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.

Manaiakalani Tool Box PLD 31.5.18

Manaiakalani Tool Box 31.5.18

Today we are working with the Blogging Tool Kit Slides that were downloaded.  We added a second page to our personal Blogger and inserted an image.

PLD attended: Dr Tony Attwood; Understanding Autism Spectrum Disorders

PLD attended: Dr Tony Attwood; Understanding Autism Spectrum Disorders

March 2018
What?
A comprehensive PLD day at Holiday Inn Auckland.

Notes were recorded on the power point.
Key points for me to take away are...be aware of the following

• App guide for Aspergers is www.learningappguide.com.au  
• Allow long processing time following requests or questions
• If they wait they forget
• Talent and interest in patterns and sequences
• Don't learn from their mistakes-repeated mistakes
• Can't recalibrate to new activity until he has finished one activity
• Teach giving and receiving compliments
• Need to calm down before accessing strategies-calming down is being "smart"
• Will misinterpret anger when it is not
• Make incorrect assumptions
• Need tick lists
• Know the heart not just the behaviour. Not just obedience.
• Good at metaphor but not idioms
• Mannerisms have a message-Youtube:  Found in translation-Tony Attwood
• De-escalate by giving him something he is good at
• Red or amber zone- go for a run-big movements
• 6th sense of negativity-will seek solitude because of negative emotions of others. Oasis of solitude.
• He observes, analyses then imitates
• manage big social times in 20 minutes blocks 
• Sensory perceptual issues in autism and aspergers syndrome- Olga Bogdashina
• www.irlen.com
• Movie "Inside out" a favourite
• No spontaniety
• Anxiety drives the opposition, need rituals and routines to cope...can become obsessive
• Special interests help them cope with anxiety
• Calmly think about what you need to do.
• use fit bits-"make the numbers fall"- calm. "Do you want to be alone?"
• Therapeutic massage, meditation, choose a scene from Harry Potter that best describes your sadness
• KEYs to anxiety: solitude, special interest, parents
• Love to collect and catalogue
• STIMs-repetitive Motor movements- a means of communication, reduces anxiety, blocking overload, soothing and very pleasurable
• Depression is a reaction to pain

Reading: Where to now with assessment, post National Standards?

Where to now with assessment, post National Standards?
By Adrienne Carlisle, Garry Taylor, Allan Powell- Feb 8, 2018

What now?
Don't throw the baby out with the bath water.
1. Keep some key principles in mind...
Effective assessment-

• benefits and involves students and helps them learn better
• helps teachers teach better
• helps leaders lead better
• helps whanau and parents support their child's learning
• measures things that are important
• is valid and fair

2. Think about who needs that assessment information and for what purposes.

• Students need to know what they are learning and why
• Teachers need to know achievement levels and progress; plan for it
• Parents need to now how their student is doing
• BOT and SMT-resourcing, set targets and support teachers to make improvements
• Kahui ako- COL- support their community
• MOE-resourcing

3. Think about the different levels of achievement within the classroom

4. Think about what tools are worth keeping and why, such as moderation, pact, literacy learning progressions, learning progression framework, use e-asTTle and PAT for formative assessment.

It is a golden opportunity to rethink, rejuvenate and improve our assessments.

And from me...

I agree that we need to think about the what and why but also the "How often" with assessments. We are currently over testing at the expense of quality teaching and learning, and we are over complicating the identification of at-risk/target students. We are still talking about anniversaries rather than goals for end of each year. We are still not clear about how school data should be reported and who does the analyses. 

Room for rethinking these aspects this year.

How we should group students in primary maths lessons? Ipu Kereru

How we should group students in primary maths lessons? Ipu Kereru
What now?
A Blog of the NZ association for Research in Education
How could mixed ability groups work best in my classroom?

• Make class warm-ups more collaborative through the use of choral counts, quick images, and strings see  https://tedd.org/mathematics/ as well as solving word problems . This will strengthen risk-taking, creativity and collaborative word problem solving. Arguing, modelling and generalising are key socially mediated strategies.
• Provide equity for all students (although, personally,  I feel that more able students would tire of mixed ability groupings, therefore equity appears to be more for the lower ability students)
• Better to use mixed ability groups for extra strands as these are more suitable for socially mediated learning.
• Lower achievers benefit from the mentoring of more able students
• GATE students learn faster so their needs are better served within an ability group, in my opinion, this also is research informed.

Guidance for NZ schools on behaviour management to minimise physical restraints

Guidance for NZ schools on behaviour management to minimise physical restraints; MoE
What?
The MoE document outlines the seriousness of restraint.  It should only be used in emergency situations, however, staff need to use their professional judgement in these situations. If the behaviour is a danger to themselves or others restraint should be used. Seclusion is no longer to be used in schools. 
Use minimum force only and use only for the time needed.

So what?

• Avoid restraint if there is no danger imminent
• Fill in a restraint form the same day
• Debriefing needs to occur within 2 days of the incident.
• Create an Individual Behaviour plan for at-risk students
• The approach is"I am here to help"
• Principal involves the family

Standards for the Teaching Profession 2018

Matrix aligning Standards for the Teaching Profession with the Practising Teacher Criteria
Standards for the Teaching Profession (Our Standards)	Practising Teacher Criteria (PTC)
Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.	Demonstrate commitment to bicultural partnership in Aotearoa New Zealand Work effectively within the bicultural context of Aotearoa New Zealand
Professional learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.	Use critical inquiry and problem solving effectively in their professional practice Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga. Demonstrate commitment to ongoing professional learning and development of personal professional practice Show leadership that contributes to effective teaching and learning Analyse and appropriately use assessment information which has been gathered formally and informally
Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.	Demonstrate commitment to bicultural partnership in Aotearoa New Zealand Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga Demonstrate commitment to promoting the well-being of all ākonga Demonstrate in practice their knowledge and understanding of how ākonga learn Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.	Demonstrate commitment to promoting the well-being of all ākonga Promote a collaborative inclusive and supportive learning environment Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.	Conceptualise, plan and implement an appropriate learning programme Demonstrate in practice their knowledge and understanding of how ākonga learn Work effectively within the bicultural context of Aotearoa New Zealand Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga Analyse and appropriately use assessment information which has been gathered formally and informally Use critical inquiry and problem solving effectively in their professional practice
Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.	Conceptualise, plan and implement an appropriate learning programme Demonstrate in practice their knowledge and understanding of how ākonga learn Analyse and appropriately use assessment information which has been gathered formally and informally Demonstrate commitment to ongoing professional learning and development of personal professional practice Use critical inquiry and problem solving effectively in their professional practice http://www.tetaurawhiri.govt.nz/maori-language/tikanga-maori/mihimihi-en-nz/