Wednesday, 21 August 2019

One Key Strategy: Reading and Maths

Image result for 3fer

As part of our CoL discussions this year, we have been hearing about the data being collected and interpreted by Russell Burt, the principal of Pt England School and the Convenor or Manaiakalani, about obtaining a "threefer."  Russell is inquiring into how we can obtain accelerated achievement across all three core learning areas: Reading, Writing and Maths.
We were previously asked to consider what we do in our classrooms and across our cluster to make that accelerated shift happen in writing. After considering that information, we have been asked as CoL teachers to consider a key strategy from our own teaching that enables our students to achieve.

During our daily morning team meeting, we had a few extra minutes so we spent some time reflecting about what we do as a team of Year 7/8 teachers that we feel are our key strategies.

This is what we came up with:

Reading:
  • Difficult/challenging text when in guided reading session with teacher (deep diving the "Jannie Way")
  • Testing more often. At least once a term, especially our priority learners and those we feel have made progress. Not waiting til the end of year so that we are consistently teaching at the right instructional level. 
Maths:
  • Having a consistent strand focus-teaching number knowledge through strand
  • Explicit school wide/cluster wide overview (2 year maths strand rotation) 
  • Pitch focus problems/instruction at year level then differentiate by pushing kids up or bringing them out. 

Friday, 16 August 2019

Digital Fluency Intensive #9

Today was our final Digital Fluency Intensive, and while I am excited to get back to being in my classroom on Fridays, I am going to miss learning new things each week. I always find it beneficial to spend time with my colleagues discussing our kaupapa and learning new things from one another.  Hopefully, in the future, there will be more opportunities for me to participate in other PLGs such as this and possibly help out with future DFI cohorts.

Manaiakalani: Ubiquitous Learning
Anytime. Anywhere. Any pace. From Anyone. Ubiquitous learning makes learning different from the way it “used to be”. Learning is no longer constrained by time, place, people or pace. Children today no longer needs to take place only in school.  This is so amazing for the learning of our students who generally are exposed to 30,000,000 less words than students living in higher decile areas. The summer learning journey has proven that our students are supported ubiquitously through technology and they have made exceptional growth in their learning in many areas.

If we as teachers, make a practice of rewindable learning and make sure that they are available digitally, then we are ensuring that all of our students have the tools they need to be successful. The students who need to see something more than once will potentially allow them greater understanding.

If it’s worth Teaching, it’s worth capturing.  
If it’s worth Learning, it’s worth capturing.

Google Classroom
It was great to get a quick crash course on Google Classroom before we began our Level 1 Certification Exams. It was extremely helpful considering this is a Google App for Education that we do not use in Manaiakalani as it does not directly follow our kaupapa.

Current classes will be shown, but to create a new classroom use the plus (+) button and you can join or create a class. Create class box comes us (Name, subject, Room Number, etc)  The front page for the class becomes like a message stream showing all communication in a feed. Classwork: create assignment, quiz, question, etc and then you can attach the task from your drive. google calendar will take you out to the calendar.  To add a student, click on People. To directly add: start typing the student’s name and they will appear Google Style to add them into the database.  To have a whole class log in, the teacher can send out a code to their class.

Google Level 1 Certification

Phew!  My hands were sweaty as I pressed submit, but I finished the exam with relative ease in just about 2 hours.  However, I took another 20 minutes to review my questions, and it paid off!  It's nice to know that hard work does pay off. So thankful for the opportunity to be part of the 2019 Auckland DFI Cohort #2, and I look forward to working towards my Level 2 certification.




Tuesday, 13 August 2019

What Evidence?

Describe how you will collect information about the implementation of your changed practices/intervention (so it is clear what you doing differently). (WFRC 10)

Describe how you will keep a record of each of the above in a manageable way. (WFRC 11)

We were challenged by the Wolfe Fisher team during our last CoL meeting, to spend some time thinking about how we have been recording how WE as the TEACHER have changed our own practice.

When we began the journey earlier this year, my initial focus for my inquiry was, "Using dialogic discussions to expand vocabulary usage, while strengthening reading comprehension." In order to make this happen, I have been working very hard to change my teaching practice in a few specific, yet meaningful ways:

1. Very specific purpose to our oral reading sessions. In my lesson plans (DATs), I try to specifically think about what I want to do with/focus on with each reading group prior to reading, while reading and after reading. In doing this, I am able to clearly know (and remain on task) with the literary elements/vocabulary that I am trying to work on with that group of students.

2. I have been providing student led methods of discovery for vocabulary acquisition (Deep Diving). I have been strategically spending time working through what a new word means instead of simply having students take one random guess while reading and then telling the group the true definition or modelling how to conduct a "define:" smart search.  
I now grab a piece of paper (or on the whiteboard) and write the word in a bubble before turning the pen/marker over to the group to add what they think they know about the word.  Students then asked to continue adding to the word cloud to build their understanding of the word as they continue their reading or watch the assigned video.  Students then create a digital model of the deep dive to post on their blog and link to my spreadsheet. There are also been times, when we have simply stapled the paper copy on the classroom wall. 


3. After working with the DMIC mentors, one of the things that I have been trying to pull into my teaching this year is strategically talking less while encouraging the students to talk more. I do this generally by providing them with the topic (video, paragraph, question, etc) for discussion and then providing them with 30-60 seconds of "prepare" time to formulate what they are going to share. They then have 30-90 seconds to "share" their information with a partner before we come back together and "report" back to the whole group/class.  Keeping an accurate record of this is something that I have not actually considered until this past week.

So far, as the reporting back has occurred I have created a mind map/brainstorm/note taking model for the students to use when completing future learning tasks. The notes that I put on the board are often added to or modified as more students share.  The whole class notes are photographed and put in a folder in our class Google drive.

After our PD session with Aaron and Hanna, I am now thinking that perhaps I should set up a video camera more often during my class discussions simply to capture student interactions, voice, and sharing.

.

Friday, 9 August 2019

Digital Fluency Intensive #8

Manaiakalani: Cybersmart
The concept of being cybersmart brings together all four areas of our kaupapa and learn, create, share. Our students have not known life without the internet. It is up to us to make sure that our students are at home in a digital environment. Our cybersmart curriculum is full of specific language that reflects how to positively set up for digital success and not the list of the negative things you should not be doing.

Our Manaiakalani Cybersmart curriculum has 10 categories that teachers work throughout every year.  In the early days, it was decided that we were not creating a cyber safety course, but a cyberSMART curriculum. Google and ISTE have also decided to now go down the path of being awesome and proactive in the cyberworld.

Manaiakalani uses the blogger platform to share student learning for many reasons. Students have agency to write their own posts, but they are only set up as an author on the blog. The direct classroom teacher is the Administrator, along with a school administrator/overseer.  Students are taught from a young age to explore the learning of others and leave comments on the posts they read in a  positive, helpful, and thoughtful manner.

Hapara Teacher Dashboard: Making Learning Visible

Hapara was developed in Manaiakalani in Manaiakalani schools that has now grown into a global company.  Hapara allows teachers to focus on the teaching, not the technology. 

One of the most powerful things you can do, is popping a dashboard screen onto your television screen without even saying anything and simply carry on teaching. The students will immediately begin jumping back into the correct place in their learning.  

The Manaiakalani 1:1 Journey
There has been a lot of careful thought and planning behind the rollout of our devices.  The discussions have been driven by the treaty (Partnership, Protection, and Participation).  Partnership is seen that we work with the family and wider community in decision making and device ownership. Manaiakalani also has partnership with a wide range of stakeholders that are key to what we are doing on a daily basis. Participation enables an environment for every student to participate in their learning, teachers are supported to be digitally fluent when all devices are the same, and engagement through device ownership. Protection happens behind the scenes, especially with our partnership with Hapara and Linewize for filtering.

We want to be sure that every learner has the best possible device at their fingertips. It was great fun having some time to explore Explain Everything on the ipad and use Chromebooks for learning/creating purposes today.

Using Screencastify
We were asked to spend some time exploring the Manaiakalani Cybersmart curriculum and using a Chromebook create a Screencastify video explaining the lesson we chose. 




Thursday, 8 August 2019

Agility with Sound: Betsy Sewell

We had the opportunity to once again spend some time listening to Betsy Sewell at a session advertised through our RTLB office. After spending time at a session we had at our school earlier this year, (blog post here) I knew I immediately wanted to attend this session as well to refresh some of the things that were shares, and I took along a few more members of my school team. Wow! Was I amazed! Betsy is such a wealth of knowledge, and I found myself typing away the whole time a completely different set of amazing information. I was also excited to hear that Betsy's assessment tools were free to use on the agility with sound website and I look forward to giving it a go with some of my students soon.


Agility with Sound
Betsy Sewell
Reading has traditionally been taught using a constructionist model, using multiple cues to figure out the word. Unfortunately, this is no longer working for a lot of our kids. There is nothing instinctive about learning to read. In order to accommodate reading, the brain has to adapt. 

When looking at Chinese characters they are units of meaning. Many struggling students also think this way. For example, they look at the shape of a word to help determine its meaning.  However, the way English works, our students often struggle due to the changes in pronunciation over the centuries, the number of language origins that make up the language, the sheer size of the language (four times larger than French) and an alphabetical language which represents the way a word sounds.  If you start writing rules for the language, you end up writing endless exceptions to the rules. 

Good readers learn in 4 stages:
1. Pre-alphabetic: the look of words
2. Partial alphabetic: uses some letters mostly consonants (reading 6-6.5 when 10)
sh**t
cr*sh**
ag**n
A c*t
pr*****s
Students reading at this level do not read the endings or the letters in the middle of the word (thinking visually)
3. Full alphabetic: process of all letters
4. Consolidated: recognise and process chunks

Image result for brain scan dyslexia

Competent and struggling readers behave differently. Competent readers overwhelming process words as speech, using S&L areas of the brain. Struggling readers overwhelmingly process words as shapes, with limited activity in the S&L areas of the brain. Good readers and writers process words differently.  This applies to all struggling kids, whether they are or are not dyslexic, and many of these students are well behind by the time they reach years 5/6.

A sight word is a word that is instantly recognised as a spelling pattern. It is stored in language areas of the brain. Spelling pattern, pronunciation and meaning are linked: one instantly relates to the others. Mapping. Children who read like this can decode and encode unconsciously. 

How a student spells and writes is a function of how s/he reads.

Competent, fluent readers:
  1. Give their full attention to comprehension
  2. Notice the structure and spelling patterns of words as they encounter them
  3. Hear the rhythm and flow of a good sentence
  4. Notice how punctuation instructs the reader
  5. Notice how writers structure text
  6. Are constantly encountering and absorbing new vocabulary

In order to work with students who are struggling, we need to teach them how to think how good readers think. For many of these students, they need to learn how to think differently than they have previously.

There are 7 different decoding skills that these students need to think about differently.  Most students are able to get to the point that they can achieve skills 1-5. Skills 6 and 7 are a bit more difficult to achieve.
  1. Identify, and think in the compound sounds (how do the sounds feel)
  2. Distinguish between the sounds
  3. Recognise how those sounds are represented in print
  4. Recognise the repeating chunks and patterns of language
  5. Hold those chunks in memory
  6. Substitute phonemes within chunks or whole chunks within words
  7. Blend those sounds or chunks of sound rapidly and unconsciously

When looking at letter sounds, exaggerate them so kids can hear the difference and then slowly bring them back to the sound of normal speech.  This is great for recognising letters and blends that are confused as the same thing (ie, p/b and ch/sh).

Struggling students need explicit, structured and cumulative instruction in how words work. Students also needs to work from simple to complex, common to uncommon beginning with what the child already knows. The overall aim is to build the thinking skills of competent readers. 

Struggling kids must have 80-100 hours of practice thinking of the sounds of words, blending strategies, and practice...lots of it. They also need reading material they can read and want to read, that meets their learning needs, and explicit vocabulary, comprehension and writing instruction. These students do not require anything else in order to be successful in reading.  When working with them it is best to use text without illustrations, and possibly have the students add the illustrations themselves to show what they understand that page is about. 


Saturday, 3 August 2019

Hour of Code Success!

Certificate for Completion of One Hour of Code
During Digital Fluency on Friday, we began the Minecraft Hour of Code to help teach us some basics with coding. I persevered and finished my whole lesson and felt the need to share my amazing accomplishments. Well done me! 👍

Friday, 2 August 2019

Digital Fluency Intensive #7


Manaiakalani: Empowered (Agency)
Our digital devices are NOT just a tool! Technology in Manaiakalani is used to help transform the lives of students and their whanau.

 “...when it transforms the way we learn, offers us new uncharted experiences and opportunities…”
-Dean Shareski.

Pat Snedden (MET) often states that ‘by empowering our students, we are advancing Rangatiratanga; taking back control of their own lives.’

The power of the learning is in giving the power back to the students by making the learning visible/rewindable. The empowerment of our whanau and young people are interdependent of our kaupapa words. Ultimately, this allows for change to occur in our communities.

You can’t be truly empowered without leading a visible, connection and ubiquitous life. 

Technology is going to change the way we do everything. However, the only certain thing that we know about the future of life with technology is that technology will change, and as a result things around us will continue to change. 

After playing a computational thinking game mapped out on the floor, we spent some time exploring robots, like Big Dog and Sophia. We also explored various apps that provide opportunities for empowerment.  Zephyr’s Cora is currently being tested in NZ after being created by the USA affiliate. 

Looking at the Digital Technology Curriculum: 
The technology curriculum has been around for many years. The Digital Technology Curriculum is a new piece of a pre-existing document.  It has two parts: Computational Thinking (algorithms, programming, algorithmic thinking skills) and Designing and Developing Digital Outcomes (creating and understanding; the skills needed to create a product).  It is split into progress outcomes, which are not directly lined up with curriculum levels. 

We also spent some time exploring the “Hour of Code” from code.org.  It is a self-led series of activities that allow users to be self-taught in the area of coding.  

We specifically worked through the Minecraft tutorial as it directly relates to Scratch, which also uses blockly to write the actual code message. 

Kodable: students the chance to code using symbols (arrows) to complete the series of tasks. This is great for younger students because you don’t have to know how to read in order to complete the tasks. 

Code Combat: Great for older students because it is a bit more involved. There is more animation/storyline and students are required to actually type in the code.

Toxic Code: Is actually reading code to complete a series of tasks

Scratch: This session was very informative since we spent so much time using Scratch last term in our classrooms. It was also fun to have some time to have a quick play and explore some of the more involved blocks.  

We also explored creating and playing a simple Maze Games. During this time, we explored adding details/costumes to our characters and various sounds to our coded game. Advanced users were tasked with writing their own code to the game and recreating their own background maze to navigate through.

Converting decimals to binary numbers: It was very interesting to go through this Level 3 topic of the learning outcomes. We also spent some time exploring the hexadecimal number system found in the colour selector on Google (using numbers 0-9 and letters A-H).

Hello Ruby:  Using Algorithms with younger kids. Students are given opportunities to discover the differences between what a human is capable of and what a computer is able to do in the same amount of time using shapes to create algorithms. 

Book Creator: Dorothy shared this Chrome App and I am really interested in checking it out and seeing if/how I could use it in my classroom during the next term or two. 

Friday, 26 July 2019

Digital Fluency Intensive #6

Manaiakalani: Connected
The default is visibility. Manaiakalani connects students across the cluster for valuable sharing and connecting for learning. We are also connected to a number of clusters around the country as part of the Manaiakalani Outreach. This allows for teacher support and a shared language as well.

Connected learners share (Tohatoha). What a great reminder that we are all connected through the Manaiakalani site to our own school sites, which enables students (and teachers) to see what is happening at other schools. 

Implementing the kaupapa of Manaiakalani all four elements are required to be working together at all times in order for the effectiveness to be seen across the classrooms. 



Looking at the visual appeal for sites and 2-3 clicks. What is good and what needs improving? We spent time looking at sites from around the clusters and evaluating them. 



By using Google Sites (instead of other available platforms) students have access to their learning and resources at any time, whether at home or school.  When creating a site, you always need to consider who your learners are, how they are accessing the site, what the theme of your site is going to be and what the purpose of the site is.


No matter what you are creating for students, it is important to make them purposeful learning tasks. don’t forget to keep the SAMR model in mind.  When modifying and redefining, it is important to remember that you are using multiple platforms to learn, create and share their learning. Just as it is important to spend time reflecting on the technology affordances you are providing for your learners.


One of the things that I spent some time doing today was cleaning up our team site a bit. We tend to randomly add links to our site as we need them (for testing purposes, media links, etc). I went through and made these links more uniform to the rest of the site format by creating actual buttons. Some of these can be seen on the bottom of the home page for our class site.

Taking time in the future to have students create a site for a specific reason is something that I am considering and the reminders we were given today about the site building are a great place to start when working with students as well. A big thanks to Clarelle Carruthers for all her helpful tips, especially those in regards to choosing a colour scheme, font(s), and layout to use throughout the site development.


COL PD: Monitoring and Identifying Change to Practice

During our COL Meeting, we spent some time with Aaron and Hanna discussing where we are at this time in our Inquiry process. Below are the points to ponder from that discussion.

Aaron and Hanna (WFRC)
Monitoring and Identifying Changes to Practice

Restate your Theory of Action:
The valued learning outcomes I want to improve for my students in this inquiry are….
The changes I am making to my teaching to improve their outcomes are…
The reasons why I think these changes in my teaching will be effective to my learners are…

Implementation
By the end of you inquiry, you want to know what the changes are that have happened for the learners and what has been the reason for it? What has the teacher done that caused those changes?
-Pre/Post for student understanding ...also pre/post updates on what is being changed in the classroom by the teacher
-Implementation fidelity-How faithful are you as the teacher in making sure that the actual intervention is the planned intervention (how can I be sure that opportunities in the classroom are authentically occurring)

Monitoring
-As well as informal monitoring (lesson-by-lesson and minute-by-minute planning), it is useful for more formal checkpoints
-Reflection and Inquiry have two different purposes...Inquiry has evidence to back it up. Reflections are more about how did it go.
-More micro-formative assessments (ie mini-easstles for reading tests)
-Student voice is vital. Quick fire exit questions, or chats with some case study students.

Tuesday, 23 July 2019

6 Month Academic Results

Using either the Blue PM+ kit (up to Level 22) or the Probe test. I was very impressed with the results of the majority of the students in my classIt was great to see that three students in my focus group had accelerated growth, two had expected growth and I was able to pinpoint some learning points to focus on specifically with the two students who did not make any progress.



**Note: The results on this graph are from Running Records (Blue PM+ and PROBE)

Our class also grew by new two students working at this level during Term 2 and those two students were not tested again since they had just arrived at PES a few weeks prior.During the Term 2, we spent some time conducting Running Record tests for our Reading students using either the Blue PM+ kit (up to Level 22) or the Probe test. I was very impressed with the results of the majority of the students in my class.

It was great to see that in less than 6 months time, Students B (1.5 years), E,(1 year) and G (1.5 years) in my focus group had accelerated growth, Students A and C expected growth (6 months) and I was able to pinpoint some learning points to focus on specifically with Students D and F who did not make any progress. In order to move forward, I am going to work specifically with these two students to improve their ability to emphasise with others, especially with characters from their texts.  It is my hope, that by providing many opportunities to discuss a character's feelings and infer why they are feeling a certain way will enable all the students, but primarily Students D and F to make that expected growth next term.

Our class also grew by new two students working at this level during Term 2 and those two students were not tested again since they had just arrived at PES a few weeks prior.

It is my intention to work with the 4 students who have yet to make progress and test them again before the end of Term 3.  Hopefully, this testing will allow me to focus their learning more specifically to their individual needs.

Wednesday, 3 July 2019

Digging Deeper

In an effort to dig deeper in to vocabulary acquisition, I have been taking some time to change the way that I have always viewed providing students with the definition of a new word. In the past, I simply told the students the definition or told them to look it up. Now, in the beginning of the teaching career it sounded more like, "Grab a dictionary and see what you can find out" and since teaching in a digital environment it became, "Use a define: smart search."  This is not to say that in the moment of working with a group of students (especially those reading at the lower levels of the colour wheel),  I did not focus in on using context clues to determine the meaning from within the text. However, after meeting with Dr. Jannie van Hees at a recent Professional Development session with my team, I began to think of ways to provide more student voice as we dug into deeper understanding of vocabulary found within our texts.

After providing my students some time to independently read through the text, in our small group session, I led them to specific sections of the text that I had previously determined. While those shorter sections orally, I stopped and pulled out specific words and phrases that I felt we needed to dive deeper with. I simply began with a "Hmmmm, I wonder what that means...magnificent height and breadth?"  I then, grabbed a sheet of paper and put that phrase into a bubble in the middle of the page, and asked the students what they thought. After adding all of our ideas to the word chart, we read the selection again and students were asked to formulate their own definition using our word chart.

Here is one student's response:

Sunday, 30 June 2019

Creating with Slides

This term, I really wanted to find ways to engage my Year 7/8 students more when completing Learn and Create tasks. Now that I have a group of students working at a Year 8 reading level and it was my intention to provide them with some choice when selecting their supplementary texts. We spent some time reading and discussing the School Journal story "The Seeing Hawk." Students were then given opportunities to select a topic to independently dive deeper into (as seen on our site here).

After selecting one of two learning paths, students were asked to use the information to create a fun and interesting Digital Learning Object (DLO) of their own choice. As part of our DFI sessions, we spent some time looking at Google Slides and one week I had a go at creating an interactive game (Seen Here).  So, of course, before setting them off on their way, I quickly showed off my skills making a game using Google Slides.

A few of the boys in class decided to work together and they have been problem solving their way through to create this game about the Tā Moko.  When you play the game (in present mode), the various boxes are clickable and students can select the answer they agree with before the slides flips and they find out how they did.


I was very impressed that the boys took time to try something new and they have embraced the intricacies that come along with formulating a slide show game. I also really like that they are teaching after the answer in selected to provide more information about that question topic. 

This is an awesome Create (or Create to Learn) task that extends the computer skills and computational thinking of our older students. I am excited to implement more tasks similar to this in the upcoming weeks that will allow my students to feel like they are doing something new and exciting. 

Friday, 28 June 2019

Digital Fluency Intensive #5

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

Manaiakalani: Visible Teaching and Learning

It is easy for us to overthink the word “visible”. However, it has been around since the beginning of time. 

Previously, the teaching/learning journey was invisible. It was very difficult to see what it was that students were learning at a particular time. Many students learnt how to read the teacher’s mind and figure out what was expected of them. This often comes from family involvement and discussions that occur in the household.

However, it is now the way in Manaiakalani classroom for teaching and learning to be visible to enable all students to be successful. In all aspects of classroom interaction (from planning, process, outcomes and assessment) what can be visible?  We want to be sure that there are no surprises in our classroom for our students. Teaching should be accessible, available and advanced.

Using Multi Modal Learning
As educators, our job is to make learning engaging, and exciting for our students. We, in Manaiakalani, need to always remember our Hook. Is what we are doing in class engaging? Will it “hook” them into the learning that I want them to experience? We need to be working to inspire our kids to go in and investigate further. 

What did I learn that could improve my confidence, capability or workflow as a professional?
 
General Rules of Thumb: (and great reminders!)
Always, plan your site first on paper. Make sure you set up a folder in your drive with the permission settings set to anyone with the link can view. 

Students should be able to access what they need within THREE clicks. 

Headers: Use a Banner (w/ Image) or Title Only.

When creating buttons using Google Drawing, it will always open a new tab which does not allow students to "go back". 

Embedding Twitter Feeds: Go to publish.twitter.com put in the twitter feed account URL that you want to use and then select that you would like it as a timeline. Once you get the embed code, add it to your site and it will naturally populate in real time. 


What did I learn that could be used with my learners?  
As part of our afternoon, I spent time working with Robyn Anderson and Sarah Tuia to create a mutli-modal Google Site using the mulit-textual database that I helped to create as part of my 2017 Spark Manaiakalani Innovative Teacher inquiry. We spent time looking at Maori myths/legends and working our students through the historical art of oral story telling. A link to our site can be found here. I would love to use this site with my students in the future and consider putting together multi-modal site pages together for students to use in the future, especially for topics covered every year (ie Matariki, Pt England Way, etc).




Friday, 21 June 2019

Digital Fluency Intensive #4

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

Share:
We have been sharing as humans since time began. While the mode of sharing is ever changing, the actual human response remains the same. However, digital affordances have changed the speed and amplification of the information being shared. Since 2005, the original 7 Manaiakalani schools have focused on harnessing the digital affordances to find the best way to use the latest technologies to help our students learn most effectively.

Why do we (still) use Blogger: Used as a space where we can teach our students many things at one time when focusing on what it looks like to be an effective digital citizen while online. As a school, we have many systems in place that allow us to legally monitor student (and general population) engagement with the digital tool. The importance of blogging three times a week was also revisited as it has proven once again (by the Woolf Fisher Research Centre) that students who blog three times a week continue to show academic growth even during non-teacher contact time.

Manaiakalani is the only cluster of schools in NZ that has a dedicated Cybersmart Curriculum. We know that our students are taught a dedicated Cybersmart Curriculum.  

What did I learn that could improve my confidence, capability or workflow as a professional?


Google Forms:

We had a few good reminders before sending out a form. Using the settings, make sure you check:

-Do you want email addresses?
-Responses to form emailed to participants
-Checking/Unchecking external domain access
-Limit to 1 response (or not)
-Editing after submission
-See other’s responses

Perhaps the most mind blowing suggestion for me is using one spreadsheet to collate data for many forms. I hadn't realised that you could do this previously. It would be so beneficial to have all the data collected using forms for one school year on the same spreadsheet.
-Select Response Destination
-Select Existing Spreadsheet
-Rename the tabs to reflect the correct form

Sheets:
Sparkline: Making individual line graphs for a row of data that shows in a cell. (=Sparkline).

We also learnt how to program a Macro to record a set of directions that are used often. Those directions are programmed into a recorded list and then can be applied with the stroke of a few keys to update a new spreadsheet (or tab) in the same way.



What did I learn that could be used with my learners?  

My Maps:
Used to track/plan journeys, measure distances, add place markers
Importing from a Spreadsheet:
-You are able to have students add data into a Google form and then import that information from the spreadsheet onto the MyMap place markers. 
-Creating various layers using the same map
-Students can embed their individual MyMap to their blog




I would love to have my students trial the Blog Post Analysis as I discussed on my post here.

DFI: Blog Analysis

As part of the DFI Session 4 (Dealing with Data), we spent the day exploring ways that we could better collect, collate and display data. At the end of the day, we talked a bit about how our students in Manaiakalani (and across the Outreach Clusters) make accelerated growth in their learning when they blog post a minimum of three times a week and continue their growth over the holiday periods if they continue blogging on their own.

We looked into a statistical investigation that Robyn Anderson (Panmure Bridge School) did with her Year 7/8 students looking into the regularity of their own blog posting.  We were then tasked to use the tools we explored during the day today to look deeper into some student blogs from around Maniakalani and analyse them. After doing so, I spent some time looking at my own professional blog and this is a DLO for what I came up with.


This is a task that I would love to do with my students in the near future to see how they think they measure up with the 3 posts a week average goal, and what goals they would set for themselves moving into term 3.

Monday, 17 June 2019

Critical Thinking: Assigned Q&A

This week, I decided to take one of the suggested Google Docs Learning Tasks from DFI and put it into practice with one of my literacy groups.  It was an easy assignment to implement, especially because I already had the online articles pulled for the group to use.  All it required from me was to put the article on a Google Doc and give the students in that group View Only with Comment editing rights.

The group I assigned the Q&A to was comprised of 11 year 7/8 students instructionally reading between 11 and 11.5 years of age. They immediately took off and after reading the article through, they had so many questions written for each other in such a short period of time. They will be working through the questions assigned to them during class tomorrow and then we will be spending some time discussing their understanding of the article together.

Here is a screenshot of the article and the students' Q&A Commenting.
Please note that it is not shown in entirety to enable surnames to be hidden from view. 

One of the things I would consider doing in the future is breaking the group up into smaller groups of students for the Q&A.  It seemed that it was getting very crowded in the comment threads and some questions/answers were getting hard to see without resolving the comments.

Friday, 14 June 2019

Digital Fluency Intensive #3

What did I learn that could improve my confidence, capability or workflow as a professional?

Image result for DJI Spark logoToday began with Kent Sommerville talking with us about using drones and other camera connections to livestream using YouTube. He not only shared with us the various uses of drones in a school setting but also how to set up your livestream to be delayed or immediate for various reasons.  We also spent some time discussing the pros and cons of using a GoPro verses a Drone for various reasons. 

I love being part of a school that has the latest digital affordances available that will provide students with different cutting edge experiences. My mind is already working though how I may use the Drone or Osmo when filming my film festival movie.

 Just before morning tea, we also spent some time exploring YouTube a little further. We looked into how to set up a YouTube channel that could be used to put together playlists of videos for our students to use for rewindable learning or for deeper learning into a subject.

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?
Manaiakalani Pedagogy Focus: Create/Hanga
As always, it is so wonderful to have some time to focus in on the Learn, Create, Share pedagogy of Manaiakalani. Today we focused on Create/Hanga.

Create in Manaiakalani is all about the hook. What can you do to “hook” students in learning?

“Creative skills help students become better problem solvers, communicators and collaborators.” (Everyone Can Create Apple)
“Creativity focuses on the process of forming original ideas through exploration and discovery. In children…” (Kohl 2008)

Create has to continue from ECE classrooms all the way through to Year 13. 
NZ was formerly known around the world as a centre for creative education. The documentary called The heART of the Matter focuses on NZ education 60 years ago in the far north at a school which is now a Manaiakalani Outreach School.  
It is important to remember that Create is a DOING word, using the whole body and incorporates the senses.  The idea of doing something allows our minds to be kickstarted into doing something. 

What did I learn that could be used with my learners?  



After hearing a bit about how to use Google Drawing, we had some lovely students come in from Panmure Bridge School and my Blog Post is Here from our session with them.

My big take away from that session is using Shift when resizing the canvas to your desired size.





We also spent some time looking at Google Slides and we were asked to use it to Create something that we would like to use with our students. After exploring student blogs last week for our Hangout assignment, I really wanted to have a go at making an interactive game using Slides. I am so excited to use it next week with my maths students. Check out my blog post here to see my creation.