DFI Session 6

 Following on from last week we continued to look at class sites. 

Our class site is multimodal through a range of curriculum areas and experiences. We have personalised the learning to suit all modes. Our learning slides display the main areas for people to access within 2 links. Something we have been working on is adding recordings and videos to our slides or reading texts for students that prefer that mode over the reading. This helps our students who may find texts challenging as well. 

Reflecting on feedback from members of the course they loved the visuals and photographs. In particular photographs in the teacher description. In terms of using the site, students have said it easy to use because the main things they need to access are on the home page. For whanau we have created videos on how to connect to our Dojo which was our main portal for messaging parents during lockdown.

Today, upon reflection and feedback from the members of the course my goal was to make our team site easier to navigate. In response to this one of the students created a video navigating our class site to share with people that visit our site.

Visual Appeal Visuals and photographs Staff profiles with photos Creative backgrounds Buttons for subject areas

User appeal 2-3 clicks to access what you need The most relevant learning is at the top and the most accessible Most of the learning is accessible from the home page Videos are there showing students how to navigate the site Videos for families showing them how to connect to Dojo

https://sites.google.com/wesleyprimary.school.nz/keateam2021/home 

DFI Session 5

 

Class Site Multimodal:

‘An inclusive, differentiated approach to teaching in a digital learning environment’

Today we started off by having a look at a range of sites. It was great to see the multimodal areas were all easy to access and accessible in one place. Great examples of team sites, with multiple teachers teaching in one space which is a journey we have started this year. I reflected on our class site and what we could add. 

Our class site is multimodal through a range of curriculum areas and experiences. We have personalised the learning to suit all modes. Our learning slides display the main areas for people to access within 2 links. Something we have been working on is adding recordings and videos to our slides or reading texts for students that prefer that mode over the reading. This helps our students who may find texts challenging as well. 

https://sites.google.com/wesleyprimary.school.nz/keateam2021/home 

Multimodal texts:

My inquiry is around T-shaped literacy and it’s links within writing. I have had a go at creating a site that could fit this purpose using my learning from today (headings, contents, sub-pages). Here is the draft. 

I will continue to work on my inquiry and using sites as a tool to enhance multimodal texts for students in the team.

DFI Session 4

 

Today was a great session, lot to take in and learn. Here are some of the takeaways:

Ideas for using google forms:

• Collating information about students distance learning experiences

• Writing asttle rubric - attitudes

• Collating student, staff, whanau feedback

• 
  

Ideas for using google maps:

• Pepeha

• School trip recount

• Cross Country run

• Countries we come from

• Highlight interesting places in your community

• Exploring expeditions

• Memories

Barrier: No home addresses - not cybersmart

Google Sheets

Google sheets was a learning curve today. Although, I have used SUM, COUNTALL etc.

I was in the learning pit when it came to conditional formatting. I also learned how to create

dropdown boxes within the conditional formatting. This could come in handy when looking at

data, for example colour coding OTJs. I will be working on this for our new school wide house

points system. As seen below you can also create charts. I created a graph based on our team

blog posts over the last year and a bit. 

DFI Session 3

 

Multi-Media Deep Dive

Something we have recently introduced in our senior team this year is the 'Kea News'.

Students create their own Kea News about the week. This is run by students who are developing their skills and providing the content. This is shared out across the school and on our blog for anyone to view. We share in a different context that brings the school together and celebrates the successes from the week. 

Something we are going to develop with this is the use of green screens. We luckily have a green wall in our room, you don't need the flash gear! I-movie is a great iPad app easy for children to use that makes it easy to green screen.

If you do something similar at your school, reach out and we can connect our students.

If you would like to stay updated check out the Kea News weekly at: https://keawesley2021.blogspot.com/

Here are two examples:

 

A takeaway from the DFI session this week is using slides to create in different ways. Not just your standard slide show or presentation. Students and/or teachers can create pick-a-path stories and quizzes. A great task/tool to get reluctant writers engaged through creating a game. Like the one below:

DFI Session 2

 

Today we discussed the exterior Manaiakalani provide but how the interior comes from your school.

Looking at the RATE example, I identified the Local

Contexts of our school.

Through recognising and amplifying we can aim to

turbocharge the learning and grow our effective

practice (turbocharge - doing things we couldn't without digital technology - coding, 3D printing etc.)

Currently we are in Alert Level 3 in Auckland.

We have been create turbocharging opportunities

for our students to learn through google meets and

digital bubbles within our teams. Learning is visible

and accessible on our class sites. The learning is

also ubiquitous, available 24/7.

Through google meets we can trial using the new

whiteboard feature which allows students to work collaboratively on a jam board from home. We can record the session to make it rewindable for students who missed the session. Some of them cannot make the meets due to sharing devices therefore through recording our meet and putting it on our class dojo, we have turbocharged our effective practice so that it is rewindable for students that missed it.

Dr. Ruben Puentedura

Turbocharging is happening at the modification and

redefinition level.

Effective practice is effective practice regardless, we

need to recognise whether it is and how it can carry

over into the digital world and environment.

We can transform the way our learners learn to

provide new experiences and opportunities.

Here is a great example of a task a student did

during their time at home:

The effective practice comes from the hands-on experience but is amplified through sharing through the blog and the responses that student recieved.

DFI Day One Reflection

 

The Manaiakalani learn create share pedagogy is embedded into our school pedagogy. It is crazy to think I have been a part of it as a classroom teacher for the past 5-6 years and STILL there is so much to learn!

Above are various takeaway tools from the session that I found useful.

The Explore Tool to locate images that are safe for students to use. Voice typing to help learners in literacy to get their ideas across. A refresher on the uses of Google Docs as I have been an avid user of Google Drawings! The usefulness of creating a table of contents within the classroom for students and out of the classroom. For example, I created one in our team meeting minutes to make information easier to locate. 

Last but not least, reminding me that I do have a professional blog and it would be great to use it more frequently!

Google Groups

The biggest takeaway from the session was Google Groups. 

The ability to use Google Groups to foster collaboration between my team. Teachers to teachers and students to teachers. 

This year we have 70 students and 3 teachers. We are a fully 1:1 device class (Chromebooks). When breaking off into workshops students usually would like to share work with all 3 of their teachers. It is a lot less time consuming for the students to type the kea-teachers email than it is each of our individual emails.

Likewise, for teachers it is easier to share to kea-teachers rather than typing individual emails. It also means teachers can easily find and access the information they are looking for rather than going through all of their emails. 

For my role this year being new to the Ako Hiko leaders group, it makes it easy for me to search things that others may have brought up in the previous year. 

Overall, google groups will help myself to learn more, access the information I need and help with workflow.

Postgrad notes

What 60 schools can tell us about teaching 21st century skills :
https://app.themindlab.com/media/42858/view - Schools are becoming creative spaces, students thinking, designing, prototype and building.
 - Critical thinking and problem solving
- What do we do in the classroom to teach these things?
- Our students should be finding problems instead of solving problems.
- Asking questions more than giving answers.
- We should be thinking about systems instead of being departmentalized into subjects.
 - Teaching into the unknown, self evolving learners
 - We don't know that those are the skills they need in the future so we need to be teaching them to be evolving so they can solve challenges that pop up in the future and in order to do that we need to become self evolving organisations and embrace constant change … if we teach today as we did yesterday, we rob our children of tomorrow… John Dewey (though there is no evidence to suggest he actually said that)


TPACK


SAMR

The SAMR Model was created by Dr. Ruben Puentedura

Flipgrid redefinition	Substitution - direct substitute with no functional change	Augmentation - direct substitute with functional improvement	Modification - allows for significant task redesign	Redefintion - Allows for creation of new tasks
Problem Solving	Writing out answers on google drawing	Recording answers and sharing with other class members	Create a padlet with answers to collaborate with class	FLIPGRID to explain thinking and share with class mates/collaborate and comment back on each others

Blended learning styles reading pros and cons of each: https://www.christenseninstitute.org/blended-learning-definitions-and-models/

FLIPPED LEARNING IS SOMETHING THAT COMES BEFORE LEARNING - different to rewindable learning.

To try in class
Tinkercad
Piktochart
Coggle.it
Wordcloud
Trello


PLE/PLN

Follower:

Innovation Diffusion Life cycle Reflection on being the follower and the leader:

Leadership is a movement.
Be easy to follow and create innovations that are easy to implement
Don't be afraid to be the first follower, the first follower promotes the movement.
Nurture them as there is no movement without the first follower.

Robinson 2009 identifies characteristics. Most fall under the early majority that want simple, proven ways of doing what they already do and don't have time to do things that might not potentially work - For these characteristics a leader needs to show that there is a benefit and point to doing this. As a follower I fall under this with a bit of early adopter and as a leader I am aware of this. If they are an early adopter as a leader I would need to provide face to face support, promote them as leaders/experts and maintain relationships with regular feedback.

Agile - You need to be adaptable and flexible. Move quickly and easily - doing things in cycle to improve - a constant movement of change.

Lean - Do it in the time frame, to the point, short sprints and bursts of activity. Eg. stand up meeting - people stand up and are timed for 1 minute - only time they have to talk so they have to get their points across - May not work in moderation meetings - creates urgency.

Kan Ban - Push and pull / Student agency - do what you need to do at a time that suits you - Continuous flow, visual, focus on improvement - clear direction. - things you do in your own time when you are ready. Student agency is created as students can move at their own pace. Eliminate anything that isn’t adding value and only work on what we need to be doing at that moment in time."Along those lines, Lean says to respect that the people doing the work are the ones that best know how to do it. Give them what they need to be effective and then trust them to do it. " https://hackerchick.com/agile-vs-lean-yeah-yeah-whats-the-difference/

Servant leadership - Good blog post http://info.innovatorsineducation.org/blog/servant-leadership-in-schools  
Students going to share inquiry/learning in another class and the others enriched by what they shared.
- Get away from the mind set of our own egos e.g. not self promoting, we are wanting to promote others and give them the skills to promote others as well e.g. when people first started teacher they might of been more reluctant to share resources where as now everyone is sharing and open.
- Kind of the idea of doing it for the common good.
- Some might ignore the servant aspect and do it as a sake of check/tick boxing

Will a robot take your job in the future? https://www.bbc.com/news/technology-34066941


Quizlet.live - chn version
quizlet.com - adult version

Mindlab collaborative tasks

Digital Learning 2017 - Class blog and site

Room 6's Blog 2017

Room 6's Class Site 2017

Maori Student Profiles 2017 - Raising Maori Achievement

Links to 2017 Student Maori Profiles including iwi, strength, whanau information, languages spoken, attitude towards learning, learning map and interests.

TK Maori Profile 2017
MT Maori Profile 2017
MH Maori Profile 2017
LC Maori Profile 2017
K Maori Profile 2017

Raising Acceleration in Reading (ALL)

TOPs

TOPS observations and feedback
Part of TOPs in 2016 - Raising achievement in reading.

Incredible Years (IY) 2015

Incredible Years Presentation

Presentation 2016. IY course 2015.