Making all learning rewindable

A big thank you to Maria Krause and Angela Gattung from Kootuitui for sharing their presentation to Papakura High staff on rewindable learning.

I really enjoyed hearing how other teachers in the school make their students learning rewindable. When you are stick teaching 20 hours a week it is difficult to get out and see what others are doing

On reflecting on my own practice, I would like to make all material rewindable. This means video, screencasts, recording discussion and sharing to my site.

I was heartened to see my Level 2 students referring to a screen-cast on my site today. This student started school late. This screen-cast is allowing her to catch up on the work and skills she needs to achieve in this class

I also noticed that the students in this class are on task and engaged. Considering they have only 3 weeks experience in using sites and google documents, I am very heartened.

SPARK MIT 2016 Inquiry

Over two weeks of getting my know my learners I have uncovered these problems.

NCEA success is limited. Less than 30% of Level 1 students gained NCEA level 1. In PE a subject where students are capable of achieving only 51% of students gained 16 credits or more. Merits and excellence endorsements are almost non existent.

This could be due to a number of underlying problems

The absenteeism is high. For each of my classes attendance is between 70% at the lowest and 84% at the highest. In my Level2/3 class 5 students go to a hospitality course every Friday

Students rarely use digital technology to assist learning. Most students in my class have never used a google doc, or had a teachers site to assist in learning. I know this because when I asked the students to open a google doc, the majority opened a word document instead.

Behavior management is an issue. Gaining the students respect is a challenge. Many students are disengaged with learning.

As a result of not achieving academic success many students have low self efficacy. This makes them less likely to take on challenges

On the positive side, the majority of the students in my Level 1, 2 and 3 class are cable writers.

In my Level 2/3 class 13 out of 16 students have internet access at home.

This inquiry will focus on using digital tools to achieve NCEA success. Specifically focusing on the Manaiakalani principle of learning anywhere, anytime and anyplace.

By having a site as portal into learning, I hope to make learning less ambiguous for the students of Papakura High.


This is also an opportunity to explore how technology enables teachers to make learning rewindable for senior students

This supports children who learn more slowly, who need more time exploring messages, who are absent - and who forget

This makes the ‘smartest’ learner the child who knows how to access teaching and learning, not the child who is on the teacher’s ‘wavelength’


I also hope to influence other teachers in the school to embrace the learn create share model.

Screencast presentation of video enquiry

Link to Part 1

Link to Part 2

Rewindable learning

Very excited to be using my new swivl robot in my Year 12 class tomorrow.

My IOS devise will attach itself to the robot and following me around the class filming me. The remote has a built in microphone and will pick up my audio.

Once my lesson is over the video will be saved into my swivl cloud account and I will be able to share the URL to my website for students to watch.

hoping that eventually I will be able to use this Robot for multiple uses.

Using the GROWTH coaching model to improve performance

As a result of using video in PE classes, I have found a key element to accelerate learning is the appropriate questioning of the students.

Traditional skill teaching has always focused on relaying to the students what can be seen by the teacher. This involves articulating a picture into the students head. This is problematic as what is intended to be communicated is often different in reality. This is could be due to misunderstandings around language, or even just an inability to articulate.

With apps such as video delay, or video tagger or vidalyze the student can now see for themselves what is happening. But this does not necessarily mean they understand the effects and have the perception to change technique

I think good pedagogy in this instance involves a coaching model approach





This means looking at the reality of what is happening. Discuss what could be done to improve, Agree on what will be done, How they are going to this.

This model promotes discussion as opposed to a teacher lecture. It also makes the student think about what they are seeing. The model is a great framework to promote this discussion.

It is important using this model that students talk more than the teacher. The teacher is there to facilitate. Because evidence is in front of the student in the way of a video, students should have the information to discover what is happening. The teachers job is then to bring this out of them.

I like the TPACK model because it suggests that the digital technology alone wont accelerate learning.. It has to be accompanied by changes in pedagogy and also content.

Using video in social networking sites to enhance performance

Over the last week I have been in Australia playing for the NZ over 35 mens touch team

Training for this series of matches has been difficult as we are located in various parts of the North Island

As a solution to this we made a video of our team patterns and posted them in a group in facebook. There team members could view and learn the patterns without having to practice and watch. It gave us an advantage as by the time the series started the NZ team had every player in the team understanding the patterns where as Australia had issues between the NSW and Queensland contingent.

In terms of sports coaching in schools using google plus or Facebook and video team plays and patterns will enable players to familiarize themselves with game plans. It also enables communication and bonding between players 

Ideas from U learn

Swivl is an automated mobile accessory with a suite of online tools that enables educators to use video for professional development and instruction. The Swivl Robot, Capture app and Cloud work together with your mobile devices to create multimedia videos, which can be shared with students, peers and coaches using our free, secure, FERPA compliant video hosting service.

With features like viewer analytics, automated uploads, time-stamped comments and unlimited storage, Swivl improves interactions to increase student engagement, while advancing professional development. Swivl is so easy to use it opens up the possibilities of daily use of video in classrooms.

I think recording classes and uploading onto websites is a great way of students accessing instruction in case of absence.