Reflection from Manaiakalani Staff Meeting 30.10.18

Reflection from the Manaikalani Staff Meeting 30.10.18

Reflection Questions

Do your learners know the process of learn, create, share? No

Do your parents/community know the process of learn, create, share? No

Is this visible on your school site/class site/class blog? No

What are your ‘next steps’ for 2019 to improve visibility of LEARN CREATE SHARE in your class?

• Create a class site
• Create a class blog
• Teach children how to capture and share their learning, use Google Apps etc.
• Learn the technical aspects of how MK's style of visible and rewindable learning
• Learn how to juggle learning with shared devices

How can I, as a facilitator support you to enable visible Learn, Create, Share in your class?

• How to set up the bones of my class site
• Ensure my ipads/devices are set up
• Some work around organising my images/photos to embed in site
• Get my class blog set up
• How to assist my one or two day a week reliever with my class site

Digital Fluency Intensive Reflection 19.9.18 Week 9

Digital Fluency Intensive Reflection 19.9.18

Manaiakalani Pedagogy

Ubiquitous Learning  and Rewindable Learning.

• Anytime 
• Anywhere
• Any place

Rewindable learning helps this accessibility and makes it easy for learners to go back and revise their learning. For priority learners, blogs and blog comments help students to progress in literacy throughout the holidays or at least not slip back.

Rewindable learning

We reflected on one way we have scaffolded ubiquitous learning and I thought about the "old" technology of modelling books and charts of success criteria. I look forward to the new ways of  supporting rewindable learning through blogs that capture the learning and other people's comments as well as the resource links within the site. Also there will be helpful links for parents who can hook into the class resources.

Students can make tutorials by using Screencastify to share with the class. Other app.s to explore for this purpose could be ...WeVideo, pixiclip, explain everything, Movenote, Flipgrip

Opportunities for future teaching and learning

• The COL person in the school (MK)
• Click on the MK labels
• Teaching as Inquiry- Manaikalani Innovative Teachers- PLD 
• 1 hour a week with the facilitator next year
• Tania Coutts- online facilitator- registration for Tuhi mahi tuhi atu
• Twitter feed- hash tag based, following groups, worth discussing as a staff
• Google + , set up a default to publish this to Google + website (see the slide deck about Google plus on minutes- What's the fuss about Google plus... share to Google plus from your blog post. Join communities (of schools and clusters).

Looking back over the eight weeks reflect on what you have learned, created and shared.

I have learned about the different Google Suite app.s and have created drawings, documents, worked within Drive, sorted bookmarks, arranged my calendar, worked with Quicktime, Screencastify, tasted ideas for robotics...

Reflect on what you know you need to focus on and gain more fluency in. Consciously decide where to get the help you need.

I will be moving into creating my Class Site fully, in preparation for next year's launch. I will be searching for resources from other Sites that will help in this construction and will be working closely with our facilitator and pilot teachers to fine-tune the Site. I need to sort out the ipads and PCs in readiness for the class Site.

Identify your strengths and what you can contribute to the wider community of learning and learners.

I feel quite confident with Sheets and Forms, Docs and Drive, blogs and playlists.

Digital Fluency Intensive Reflection Week 8 12.9.18

Digital Fluency Intensive Reflection  Week 8   12.9.18

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

Empowered

The Manaiakalani pedagogy this week was "Empowered". 

Children are disadvantaged or disempowered by having less exposure to known words through less hearing and reading thus limiting vocabulary; through less formative instruction; through lack of digital technologies and connectivity; all of which can limit later life choice in real life circumstances. 

Agency is having the power or capacity to act and make choices. This ability is limited when students start school already behind in foundational skills for learning.

Manaiakalani's aim is for all students to feel at home in a digital world and in this way all students are empowered to have student voice, learner agency, and the ability to express themselves etc.

Digital technology is not just regarded as a tool, rather, it transforms the way students learn (Dean Shareski). As educators, we are encouraged to mix and match the old technologies with the new; the best of both worlds.

Kerry Boyde-Preece, from Manaikalani, explained that student learning "lives on in the blog". It has a life. It is a living artefact. She described how blogs give life to student talents that may not have normally been promoted within the school curriculum. Students are empowered by knowing how to blog and put their work out to the world. They receive feedback and comments that add to that feeling of being empowered and links them with others with a similar talent.

Newly created jobs, such as drone operators are made possible through cutting edge digital knowledge. Students who have developed knowledge in this area have far more opportunities for employment. 

For Manaiakalani, the default is being visible. Kerry says that you can't truly be empowered  without being visible, connected, and ubiquitous, i.e.,work any time you choose and on a global stage.

We were challenged to reflect on how each has been empowered by Manaiakalani.

Professionally, I have been empowered with the increase in teaching knowledge. I have learned many new skills that I can share with my students, to help them learn, create and share.

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

Tania Coutts spoke on the key topic of Computational Thinking which is part of the New Zealand Technology Curriculum/Hangarau- Matihiko (Maori medium).

"The new content has been designed to be flexible, so it can respond to new developments and technologies as they emerge". Nicki Kaye, June 2017

New acronyms to be aware of in the curriculum are...
CT4DT- Computational Thinking for Digital Technologies

3DO- Designing and Developing Digital Outcomes

Kia takatu a Matihiko- The Digital Readiness Facebook page-https://www.facebook.com/kiatakatu/

Pikau/ Toolkits on the above page provide courses that are a good place for teachers to understand the new curriculum.

This an excellent video is about "What most schools don't teach".
https://www.youtube.com/watch?v=nKIu9yen5nc   

Also, a nifty little poster about 'Ten reasons to teach coding'...

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

Most of the app.s we played with will be shared with our students. I worked with Robyn on the green screen video. This was very new to us so we were reliant on the instruction of our patient tutors to create a short green screen video with a background. I took an image of the trees outside and part of the waka shelter on the Waitangi grounds as the background. To this Robin added her ScuptGL image and Blake's video. The background noise was split out. 

Sculpt GL

I had a limited play with this app. with the resulting rather clunky image of DFI. 

 Block Coding-Robots: This app. was great for helping students construct a sequence of steps for the robot to follow. 

Clapmotion: I observed others telling a story with this app. and Lego figures.

I would like to explore more of Tinkercad, Do ink, Tilt Brish, and Paint3.

What did I learn that could be used to increase my confidence, capability and my workflow in my personal life?

I was reminded of how wonderful iMovie is for creating movies and slide shows and the work with a green screen took this knowledge to a new level. It was great to play and explore with new technologies and the opportunity builds my confidence eventually.

Digital Fluency Intensive Reflection Week 7 5.9.18

Digital Fluency Intensive Reflection Week 7  5.9.18

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

Connected: Future focussed learning in connected communities.
Clarelle Carruthers from Point England came to speak with us about the Manaiakalani pedagogy of being 'connected'.

Being part of the Manaikalani community means that we are connected to a powerful network of similar schools, across the country and world. There are 19,000-22,000 Manaiakalani learners in secondary, area, primary, kura, and Catholic schools. Together we share the same pedagogical language, and 'paddle in the same direction', aiming at the same goals. Our common curriculum is centred around the 3 big pedagogies; Learn, Create, Share. 

We stand together. We are not alone. 

Each term the school focusses on one of the key pedagogies, although, all 3 are frequently referred to in class throughout the year. The planning allows for teaching and learning resources to be targeted at that area of focus. 

Term 1. Learn (about how to use the tools correctly)
Term 2. Create (using a variety of modes, digital and best practice teaching strategies)
Term 3. Share (Using the Google Suite)
Term 4. All

Other ways for teachers being connected are through groups such as...

• Google suite online groups
• Cybersmart curriculum 
• Twitter- Manaiakalani Cluster
• Tuhi Mai Tuhi Atu -(write to me, write to others) where we need to register our class
• Tania Couts is our online facilitator; register online

To maximise the benefits of 'Connect' a teacher needs to be committed to sharing their teaching and learning. Being able to benefit from other teachers' resources and ideas means that, as a teacher, you will be able to share your resources with other schools. 

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

Clarelle shared her IT Bingo which contained a growing Multi text Data base.

We evaluated other class sites using the two criteria of visual appeal (the shop window of the teaching and learning) and  user experience (ease of use  for students where 3 clicks gets to the learning).

The course was full of handy resources and tips for developing our class Site as well as exemplars of excellent class Sites. These will help in the development of my own class Site. Going between Google Drawings and Google Site to create the 'bones' of my class Site was new learning for me. The front page of my own class Site is below. It is a work in progress.
https://sites.google.com/ahipara.school.nz/room-8-class-site/home   

Ethical and practical issues around students who were not allowed to share via digital technologies challenges our school to consider our policy.

Google Training modules will increase my capability with the app.s.

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

The day focussed on the learning being visible to learners and ways of constructing a vibrant and well designed class Site for them to easily access the learning. The resources will open up a broader, more self-paced programme. The careful unpacking of the 3 key pedagogies over the course of each year will help students understand each one better. 

 I enjoyed the Pixabay site for images.

What did I learn that could be used to increase my confidence, capability and my workflow in my personal life?

The new frontier of class Sites increased my understanding of what was involved to make a Site that would engage, teach and inspire students to learn, create and share. 

Digital Fluency Intensive- Reflection Week 6

Digital Fluency Intensive- Reflection Week 6

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

Today the pedagogy was about Cyber safety. Students are introduced to different aspects of cyber safety each term. All students are explicitly taught the aspects contained in the curriculum. The emphasis is on thinking and behaving in a safe, smart  and positive way online. Opportunities are provided for students to use digital technologies to harness positive  messages to share with the wider community. Manaiakalani also has a kawa of care pedagogy that underpins all aspects of teaching and learning and promotes positive interactions. Students are encouraged to create work that their families would be proud of.

Cyber Safety Messages: Be internet smart, alert, strong, kind, brave, awesome.
The Cyber Safety Curriculum contains amazing resources behind each button:

We also learnt about the historical  research behind the devices. It was a reminder of the hard work that has gone on behind the scenes, that has resulted in the right choice of iPads and Chromebooks.

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

Using Learner devices
On a Chromebook- The Hapara Teacher Dashboard: Empowering visible teaching and learning. We learned about the Hapara Dashboard where the teacher's planning, relevant links and students' work was visible, along with the Highlights and the Workspace where teaching ideas are visible to a wider audience (once the teacher has shared their own Workspace). The planning examples were helpful for setting expectations for teaching older students, in particular. 

A few handy hints for when I set up Hapara were I need a list of classes, teacher emails for each class, subject folders, student emails, and classes students belong to. I log in with school password and class password. Click on the star to put it on my dashboard.

Chrissy Smith, acting principal at Paihia, presented her timetable for older students, that contained links to resources and showed when the teacher was available. She explained that the students choose what learning they will do and when they will do it. They plan their own week's timetable. 

Becks from the Te Ngahere class at Paihia reminded us to check the permissions when sharing work. The multimodal style of her planning provided for well integrated learning and age-appropriate, authentic contexts.

Khismira Lai from Pt. England spoke about her experiences with using Hapara on iPads and creating new projects in her class. We created a new project where we took a photo and inserted text, pages, audio and shapes. We explored the tools of the project and I took a photo to share as I didn't know how to share it from the student's iPad I was using. 

Lisa, DP  from Ohaewai School presented her sabbatical research about Using Learner Devices. She showed how she is building resources from other schools that can be shared with all schools. These looked to be a real timesaver for teachers.  

Class visits
We had the privilege of visiting one class of 46 students, all of whom were using devices. Discussions with the students explained how they navigate their own weekly schedule and store their work in the Hand in sheet.The level of engagement was high.

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

We completed a digital dig, something that all students should do at the beginning of the year. This explored the short cuts required to perform different functions. 

I will be using the Cyber safety curriculum and encouraging the kawa of care once my class Site is set up.

I learnt that  the "ducks need to line up" at the outset of commencing Hapara and the devices need to be well set up before work begins. Installing the Explain Everything app. at the outset assists implementation of this type of learning. Systematic, whole class and well structured introductions to using Hapara need to occur for young students.

The Hand in sheet is a place where each student shares their work with the teacher. I like the  colour coding of work, similar to traffic lights like this at Paihia School.

What did I learn that could be used to increase my confidence, capability and my workflow in my personal life?

Most of what we learned or heard about today will bring a new focus to my teaching.

Planning from home will be enhanced with the Hapara style of planning although hard materials for juniors would still need to be gathered, which means time at school.

I like the idea of building a bank of resources that can be utilised again or modified to use across a number of year levels, for special education or across schools or roles. Anything that reduces the time spent sourcing foundational resources would be helpful. 

Digital Fluency Intensive Reflection-Week 5

Digital Fluency Intensive Reflection -Week 5

Visible Learning

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

Blogging opens up learning!          Sites turbocharge the learning!    

Manaiakalani's evidence shows that utilising digital technologies to create visible learning and teaching has a two-pronged effect; effective teaching and accelerated learning.

Hook learners in to engage with the learning by having the learning visible on a Google site.

Why visible?

• It is about communicating with a real audience and purpose in mind
• It gathers feedback and comment
• It challenges and stimulates thinking
• It engages the learners
• It extends and deepens learning

What is visible?

• planning
• process
• outcomes
• assessment
• teachers' own inquiries

Who is it visible to?

• students
• parents
• senior managers
• teachers at school
• teachers in global community
• students around the world
• the global community

Site content needs to be...

• accessible
• available 
• (in) advance...and...with no surprises

It needs to consider...

• the role of the teacher (highly effective teaching)
• the nature of the assigned tasks (SAMR)
• the nature of the sites accessed (rich multimodal opportunities)
• the degree of student choice and collaboration (options/choices (multimodal) for creation and presentation)        -Rebecca Jensen Woolf Fisher Research AU 2014 report

Students like a head start, to preview the whole unit or week's learning. 

What did I learn that increased my confidence, capability and workflow as a  professional?

Danni Stone presented "Creating a Multi-Modal site".
It was interesting to learn, for the first time, how to use Google Drawings and Google Sites to create a Site for class lessons. I learned how to format the contents of the site. We created our own "Garden with Science"  site  with links to video file, audio file, written activity, sheet, URL to web links (see link below). Students would choose what and when they would learn from the site, thus creating a differentiated, inclusive style of learning. I like the way that "rewindable learning" can be integrated into the site so that students have a point of reference for prior learning. I also liked the way other subjects can be integrated on the same site page.

Handy guidelines for site content include communicating the learning intention, the task and the direction that the class is heading. It is reassuring to hear from others  that it takes time to build resources and planning a site creation gets faster  the more you do it. 

https://sites.google.com/s/1GoFdkrQGLnqZXWOB22gf9GKRJMlaJz3I/p/1ZBf3cFGv3xH_edqQUs8xpwt-vt_sR-KE/edit

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

Everything I learnt today applies to my students. The presentation of planning and learning as a site is really succinct and definitely a step up from units of work typed with links! Learning will be deeper because of the variety of links and content that can be included as well as a range of responses that factor in higher order thinking.

I like the idea of an immersion assembly where students share a performance about their inquiry for the term. A goal setting page on the site is a good idea for students. Linking reading and writing to the inquiry makes sense as it is best practice. It's wise to keep plans fluid and flexible, as often not all content is covered in a week. Add another page to the site for work to be covered.

What did I learn that could increase my confidence, capability and workflow in my personal life? 

I am not sure how sites might apply to my personal life other than reduce the tonnes of paperwork accumulated each year.

Connected Learners Share      A reflection on blogging.

 Simon Scott writes about the impact that students sharing their learning had on his delivery of writing.

Simon uses a 3-step guide for students to write a quality blog. 

He explains that surface features such as punctuation improved greatly and these needed less teaching time. His literacy teaching shifted away from worksheets that focussed on surface features to students reading other people's blogs and commenting or asking them questions about what they wrote. 

What will I trial with my students?

My very young students mostly read at a very basic level so their ability to read other blogs may be limited to start with. I think that blog posts they create could be very visual with images, video links, or slides they have created. In this way they will be able to engage and comment in their own simple way. 

What support would I need from the outreach facilitator?

As I am new to this type of programme I would need on-going assistance to not only set up my site and student blogs but also see exemplars of what other junior teachers have done with ipads. 

Digital Fluency Intensive Reflection- Week 4

Digital Fluency Intensive Reflection- Week 4

I attended the Primary Teacher's Strike Day and therefore missed the bulk of the content that was presented.I read through the agenda and looked at all instructional slides etc. I read others' blog posts about the day and commented on them. These gave me some understanding of the content.

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

I continue to be fascinated with the potential of student blog posts to share their learning. The background learning behind each post is rich as students learn, research, create, organise their information into a presentation and put it together as a shared readable post. The sharing of fellow teachers in the same is also interesting. For both teacher and learner a blog tracks learning that can be shared to a wide, global audience as well as providing quality slide shows etc for a variety of audiences close to home.

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

Google Forms: These can be set up for assessment, surveys, story telling, and quizzes. The type of responses range from multi choice to number scales, from short to paragraph answers. There is much versatility in the class programme. We are only just getting our ipads set up so we will have to wait for that before using these forms. 

I created a simple form, as part of my SENCO role,  that will survey teachers about the role of the teacher-aide in their class, aligning it to the job descriptions. I then asked the principal what she thought of it and she suggested also using a similar form as a self assessment for teacher-aides. The two forms would gather different perspectives.  

I then created a form that would gather student voice from my 6 year olds. There had been bothers over the small amount of sport gear in our class and how we were sharing it. The form would allow them and me to evaluate how things were going in that area and present ideas for organising the gear better. Here is the link.
https://docs.google.com/forms/d/e/1FAIpQLSdyZHomrYL58X1VbU9iKU6_qzqrJ0sQjsPYwrhD-kifEHvVjw/viewform?usp=pp_url

Pick a path stories: I  created a pick a path story outline template. I started using Forms, however I was blocked from continuing as one command was not working for the 'Match the answer to the section'. PS This was found in the lower 3 dots of a section. Thanks Donna Yates!
https://docs.google.com/drawings/d/1TXqZsj5mJggVtRN7WozD6H2QaGxgmQPTTO2W69Bo-P4/edit?usp=sharing

Google Maps: I worked my way through the tutorial about how to layer a map, use the information from a sheet, add markers, change the colour of markers, draw a line to measure distance. I like the way we can embed a link of a map into correspondence. Here is my link to my map I created.

Google Sheets: I have worked with various sheets, collating data across the school in a specific area, sorting and compiling charts from the data and embedding these into reports to the principal and BOT.  I have found these valuable for identifying trends in the data, identifying areas of strength and weakness and forming recommendations accordingly. Student confidentiality is paramount when sharing data and I am reluctant to share some on this post for that reason. My sheets learning has caused me to rethink how I collect SENCO data and through this learning I am designing new Google sheet workbooks that can be charted for my reports to the BOT and principal.

What did I learn that could be used with my learners or workflow in my personal life?

I could use maps to create a local map of where students live, where they went on holiday, how they travel to school, and create a treasure map! Sheets is a useful app. for constructing charts/graphs with even young students as part of statistics learning.  Forms have a wide number of possibilities both at school and in community groups. 

Maths Professional Learning Observation by Ian 15.5.17

Ian (Maths consultant) observed me teaching my Alim "Rising Stars" group along with Donna (Alim teacher and AP). 
Duration: 15 minutes

Ian's feedback is as follows...

General: Fantastic, positive, encouraging 

Things to think about.

1.  Each student needs their own materials
2. When sequencing , place the numeral cards in 4 different ways e.g., 1234 ...4321..vertical up and back
3.  Other activities with cards...

• Show me/hold up number before 13, number after 15
• Draw with finger on table number 17
• Draw on whiteboard number before 14
• Show me using 10's frames, number after 13
• Randomly select 5 numbers and put them in order
• Make links and connect cards, writing number, tens frames, numberline, write with finger on desk, in book etc

Questions:
How much maths can each child do in this time? Pack in as much as possible. The more the better! Quick fire, fast, lots and lots, focused on one objective.

Key point to take away is to follow the scaffolding progression...
With full support......a little support....no support....under pressure/confidence/mastery

Professional Learning in Maths with Ian Stevens Term 3

Professional Learning in Maths with Ian Stevens  Term 3

"To be numerate is to have the ability and inclination to use Maths effectively-at home, at work and in the community" -NZC

Using and developing Maths

1. Understandings of the big picture
2. Task master, to know skills and strategies.
3. Attitudes: Competencies and mindsets

We need to design specific tasks that develop knowledge and attitudes. This model helps us design a flexible, sustainable repertoire of practice.

Professional questions to ask myself:
Is the Maths activity memory based or explaining based?
What is my students' diet of Maths?
What do I need to do more of or less of from the following cycle?

Think and think deeper: How much do we get kids to think deeply?  Boaler=Mindsets
Stages:

1. Existing knowledge
2. I see it, I get it
3. I can describe and show it to others
4. Shortcuts used

The "not yet" state indicates I need more

• time
• information
• guidance

Problem solving activities must have an element of figuring out what to do then is supported with practice exercises. We need to hear other people explain their figuring out. Students need to figure out how to figure it out.

Next steps for me as teacher:

1. Fully develop group teaching so that all students have the opportunity to explain their thinking.
2. Develop problem solving and other Maths activities that require a level of thinking deeper.

Number 3 The Digest: How school and teachers can use data to inform teaching in ways that lead to improvements in student achievement-ACER

Number 3 The Digest: How school and teachers can use data to inform teaching in ways that lead to improvements in student achievement-ACER

Key points that I take from this article are...

• A characteristic of good data is its potential to help teachers make good decisions about children's learning. Data tell a story... The two questions uppermost in a teacher's mind should be: What does it all mean and; how can we use it to improve children's achievements?
• Teachers need to be explicit about how they are going to teach differently to improve achievement.
• Teachers need to look closely to see if their teaching matches the needs of the students in THIS year's class.
• To go back to identifying the "hot spots" in subject data e.g., Numeracy hotspots for Place Value
• At pupil level effective assessment...informs individual targets, highlights weaknesses for individuals and groups, provides evidence that supports decisions and focus resources and teaching and informs setting and grouping of students.
• 
  

Professional Learning with Professor Bridie Raban: Neuroscience & Education: Directions that could lead us astray. T3'17

Professional Learning with Professor Bridie Raban: 
Neuroscience & Education: Directions that could lead us astray.       Term 3 2017
At Copthorne, Waitangi     From her article of the same title.

Ten key things about the brain:

1.  More information doesn't mean more learning. Connections need to be made. Too much prompting is confusing. Demonstrations are needed. Eliminate all unnecessary talk.
2. The brain is a highly dynamic organism. Encourage it to move from slow to fast processing.
3. Emotion influences the ability to learn. Text: How children Succeed". Emotions are the organisers of information. If children experience failure, children will wait for the teacher to tell them the answer.
4. Mistakes are an essential part of learning. Allow for multiple tries. Concentrate on HOW to do it effectively. Don't focus on mistakes. "You do it like this".
5. The brain needs novelty: This generates dopomine, the feel good hormone. We must have challenge and positive experiences in literacy. Use a variety of materials and modes.
6. There are no learning styles: We need a variety of learning opportunities. More senses need to be involved.
7. Use it or lose it principle: Information not used is lost. Life long learning is important.
8. Learning is social: Peer collaboration and genuine conversations ties to activities are needed. Emotional interactedness leads to great learning.
9. Learning is best when innate abilities are capitalised on. Detection of patterns and meaningful contexts are needed.
10. Learning changes the structure of the brain. Independence thrives. Learning is not just cognitive.

Next steps for me as teacher:

1. Factor into lessons, the realisation that emotion influences learning. Pleasant yet stimulating learning opportunities will ensure that information is stored well and can be retrieved well.
2. Novelty: Go all out to offer a variety of materials and modes to add the novelty factor. Youtube tutorials have provided a different "novelty" factor to the teaching and learning of Maths etc.

Text: Why I prefer pre-teaching to remediation for struggling students.

Why do I prefer pre-teaching to remediation for struggling students.
By Kustin Minkel                 Education Week Teacher-Published Online: May 18, 2015

Key points taken from text:

• Quote: The true antidote to failure is success. Once these students learn to read and do math, they can take a breath and begin to enjoy it.
• Remediation means to do more of the same with these students, going over the early skills that they seemed to have missed the first time around. They are disadvantaged by the system of penalising students by making them do extra homework, attending after school sessions, doing holiday work etc.
• Pre-teaching is a more effective and fun way of helping students catch up.
• By front loading new learning, ahead of the class learning,  the teacher makes the child an expert.
• Front loading new learning helps the teacher de-bug potential obstacles to whole class learning
• teach it, see who doesn't get it, then help those kids in a small group or one-on-one-has its place.
• Pre-teaching changes the child's view of him/herself.

What can I do differently in my teaching practice?

1. Watch for those who struggle and quickly workshop with them to clarify the learning before the next lesson.
2. Pre-empt obstacles to learning, get with the small group of strugglers and pre-teach the upcoming learning.
3. Create an ethos of putting the struggling students in a position of knowledge and teacher. Build their self-esteem through success.

Clarity: What does it look like? T3 '17

Clarity: What does it look like?     Being clear about what is to be learnt.
Staff mini-enquiry for Term 3

Resources : Evaluation Associates website for rubrics of clarity in teaching and learning. Also teacher capability matrices
TKI

How do we know they are learning?
Children need to say where they are in the progressions.
Narrow the progressions down to a relevant (single) skill/strategy etc across a number of levels.
This will enable them to identify their next learning step and reflect on what they have achieved.
Their learning will be embedded in the progressions. Self and peer assessment focuses on a small number of learning steps and is relevant to success criteria and progressions.

"Self assessment is when a student looks at their own work and recognises the quality of what they have done. This enables them to also see what they haven't done and therefore to adjust their work so that it does meet the standard of the quality required. It can happen at any stage of the process". Evaluation Associates

Next learning steps for me as teacher:

1. Take what Iwill be teaching for the week and make progressions for it in the modelling books or on sheets of paper on the classroom wall.
2. Explore TKI for self assessments."Assessment on line" for ideas, powerpoint etc
3. Develop specific self-assessments using a variety of modes.
4. Introduce kiddie-speak rubrics to identify writing learning and goals.
5. Identify where I am on the clarity rubric prior to observations. 
6. Set my own goal from the rubric.

Digital Fluency Week 3 Reflection

8.8.18  Reflecting on Week 3 of the Digital Fluency Intensive

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

Dorothy Burt spoke about the concept of 'create'.

Key points for me to take away...

We need to engage students, i.e., hook them in to learning and creating. Everyone benefits from creating.
Forming original ideas through creativity and exploration.
Creativity empowers learners.

Teacher creativity 

Create learning opportunities based on the internal and external lives of the children. 
Tactile unpacking of creativity. We want school to be wonderful. 
Kids should want to be at school. 
"The heart of the matter"-documentary on Maori TV. It is not about play and exploring vs digital. It is about exploring the learning.

Create is a doing word and it involves the whole body. What does that look like? The graphic that emerged from the collaborative document symbolises the pedagogy of ...
1. Creativity empowers learning
2. Digital Technologies empowers creativity.

We can't go from planning to the kids brain. There must be a physical involvement to explore the learning.
Motivate students to engage with the curriculum. Manaiakalani intentionally uses  modern technologies to enable and capture creativity. 
Students are creators of content not merely consumers.
The 'Deep Thinking Competencies' are an avenue for expression.
Sisomo...sight, sound and motion are components for creativity.

Good quote:
"Creativity focuses on the process of forming original ideas though exploration and creativity" -Kohl 2008

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

Google Slides
The learning about Google slides affirmed what I knew already but the opportunity to create a slide show was welcome practice. This was very relevant for me. The message here was to keep each slide simple with few but carefully selected words and a simple image. Handy Hints included the following...
Themes should be relevant and headings the same. Could use slides for lessons that detail the date, the WALT and the exemplar, possibly a picture of the journal/text. Great idea. If we search an image with gif, we will get animated images. If we search with PNG we have transparent background.

YouTube

Dorothy spoke about creating on Youtube, as a teacher. Embed the YouTube link on the class site and the children will watch it there. Videos must go to Google Drive and set permissions on the folder (visible to anyone with link). Students can go onto youtube for some competitions but that needs monitoring. The school must take down any images that any person finds objectionable.

We set up our own YouTube channel and created play lists. This was very helpful for storing my many videos for different subjects and for linking with my students later.

Google Drawing

We made a practice page with animation and an " About Me" button. I was not sure what the purpose of the button was but it is inserted at the bottom of this post. 

Screencastify

This will help me capture instructions for doing the many new things from this course (Rewindable learning).

This the link for the Screencastify recording of Kerry explaining how to embed a video or image into my blog...
https://drive.google.com/file/d/1NwNqariFaElWbqrc6Uw21iLAvp4ZysUr/view?usp=sharing

What did I learn that could be used with my learners , capability or workflow in my personal life?

Google Drawing: Examples for use- Geometrical shapes used to draw a robot.

Google Slides: Could be used for shared lessons; Maths problems, writing exemplars and WALTs, animations, school TV notices, game of jeopardy etc




YouTube Play lists: Used to create play lists for different subjects e.g., dance, music aspects, maths tutorials

"Story path" online learning spaces for parents at ECE level. Learning stories of experiences and learning/creating. 

Screencastify: A very handy way of recording peer or teacher instructions for revisiting later and consolidating new learning..

Esther's DFI Week 2 reflection

Reflection Questions for Week 2

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

Dorothy explained the  place of “Learn” in Manaiakalani. Her video is contained in the agenda for the day. It is future focussed and is about increasing teacher effectiveness and accelerating learning outcomes in a digital environment.

Recognise: Teacher and student competence in learning

Turbocharge: The digital component-create

Amplify: The share feature

Schools need to have their own definition of “Learning” on their landing page or school site.

Higher Order thinking is to the fore e.g., Blooms Taxonomy

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

Confidence and Capability:

The course was helpful in the following ways....

Workflow:

Bookmarks- We looked at how to use bookmarks and organise bookmark folders that contain resources and links.

Calendars- We used settings on Google calendar to make appointments and send invitations to others. I will set up a Senco calendar for scheduling key tasks and invite people to IEP meetings etc. I might share this with the specialist teacher too.

I will sync calendars to my phone. I was able to send a hangout invitation using the calendar, which was a first.

Hangouts: This was definitely a steep learning curve for me today. It was my first time using quicktime. Etiquette for hangout needs to be understood by all before starting. Having different roles for the creation of this movie was interesting. I could see that this could be an effective means of sharing/collaborating once my capability is improved.

Small group hangout video

• What did I learn that could be used with my learners , capability or workflow in my personal life?

The hangouts potentially have real benefits for me as Senco, to share and collaborate for the benefit of students with additional needs (SWANs). They could be used for IEPs if parties could not meet although it could disadvantage parents who couldn't attend. Groups of students across the school could collaborate about a topic, perhaps as experts or expert to novices, or about a shared responsibility such as the PB4L group.

Esther: Digital Fluency Intensive Week 1

Digital Fluency Intensive WEEK 1

Content/App.	Task	What I Learned
	Google Keep Installed on phone and laptop. Explored possibilities	Pinning, Sharing, Collaborate button. Recordings into google doc or email. Photo of a page, use photo, grab image on text, it types from photo. Photo album, include on blog. Keep handy links/URLs in keep to use later. Create a comment and a link about surface features to insert in student work.
	Profile adjusted All email accounts entered Photo entered. Task bar set up.
	Teach documents to students. Set up student folders that are shared with teachers. Group stories Create a chain doc. By sharing a common template with specific people and someone else contributes to it Control shift V= remove format. Docs as a tool for creating visual media.	Highlight text, Command C, format it first before pasting as paste without formatting. Copied docs= put your initial before the title. Do not underline anything. Highlight title and “Normal Text” for heading 1, subheadings= Heading 2. Put cursor before first title, go to insert, table of contents. Your headings create URLs Command F for searching keyword e.g., digital Incorporate the chain activity into class programme- narratives, facts….
	Clean up your drive by making year folders Disclosure arrows, Folders to be shared	Transparency for all planning by sharing folders
	Adjusted my blog to make Teaching as Inquiry as a visible page The correct template has been set up	Use tables to manage my images. Infographics: use png images to colour the background (Table properties) Only access images via Explore Tool We made an infographic We did the scavenger hunt to try out the various Explore features
Skill checklist	Using the “explore tool”	Try out: Voice type, Add ons, Script editor, citation tools.
The 4 Goals of DFI	Our teachers are supported to acquire fluency using the basic tools our young people use for learning Our teachers are supported to acquire fluency using the basic tools required for effective teaching, planning, assessment and professional learning Our teachers are supported to understand how digital technologies used effectively can have a significant impact on accelerating achievement outcomes Our teachers are supported to understand how the Manaiakalani pedagogy and kaupapa has been co-constructed over more than a decade to maximise the impact of effective teaching and learning in a digital learning environment.
To do Next:	Try out some of the above app.s.