I’m a big fan of using Siri on my iphone and have been ever since I began using speech to text software with students in about 2006. Boy, has the technology improved since then! I now use it to create reminders, schedule calendar events and dictate emails and documents when I have a quiet place to do so.
So this summer, while exploring assessment with AQ students, we were considering the ways that technology affords us powerful ways to capture or document learning. We know that the easy access to cameras and video has been helpful, so how are you transforming the ways that you keep your anecdotal records?
Google Forms is a great way to capture information that automatically populates a spreadsheet to keep records for you. So why not put it to use, with Siri, to record the great things you see going on in your school if you are an administrator, or in your classroom if you are a teacher! Using your phone, you will always be able to quickly update and you can sort your spreadsheet later by category or by name.
Create a google form that lists the people you are keeping records about, in a dropdown type of format in question #1.
Use categories with a checkboxes list – since you will perhaps want to select more than one category at a time in questions #2.
For question #3, add a long answer paragraph so that you can dictate your message using Siri with lots of space to talk.
Add the link to the Google Form to the home screen on your smart phone or tablet and you are ready to go!
I’m a primary teacher at heart so recording observations and conversations are still some of my favourite ways to document. In the early 90’s I used pizza boxes (empty, clean and donated) to save the best pieces of student work (determined by my grade 1’s and 2’s ) and based on success criteria (not sure what we called it then but that’s what it was…). Students then led the parent-teacher conferences with those portfolios – the evidence of their best learning with an explanation of why.
We also used to develop many ‘rolls’ of camera film to post around the room to document the learning. Now, that’s such a snap with our digital devices!
It was great to visit the York School this week to attend #MakerEdTo. This was a fantastic opportunity to connect the #iicti AQ course members to a network of educators interested in constructivist and constructionist uses of technology. An added bonus was that they got to hear all about Seymour Papert from the Keynote Speaker and long time follower of Seymour’s work, Peter Skillen, who would later visit our class for some further learning. Peter shared his wonderful list of resources in this google doc. Visit his blog, The Construction Zone for more great learning!
It was a bit of a trek from Waterloo, especially during the first week of class, but these keen educators made the trip and shared their learning in many ways through course reflections using Adobe Spark and Storify. Many of the big themes of the course were revisited with the connections that were made this first week.
We captured many of their tweets in the following Storify and as you can see, enthusiastic learning and many excellent resources were shared on the day and beyond!
Many school administrators are aware that some parents are feeling the tension of change in Ontario’s Health and Physical Education (HPE) Revision for 2015. Concern that kids need more current information (the last curriculum was released 17 years ago), and a more comprehensive understanding of all the aspects of healthy living, has led to this revision. Ontario curriculum is written by experts in education, content, and policy, as well as in consultation with parents across the province. Many people are involved in trying to dispel the myths about the new curriculum that began to surface last spring, in many cases anonymously, and it’s my guess is that once folks actually dig in and read the curriculum, as some journalists have begun to do, fears quickly subside.
The Health and Physical Education curriculum has four main sections for each grade:
Living Skills: understanding themselves, communicating and interacting positively with others and learning to think critically and solve problems
Active Living: active participation, physical fitness and safety
Movement Competence: skills for moving properly and with confidence
Healthy Living: learning about health, making healthy choices, and understanding the connections to everyday life
A quick google search ‘myths about sex ed curriculum’ will bring up lots of good information to dispel the myths about Ontario’s revised HPE Curriculum, but my hope would be that parents actually read the curriculum, in order to make their own decisions. Here is a gathering of some helpful resources that school administrators or school council chairs might want to share with concerned parents who are wanting more information:
HPE_flyer_AODA – Ontario Ministry of Education – The ministry has produced a suite of materials for parents in several languages to build understanding about what students will learn. There are also details about how to order parent materials that Principals and Vice-Principals can make available to parents.
BIG congratulations to the Grade 6s and Mme Caudarella from École Edward Johnson who participated in a Global Project called Art Miles Japan this year. It is coordinated through the International Education and Resource Network (iEARN.org) and is a fabulous way for students to have a global learning experience. A teacher is matched with a class from Japan and the classes begin by introducing themselves in the iEARN online forum and through videos that they create. The two classes then decide on a theme for a mural; in this case it was around the local culture and nature evident in our two countries.
The class from Japan begins the first half of the mural painting, and, once complete, sends it to the class in Canada to finish, which we shared earlier here. What a great opportunity for students to research, collaborate, design, and be creative with a classroom from across the world! Mme Caudarella’s class received the half-finished mural from Japan in January and sent it back just before March Break. Thanks so much to our partner class from Japan for this wonderful collaboration! 🙂
Here are some pictures of the class working on and celebrating the finished mural: