leadership week 4 & 5

Mindsets week 5

Mindsets are beliefs; how you think about yourself, your intelligence and talents, what it is you can and cannot do. Ultimately, this affects how you perceive other people and their abilities, talents and capabilities, what they are and are not capable of.

One of the flipped learning tasks before the session was to complete a quiz to explore your own mindset

Intelligence

In the session we will address the question of whether Intelligence is innate and, therefore, cannot be developed beyond what you are born with. Claxton (2008) notes that "intelligence [has] become defined as the kind of mind that responds most readily to the peculiar demands of school."

Dweck's Theory of intelligence

Dweck (2006) descried two different views of intelligence. The previous view is that there is a fixed intelligence that can be measured using an IQ Test. No matter how much you learn, or how hard you work, your intelligence stays the same. Her view of intelligence is that  the brain is malleable: it is like a muscle that can get stronger and work better as you learn and stretch yourself. Over time, you can get smarter. This leads to two contrasting views of mindset, fixed and growth:

Fixed Mindset

People with a Fixed Mindset believe that the abilities and capabilities they have are fixed traits. Their intelligence is set, they are talented at certain things and not others. They believe that it is whether or not someone is talented at something is what allows them to be successful at something or not. Intelligence is fixed and can be measured.

Growth Mindset

People with a Growth Mindset believe that their intelligence, and abilities can be developed and grow. Through hard work, dedication and time, people can learn new talents, learn new things and become more intelligent. Teaching a growth mindset encourages learning, develops relationships and self efficacy. The brain is malleable, it can grow, stretch and expand. The harder you work, the more you can learn.

Ways to Develop a Growth Mindset

By changing the language we use. The power of 'not yet' in the classroom. "I have not learnt this yet" shows a growth mindset, rather than saying "I can't do this", or "I failed" which shows a fixed mindset. Changing the way we talk in the classroom, 'What we are learning' rather than 'Here is the work to do'. What is it that we value? Do we value the end product or the learning process? (Dweck, 2006)

Myth Busting

During the class session we will be making 'myth busting' stop motion videos where we bust myths relating to human brains and growth mindset. One of those we mention in class is 'False Growth Mindset'

“It all started when my Australian colleague Susan Mackie informed me that she was seeing more and more false growth mindset. This is when educators think and do all sorts of things that they simply call growth mindset. And then I started noticing it, too.” (Dweck, 2016, January 11). 

Stop Motion Movie Making

Stop motion is an animation technique that physically manipulates an object so it appears to move on its own. An object is moved in small increments, then individually photographed, creating the illusion of movement when played. Dolls, LEGO® and clay figures (claymation) are often used since they are easy to re-position. Stop motion films can also involve humans, household appliances etc. for comedic effect.

Stop Motion Tools

You can make stop motion movies manually using generic video editing tools like VideoPad or iMovie, or use a dedicated stop motion tool such as those listed below.

Stop Motion Studio (for iOS or Android)

Dedicated stop motion app for smartphones and tablets. It includes many features such as frame-by-frame preview at different speeds, fade in/out, select, copy, paste, reverse and delete frames, green screen, themes etc.

Stop Motion Builder (iOS/Android)

This app allows users to create stop motion videos by taking pictures frame by frame with their cell phone camera and adding sound effects and music.

Pic Pac (Android)

Stop motion movie app for Android that can also do time lapse.

I Can Animate (lite) (iOS)

A simple and easy to use animation app that will capture frames using either camera on your iOS device

iMotion (iOS)

Time-lapse and stop-motion app for iOS.

Animator DV (PC)

Windows based software, frame grabber, for creating stop motion and time lapse animation.

iStopMotion (iPAD)

Frames Per Second (fps)

One of the main question you need to think about when making stop motion movie is how many frames per second (fps) you will use. The more frames per second, the smoother the action is, but the longer it will take to make the movie. Typical options are:

• 2 fps - recommended by Slowmation
• 10 or 15 fps - bouncy type of animation used on Instagram/ Facebook
• 24 fps - cinematic

Growth Mindset in Leadership

If you want to include the role of growth mindset in your leadership assignments, you might consider some of these ideas. 

Growth mindset in a leadership context comes from a belief that those we lead can be motivated to improve and grow their practices. This choice usually involves including many stakeholders in decision-making, over-communicating the vision, mission, and goals, building shared values, and providing specific, targeted, timely feedback. Dweck (2006) reports on a number of studies of CEOs that suggest that CEOs with a fixed mindest, who believe in natural talent rather than growth, are less successful over the longer term than growth mindset CEOs, even if the former can achieve short term success.

A Growth-Minded [Leadership] Choice (Diehl, 2013) might be one that:

• Validates and addresses staffs fears and barriers
• Communicates the vision explicitly
• Provides support to those who lack knowledge or skills
• Creates an opportunity to share research and information
• Allows everyone access to growth opportunities
• Shares the work load among all staff  

An Oracle blog post (Oracle, 2015) suggests that leadership is all about the willingness to grow and change and to help your people do the same. The Harvard Business Review (2014) suggests that organizations focused on employees’ capacity for growth will experience significant advantages.

References:

Research Informed Leadership week 4

Research informed leadership means being able to lead in your practice by having the knowledge and skills to use evidence and critical thinking to support innovatiosn and lead others to change.

Developing Research Informed Practice

1. Develop a personal commitment to review research to determine what is likely to works best and to determine what ‘best-practice’ models exist.
2. Encourage your peers to work with you to empower a collective of teachers who collectively participate in research and literature reviews.
3. Disseminate information and research findings with your students and your peers to raise awareness of research informed practice and decisions in your school.
4. Encourage your students to be reflective of their actions and decisions so that they learn to self critique and take greater responsibility for their learning outcomes.
5. Develop a class culture of referring to credible sources of data and let the class develop a sound understanding of how to evaluate data/content soruces.
6. Be a consumer and promoter of evidence
7. Pose questions without pre-determined answers or expectations. Identify ways to enhance a commitment to investigation.

Whakataukī

Ehara taku toa I te toa takitahi; engari he toa takitini

Success is not the work of one, but the work of many

Related Standards for the Teaching Profession

Design for learning
Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.

Leadership in Digital and Collaborative learning Week 3

Conditions for Classroom Innovations.

  TPACK
Draw your own TPACK
This is the plan using TPACK for the up and coming assignment.

SAMR

Substitution - same task

Augmentation - direct substitute - different tool same thing

Modification -technology has been used to modify a task

Redefinition - Redefine the task

Google Tour Builder (Beta)

Change location name

Digital and Collaborative Learning - Blended Learning Week 3

This video shows the use of Edpuzzle. We have used screen o matic to capture our google slides. We also used a voice over to discuss what Edpuzzle was.

Edpuzzle would be good for creating Flipped learning videos to explain a concept or idea.
You can create your own content or use content from the sight and add to it.

It could also be used by the children to create video showing their understanding of a concept or to share their knowledge with others.

Within a formal programme of learning, students study using a mix of on-site face to face learning and some degree of online learning, which may take place on site and/or remotely. There are several models of blended learning, which vary in their balance between the face to face and online learning, and how much of the online study is on site or off site. Some models emphasise some kind of rotation between learning activities, which may be more or less prescriptive, depending on the context. The important thing is that there must be some element of face to face learning, contrasting with, for example, MOOCs (Massive Online Open Courses) or distance learning courses, where all the learning is online. 

The flipped classroom is a form of blended learning that brings together advances in education and technology to deliver instruction online, outside of class, typically via video-based materials, and moving 'homework' into the classroom. The end result is a personalized, engaging learning experience for every student — whatever their learning style, pace, or ability.

The definition of blended learning is a formal education program in which a student learns:

1. at least in part through online learning, with some element of student control over time, place, path, and/or pace;
2. at least in part in a supervised brick-and-mortar location away from home;
3. and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation.

Flex Model - content that is personalised that they self manage while the teacher is with a group - Chn choose what they are doing using Google sites/

Teaching Standards

TeachingTeach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. 

Kath Murdoch Teaching and learning through inquiry

Teaching and learning through inquiry

Which of these questions are unGooglable?

Which can you Google?

Pause to question the questions

How do questions work

Provocation 

Learn the art of provocation 

Think 1

What does ... mean to you?

I think ...means...

Draw Pictures

How does my thinking compare to your thinking

Similar thinking

Design the learning experience so you can stand back and listen

 Provocation- earthquake , create an earthquake in the classroom 

What are you noticing? Not what are you noticing, that, I want you to notice.

How might I make this work?

Powering up your potential - you can't make someone learn. You need to give kids the tools to learn.

Growing my learning assets

Refer to page in handout

Building learning assets 

Creative thinking

Inquiring into learning

Turtle video

What do we relate this to inquiry? 

The learning pit

Don't save to quick

Need to know the kids - when is the right time to step in? And help? 

Kids jot down what they intend to learn during the day. Their learner pathway focus. Maybe?

Picture cards to show what 'learning skill' they have achieved during the day.

Perhaps use skills to learn during golden time

The collaborator 

The researcher

The thinker

The creator

Etc

Split screen learning intentions

Check they are learning the skills of learning

How are you as a learner

Skills for life

What does it mean to be...a learner

What does it mean for a thinker to infer?

Use the add on brainstorm technique 

Research can be done with a picture

Coding the text. Increases your understanding of the text

Questions to the author as you read.

Text to what I know

Text to text

Text to  

Could be done within guided reading session

Do activity in silence

In a circle

Note taking

How will you take notes. Get anything you want to take notes.

Come up with shared criteria 

What worked best?

Work in progress 

1-3-6 routine 1 person shares with 3 agree on lists, 3 share with another 3 have to agree.

Mind Lab Week 2 Leadership

He Tikanga Whakaaro	Our Values
Rangatiratanga (personal autonomy and leadership)	Whakamana: empowering all learners to reach their highest potential by providing high-quality teaching and leadership.
Whakawhanaungatanga (establishing relationships)	Whanaungatanga: engaging in positive and collaborative relationships with our learners, their families and whanau, our colleagues and the wider community
Manaakitanga (a context of caring relationships)	Manaakitanga: creating a welcoming, caring and creative learning environment that treats everyone with respect and dignity.
Whaiwāhitanga (engagement and participation).	Pono: showing integrity by acting in ways that are fair, honest, ethical and just.

Key Competencies	He Tikanga Whakaaro
Thinking Using language, symbols & texts	Tātaritanga (thinking and making meaning)
Managing self	Rangatiratanga (personal autonomy and leadership) Whakawhanaungatanga (establishing relationships)
Relating to others	Manaakitanga (a context of caring relationships)
Participating and contributing	Whaiwahitanga (engagement and participation).

Mindlab Week 1 Digital

21st Century Skills

This set of 21st century skills is published by the World Economic Forum (2015). Which of these skills do you think will be essential:

• For you on this programme?
• Your students as you change your practice?

What do you hope to achieve during the 32 weeks of this programme?

The Illusion of Knowledge

Linking Standards for the Teaching Profession

Teaching - Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners

https://plus.google.com/u/1/113463555525844174967/posts/YjSSbYofPx8

Mindlab Week 2 Digital

Innovative Teaching and Learning (ITL) 21st Century Skills

Many skills frameworks seem to converge on a common set of 21st century skills (collaboration, communication, ICT literacy, and social and/or cultural competencies, including citizenship). Most frameworks also mention creativity, critical thinking and problem solving). However, many different terms are used (Voogt & Roblin, 2010).

These are the 21st Century Skills that ITL Research (2012) decided were important.

• Collaboration
• Knowledge construction
• Self-regulation
• Real-world problems / innovations
• ICT for learning
• Skilled Communication

We might contrast these with the key competencies of the NZ curriculum. "More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action" (MoE, 2017):

• Thinking
• Using language, symbols & texts
• Managing self
• Relating to others
• Participating and contributing

and with the 21st Century Competencies from the World Economic Forum (2015), sometimes known as the 4 C's:

• Critical thinking / problem-solving
• Creativity
• Communication
• Collaboration

It is worth noting that collaboration-related concepts appear in two of the key competencies (MoE, 2017):

Relating to others: Students who relate well to others... know when it is appropriate to compete and when it is appropriate to co-operate.

Participating and contributing: This competency includes a capacity to contribute appropriately as a group member

https://plus.google.com/u/1/113463555525844174967/posts/TKDTgcapmYw

Related Standards for the Teaching Profession

Teaching

Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.