1. Aim of today Description of breakout content Come and view how I organise my e-environment. You will see how I use teacher and student taskboards to support my Literacy and Numeracy programme. You will also see how I manage and organise my homework, using different e-tools and spaces (blog, spelling city, wallwisher). Walk away with practical and motivational ideas that support your classroom programme authentically.

2. Organising your e-environment

3. Aim of today…  Expose you to how you might organise your e-environment  Show you how you might house/share your online resources - spelling city, wiki, blog, study ladder  Provide ideas on how you might use all the different e-tools authentically  Examples of what it may look like in your planning  Ideas on how to reduce teacher space and increase student space within the classroom  Ultimately, Walk away with at least one idea to improve the organisation of your e-environment

4. Technology is rapidly advancing

5. Things you may have in the classroom

6. My journey

7. My journey started…  Three computers & a data projector  Keeping busy on computers vs critical selection  How do I share online resources with my students?  Need arose for a forum where I could display/share online resources

8. PowerPoint…  Student taskboards  Teacher taskboards

9. Reading Task board Wednesday Independent activities Pre reading activity Computers Follow up activity Pre reading activity Easi-speak taskFollow up activity Independent activities Easi-speak taskIndependent activities Independent literacy activity Follow up activity Teache r Teache r Marking

10. Maths task board Independent activitiesStudy ladderIndependent activities Study ladder Independent activities Teacher

11. Writing task board KiwiKeaKereru TuesdayTIA WednesdayIAT ThursdayATI T - TEACHER Start our writing with a general statement I – INDEPENDENT WRITING Write independently A - ACTIVITY Proof read a text to make sure it makes sense We are learning to:

12. Student task boards

15. Adding tools to the environment

16. The additions…

17. Big question

18. ? How do I authentically integrate these tools into my classroom? ? ? ? ? ?

19. Levels of integration Teacher Level of Integration http://puttheeinlearning.wikispaces.com/Levels+of+Integration Adapted from Cuban, L. (2001). Oversold and underused. Computers in the classroom. Harvard University Press.

20. entry Conventional teaching style Teacher desk at front of room Very little published work Desks in rows Covered Computer Internet never used http://www.jsharp.co.nz/Levelsintegration.htm

21. adoption Conventional Some ‘Published’ work Integration one curriculum area Desks in rows Isolated tasks keyboard skills Word Processing Random Math Games Internet used rarely work alone http://www.jsharp.co.nz/Levelsintegration.htm

22. adaptation Computer centre Periodically projector and IWB Plans ICT integration Word processed work Maths and Reading software Some management systems Teacher directed activities and planning Formal keyboarding skills Broad internet searches Desks in groups http://www.jsharp.co.nz/Levelsintegration.htm

23. appropriation Informal practitioner Students move freely experimen ting with digital tools Internet used extensively Curriculum specific areas in room Full of children’s published work Students work in groups HOT models Desks swapped for tables Activities linked to teaching and learning http://www.jsharp.co.nz/Levelsintegration.htm

24. invention variety of digital equipment and software Projector/I WB/mimio used by teacher and students. Classroom divided into curriculum areas. HOT models integrated Just in time Highly independent,self managing Informal practitioner http://www.jsharp.co.nz/Levelsintegration.htm

25. Self reflection and change

26. Creating new spaces… In the classroom:  Creating more student space  Reducing teacher space  Moving my teaching space so that it is not in front of the white board Online:  Creating a class wiki to house resources  Running my homework programme online  Creating independent student task sheets to promote independence and key competencies ‘managing self’

27. Housing online resources

28. Creating a wiki to house resources…

29. School wiki

30. Wiki resources

31. Jing

33. Classroom blog…

34. Celebrating learning…

36. Study Ladder

39. Ideas on ways to use the different tools

40. Using an easi-speak in reading  Have students practise their fluency – listen to their recordings and identify their next learning step  Record current events  Retell a story in sequence  Character interviews  Poetry recital  Readers theatre  Share prior knowledge of a book in the form of a bus stop  Have students explain the strategies they use when they self monitor

41. Using the easi-speak in Maths  Have students explain the strategies they use to solve different number problems  Create simple measurement statements  Number knowledge and place value  Have students who are at number properties create questions for others – record on easi-speak  Creating songs to help learn basic facts

42. Using the digital camera in reading  Have students create freeze frame images which depict the main parts in a story. Once the photos are printed they can add short captions  Use the different features to record voices and complete a character interview  Use the video feature to ask and answer questions about the book

43. Using the digital camera in mathematics  Shape hunt around the schools  Sorting and classifying  Weighing objects, ordering them from lightest to heaviest and taking a photo of the order (same can be done for ordering length and capacity)  Taking photos of what numbers are made up of (place value)  Using the video feature to create songs to help learn basic facts

44. Ensuring the use of tools

45. Independent student taskboards

46. Independent activities…

47. What is might look like in your planning

48. What the organisation might look like in your planning Room 12 weekly overview – Week 11, Term two, 2011E-tools MondayTuesdayWednesdayThursdayFriday 8.55 – 10.55 8.55 – roll 9.05 – Mathematics - measurement 10.15 – Oral language/ writing 8.55 – roll 9.05 – Mathematics - measurement 10.15 – Oral language/ writing 8.55 – roll 9.05 – Mathematics - measurement 10.15 – Oral language/ writing 8.55 – roll 9.05 – Mathematics - measurement 10.15 – Oral language/ writing 8.55 – roll 9.05 – Syndicate PE 10.00 - 9.05 – Mathematics - measurement Data projector Classroom computers Mimio Digital camera Easy speak ICT suite Morning tea break 11.15 – 12.45 11.15 – Oral language/ writing 12.00 –Reading Wordstudy 11.15 –Reading Wordstudy Handwriting -Ww 11.15 –Reading Wordstudy Handwriting -Ww 11.15 –Reading Wordstudy Handwriting -Ww 11.15 – Writing 12.10 – Library/ICT - cyber safety Lunch break 1.45 – 3.00 To do: Balance roll Sign FLR’s Meetings/ Notes Connected curriculum meeting 3:15 TBF – 8.00am Reading group to go to Judith at 11.45-12.45 Syndicate meeting Reading group to go to Judith at 11.45- 12.45 Reading group to go to Judith at 11.45-12.45

49. Nikki Filipo Weekly Guided Reading Plan term three, week 1 Mini less on Monday w.a.l.t – make simple inference Tuesday w.a.l.t – make simple inference Wednesday w.a.l.t – make simple inference Thursday w.a.l.t – make simple inference 14-16 Black Bats Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and discuss with a teacher or a buddy what our reading problem is. We might use words like “I’m not sure what ____ means” After reading – read with a partner and use strategy bookmark together Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and discuss with a teacher or a buddy what our reading problem is. We might use words like “I’m not sure what ____ means” After reading – read with a partner and use strategy bookmark together Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and discuss with a teacher or a buddy what our reading problem is. We might use words like “I’m not sure what ____ means” After reading – read with a partner and use strategy bookmark together Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and use our fix up strategy book mark to work our unknown words and restore meaning. After reading – read with a partner and use strategy bookmark together Black Bats Weekly reader – 23-24 Golden Goats Independent task: Before reading: w.a.l.t – activate our prior knowledge S.C we will be able to identify what we know about a topic and any new learning Activity – before and after web http://studyladder.co.nz/ eBook – lions Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and discuss with a teacher or a buddy what our reading problem is. We might use words like “I don’t get this paragraph especially the part when ____” After reading – complete before and after web Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and use our fix up strategy book mark to work our unknown words and restore meaning. After reading – complete before and after web Independent chapter book task: w.a.l.t – read independently & comprehend what we have read by completing a reading task sheet. Reading task sheets includes: Literal, inferential and evaluative questioning Golden Goats Weekly reader – 24-26 Red Roosters Independent task: Before reading: w.a.l.t – activate our prior knowledge S.C we will be able to identify what we know about a topic and any new learning Activity – before and after web Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and discuss with a teacher or a buddy what our reading problem is. We might use words like “I don’t get this paragraph especially the part when ____” After reading – complete before and after web Independent task: http://studyladder.co.nz/ Focus – Reading and comprehension eBook – Christmas in the snow w.a.l.t – read independently & comprehend what we are reading Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and use our fix up strategy book mark to work our unknown words and restore meaning After reading – complete before and after web Red Roosters Weekly reader – 28-29 Silver snakes Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and discuss with a teacher or a buddy what our reading problem is. We might use words like “I don’t get this paragraph especially the part when ____” After reading – fill in reading strategy log Independent task: http://studyladder.co.nz/ Focus – Reading and comprehension eBook – underwater creatures w.a.l.t – read independently & comprehend what we are reading Independent chapter book task: w.a.l.t – read independently & comprehend what we have read by completing a reading task sheet. Reading task sheets includes: Literal, inferential and evaluative questioning Read with T w.a.l.t – self monitor when we read S.C – we will stop reading and use our fix up strategy book mark to work our unknown words and restore meaning After reading – fill in reading strategy log Silver snakes Weekly reader –

50. Room 12 mathematics term three, week 1 Class warm upBeep!Number soluteNumber fansNumber lineGreedy pig Groupsw.a.l.tMondayTuesdayWednesdayThursdayFriday Circles Add and subtract numbers S.C – count on from larger numbers even when the smaller number is given first Book 5 – pg. 21 Bigger number first S.C – count on from larger numbers even when the smaller number is given first Book 5 – pg. 21 Bigger number first S.C – count on from larger numbers even when the smaller number is given first Book 5 – pg. 21 Bigger number first Student task board Independent activities www.studyladder.co.nzwww.studyladder.co.nz www.mathletics.co.nzwww.mathletics.co.nz S.C – count on from larger numbers even when the smaller number is given first Book 5 – pg. 21 Bigger number first Basic facts – instant recall of basic facts to ten Number knowledge w.a.l.t – Triangles Add and subtract numbers S.C – subtract tens from a number by counting back on tens Book 5 – pg. 23 Subtracting tens Student task board Independent activities www.studyladder.co.nzwww.studyladder.co.nz www.mathletics.co.nzwww.mathletics.co.nz S.C – subtract tens from a number by counting back on tens Book 5 – pg. 23 Subtracting tens S.C – subtract tens from a number by counting back on tens Book 5 – pg. 23 Subtracting tens Student task board Independent activities www.studyladder.co.nzwww.studyladder.co.nz www.mathletics.co.nzwww.mathletics.co.nz Basic facts – instant recall of doubles facts to 25 Number knowledge w.a.l.t – Squares Add and subtract numbers Student task board Independent activities www.studyladder.co.nzwww.studyladder.co.nz www.mathletics.co.nzwww.mathletics.co.nz S.C – jump through a number line to solve problems like 17 + ? = 91 Book 5 – pg. 33 Jumping the number line Student task board Independent activities www.studyladder.co.nzwww.studyladder.co.nz www.mathletics.co.nzwww.mathletics.co.nz S.C – jump through a number line to solve problems like 17 + ? = 91 Book 5 – pg. 33 Jumping the number line S.C – jump through a number line to solve problems like 17 + ? = 91 Book 5 – pg. 33 Jumping the number line Basic facts – instant recall of doubles facts to 50 Number knowledge w.a.l.t –

51. Using the different tools before school

52. Before school…

53. What my students think

55. Questions?