I stumbled across an article on mindfulness and it made me think about reasons for students underachievement.
Article link
In particular, I believe students struggle to stay in present thought and spend too much time thinking about the past and the future. This can lead to anxiety and unproductive work habits. What in my opinion compounds this problem is the access students have to their phones and technology. Students take their issues everywhere are often dealing with multiple things all at one time. It is obvious to any teacher that many students have become addictive to their devices.
I often hear students talk about their barriers to learning. My standard comeback line is that it is your thinking and your thought processes that lead influences success, not the trauma or barriers that you perceive.
I have found mindfulness relatively easy to incorporate into a PE curriculum. At Level 1 'Self Management is an ideal way to teach and reflect on mindfulness. In Level 2 we discuss 'learning a physical skill' and the importance of staying present when involved in the learning process.
I have found that when I start discussing psychology the students immediately become engaged. It seems they are interested and what to learn. In fact, I only became interested in this topic based on off-topic conversations I was having with students. This idea of teaching psychology is something I would like to prioritise in my planning for 2020.
In beggers another thought. Should thinking and psychology be taught as a subject at high school? In my opinion yes. Understanding the mind, the power of self-talk and optimistic thinking is so vital to success and happiness and should be a priority in any curriculum
Monday, 9 September 2019
Wednesday, 14 August 2019
Great article from Dr Aaron Wilson from Woolf Fisfer research
I have worked a lot with Aaron over the years. He opened my eyes to teaching techniques that really do enhance learning and engagement. In particular, I remember participating in a study which looked at classrooms discussion and difference between small group, whole-class discussion, open and closed questioning techniques. It was an eye-opener to me and I consider this almost every lesson I have had since. I was amazed how much of discussion was about myself talking and how often I gave closed questions to my students. The open-ended questions were far more important in developing critical thinking skills.
With this in mind, I really enjoyed reading Arron's article that I stumbled upon online. He reiterated a lot of my concerns working in low decile schools. This is how he sums up his thoughts on proposed changes to NCEA.
These schools and teachers are going to need professional development and other support from this and successive governments to really transform learning about the hard stuff. They do not deserve to be pillorised when pass rates drop. After all, they have been responding in completely rational ways to government targets and media league tables that have focused on the quantity rather than quality of academic qualifications.
Link to full article here
I am required to present to my school board next Thursday. All they are interested in is the pass rates in my subject in percentage terms, and how many students gained 14 plus credits in my subject. I plan on sharing with them a few of the unintended consequences of setting targets on academic achievement.
With this in mind, I really enjoyed reading Arron's article that I stumbled upon online. He reiterated a lot of my concerns working in low decile schools. This is how he sums up his thoughts on proposed changes to NCEA.
These schools and teachers are going to need professional development and other support from this and successive governments to really transform learning about the hard stuff. They do not deserve to be pillorised when pass rates drop. After all, they have been responding in completely rational ways to government targets and media league tables that have focused on the quantity rather than quality of academic qualifications.
Link to full article here
I am required to present to my school board next Thursday. All they are interested in is the pass rates in my subject in percentage terms, and how many students gained 14 plus credits in my subject. I plan on sharing with them a few of the unintended consequences of setting targets on academic achievement.
Thursday, 25 July 2019
High Expecatations PLD
High Expectations seems to be the new buzz word around the school. As with many of these buzz words, they sound great but the meaning behind the word is detailed and not always outlined. The Papakura ERO report talks a lot about the need to raise expectations on the students, but little about what that means
I was thus interested in the PLD session we attended by Christine Rubie-Davies. It outlined research into student achievement and the pitfalls of placing students into ability groups and how teachers sub-consciously treat students differently.
The session made me think about Starpath and credit counting. I have long been disappointed in the way teachers are judged on the credits the students receive. Setting targets and making teachers accountable almost guarantees teachers - ignore vulnerable students
- choose standards based on the easiest assessment opportunities
- pick unit standards over achievement standards
- get creative with their marking or pass students that should not be passed.
Schools are more than ever before judged on NCEA achievement rates and not on the quality of education that is being offered. In my situation, I am grilled by senior leaders and board of trustees over achievement rates and have to justify the quality of teaching in my department. This has to lead me to choose easy standards and move away from the more difficult Science topics. At my school, we do not offer chemistry or Physics presumably because achievement rates were low.
I do not blame my senior leaders for this. I blame the system that has placed our school in a position where we feel we need to justify and raise the perception of the education we are offering.
Students learn very quickly how to play this system. They realise the pressure is on the teachers to raise achievement and they know they can wait for the teacher out and get the easy option to gain their qualifications. sometimes they are even sent on a first aide course or similar to lift their credit profile
Personally, I have been lucky. I have always felt secure in my job and role and not had to conform as much as others who feel more threatened. I still teach anatomy and biomechanics despite pressure to remove these standards due to low achievement.
Recently I have had the privilege to work with two younger staff who teach and assess without fear of consequence. It is refreshing to see and I just hope they don't become too disillusioned lower their expectations of what they expect. Michelle Lloyd who works with me in the PE department failed students in the first unit standard due to their poor writing habits and their lack of detail in their answers. The students were so surprised. they were used to teachers giving them more time, and in some cases doing the work for them. Michelle refused to do what other teachesr were doing and did not mind that her percentage pass rates would be poor. As her HOD the job I felt was to shelter her from the Senior leadership and BOT analysis and I did not mind doing this. The outcome of these high expectations was a much higher standard of work and in better work ethic in following assessments.
Ian Marino came to the school and immediately shook things up. As a Maori teacher, he refused to accept Maori students underachieving. His interactions with students were empathetic but not sympathetic and he convinced me that consequences for the poor effort were culturally acceptable. Ian has made a big impression on me and made me understand the need to raise expectations. Again Ian did this without fear of the system he worked in where stand-downs and detentions are perceived as not culturally appropriate. The students love Ian. They know Ian demands more out of them than other teachers and he is not shy about telling the students when they are not reaching their potential or bring shame on their culture
I fear that these two teachers will become disillusioned as others have. For now, they have given me the spark I need to lift the expectations I have on my students
I was thus interested in the PLD session we attended by Christine Rubie-Davies. It outlined research into student achievement and the pitfalls of placing students into ability groups and how teachers sub-consciously treat students differently.
The session made me think about Starpath and credit counting. I have long been disappointed in the way teachers are judged on the credits the students receive. Setting targets and making teachers accountable almost guarantees teachers - ignore vulnerable students
- choose standards based on the easiest assessment opportunities
- pick unit standards over achievement standards
- get creative with their marking or pass students that should not be passed.
Schools are more than ever before judged on NCEA achievement rates and not on the quality of education that is being offered. In my situation, I am grilled by senior leaders and board of trustees over achievement rates and have to justify the quality of teaching in my department. This has to lead me to choose easy standards and move away from the more difficult Science topics. At my school, we do not offer chemistry or Physics presumably because achievement rates were low.
I do not blame my senior leaders for this. I blame the system that has placed our school in a position where we feel we need to justify and raise the perception of the education we are offering.
Students learn very quickly how to play this system. They realise the pressure is on the teachers to raise achievement and they know they can wait for the teacher out and get the easy option to gain their qualifications. sometimes they are even sent on a first aide course or similar to lift their credit profile
Personally, I have been lucky. I have always felt secure in my job and role and not had to conform as much as others who feel more threatened. I still teach anatomy and biomechanics despite pressure to remove these standards due to low achievement.
Recently I have had the privilege to work with two younger staff who teach and assess without fear of consequence. It is refreshing to see and I just hope they don't become too disillusioned lower their expectations of what they expect. Michelle Lloyd who works with me in the PE department failed students in the first unit standard due to their poor writing habits and their lack of detail in their answers. The students were so surprised. they were used to teachers giving them more time, and in some cases doing the work for them. Michelle refused to do what other teachesr were doing and did not mind that her percentage pass rates would be poor. As her HOD the job I felt was to shelter her from the Senior leadership and BOT analysis and I did not mind doing this. The outcome of these high expectations was a much higher standard of work and in better work ethic in following assessments.
Ian Marino came to the school and immediately shook things up. As a Maori teacher, he refused to accept Maori students underachieving. His interactions with students were empathetic but not sympathetic and he convinced me that consequences for the poor effort were culturally acceptable. Ian has made a big impression on me and made me understand the need to raise expectations. Again Ian did this without fear of the system he worked in where stand-downs and detentions are perceived as not culturally appropriate. The students love Ian. They know Ian demands more out of them than other teachers and he is not shy about telling the students when they are not reaching their potential or bring shame on their culture
I fear that these two teachers will become disillusioned as others have. For now, they have given me the spark I need to lift the expectations I have on my students
Thursday, 20 June 2019
Arguementation in Junior Health classes
This year I have been using professional learning from 2018 to develop critical thinking skills in Junior health. An example of this is exploring drugs in New Zealand as part of the Health curriculum. Today I had my students watch the NZ Herald video on the New Zealand Meth crisis.
The video explores approaches in dealing with the problem. It poses the question should our meth issue be a law and order issue or a health issue. The video sparked lots of great conversations between the students.
The follow-up activity was to write a blog post - if was the Prime minister of New Zealand I would solve the meth issue in New Zealand by......
They then had to predict the outcomes of taking this action.
I really enjoy teaching critical thinking skills. I think too much we consume ourselves with work production in secondary school and we pass over the discussions we can have and the directions discussion can take. I think the engagement of students is best when we get the students talking about a topic and I am very fortunate this is the approach we have taken in Health.
The video explores approaches in dealing with the problem. It poses the question should our meth issue be a law and order issue or a health issue. The video sparked lots of great conversations between the students.
The follow-up activity was to write a blog post - if was the Prime minister of New Zealand I would solve the meth issue in New Zealand by......
They then had to predict the outcomes of taking this action.
I really enjoy teaching critical thinking skills. I think too much we consume ourselves with work production in secondary school and we pass over the discussions we can have and the directions discussion can take. I think the engagement of students is best when we get the students talking about a topic and I am very fortunate this is the approach we have taken in Health.
reflection on introducing detensions as consequences
Over term 1 and now into term 2 the PE department has been keeping students back after school for acts of defiance. This has not happened in our school for a long period of time, mainly due to the logistics in following up students who do not attend and also because the school was advised by higher powers that detentions were not a productive way of improving teaching and learning.
I was initially concerned when introducing a consequences system that students would deliberately rebel against the system. There were also colleagues within the school that spoke to me about detentions not being culturally responsive. What convinced me that is was worth implementing was the Te Reo teacher, Matua Ian, who explained to me that consequences are culturally responsive and our students respond to discipline. I was also encouraged by John Rohs our principal who talks about us owing to our students the need for consequences of actions. This message resonated with me.
As a PE department, we agreed that defiance is an act of not following through with the teacher's reasonable request. This had to be explained to the students. Students who are defiant receive 10-minute detention after school. They are expected to come to us. When they don't, contact is made home and the students receive a one hour Friday detention. If they don't attend they are referred to Senior leadership.
In my mind consequences for students should not mean a consequence for the teacher. If the teacher has to put in extra work it is the teacher that is disadvantaged. Therefore students come to us and they do jobs that would otherwise have been done by the teacher or other students. Rubbish, cleaning, plugging in Chromebooks, jobs around the classroom all make the time productive.
Coming towards the end of term 2, we have got to the point where almost every student attends the end of day detentions. They are also a powerful tool the teacher has at their disposal in term of classroom management. We have had very few incidences of students being referred to Senior Leadership, and when this has happened Senior Leadership has been very supportive in resolving the matter.
In my mind, this action has been the single most important feature in increasing engagement and compliance from students in our department
I was initially concerned when introducing a consequences system that students would deliberately rebel against the system. There were also colleagues within the school that spoke to me about detentions not being culturally responsive. What convinced me that is was worth implementing was the Te Reo teacher, Matua Ian, who explained to me that consequences are culturally responsive and our students respond to discipline. I was also encouraged by John Rohs our principal who talks about us owing to our students the need for consequences of actions. This message resonated with me.
As a PE department, we agreed that defiance is an act of not following through with the teacher's reasonable request. This had to be explained to the students. Students who are defiant receive 10-minute detention after school. They are expected to come to us. When they don't, contact is made home and the students receive a one hour Friday detention. If they don't attend they are referred to Senior leadership.
In my mind consequences for students should not mean a consequence for the teacher. If the teacher has to put in extra work it is the teacher that is disadvantaged. Therefore students come to us and they do jobs that would otherwise have been done by the teacher or other students. Rubbish, cleaning, plugging in Chromebooks, jobs around the classroom all make the time productive.
Coming towards the end of term 2, we have got to the point where almost every student attends the end of day detentions. They are also a powerful tool the teacher has at their disposal in term of classroom management. We have had very few incidences of students being referred to Senior Leadership, and when this has happened Senior Leadership has been very supportive in resolving the matter.
In my mind, this action has been the single most important feature in increasing engagement and compliance from students in our department
Ki o Rahi
As part of Matariki, our PE department at Papakura High have been playing Kio Rahi. Part of teaching this unit is to explore the legend and the story behind the game. The video below
What I like about Ki o Rahi is that it is an invasion game that requires participants to access an open target in the Te Roto, and then accessing a closed target - the Tupu and Te o. This term our Year 9 students have been exploring invasion game strategies and Ki o Rahi is the perfect game to explore strategies to use for open target and closed target sports. This includes both offensive and defensive.
Thursday, 21 March 2019
Trialing a new consequences system at Papakura High
I have long thought that at Papakura High all the pressure is on the teachers to lift the achievement. My feeling is that this pressure should be shared by the students. In my three years at the school, there has been very little in the way of consequences for students who are unwilling to put in effort or students that deliberately defy teachers reasonable requests
This will put the pressure of achievement back onto the student and also ensure that the teacher remains in charge of the classroom. Staff will share the load of after-school time. The students will be required to participate in a restorative justice discussion and also assist the teacher with manual jobs such as cleaning classrooms. All defiance will be logged on Kamar and when a student refuses to participate contact will be made home. Referral to SLT will occur when students again refuse to participate after contact is made home.
Thursday, 29 November 2018
Students reflections on Blogging and agruemenation and critical thinking
I had my students give me feedback on blogging and argumentation units we have been completing in Health. The feedback was interesting as it showed that students having a real variance in perspective about blogging and sharing their viewpoints. Whilst some students thrived and made many blog posts other students did not share any work. I am interested in more follow up to this. from teaching younger students at the Primary level I have seen how visible learning and sharing appeals. Why is this not the same for teenagers?
I have enjoyed argumentation and thinking about different viewpoints10 responses
I have enjoyed argumentation and thinking about different viewpoints10 responses
I have enjoyed Blogging and sharing my learning10 responses
I have enjoyed receiving feedback about my learning and my viewpoint10 responses
What does Mr Borland do well in his teaching8 responses
Nothing
He gives us freedom of speech whilst not letting us stray off track
Explain all the information so that student can understand.
everything
explain and demonstrate what we have to do. Finds little videos that will help. Makes us really think about the subject.
allow people to have an opinion and speak on the subjects we're studying.
idk
teach the class clearly and shared his understanding.
What does Mr Borland need to improve in regards to his teaching8 responses
Nothing
Nothing that I can think of
nothing..he is all good
nothing
um maybe stop talking so much about off topic things. check up on us now and then.
to teach the class in good ways
jkscjhcjwk
Wednesday, 21 November 2018
Students work using Argumentation
I am very proud of one of my year 10 students who has made a wonderful blog post. In the post, he details his learning from a lesson last week. In the lesson, the students watched a political debate on legalizing cannabis. This student has considered all viewpoints, considered the source of the information presented, considered other viewpoints, and then made an informed judgement based on this evidence.
It is great when you teach thinking skills to students and they produce such great work showing that it has made a difference. One thing I have learnt from teaching in Decile 1 schools for 17 years is that you must take these small victories to keep yourself motivated and passionate about what you do.
Feel free to see the post and leave a comment.
https://rhsmatthewm.blogspot.com/2018/11/the-cannibis-debate.html
It is great when you teach thinking skills to students and they produce such great work showing that it has made a difference. One thing I have learnt from teaching in Decile 1 schools for 17 years is that you must take these small victories to keep yourself motivated and passionate about what you do.
Feel free to see the post and leave a comment.
https://rhsmatthewm.blogspot.com/2018/11/the-cannibis-debate.html
Friday, 26 October 2018
Online toolkits
Last night I hosted my first online toolkit. This can be viewed in the video above. The topic for discussion was making an online quiz using google forms. Some interesting ideas came out of this including having students make quizzes based on their learning and then sharing that on their blog.
Having students make quizzes for other students is a great way to reflect on their own learning and it would also make for an interesting interactive blog post. The more interactive a blog post is the more likely it is going to be viewed and commented on.
I would be interested to hear if anyone has tried this already
Thursday, 18 October 2018
Using a video to promtote a High School rugby game
Eric Teloa has made a series of videos promoting the Papakura High School Rugby fixtures. He did this in his ICT class using adobe software. These were shared and promoted on the school facebook page.
Eric's is a Year 13 student at Papakura High School. His e mail address is 14teloae@papakurahigh.school.nz
Eric's is a Year 13 student at Papakura High School. His e mail address is 14teloae@papakurahigh.school.nz
Friday, 21 September 2018
Working in Maori language immersion class
I had my first day today facilitating in a Te Reo immersion class at Kereru park. I was astounded by the ability of the students to speak so articulately in Te Reo. I was showing a student how to publish a slide presentation too blogger and this student made a screencast translating my English explanation into Maori. This was done in one take without any prompting. Very impressive
Thursday, 20 September 2018
Leadership reflections by senior students
My principal John Rohs is supporting sharing by having his Year 12 leadership group make weekly reflections via blog posts. I am really enjoying reading these reflections and it is great to see the students articulate their achievements via their posts.
We need an authentic audience for these reflections. Please click on the links below and leave a positive, helpful, thoughtful comment.
Monday, 10 September 2018
Waiata afternoon with the staff
Thursday, 30 August 2018
argumentation
Over the past term, I have been participating in a Wolf Fisher initiative called developing in digital worlds. The initiative is based around the concept of argumentation and having students evaluate a question and consider evidence. I was interested in this because of the data that showed that less than one percent of the teaching at Papakura High involves critical thinking.
What I have found most interesting is the how students present an argument, the consideration of the evidence and the classroom discussion that can come from argumentation lessons.
Here is the Year 10 Health unit I have made as a result of participating in this initiative
The cannabis debate
This unit I made based upon other PLD I have been involved in over the past 3 years. Multi-model information is evident through a range of text and video.
Discussion using open-ended questioning has been a key feature of both small and large group discussion.
In terms of argumentation, I have tried to have the students consder the sourse of information and think if that information is fact or opinion.
One of the excellent discussions we had was about the reliability of Wikipedia. Students had opinions on both sides and the debate got heated. The point was to consider different viewpoints.
Although teaching this class is difficult I am enjoying the challenge of engaging these students and have them think, as opposed to producing work.
What I have found most interesting is the how students present an argument, the consideration of the evidence and the classroom discussion that can come from argumentation lessons.
Here is the Year 10 Health unit I have made as a result of participating in this initiative
The cannabis debate
This unit I made based upon other PLD I have been involved in over the past 3 years. Multi-model information is evident through a range of text and video.
Discussion using open-ended questioning has been a key feature of both small and large group discussion.
In terms of argumentation, I have tried to have the students consder the sourse of information and think if that information is fact or opinion.
One of the excellent discussions we had was about the reliability of Wikipedia. Students had opinions on both sides and the debate got heated. The point was to consider different viewpoints.
Although teaching this class is difficult I am enjoying the challenge of engaging these students and have them think, as opposed to producing work.
Wednesday, 15 August 2018
Critical literacy through arguementation
This is a presentation I made to the Papakura High School staff. I did this in conjunction with Mark Lendrum the Head of English. In this presentation, we detail our learnings from the developing in digital worlds PLD. We came to the conclusion that argumentation involves sharing and in the high school environment this is best done through blogging and blog commenting.
Argumentation and blog commenting is something I am going to focus on with my Year 10 Health class. The topic I plan to discuss is should cannabis be decriminalised in New Zealand. This is based on our drugs topic and a relevant issue with the political situation currently
Monday, 18 June 2018
Sharing blogging resourses with PHS staff
Today I started my blogging push at the high school
Blogging website
I have managed to cobble together blogging resources and collated them onto a website. This has now been shared with staff.
For me, I have begun blogging with my 10OTUU Health class. Today we looked at Facebook and whether it should be blocked to students during school time. There were some excellent argumentation writing by the students, many of whom had strong opinions
These blog posts can be found on this link
Blog posts
Feel free to read and add comments
Blogging website
I have managed to cobble together blogging resources and collated them onto a website. This has now been shared with staff.
For me, I have begun blogging with my 10OTUU Health class. Today we looked at Facebook and whether it should be blocked to students during school time. There were some excellent argumentation writing by the students, many of whom had strong opinions
These blog posts can be found on this link
Blog posts
Feel free to read and add comments
Friday, 25 May 2018
Final day digital intensive and Level 2 exam
Today was the final day. It was all about the exam. For me, because I already had level 1, I sat the Level 2 exam. I had done a lot of preparation for the exam, however, I still did not feel overly confident of passing.
I found the exam draining. I only just completed all the tasks and I was not able to go back to the questions I had skipped. Carefully reading the questions were important as it was scenario based questions. The multi choose questions were really hard. It was hard to eliminate incorrect responses. I felt much better during the task questions.
I feel this course has made me understand how connected all the google apps are. If you can navigate 1 you can pretty much navigate them all. I'll never know what my score was. It had to be over 80 percent to pass. It gave me a real buzz when I got the email through.
Id like to thank Gerard and Dorothy for all their help and support over the last 9 weeks. Also Angela Gattung for giving me the time to go attend all 9 days. I think there will be a lot of skills and good practice that I will be bringing back to Papakura High and the Kootuitui cluster.
I found the exam draining. I only just completed all the tasks and I was not able to go back to the questions I had skipped. Carefully reading the questions were important as it was scenario based questions. The multi choose questions were really hard. It was hard to eliminate incorrect responses. I felt much better during the task questions.
I feel this course has made me understand how connected all the google apps are. If you can navigate 1 you can pretty much navigate them all. I'll never know what my score was. It had to be over 80 percent to pass. It gave me a real buzz when I got the email through.
Friday, 18 May 2018
Day 8 Digital intensive reflection
Today we learnt about the new digital curriculum. I had read it before, however, I hadn't quite got to grips with it. Given that it is to incorporated by 2020 and across the entire curriculum I believe it was important to unpack and find meaning.
I found it very useful unpacking the key terms and ideas. I feel I have a much better understanding now of what it all means. I do have a concern that other teachers are not going through the same process and my hope is that all teachers seek professional development so they can be incorporated this into their teaching
Using scratch was fun. I had experience with pencil code before. Scratch was similar and I found it useful understanding the 'do this if' function. Coding is a valuable skill that I wish I had taken seriously when I was young
Binary was something I had heard of but knew nothing about. I enjoyed the mathematical element to it. I would like to pursue this more
For the next week, I plan on studying for my Level 2 exam. I would like to think Dave Winter and Angela Gattung for their time and their resources in helping me gain a much better understanding of google sheets
I found it very useful unpacking the key terms and ideas. I feel I have a much better understanding now of what it all means. I do have a concern that other teachers are not going through the same process and my hope is that all teachers seek professional development so they can be incorporated this into their teaching
Using scratch was fun. I had experience with pencil code before. Scratch was similar and I found it useful understanding the 'do this if' function. Coding is a valuable skill that I wish I had taken seriously when I was young
Binary was something I had heard of but knew nothing about. I enjoyed the mathematical element to it. I would like to pursue this more
For the next week, I plan on studying for my Level 2 exam. I would like to think Dave Winter and Angela Gattung for their time and their resources in helping me gain a much better understanding of google sheets
Monday, 14 May 2018
Day 7 Digital intensive
Today I am starting to think about my Level 2 google exam. I will be attempting this in week 10 so I don't have much time left to hone my skills. Of particular concern is sheets. I feel i dont use them often enough to have enough understanding just yet.
Fortunately, Gerhard Vermeulen has kindly supported me and also shared with me this Level 2 skills checklist. I plan to spend the next few weeks working on this checklist and to be honest, I feel quite excited to learn more.
There are so many new skills that I am learning from this course. I feel it is going to ease my workload and de-stress me. One tab is one such extension that will help organize my browsing. I also now feel much more confident in using google hangouts. I made a comment that the day will come where we can teach from our home.
I remember watching back to the future 2 when I was a child. In one scene the dad is at home and his boss appears on the TV and fires him. It feels like the future that I was so excited about is here.
I have underused hangouts in the past. Meeting can be accessed from hangouts and students and colleagues can also connect so much easier.
Here is a screencast of a hangout we were having today about the digital curriculum.
Fortunately, Gerhard Vermeulen has kindly supported me and also shared with me this Level 2 skills checklist. I plan to spend the next few weeks working on this checklist and to be honest, I feel quite excited to learn more.
There are so many new skills that I am learning from this course. I feel it is going to ease my workload and de-stress me. One tab is one such extension that will help organize my browsing. I also now feel much more confident in using google hangouts. I made a comment that the day will come where we can teach from our home.
I remember watching back to the future 2 when I was a child. In one scene the dad is at home and his boss appears on the TV and fires him. It feels like the future that I was so excited about is here.
I have underused hangouts in the past. Meeting can be accessed from hangouts and students and colleagues can also connect so much easier.
Here is a screencast of a hangout we were having today about the digital curriculum.
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