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Thursday, April 3

  1. page Week 4 Term 2 edited My research project came to an abrupt halt April 28th (the 2nd day back at school in Term Two) wh…

    My research project came to an abrupt halt April 28th (the 2nd day back at school in Term Two) when I had the misfortune to be hit by a car in a head on crash as I returned home from school.
    ...
    as I re-cuperate.recuperate.
    Consequently I
    ...
    of the planned teaching and
    (view changes)

Saturday, September 3

  1. msg Hi Sue message posted Hi Sue Thank you Carlton - It is from the game. If you ever get to play the game you will see the graphics…
    Hi Sue
    Thank you Carlton - It is from the game. If you ever get to play the game you will see the graphics for the whole programme are outstanding.
    5:17 pm

Friday, September 24

  1. page Project Timeline edited ... e-Fellowship Project Timeline “MYST”ifying {Project Timeline 22 March.doc} Construct pre…
    ...
    e-Fellowship Project Timeline
    “MYST”ifying
    {Project Timeline 22 March.doc}
    Construct pre-test on AsTTle – Descriptive Writing.
    Administer pre-test to three classes.
    ...
    Identify common errors and next learning steps.
    Identify sample group of learners who are poor writers with a negative attitude towards writing.
    Meet with Keri and Lottieone teacher and discuss
    ...
    the above. Lottie
    Two teachers
    will follow
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    any resources she wishesthey wishe including online
    ...
    the internet. One will follow an evidence based teaching programme.
    Keri and
    ...
    using the programme. I will follow an evidence based teaching programme.
    Sample group will be interviewed and videotaped re their attitudes to writing.
    Learners will be videotaped reading out their written work. These videos will be edited and uploaded onto the class wiki.
    ...
    Lessons will occur when individual timetables allow. Teaching will occur in Weeks 4 – 7/8 to allow for Camp. Post-testing will occur in Week 8/9.
    Sample group will be interviewed and videotaped at the end of the teaching sessions re their attitudes towards writing and any changes will be discussed.
    At the end of the study students would be re-assessed and a random sampling of students from all four classes would have their pre and post-test data compared and analysed to measure progress and achievement.
    At the end of Term Two I will construct a Descriptive writing post-test on AsTTle.
    The post-test will be administered to the learners who did the initial pre-test.
    ...
    Common errors and next learning steps will be identified, compared and analysed across all three classes.
    Learner attitudes in the sample group will be identified, compared and analysed.
    ...
    of the random sample group
    Individual class profiles will be created from the pre and post test data and compared.
    Writing samples of Camp recounts that will be written during the same period will also be collected from learners and compared to see if there is any crossover.
    (view changes)
    2:15 am
  2. page End Term One edited ... I have to confess that school demands took precedent and I gave it little thought. It was a p…
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    I have to confess that school demands took precedent and I gave it little thought.
    It was a pleasant surprise then, when on the last day of term a learner in my class asked me, “When are we were going to start using MYST in our lessons?”
    ...
    common errors and next learning steps from the three classes’ test results.

    (view changes)
    2:07 am
  3. page Background edited ... experiment with different ways of using the programme in conjunction with my SMART board, digi…
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    experiment with different ways of using the programme in conjunction with my SMART board, digital cameras (video and still) and voicethread to provide greater flexibility and more varied learning opportunities including using learning behaviours (Habits of Mind – “communicating with clarity and precision”) and organizers that encourage higher order thinking skills.
    I want to research the impact of interactive gaming software on reluctant writers, low-skill writers and boys. I want to gather data on the impact of using the software on
    Ø IncreasingIncreasing the vocabulary of learners
    Ø Increasing

    Increasing
    the sophistication
    ...
    of learners
    Ø Motivating

    Motivating
    boys to
    ...
    narrative storylines.
    Ø Transference

    Transference
    of visual
    ...
    written form.
    Ø Translating

    Translating
    written material
    Recording the written, oral and visual material and presenting it online to be read and listened to.
    {MYST_and_efellowship_CHCH_001.jpg}
    I was interested to see whether using gaming programmes made as much difference to student writing as was being claimed. I set up four teachers – two using the gaming programme MYST and two using traditional teaching resources. One ‘gaming’ teacher and one ‘traditional’ teacher would use evidence-based teaching using data from e-asTTle writing assessments to drive their teaching programmes, the other two teachers would not.
    All students in the four classes were assessed prior to the study starting using the e-asTTle writing tool. At the end of the study students would be re-assessed and a random sampling of students from all four classes would have their pre and post-test data compared and analysed to measure progress and achievement. I was hoping the evidence would show that effective teaching was the key and not a gaming programme, even though I had used MYST for a number of years and knew it was a highly-engaging tool, particularly for boys.

    (view changes)
    2:05 am

Wednesday, May 12

  1. page End Term One edited {MYST_and_efellowship_CHCH_005_web_page.jpg} ... in Christchurch I I have to ... littl…
    {MYST_and_efellowship_CHCH_005_web_page.jpg}
    ...
    in Christchurch
    I

    I
    have to
    ...
    little thought.
    It

    It
    was a
    ...
    our lessons?”
    I

    I
    did however,
    ...
    test results.
    “Common Errors” document attached.
    {COMMON ERRORS.doc}


    (view changes)
    2:35 pm

Monday, June 15

  1. page Week 4 Term 2 edited Type My research project came to an abrupt halt April 28th (the 2nd day back at school in Ter…

    TypeMy research project came to an abrupt halt April 28th (the 2nd day back at school in Term Two) when I had the contentmisfortune to be hit by a car in a head on crash as I returned home from school.
    Fortunately I survived but I suffered moderately severe injuries which meant not only a stay in hospital but several months off school as I re-cuperate.
    Consequently I have not been able to carry out any
    of your page here.the planned teaching and data gathering that I had planned for this term. {Car_Accident_008_web.jpg} {Car_Accident_007_web.jpg}
    (view changes)
    5:02 pm
  2. page Week 4 Term 2 edited Type in the content of your page here.

    Type in the content of your page here.
    (view changes)
    4:52 pm

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