Tracking student work using TDashboard

Revision History

What: Students readily tell us 'I have done lots of work - see' as they hold  up a book or in some cases a screen with a google doc.  One feature, the most impressive I think, is the ability to look at the revision history of a doc in real time. One studentspersisted that he was working on his doc for the whole session and he did lots.

So what: I used TDashboard to see the revision history of his doc.  Then, together we looked at the revision history.  He could actually see how little he did in the allocated time.  This function gives teachers evidence to 'show' learners their own productivity and to support students to make a goal to improve their work habits.  Which we did.  he was aware that I would check in and 'see; exactly what he was doing.

The marvels of Teacher Dashboard

What: A PD session with Rosemary from Hapara.

So what: I discovered the new features of Dashboard and the integration of workshop - a similar platform for Google classroom.  What was really great was seeing how easy it was to make groups within dashboard to share docs to individual folders.

Now what: to set up groups and to use the groups and smart share function.  I currently share docs to the how class but these group function is great.

The group function in Teacher dashbaord

One to one writing: explicit teaching

What: explanation writing for science fair.  I generated questions for this learner to research and provided him with a small number of videos to watch as I have observed that he is highly interested in watching videos.

So what:  he gained more from watching videos about his topic.  I also found him short articles to read about his topic of fish gills however I observed him rewatching the clips to help him answer his questions.  It was useful for me to give him questions to inquiry as he was challenged to break down the process of how a fish gill works.

Now what: continue to use prompting and explicit teaching of how to find information for how each part works.  I found a explanation rubric that was useful to guide me in what I needed to ensure the learner had in his piece of writing.

Student working doc

Reading with post its

What: Using post it notes in a guided reading session so students can record individual 'student voice' on the spot.

So what:  I realised that during guided reading, some of the akonga struggled to verbalise and keep track of their thinking in response to teacher questions as we read.  In response to this, I gave each akonga a bunch of post it notes to write a short response on.  I discovered that akonga only needed to write enough for one post it - so they saw the question as achievable and could track their own thinking during sharing back.

Now what: Make it a regular practise.  It is also a good way to record student voice for assessment purposes.

Student responses

Digital Modelling books - what are these???

What: Digital modelling books.  I use modelling books with some efficiency - I was actually looking to improve how to use these.  Upon research digital modelling books - I struggled to find much information about these - I discovered this post from a fellow NZ educator.  The post outlined an effective way to use 'real' modelling books.

So what: I looked at how I used modelling books and had a go at setting up my modelling books for my reading group.  I found it was an effective way to record student voice and to generate and gather evidence of learning.

Now what: try to use them consistently.

Class craft - class management

What:  A class room reward system.  Students are given points for meeting expectations.  It was used as a motivation tool to manage and promote positive behaviour.

So what:  Students are more focused on individual points verses group points.  Some students are willing to modify their behaviour for the good of their group however some are solely focused on their own points.  Some students do not have qualms with the whole group getting a consequence.

Using the consequence function was good for some - picking up rubbish or learning a poem.  A positive consequence for their behaviour.


Now what: increase the amount of individual points.  make sure we follow through with consequences.  Great motivator for some students.

EOTC: School policies and why they ROCK!!!

What: An EOTC trip for a mass of kids to complete a Fun Mud Run.  An opportunity arose that enabled our akonga to travel about 45 mins south to Raetahi.  Our akonga participated with akonga from our district in the mud run.  On the way to the event, a parent helper driven car had a very minor collision with another car.  Our akonga were very shaken up but with no injuries.

So what: Multi tonal here.  The kids were impressed with the activity however some turned their noses up at the lack of mud.  I observed that students I had previously pinned as 'will win and go hard out' faltered and didn't even try and made a joke of the whole activity nevertheless won the prestige and fan fare of their peers.  BUT, many akonga displayed positive attitudes and did try.  One young man, who was not as fit as others, kept going and finished the whole course.  I discovered that all akonga need opportunities to experience struggle so they can push themselves to succeed.  School policies: I discovered that it is important to have these and to have a clear understanding of the processes that must be followed in the case of a 'near miss' or a 'accident'.  The key point I took from being responsible for an EOTC event, is to know these processes inside out.

Now what:  Next time I am responsible for an EOTC event, make sure I am clear of the processes.  Try and make sure that a variety of experiences - academic and physical are available for all students to experience struggles they can overcome and at times fail so they can have another go.