Session 1 Morning PD Aligning class work and assessment at Y9 & 10

Professional Development SessionsTerm 3 2015

Languages Department Orewa College

Session 1

OBJECTIVE; To decide on a specific format for student work that suits our department for Middle School students.  NB Students need a system that allows them to store notes, classroom activities, and publish assessment tasks with video footage.

PD reading to be done before session:

Margaret Murray to demonstrate Showbie by getting us all to create and submit a document to her beforehand.

Digital options for submitting work for Middle School – Showbie, Youtube, Dropbox, Blogs, Wikispaces, Google Docs, CBB or other eBooks.

Paper options: Notebook provided by dept – kept in class? Ownership?

Notebook provided by student

What works in terms of:


Feedback/feed forward

Providing students coherent notes they can use for revision

Motivating students towards a positive digital footprint

Ease of use for both teacher/students

Ensuring editing process is recorded

Minutes Term 4 Language department

Hui start 0820                                                                        Agenda: See above

Present – OL, WL, Btn, My, Sko , TLR                                     Apologies- No apologies

Minutes  – Singa Broughton

Note taking

  • Do we need notes where students can access any topic on the Internet now?
  • What is the best format/platform/app, to use now that we are digital?
  • Should a note- taking book go on stationery list?
  • Could we begin each term with a mini task requiring students to create a [language] folder on their device for notes?
  • Where is the best place to keep notes ie: device or notebook and  the theoretical advantages and disadvantages
  • Students taking photos of teachers whiteboard notes

Had to leave the Note taking discussion to allow time for the next topic on the Agenda

Showbie: Margaret Murray

  • initial problems occured on iPad with a ‘Teacher’ trying to join the class as a Student but was solved
  • A general feeling is that Showbie has similar functions to other platforms such as GoogleDocs but seems to be a lot more personalised
  • Showbie has the capability to  embed videos but we ran out of time to pursue the comparisons between showbie and blogs such as WordPress


Hui ended  – 9 am BUT,  we feel as a department that we didnt  really acchieve what we wanted in the short amount of time… The Department feels  a whole day Department meeting would be more beneficial…

HOD Report on Morning PD #1 Languages Department

A       Notetaking in general

Teachers found readings useful and they sparked off a good discussion on what is note taking, what notes a student might need in languages, note taking skills and their relevance in today’s digital classroom and the latest research on best practice involving learning and notation.

  1. Some notes are useful – verbs, grammar structures, words that come up in class, explanations given by teacher, and in particular, the processing that goes on when students transfer information from one format to another, or put things in their own words, decided us. This is an important aspect of learning not linked to creating, but to memory and processing – the preliminary stages.
  2. Students generally find the time needed to open ipad/laptop, login, wait for Pages to load, or login again to Ultranet and navigate to the appropriate class and folder, or open a search engine and search for the information a poor investment, and resist doing it, so they don’t revisit important information repeatedly as they need to.
  3. Although they need filing skills on their devices, note taking by hand can be a useful adjunct to their digital environment – another tool for our toolbox.
  4. Gillian had trialled with Y9 and Sorrel with Y10 a notebook system last term, with success.

Conclusion: As a department we will consider issuing small 3B1 notebooks to each student in Y9/10 and direct them to process gathered material to produce effective notes. Students who continue a language at  y10will be reissued with these notebooks the following year as a personal revision device.  This is to be revisited at next dept meeting after we have had a time to explore Showbie and evernote  as an option.  If this is a successful initiative in 2016, we will add it to stationery lists for 2017.  Estimated cost at .05c per student @approx 500 students = $25

B          Aligning assessment and note/coursework options for Languages Dept

Showbie, Edublogs were the only two that we had time to discuss. Margaret showcased Showbie, getting us to join a class and we all explored the possibilities.  With Showbie students can join a class and have an individualised folder, like Dropbox, but more visible and therefore more like a virtual class.  Students can submit images, written or video tasks using iPads – not so easy with laptops. Teachers can annotate the work in color for feedback and add voice commentary. We ran out of time to effectively compare options and come to a conclusion.

Conclusion: We would have needed at least 3 hours to effectively compare the two main options and come to a decision as to which suited student, teacher needs and aligned with school goals best.

In School PD

image005Term 2 professional development taken involved 2 days of Kamar update for HODs, with a review of previous PD on Kamar and a strong focus on using markbook summaries and extending our ability to work in Kamar.

T:\Staff Resources\PD\KAMAR PD Term 2

In addition I took the opportunity to do a full day session on SAMR with a focus on flipping the classroom using explain everything and clickview.  I took advantage of the time and expertise on had to work on a long term goal for senior classes of subtitling cortometrajes in Spanish.  I was able to download a short from my list, import it into iMovie and subtitle it successfully.  I am looking forward to trialling this with students in our unit on Cuentos.

I also used the time to create a matrix for independent learning based on Gardeners Matrix for a series of linked units but have not used this yet. This is because I was planning to teach the Camino de Santiago as part of the Y11/12 course, but we have run out of time, partly due to the nature of teaching a combined class with two different curriculums and partly because I have not taught from an intercultural point before, rather I have integrated culture where convenient.  This means I have a lot of refinement to do.  The matrix was based on this part of the unit on Spain, half of which I have not been able to teach yet.  Next time I will start this unit earlier, with the extra time needed to teach in this way taken into account. Matrix below.


5 points











GARDNER’S MULTIPLE INTELLIGENCES Gather/Discover Process/Share Apply/Create


Read the introduction to the Camino and summarise the information in a poster using picollage Work through the online site about the Camino Write 3 illustrated diary entries of your first days on the Camino. Make suppositions about the rest of the route. Write 3 diary entries of your final days on the Camino. Use the past tenses to talk about your journey. Illustrate them. Create a Kahoot quiz about the Camino for classmates. Post link on your blog. Create a cartoon strip about the Camino. Write captions or animate it using Toontastic (free) or Animation Studio ($5)
Visual/Spatial Use this link and decide on how you and when you will go. Justify your decision.

Make a visual quiz about the Camino using Kahoot Create a Glogster about the Camino and post the link on your blog. Include videos where you narrate. Create a short movie with iMovie about the Camino de Santiago. Post on your blog. Use Google Earth to create a narrated journey about the Camino & embed in your blog.


Note the distances and calculate how long it will take you to do the Camino you have chosen. Use your map of Spain, maps provided and the maps online to plot your own journey with dates. Make a graph of numbers of people who do the different Caminos each year and evaluate their popularity. Label your graph in Spanish and post both graph and evaluation on your blog.  Use Grafio, or online,, Google Charts, Visualize, Piktochart. Create an infograph about the Camino using timelines, graphs and data to show the history and use of different routes. Include written information about the different routes. Use Grafio, Canva, i Visual Info or similar app. Online tools include, Google Charts, Visualize and Piktochart.
Musical Collect regional music along the camino. Map the music using Glogster or Picollage or Animoto Write a rap about the Camino. Put it to music and post on blog. Make the movie trailer for a  movie about the Camino


Use imperative. Write instructions for getting fit enough to walk the Camino. Use imperative to write instructions on how to walk 30 kms every day. Film and analyse walking styles in Spanish. Decide which is most effective and why. Use iMovie, iMotion or similar and a plasticine figure to animate a journey along your map with commentary.
Intrapersonal Do you like to walk? Explain why/why not. What other pilgrimages do you know about?

Post on bolog

Keep a log of your learning about the Camino. Write about a personal experience you have had with long walks. Publish on blog. Evaluate your own learning about the Camino, write this in a letter in Spanish to your teacher
Interpersonal Work together to create a list of what to take on the Camino Work with a partner to write 10 does and don’ts for the Camino Interview a classmate about their plans for doing the Camino. Find out why they are doing it, with who, when and which camino, discuss their preparations and give them advice. Debate the pros and cons of walks like the Camino, Te Araroa and tourism in general. Create your own Pinterest board about the camino with posters, memes, images, music, information, movies, advice to share online.

Differentiation via cultural learningDia d

Students create maps of Spain and Skeletons for Mexico’s Dia de los Muertos celebration.
A successful scholarship student takes part in a STANZA Spanish debating competition at King’s College.
Bringing flamenco into the classroom gives all students a non threatening cultural experience where they can participate at their own level.
CIMG0010 (2)
Making pinatas allows Year 10 students creative expression while exploring a cultural aspect of Mexico. The focus in our couses is consistently to have students create cultural objects to share with families – Spanish calendars, Mexican alebrijes or pinatas, food in class.
la foto 2
Alebrijes made by students 2014

Calaveras DiadelosMuertosY9_14 IMG_6672 la foto 1 Cubing Strategy


RAFT_Jigsaw centers_K12_97

Six Ways to Tier a Lesson

I continue to explore ways to differentiate content abd assessment for students, but

increasingly am of the opinion that well designed activities and assessments allow

students ample ability to achieve at different levels according to their interests,

abilities and inclinations. Our goals now are to encourage more students towards

excellence through differentiation, while catering for different learning styles, interests and aspirations in learning languages.

Course Planning Unit Plan example

Orewa College Languages Department Level One Spanish 2014

Unit Planner: Unit Four

 El idioma es nuestra patria. – Albert Camus

Ko tōku nui, tōku wehi, tōku whakatiketike, tōku reo.

My language is my greatness, my inspiration, that which I hold precious.   

Ko te reo te tuakiri             Language is my identity.

Ko te reo tōku ahurei               Language is my uniqueness.

Ko te reo te ora.         Language is my life.

Unit Name: España Duration: 7 hours
Core strand: communication

Supporting strands: Language & cultural knowledge

Teaching approach:

Prior Learning

Formulaic exchanges of personal information using basic vocabulary CL 1&2.

Able to interact in a simple way in supported situations.

Achievement Objectives

Learners will be confident enough to seek out opportunities to use Spanish. They will be able to:

·         interact flexibly in familiar social situations and cope with some less familiar ones

·         use basic language patterns spontaneously

·         write extended information and form conclusions in Spanish

·         compare their own way life with Hispanic cultures, gaining understanding of both.

Specific Learning Intentions

Using language: Use past tenses to describe journeys and biographies. Communicate in Spanish about Spain’s regions, geography, famous people. Debate destinations and ways and means of travel.

Managing self:. Complete independent learning tasks set online; publish finished products on blog

Critical thinking:. Make decisions for travelling, evaluate results, respond to ideas about stereotypes, create ad

Relating to others: Discussion/debate on what to take

Participating&Contributing:Students will share information about famous Spaniards and Spanish regions

Success Criteria

By the end of this unit students will

Know: The geography and regions of Spain & some famous people

Understand: How the geography of a place affects its people & the meaning of El Camino;

Be able to: Use the preterite tense and object pronouns to write biographies and talk about journeys




1      España y sus autonomías –un repaso por el vocabulario y  los términos de la geografía, los números más grandes y el clima y tiempo

2 Bitacora

3      Investigar los pronombres directos e indirectos

4      Recoge información cultural y gramatical sobre su gente – Lorca y los tiempos pasados open before bio with this

5      Vocabulary and structures to travel – what to take, where to go, what happened




6      Lorca y los tiempos pasados open before bio with this documental with written subtitles OR spoken and TV quite good


APPLYING                                 Output 8      Explorar España por elegir un autonomía para investigar y después compartir por medio de un anuncio estilo Necesito España

9      Escoge un espanol famoso y escribir su biografia

10    Finish with un paseo por el camino

11 Bitacora EL CAMINO intro excellent site for el camino Gabriel Garcia Marquez y Jose Marti

Destinos wow, interactive gramar and all! listening!