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Tash Jacobs's discussion posts

  • Tash Jacobs 04 Jul 2016 3:40pm () in Leading e Learning

    Hi Larissa

    I wonder if you could share the clips you are referring to.  Sorry I may have missed a previous post but I would love to see the clips.

    Thanks

    Tash smiley

  • Tash Jacobs 22 Jun 2016 9:07am () in Raising achievement for Maori boys

    Kia ora Anthony

    I have used your mihi in the past to show and inspire students.  It now says it doesn't exist.  Are you able to reshare?

    Thanks in advance

    Tash

  • Tash Jacobs 14 Apr 2016 1:26pm () in Literacy Learning Progressions Reading and Writing Matrix

    You are all more than welcome!!  We have many schools using the various matrix around Hawkes Bay.  Initially we are using them to highlight everything a student CAN do in their writing or reading.  As we are highlighting we are taking care to always look across the threads of learning to see just how far a student CAN go.  This stops boxing students in to one vertical level.  Initially we have been using these docs with our target students.

    After establishing what the students CAN do we look at where they need to be to meet the standard and begin making plans about how to accelerate their learning in specific areas with intensive explicit teaching over a short 2-3 week period.  For example a year 6 student may be operating at the year 4 standard for language features (among other things).  We look specifically at the language difference, and therefore teaching required, to move them from year 4 to 6 and plan explicit group teaching to move them quickly - ie accelerate their learning.  

    • using written language features (such as similes and onomatopoeia) and visual language features (such as illustrations and diagrams) to support meaning;

    • using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience;

     
    So the key difference in language is to extend or clarify meaning and engage an audience.  A plan is then made around around how to make this shift quickly and explicitly.
     

    This is all wrapped around ongoing robust professional conversations and careful tracking and monitoring of the students.  This process also sits alongside the students being able to self regulate their learning.

    I will take a few pics and upload them for you to look at soon.

  • Tash Jacobs 22 Mar 2016 11:31am () in Literacy Learning Progressions Reading and Writing Matrix

    LLP Writing Year 4-8 LLP Writing Year 2-6 LLP writing 1-3 LLP Reading Year 4-8 LLP Reading 2-6 LLP reading 1-3

    A colleague and I have spent many hours reformatting the LLP document into a user friendly matrix to be used for tracking and monitoring.  The language is identical to the LLP.

    We felt that this may be a useful tool for many schools.

    Please don't hesitate to contact us if you wish to discuss in more detail how schools are using these tools.

    tashjaco@waikato.ac.nz

    gemmg@waikato.ac.nz

    We would also like to hear your feedback on how you see using these tools in the discussion online. 

  • Tash Jacobs 18 Mar 2016 1:07pm () in Specialist Literacy Teachers in Primary/Intermediate

    I would be interested to hear your thoughts and ideas around how we can truly embed literacy across the curriculum. :)

  • Tash Jacobs 18 Mar 2016 12:41pm () in Specialist Literacy Teachers in Primary/Intermediate

    I am currently working in an intermediate which has implemented the new innovative concept of having specialist teachers in all areas.  Is there anyone out there who has worked in this model before or knows of a school working like this.  I am also interested in any research.  

    Obviously as this innovation is in its infancy there are some teething problems.  I am particularly interested in how literacy across the curriculum could be implemented.

    We are currently looking at the idea of working in collaborative teams with the Science, Social Science and Literacy teachers collaboratively planning, tracking target students and sharing the load of literacy across all three areas.

    Any ideas or experiences greatly received. 

  • Tash Jacobs 18 Mar 2016 12:36pm () in Specialist Literacy Teachers in Primary/Intermediate

    I am currently working in an intermediate which has implemented the new innovative concept of having specialist teachers in all areas.  Is there anyone out there who has worked in this model before or knows of a school working like this.  I am also interested in any research.  

    Obviously as this innovation is in its infancy there are some teething problems.  I am particularly interested in how literacy across the curriculum could be implemented.

    We are currently looking at the idea of working in collaborative teams with the Science, Social Science and Literacy teachers collaboratively planning, tracking target students and sharing the load of literacy across all three areas.

    Any ideas or experiences greatly received. 

  • Tash Jacobs 08 Jun 2015 1:31pm () in Voice over you tube video clips.

    Kia ora Kate

    You have probably already solved your challenge but just in case....you can download the video and put it into i movie and then record the voice over.  There are several apps to download with.  You can also get the kids to e mail the owners of the you tube clip to ask for permission to use their work which adds another dimension to the task and covers digital citizenship nice and authentically.

    Tash :]

  • Tash Jacobs 19 Sep 2014 2:05pm () in Teaching kids typing skills??

    So many thought provoking notions throughout this discussion...Thank you for the link to the New York Times Janet.  This resonated well with me because, although I am digitally competent and love my devices, I prefer to take notes with pen and paper.  How interesting to read about all the ways our brain makes different pathways and the possible impacts in the longterm.

    Jill I think your final comment says it in a nutshell...

    'Assess what students are gaining and or losing through the activities with which we fill their day.'

    Teaching as Inquiry is such a wonderful place to GROW from.

  • Tash Jacobs 17 Sep 2014 11:41am () in Teaching kids typing skills??

    What are your thoughts around why we are having such trouble with kids and their pencil grips?