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Tessa Gray's discussion posts

  • Tessa Gray 22 Sep 2017 9:23am () in Do You or Are You Linking Teaching as Inquiry and Appraisal?

    Kia ora Rosemary, I personally think it's a great idea to combine your teaching goals, that link to student learning needs and align with the wider organisation's vision for learning and strategic planning with PLD and appraisal using the new codes and standards for teaching.

    You might find some of the older comments and more recent sharing of resources about the new codes and standards  useful in this thread, Appraisal, practising teacher criteria and your e-learning goals. Community members have shared some templates and digital tools they are using for this - ie Google sites and Seesaw.

    Enabling e-Learning recently hosted a webinar on ways to use Seesaw as an e-portfolio for teachers and also brainstormed some online protocols if we were to make this more collaborative and invite critical buddies into this process. 

    I love how you've written you'd like to make teaching as inquiry a more living documentOne way to do that might be to consider how to make the whole process more transparent, shared and collaborative across the school? Why do it alone when you can do it together?

    One question, are you part of a CoL or Kāhui Ako? If so, this discussion thread might interest you too, FORUM: Collaboration in Kahui Āko.

  • Tessa Gray 21 Sep 2017 2:26pm () in 3D gaming and virtual reality

    Charlie and Tyne

    A big huge thank you to our guest presenters Charlie Smith and Tyne Crow. This was a very informal webinar about some very innovative, high-end processing in Digital Technologies - in particular designing, developing and creating (programming, modelling) 3D virtual reality games. Click below to view the recording. 

    Screenshot of 3D Gaming and Virtual Reality webinarIn this webinar, Charlie and Tyne clearly explained the Virtual Reality set-up (including equipment) and benefits of this extension programme for their students.

    Lots of pushing the boundaries here, which makes for some innovative examples as we all undertake to interpret the new Digital Technologies |  Hangarau Matihiko for the students in our own schools/kura - both secondary and primary.

    Have you bought or trialled any VR equipment in your school? Who is it for, how is it being used? Any observations the rest of us could learn from? 

  • Tessa Gray 19 Sep 2017 10:29am () in 3D gaming and virtual reality

    While some people could be worried their children spend too much time on their devices, these students from Pakuranga College share just how much they’re learning they've gained from each other, their teachers (from different departments) and beyond (gaming communities, Youtube) as they work in teams to collaboratively problem solve together. From 3D game development to art design (creating gaming assets and models), social media and beyond – look out WETA Workshop, you’ll need these guys in your team once they’ve completed their education.

    Virtual reality supporting student learning

    But it's not just about job prospects, as Charlie Smith (HOD IT) shares,

    We want lifelong learners who are going to be really comfortable with the technology that’s out there. So we’ve really tried to grow our programme and we’ve tried to grow it in ways that are going to be applicable in whatever careers students get into.

    How did this happen?

    Pakuranga College is a future-focused school, who have created extension opportunities (outside of classroom hours) for students by; growing staff capacity, modifying the classrooms and sourcing funding for equipment and software. Eventually they hope to bring these opportunities into mainstream classrooms.

    Extending learning through virtual reality

    Want to know more? Check out their video on, Setting up virtual reality at Pakuranga College.

    Come and join us tomorrow (Adobe Connect, 3.45pm) when we hear from both Charlie Smith and Tyne Crow as they share some innovative ways they’re interpreting the new Technology Curriculum – both Computational Thinking and Designing and Developing Digital Outcomes using 3D gaming, modelling software and Virtual Reality equipment.

    Do you have any questions for Charlie and Tyne? Free free to add your queries or contributions below.


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  • Tessa Gray 12 Sep 2017 11:20am () in Gamification

    Wow Tony you've done it again - a wealth of people, knowledge, resources, stories and ideas (post conference and all). Thank you for sharing, more than cuppa needed with this lot Tracy smiley.

    Enabling e-Learning is also hosting the following webinar next week, which will be recorded if you can't make it. Feel free to tell your friends.

    smiley LIVE WEBINAR: 3D gaming and virtual reality, 20 Sept, 3:45-4:45 pm

    Virtual realityLast term we looked at how some secondary students from Pakuranga College were designing and creating using robotics, 3D printers and coding. This time we look at how they are learning through 3D gaming and virtual reality. Sounds out there right? Come along and find out more. REGISTRATIONS OPEN NOW! 

    This webinar will also be supported by a thread in the Technologies group and hosted in Adobe Connect.

  • Tessa Gray 11 Sep 2017 5:04pm () in Enabling e-Learning forum: Digital technologies in the national curriculum

    Kia ora tatou, here are some gems from Technology Online for schools as we unpack the new draft Digital Citizenship | Hangarau Matihiko.

    In this section you can:

    • find resources and ideas to support digital technologies | hangarau matihiko
    • learn about how students, teachers, schools, parents, and communities engaged with digital technologies | hangarau matihiko projects.
  • Tessa Gray 11 Sep 2017 4:13pm () in What will New Zealand look like in 2037?

    Thanks Leigh, I appreciated you and Jan-Marie sharing this in the first place.

    There is a slight irony here if we're talking about alternative ways to assess and evaluate quality learning, when we're using our standardised data to compare our data with other countries, but I found it interesting in the end, when he said how some countries are using PISA results/themes to make shifts in the desired direction - ie: for some it means fewer hours of instruction, more focus on less areas etc.

    What could we collectively glean from our results do you think? Do you think we look good when in some aspects we're above the OECD average (some disparities in science)?

    Where do our future needs lie as a country? Is there a way to honor multiple perspectives - ie: bi-cultural partnerships and inclusive education for all?

  • Tessa Gray 11 Sep 2017 1:00pm () in What will New Zealand look like in 2037?

    Thought I'd share this great video spotlighted by both Leigh Hynes and Jan-Marie Kellow - an interview with OECD’s Director for Education and Skills Andreas Schleicher published by Global Education & Skills Forum

    In this interview Andreas talks about preparing our students for the future - in terms of social and economic change. He says,

    Most important thing to do is NOT to think about tomorrow’s jobs. 

    He made the reference to teaching young children coding, and cautioned us to think about how rapidly things can change, including jobs and encouraged us to have an open mindset - for openness to new concepts and skills in learning. Bigger concepts/skills/processes like resilience, problem solving, collaborative learning need to be an important focus.

    The issues and challenges lie in conceptualising shared understandings for terms like creativity, resilience. For example, what is emotional intelligence? If we don’t break these down, and find 'common ground with these elements, they won’t become part of the daily teaching in innovative learning environments.

    As Jan-Marie Kellow writes,

    Schleicher went on to say that coding, for example, will look totally different when younger students leave school. This fits with my view that the coding itself is not the important part. The problem-solving and computational thinking will still be relevant, the ability to think logically, to break tasks down into parts and see patterns, to design solutions, to de-bug when things don't work and to re-design, these skills will still be useful and valuable. This is especially important to keep in mind as we consider the draft of the new Digital technologies area of the curriculum.

    What implications do these considerations have on what we teach, how much we teach and what we assess?

    **PISA is best known for globally publishing educational results from contributing OECD countries (including NZ)Find more about the OECD countries involved in the PISA assessment programme.

  • Tessa Gray 11 Sep 2017 12:50pm () in Do we need to question the way we assess?

    Thought I'd share this great video spotlighted by both Leigh Hynes and Jan-Marie Kellow - an interview with OECD’s Director for Education and Skills Andreas Schleicher published by Global Education & Skills Forum

    In this interview Andreas talks a lot about assessment and learning and how PISA** results are looking more to publishing skills, concepts and elements (global competencies, social skills, problem solving skills, collaborative skills) of learning rather than content. He makes light of what we already know - the world no longer wants people for what they know, Google can tell you want you want to know. He says,

    “Whatever you measure puts a spotlight on what you measure, at a risk that we lose sight of other things that are equally important.”

    He invites us to look at the important aspects of learning not the urgent. EG: Issues and challenges lie in conceptualising shared understandings/common ground of terms like creativity, resilience, what is emotional intelligence? He says if we don’t do this, these elements won’t become part of the daily teaching in innovative learning environments. 

    Andreas also remarks,

    Teachers are the knowledge workers and will change the minds of people. “Most of our systems are so standards, so compliance driven, so homogenous.”

    Andreas makes a passionate plea for teachers to be courageous - to spend more time on design and experimenting, and do fewer things in greater depth; focus on subjects that will foster their passions and talents. He also concedes we're in a system where status quo has many protectors from so many different angles where teachers still have to adhere to standardized tests...

    What you do think? Can we create systems that reflect this shared understanding about effective assessment in learning, can we be the designers and disrupters for this change?

    ** PISA is best known for globally publishing educational results from contributing OECD countries (including NZ). Find more about the OECD countries involved in the PISA assessment programme.

  • Tessa Gray 07 Sep 2017 11:49am () in FORUM: Collaboration in Kahui Āko

    Today is the dayThe day has finally arrived for us to dive in and share our CoL stories - awesome some of us have been waiting a while. Communities of Learning | Kahui āko look different for everyone involved. Some CoLs have been established and under way for over a year, others are more recent. Leaders are now appointed who (in some cases) may have always worked with students or in small groups, who now work (and learn) alongside fellow colleagues as coaches and mentors.

    No doubt you’ll want to share what’s on top for you, your role and your CoL. We invite you share any celebrations, frustrations, wonderings or ideas. All of which could also benefit others on a similar journey. For example, what do 'teachers as leaders' look like as you support each other during this professional learning process.

    We’d also like to tease out the theme around collaboration. If we jump forward a little and assume your CoL has a shared vision, goals have been negotiated, a structure is in place, personnel have been appointed and roles assigned, then we can ask, now what? What does collaboration mean and do we know if we're successful in a collaborative model? It might be helpful to define what we mean by the term collaboration.

    If we agree that teaching isn’t an isolated instance and that collectively we can make practice-based decisions that can ultimately lead to improved student outcomes, then what does collaboration look like beyond sharing?

    edTalks: Collaboration beyond sharing, Rebbecca Sweeney

    If the idea of collaboration is something that is new or needs further teasing out, then you might like to use a self-review tools like the Collaboration Framework (CORE Education) that can be used to help groups identify:

    • What effective collaboration that makes a difference for learners looks like

    • Next steps towards becoming a more effective collaborative group

    • A way of monitoring progress towards the collaborative state

    If you are using this framework or something similar, we'd love to hear how this supports your CoL’s vision and goals.

    Our CoL stories

    Your turn, so what’s happening at your place? Tell us a little about your CoL, your role and what you hope to collectively achieve over the time you work together. ie:

    • What does leadership look like for you? Do you have role clarity for those involved within school and beyond? How are you building relational trust?
    • What does professional inquiry look like? Is it collaborative? What sort of evidence-based practice/frameworks are you using?
    • How are you addressing needs-based goals between and across schools? How will know if these have been achieved or successful?

    We’d love to hear more.

    Please feel free to introduce yourselves (just like others have started to already) and add your own stories below. If commenting, you can also acknowledge the stories that come before and find pathways to build on new knowledge/reflections. Similarly if you have any questions, feel free to ask, that way we'll strive to model collaboration in action. smiley

    Image source

  • Tessa Gray 07 Sep 2017 9:47am () in Appraisal, practising teacher criteria and your e-learning goals

    Thank you to everyone who joined us yesterday (special thank you to Katrina Laurie) in the interactive webinar on Seesaw 2: Teacher e-portfolios. There were some great conversations in the chat box, as we learned ways to archive and reflect on the evidence for our teacher appraisal - aligned with the new codes and standards and of course professional inquiry using Seesaw as a digital portfolio.

    We also touched on building trusting relationships with critical buddies, so we could scaffold learning conversations that might challenge and extend our thinking and practice - avoiding the trap of talking in an echo chamberOut of this, came the realisation that we were to invite multiple perspectives and rigorous learning conversations from others in our Seesaw teacher e-portfolios (ie: posting comments online), then we would need some protocols for how these interactions could be safe, learning focused and constructive. We've started to brainstorm some ideas in a shared Google doc if you'd like to dive in and add to the table at the bottom.

    Screenshot Seesaw 2 webinar

    In the meantime, if you missed the webinar or just want to watch it again, here's the recording. Please feel free to tell us what you thought, by sharing your feedback as well. smiley

Tessa Gray

Enabling e-Learning online facilitator. I'm excited about the prospects of the VLN and how it can bring like-minded people together online. I am here to help promote discussions and share effective practice.