Tag Archives: IWBs

“I’m ready for my IWB, Mr DeMille…”

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reno back wall - painted green

You know what? This has been the hardest blog entry to write – ever!

I completed the paint job on the back wall on Thursday afternoon, hung around after school for the paint to be dry enough to remove the masking tape from all the edges, re-adjust the couch’s purple cover and push all the furniture back into position, and then had to head into the city. Although I was exhausted from Wednesday’s undercoating (mineral turps cleanup, ugh!) and the Thursday’s two coats of semi-gloss (water-based), I did have photos to share, but something was stopping me.

Here it is Sunday afternoon already, and I’m still dragging the chain. Since this is probably the end of the current wave of shoestring makeovers, and normal classes start in the library on Monday, maybe I’ve become too attached to the renovation process? But I must… share! 😉

Why green? Well, I picked an obviously contrasting colour from the beautiful purple-framed Kim Gamble artwork I’d decided to decorate around. And our carpet is already the medium green school carpet. The Taubman’s Living Proof Silk green paint tint is actually called “Coral Fantasy”. The closest match I found to the existing purple frame, in case I need to paint anything purple in the future, is called “Tyrian Purple”.

In any case, the back wall started like this:

Busy back wall

and ended up like this:

stripped wall

Holes filled

reno back wall - painted green

Some plants, both artificial and natural are still to come, but… I’m sooooooo ready for that IWB to arrive!

Clocks x 4
NEW YORK, LONDON, PENRITH, AUCKLAND.

I loved the “newsroom clocks” idea, from a secondary school renovation in Kevin Hennah’s presentation last year, and I wondered if it was appropriate for a primary school. Or just too confusing? On my visit to Spotlight last year, I bought MDF letters for the signage on the opposite wall. When price-checking my purchases at the nearby rival store, Lincraft, I noticed they had three large white clocks on special for just $9.95 each. I’d already figured I needed four. Then I noticed they had a few of the same model in black – but again, not four. Brainstorm! I realised: even students who can’t read should be able to tell that “Penrith” time is on the black clock! (Well, okay, if they can’t read they probably also can’t tell the time, but you get the idea!)

iPhone world clocks

By the way, my iPhone has a “world clocks” application, which I have adjusted to match the order of the library clocks!

Core values

This was my Friday afternoon very-shoestring solution to a problem. When the school assistant helped me remove all the pinboards that were covering this wall, this last one was not able to be unscrewed, because the school’s burglar alarm system is bolted through the board. I did intend this section to have some MDF letters, perhaps in purple, to spell out our four core values, but I was also concerned I was going overboard with MDF lettering. Could I perhaps try a more economical piece of signage on the laminator, as a placeholder until it’s proven the area needs something more permanent?

On top of this, people kept asking me if Kevin Rudd was giving us a brand new library, and therefore why was I still redecorating the old one? So, anyway, here’s my quick solution: purple cardboard to cover the annoying old pinboard, and some laminated core values. The “TIME 4 learning” at the top is a small version of what I planned to have, as a vinyl-lettering-on-3D-perspex sign, under the four clocks. Until the IWB arrives, I really don’t want to tempt fate. Yet.

Note the white “Library rules” sign, which we made last year on our special library signage template. On Friday I also took down the matching “Closed for stocktake” signs. There are also red, green and purple “Premier’s Reading Challenge” laminated signs in appropriate places.

Oh, and the new coloured-pencil containers on the desks? I figured those old hessian- and/or Contact-covered cat-food tins from the 70s had outlived their usefulness. The new Accent Concepts containers (below right) are $3 each, in both purplish-blue and black, (and a pinkish shade for lead pencils). From Hot Dollar:

pencil containers

And the couch corner goes from this:

PRC nook

to this:
purple couch, Tigger, green wall

My special thanks to parent helper, Laura, who braved what is now known as Thickening Paint Thursday, – especially when we had to turn off the two nearest air conditioners because condensation was running down the outside of the ugly conduits we were so desperate to disguise the same green colour as the wall to which they were screwed!

Thoughts from a ladder

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I was undercoating a large wall of the school library today, and it was hard work. The undercoat is a high quality, very thick type, made to cover tricky porous stuff such as the wood panelling with which this portable library is lined. Hungry, hungry wood, and the oil base of the undercoat means that cleanup is going to be messy and, umm, turpsy. I was up on the ladder most of the day, using a brush rather than risk clogging up the roller I need for tomorrow’s two paint coats, so I had lots of time to ponder things.

I had a steady stream of observers, several of whom wanted to ask if I’d heard the news that “Kevin Rudd is giving out library upgrades” – and therefore was all my shoestring renovating for naught?

“Aha!” I said, several times. “That’s why I secured all my MDF letters on the walls with nails, not glue!” If the collection is moving to a new venue somedaysoon, then my renovations are coming too.

Another colleague asked tonight, on Facebook if spending in education should mean more teachers, not buildings?

Mmmmm. I suggested that if she could see the irreparable leaks in the cramped portable library I work in, and its threadbare green carpet, and rickety shelves (that tremble when I hurry to answer the telephone), maybe she’d vote “new building”, not more teachers?

We do some amazing work in this library, but a purpose-built venue, with modern fittings would be even more amazing. With or without my current renovation enhancements. This type of stuff – ie. earmarking tied government grants – always needs to be considered on a case-by-case basis. Not everyone needs the same things. In any case, if the Federal goverment suddenly gave my school extra teachers, we’d have nowhere to put them, or their classes!

So yes, I’d say “I’ll take the new library!”… If one is ever offered.

Similary, another colleage wondered why many Australian schools don’t have a web page for their library, even when the school itself has an Internet presence.

I created our school’s website in 2002 and 2003, or rather, I headed the committee to decide what needed to be on it, and did the HTML that made the site work. But this was before I was the school’s teacher-librarian. We ended up putting in some images of Book Week displays on a library page, but not much else. The school web site is quite extensive, but desperately in need of updating.

Since moving into the library in 2007, I’ve also created a school library wiki site, where we publish jointly constructed texts created during library sessions, but I simply haven’t had the time to brainstorm an actual library web page.

When I’ve talked to my teacher and student library users over the years, they’ve described access to OASIS Library as the most valued aspect – and, since the end of 2007, all NSW DET OASIS schools can access their library’s catalogue online, via the teacher portal or Kidspace, and can even do so at home.

So there’s still never been much of a burning need to create a dedicated “web page” for the school library. I guess we could add opening hours, etc. When our interactive whiteboard (IWB) arrives in a few weeks I can imagine other urgent uses for one. But this blog site usually has the links I use with students on any given day. Not to mention my shoestring makeover progress reports.

But yes, maybe I do need a “library web page”… But first, I have to stir this can of green paint. At least it’ll match our fraying carpet.

More learning, growing and achieving

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Unlike the last conference I was asked to speak at, I went into today’s events without that heavy weight of responsibility and impending disaster. I mean, if I could fill an hour on my own last time, how much easier would it be this time? We knew our material back-to-front, if necessary. The most difficult aspect would surely be, what bits do I leave out?

My co-presenter, Cath Keane, had prepared eleven of our PowerPoint pages, I’d added my own hyperlinks to the twelfth and last slide, and we only had 50 minutes or so to fill anyway. We also had plenty of time before our session, “Young rappers”, to play on the interactive whiteboard (IWB), test our hyperlinks and cache all our web pages that we were planning to visit. We also knew in advance that we had about twenty people signed up to hear our talk. Everything worked in the rehearsal and off we went to the first keynote event of Day 2 of this Early Years Conference.

Clinical psychologist, Lyn Worsley, presented her fascinating session on “The resilience doughnut: the secret of strong kids” and, while she probably didn’t say anything terribly new, especially to a ballroom filled with teachers who already had solid backgrounds in early childhood education, the strength of her approach was the clear answer of “where to know?” that one could glean after having used her clever, simple analytical tool for gauging the resilience of a particular student. Wonderful!

Before we knew it, Cath and I were deep into our presentation on book raps, blogs, wikis and Circle Time. Our only hitch was that our computer connection, which had worked so perfectly in rehearsal, had been lost for the presentation. A tech person came in and got us back online most efficiently, but our live connection to the Wilfrid rap blog (on Edublogs) was no longer working. Luckily, our PowerPoint had lots of frame grabs from the site, and the links to the Departmental website and my school’s wiki pages were still viable, so we carried on regardless. We finished off with a reading of my Kinder students’ “Zebra with spots” fable of 2007, and a walk-through of selected pages from my school’s wiki pages. I hope our presentation has encouraged more schools to start dabbling in wikis and blogs.

It all seemed to go very well, but a highlight for me was that two attendees hung back at the end to (re)introduce themselves. It was none other than Warren and Kathy, two of my colleagues from my teachers college days! They’d noticed each other in the audience of my workshop session – I’m not sure at what point they realised that I was also from the same year – but morning tea turned out to be a mini-reunion of the Class of ’79 of the Guild Teachers College. We swapped anecdotes about the good ol’ days and pocket histories of our lives. It was the first time we’d seen each other since Graduation Day in 1980 – very exciting, and great to know that they are doing so well in their own teaching careers. (I can see a bigger reunion coming up in the next few months! I hope.)

Next up was Peter Gould, Manager, Mathematics at NSW DET – and one of the people I worked with on numerous occasions back in my Scan editor days. Peter’s keynote was “From ABC to 123: what counts in early numeracy” and – despite some frustrating glitches with the movie clip elements of his presentation – it was an invaluable reminder of the essential differences in the ways young children learn to be numerate as opposed to literate.

After lunch, I attended two more workshops, both of which (again) ably demonstrated the amazing array of teaching and learning strategies that interactive whiteboards are bringing to classrooms in the 21st century. I guess that’s the main thing I’m taking from this conference: that most of today’s students are already citizens of the digital world of Web 2.0. The sooner their teachers and parents play catch-up the better. Every presentation I went to was using IWBs as part of their presentation – even my presentation, and today was the first time I’d actually been able to use one! Knowing that a little knowledge is dangerous, I can’t wait to get my hands on an IWB as part of my school library’s facilities and let my imagination run wild. Or wilder.

This conference left its delegates with so much food for thought (and delicious food for the body – the Novotel, Brighton-le-Lands always does well in that regard), great ideas we can start using on Monday (first day back of Term Three), and some wonderful memories of networking with colleagues, old and new. Synthesising all the learning into our daily lives will take time, but I’m glad I gave up two days of my vacation to absorb it all. I’m also grateful for the very handsome, gold-embossed “Presenter” pens, which Cath and I received for doing our workshop.

Roll on Term Three…

Learning, Growing, Achieving in the Early Years, Day 1

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I knew there was a reason I didn’t book my overseas vacation for this break, but I wasn’t sure exactly why… until I realised that it would have been because I’d already committed to speak at a workshop at the 2008 Early Years Conference: Learning, Growing, Achieving, presented by NSW DET. Day 1 was held today, but my talk session – co-presented with current Scan editor, Cath Keane, isn’t until tomorrow.

Cath has put together a PowerPoint presentation about our recent ventures into the world of Web 2.0 – online book raps for Stage 1, and related blogs and wikis, and I’ll also be talking about my school wiki pages, using some of the material I prepared (on fable writing for Early Stage 1) for the School libraries leading learning conference I did earlier this year. My conference notes are still online, revamped a little to incorporate some recent reflections. Since that last conference, I’ve also worked on some other relevent projects: a wiki page for the Arthur Simultaneous Reading event and some great Nursery Rhyme matrices, which I used in Term One this year with Early Stage 1 and Stage 1 classes.

Today there were some excellent and thought-provoking keynote speeches from Professor Scott Paris, of University of Michigan, (“Teaching and assessing comprehension right from the start”) and Tracey Simpson (“Honest talk, shared language: connectedness for success in the early years”). Both keynotes emphasised the importance of teachers making full use of evidence-based practice, both reading the results of others’ research, and using one’s own to inform future teaching. I enjoyed these sessions, took lots of notes – which I promise to synthesis and report back about.

And sorry, Judy – of HeyJude blog – I still take my notes on paper. With a pen. The old-fashioned way. Again. 😉 (Although the money I saved not going to the USA could go towards an Apple laptop? Maaaybe.) At another recent conference, Judy had challenged attendees at that conference why no one in the audience was using their mobile (to send off live still images of the speakers direct to their blogs), or Twittering as the speeches were unfurling, or sending a live feed of the conference to overseas locations.

As I await my school’s first interactive whiteboard (IWB), it was interesting to note that many (most?) workshop presenters are now using them as standard equipment. I attended excellent and flashy sessions on “Student learning in a digital age” and “COGs: raising the bar in the early years”. In the main room, there was also a “Regional showcase” of the Best Start assessment tools project from the Sydney Region.

In summing up the regional showcase, Rob Randall reminded us of an excellent earlier quote and many people jotted this down as one of their last comments on their notepads. The new emphasis for the schools involved in Best Start has become “… shorter teaching episodes with fluid groups of students”.

Not an entirely new thought for me, coming from plenty of experience in PSP (Priority Schools Program) schools, but no doubt quite a new concept for others.

Tomorrow – Day 2! Wish me luck!

AGQTP NSW newsletter

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Tomorrow afternoon, I’m off to demonstrate the new blog (and wiki) I set up for local schools in our interactive whiteboard professional support group. With perfect timing, a Departmental newsletter popped up today with three great articles about NSW schools incorporating IWBs into school programs.

Issue #1 (April) 2008 of the AGQTP NSW newsletter has its focus on Interactive whiteboards:

* “Working mathematically with interactive whiteboards” at Illawarra Grammar School, Figtree (p 2)

* “Not just all play” with Belmore South Public School and innovative ways to teach writing, especially narratives (p 3)

* “A catalyst for reflection and change” with St Canice’s Catholic Primary School in Katoomba (p 4).

The newsletter is a Quality Teacher Programme (QTP) project funded by the Australian Government Department of Education, Employment and Workplace relations. The issue mentioned above is also available online.

Greedy for blogs!

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In the last year at work/ie.school, we’ve formed at least three new professional learning groups that extend beyond our one school and take in other local schools with similar goals and projects. Inevitably, these networks mean even more after-school committee meetings, but the value of the results these groups can produce, means it’s usually well work the time invested.

On Friday, I found myself volunteering to create another blog for the teachers, teacher-librarians and consultants involved in two of the groups – this one a little more in-house in theme, purpose and audience/participants, so I won’t be promoting the URL far and wide at this point, although if it takes off it may well find a niche beyond its original brief. It’s only very early days yet.

Essentially, it’s a blog about our school (and other schools in our learning support group)’s quest to select, purchase and efficiently utilise interactive whiteboards (IWBs) in our school programs. I had suggested to the network that involving ourselves in some group projects would be a great way to support each other, proactively on several learning journeys with the IWBs. Me and my big mouth. (A new wiki activity just wasn’t enough!)

As my third blog (fourth if I count helping out with the Wilfrid rap blog last term), I was astounded how quickly I could go to Edublogs, throw together a few pieces of already-created information and have a slick-looking set of posts, attachments, links and models of previous examples in about an hour, with a few hours of after-work tinkering to get the presentation looking user-friendly.

It’s empowering!

Planning for simultaneous “Arthur”

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Arthur

I have organised a wiki activity page based on the picture book, Arthur by Amanda Graham and Donna Gynell, which is the book being used for the upcoming ALIA National Simultaneous Storytime on Wednesday 21st May at 11.00 am (Term Two, Week 5). A group of nearby Priority Schools Programs (PSP) schools have recently formed a professional network, to prepare for our forthcoming interactive whiteboards. The Penrith Reading Project: Books from Birth (another local PSP initiative, containing different local schools), has also been invited to join us for the reading.

My colleague, Kerrie Mead, and I have been brainstorming possible activities to support Simultaneous Reading Day. Here’s what a draft of what we plan to present to the staff of our own school on Monday, and we’ll be making the material available online – as a blog and wiki – for the other schools. (An email today tells me that the ALIA site offers even more activities, many downloadable.)

On Wednesday 21st May 2008, at 11.00 am, children all over Australia will be reading, listening to and commenting on the same story at the same time. The featured book is Arthur by Amanda Graham and Donna Gynell.

At 11:00 am we could:

* Gather in the hall and listen to the story en masse: one reader, readers from a single group (class, Student Representative Council members, captains and prefects, teachers, parents or __________________ ).

* Gather in three groups (Early Stage 1 and Stage 1; Stage 2; Stage 3) in the hall, upstairs area and library and read the story as above.

Before the day: (in class, at Stage meeting, at assemblies)

* Let the students know about it – the purpose of the exercise, the significance of this kind of literary activity, how it might be the same/different in each school. (Great Circle Time material!)

* Familiarise your students with the text. (See ideas below.)

* Outline how the event will be held – ask for ideas which the students think might improve the plan and let us know before the day!

* Promote the event in the school newsletter.

* Signage around the school for parents and students.

* Check out the official ALIA page, and links to free blackline activity sheets.

* Supplement our resources with official posters and the link to Era Publications.

After the event:

* Ask your students for feedback – eg. The best thing was… ; I didn’t expect that to happen; next time… , etc.

* Tell the PSP committee what you really think.

Some ideas to familarise your students in all the wonderful ways you know how to capture their imagination! (Our school has rounded up several copies of the Arthur picture book, a big book version, two sequels and an Arthur hand puppet.)

Early Stage 1/Stage 1:

Who is in the story? Where does it take place? (eg. Paint Arthur or your pet, write a list, make a shop diagram, role play, add a pet image to the wiki.)

What is Arthur’s problem? How does he try to solve it? (eg. Feelings barometer, descriptive writing, pet ownership graph, alliterative pet adjectives for the wiki – perfect pup, quaint quarrion, timid tabby.)

Pets need… – but what might pets want?

If I was a pet I’d like to be a ………………………. because …………………………

Interactive learning objects from TaLe (click on Primary and use search engine).

Stage 2:

Any or all of the above, plus

Descriptor matrix (eg. “Purple, spotty, three-headed wombat”) – and then create it.

Research – eg. Which animals are the most difficult to keep as pets and why? What is the best dog breed for (type of person/situation)? Who is the most famous pet and why?

Extend-a-story – eg. What other pets could Arthur have imitated and what would he have done? Write a new version of the story. Compare this book with the similarly-themed Edward the emu by Sheena Knowles and Rod Clement.

The perfect pet for ………………….. would be a …………………… because.

Stage 3:

As above, plus

“Unpack” the form of the story (repetition, chorusing, types of words used).

What are the conventions of picture books? Examine favourites from home and the school library to discover similarities/differences. Write and illustrate your own picture book.

Read the story with your buddy (Buddy Classes – pairs of students from different stages) and ask them some prepared questions about it.

What is the moral of the story? What is a moral? what is the point of stories with morals? What other moral stories (and traditional fables) do you know? Which ones make good sense… or not?

Check out the interactive Stage 3 learning objects from TaLe (click on Primary and use search engine).

Where’s that whiteboard?

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Chalk up another one for the subtle art of networking and being proactive.

Our school is soon to be granted funding to spend – as wisely as we can – on interactive whiteboard (IWB) technology: the latest whiz bang piece of seemingly essential school hardware, which is an important tool to have in the school library, especially for maximum usage in collaborating teaching situations.

Of course, the decision making process, about where such expensive hardware can go, and who will have ready access to it, is not going to be easy. Our library is made up of portable building modules, and has a very low ceiling and a shaky floor to boot. The other obvious location for an IWB is outside the senior classrooms – and upstairs, thus making transport upstairs and downstairs highly unlikely. But up there, we are also cursed: by incredibly high ceilings.

About a week ago, I heard that a gathering of local area teacher representatives of schools would be soon meeting to discuss some strategies for incorporating an interactive whiteboard in each school. At first, I quietly panicked that I wouldn’t be invited; two staff members were already going. I began devising a set of points for why I might be able to attend as well – but I needn’t have worried. During a staff meeting yesterday, the forthcoming gathering was mentioned and someone asked, “Is Ian going to that?”

I’m feeling rather chuffed. I didn’t have to even consider a cap-in-hand routine. The staff wanted me to be there and, so it turns out, did the others going to the meeting. It would have been easier to be all negative, dash off to a listserv and complain loudly, but I sat on my hands just long enough to realise that all my subtle lobbying was vindicated. My old adage of “If one keeps proving one’s worth in a school, then one will be included in important decision making” holds firm.

Further to all that, I was also asked (earlier in the week), if I wanted the library mentioned specifically in the Annual School Report. Although I’d contributed several important bits last year, the idea of putting all of the library’s contributions to improved student outcomes under one heading is very exciting. So now I can mention our exciting new wiki, our outstanding achievements in the Premier’s Reading Challenge, the two 2007 book raps, the local newspaper’s book review program, and many other things, all in one place! Of course, now I have to write it.

The IWB meeting was on this afternoon. I’m very pleased I was able to put in a good word for the benefits of book raps, blogs, wikis, and collaborative teaching with teacher-librarians in relation to maximising the use of IWBs. I also backed the suggestion that, if the schools in our group were to work on a communal project of some kind, with a shared purpose, it should help teachers learning about IWBs to put their new knowledge into a context. From experience, I know that purpose is one of the best ways to get people to embrace new technology.

At this point, I still have no idea where our IWB will go. Who knows, maybe there’ll be more than one? But, where ever it ends up, I consider it part of my job to ensure it gets used as (a lot) more than a regular whiteboard.