be building capacity for learners to be problem solvers - there may not be ‘jobs’ for all people in the future - what skills, capacity, knowledge do learners need?

    She talked about “jobs we can’t imagine today - few people in paid work and the ‘robotification’ of current jobs education for non work” (Gilbert NAPP Hui 2015)  we are facing a future filled with uncertainty, unpredictability and complexity.  

    What will happen to our priority learners in this future?

    Therefore,  investing in digital tools, PLD for teachers and a clear plan for ongoing resourcing will support our learners in gaining the experience, skills and knowledge that they need for the future. But how far will this take us and at what cost?

    We need to be future focused and as best we can future proofing, so that our financial investment lasts more than 12 months.

    I cringed at my last BOT meeting at my previous school as the BOT voted to invest $10,000 in new computers rather than lease them, after much education from my then Principal and myself about how quickly technology changes and the need to future proof ourselves and the investment of the schools money.

    Old habits from conservative rural NZ !

    As school leaders education needs to start with our communities that support us first, it may be of interest that some of our more rural settings are still awaiting telephone exchanges that support faxes let alone fibre optic broadband even though it is at our gate!

    There are  still plenty of challenges that face teaching and e-learning in some settings but the world will not wait for us.... urgency is required to engage in this valuable mode of learning for our rural children in particular!