DFI - Day 8

Kia Ora,

Today was Day 8 of DFI 2022. Our focus for today was on Creating with Code and Computational Thinking. 

Akohia/Learn:

For the reflection I shared that my professional workflow for students has continued to improve, and there has been visible and measurable learning in literacy and numeracy for most of my ākonga. 

Next, we heard about the importance of our ākonga being empowered. The fourth 'pou of the whare', its value is of equal importance to the Manaiakalani pedagogy. Most importantly, the idea was shared that students must be empowered through the education they receive at school, and by using digital platforms this aspiration is well supported. Attending DFI has enabled me to attempt to satisfactorily meet my students' learning needs through providing effective digital techniques and tools to them. The effect of this has been that my students are able to pursue learning that is of interest to them which is empowering. 

Then, we learned how to make code in Micro:bit. Below is my example:

After that, we received an introduction into coding and computational thinking. For me these tools and programs are alternate ways to have learning experiences that provide empowerment for students. I know that for several of my students, applications such as Minecraft and Scratch will be highly engaging as learning experiences and tools.

Then, we had surprise presentation by a group of Year 6 Point England students. They introduced themselves and spoke about their empowered learning through the 'Learn, Create, Share' model. This was useful in showing me the great potential outcomes I can achieve with my younger students in Year 3. The students' presentation clearly reflected the 'pou' of empowerment in the Manaiakalani pedagogy.

Hanga/Create:

Later, we made meaning of the coding content covered earlier. This opportunity allowed us to create with code. I chose to join the Scratch group, as Scratch was covered in the content, and having knowledge of my students' interests, knowledge and skills, I knew they will likely heavily engage with Scratch-led learning. 

On reflection, I wasn't good at using Scratch at all, so I will most likely ask my student to be the experts at teaching this in class.

Here is a screenshot of my example:

Tohatoha/Share:

Lastly, we 'Shared' our learning. We focussed on embedding and rewinding the content we had created through our blogs.

And, by reflecting upon this blog, I have answered a couple of questions.

What have I learned that has helped increase my understanding of the Manaiakalani kaupapa and pedagogy?

I have learned that using digital devices and support tools are important for empowering student learning as we saw with the Point England student presentation.

What have I learned that can be used with my learners?

I have tried to learn the functions of the Scratch application and to provide this as an authentic learning experience for my students. 

Mā te wā

 

DFI - Day 7

Kia Ora,

Today was Day 7 of DFI. Our focus was on Devices and the idea of 'Ubiquitous' learning.

Akohia/Learn:

First, we learned about the idea of ubiquitous learning, which is learning that can take place anytime, anywhere. This means that the barrier of time spent trying to learn is removed through using devices. Children are empowered to spend time learning around their lives and particular priorities be it, sport, family, or work. 

Next we looked at the Manaiakalani 1:1 Journey which focussed on devices. The motto for this was 'Partnership, Participation, Protection'.

Then, did a DigitalDig. We used a Chromebook to explore the functionality of the devices to give us an authentic experience. I learned how to take a screenshot, use the Find Bar, navigate tabs, among several other neat features and functions. Most importantly, this provided myself and others the opportunity to develop useful insights into learning as students. 

Hanga/Create:

In the afternoon we unpacked 'Creating for Learner Devices'. I decided to create using Explain Everything. I made a Poster that provided instructions for adding a picture into an EE project. 

Tohatoha/Share:

Lastly, we 'Shared' our learning. We focussed on embedding and rewinding the content we had created through our blogs.

And, by reflecting upon this blog, I have answered a couple of questions.

What have I learned that has helped increase my understanding of the Manaiakalani kaupapa and pedagogy?

I have learned how devices help students remove barriers to their learning so that they can learn anytime, anywhere. This is one critical way that can help every student to reach their potential.

What have I learned that can be used with my learners?

I have learned how to better use the Chromebook features and tools. Now that I have used a student's Chromebook I have a better understanding of their experience on the device. 

Mā te wā.

DFI - Day 6

Kia Ora,

Akohia/Learn:

Today was Day 6 of DFI for me since I missed Day 5 due to being ill. Our focus was about being 'Connected' and collaborating on developing our teaching site.

For our reflection I shared that the digital workflow I have created for my students is working; students are able to fetch their work from the site, complete it and blog it independently. 

First, we learned about the importance of the idea of Rangitāmiro, or of being 'Connected'. I took from this the point that being connected in a powerful network helps amplify effective teaching which leads to accelerated shift in student learning. To support this, it is important to provide opportunities to connect into a network in order to access shared resources, knowledge and skills.

Then, we looked at Leading Learning using Google Sites. This was all about maximising the potential of visible teaching and learning. I have continually adapted my site to provide students with easy access to their learning. Everything is three clicks away from the Home Page.

After, we looked at a selection of Class Sites and provided general feedback.

I shared my site with a few of my colleagues. Here is what it looks like.

Hanga/Create:

This part of the day was dedicated to updating my class site. I decided to create a Google Slide deck that supported my students' learning for their weekly library book. I embedded the slide deck into my reading page and reformatted the page to accomodate adding it in. I will now take a lesson modelling this task, before my students take on the task independently during literacy.

 

Tohatoha/Share:

Lastly, we 'Shared' our learning. We focussed on embedding and rewinding the content we had created through our blogs.

And, by reflecting upon this blog, I have answered a couple of questions.

What have I learned that has helped increase my understanding of the Manaiakalani kaupapa and pedagogy?

I have learned how it is important to be connected as part of a network. Our students are highly connected in person and in digital worlds, too. 

What have I learned that can be used with my learners?

I have kept updating my class site to further improve the user experience and usability of the site. Ultimately, they benefit greatly when I use the latest updates and functions when formatting my site.

Mā te wā.

DFI Day 5

Kia ora,

This is my blog post reflection for DFI Day 5 2022 that was held on Friday 3rd June.

Akohia/Learn:

Visible Kaupapa is the idea of making teaching and learning easily seen by all. It is largely driven by the processes of planning and assessment which continually spur each other on in a cycle. This kaupapa intends to make learning available and accessible. In the digital world that our ākonga live in, digital is their default, so we as teachers should see no reason not to provide learning that can be accessed on an iPad or Chromebook. 

The second idea for me to consider and engage with is 'Multi-Modal' learning. Multimodal learning suggests that when a number of our senses – visual, auditory, kinaesthetic – are being engaged during learning, we understand and remember more. This is helpful in that our learners can be more engaged, there may be the opportunity to provide them with a personalised learning experience, and that this may in turn, result in accelerated shift. In my class, I can provide multiple learning texts and experiences that focus on a single narrow subject such as whales and if this encourages behavioural engagement from students, it may lead to more cognitive engagement. In other words, more visible learning. 

Here is an example if what the difference between traditional and Multi-Modal learning looks likes:

For a specific example, I looked at T shaped literacy was combined with Multi-Modal learning at Paihia School, in the Far North. The gist of their project was to have a narrow focus to dig deeper into the question of how writers use language techniques to create powerful imagery in the mind of their readers. Following the principles of T-shaped literacy, students read multiple physical and digital texts, responded to multiple texts through reading comprehension, creating pieces of writing and short animated films. Assessment was taken before and after for results to be analysed for any accelerated shift. It appears to me that because students had a range of multi-modal texts and learning experiences to draw upon, they were perhaps more engaged, and this may be a factor in the learning responses they produced and any accelerated shift seen from their assessment data.

Hanga/Create:

I have seen my colleagues blogs about Multi Modal learning as well as the examples in the agenda and now have several interesting ideas for how I might approach 'Design for Learning' in the future.

Tohatoha/Share:

Lastly, this is now an opportunity to reflect upon this blog, and I have answered a couple of questions.

What have I learned that has helped increase my understanding of the Manaiakalani kaupapa and pedagogy?

I have learned that Multi Modal learning is a great way to fully engage the human senses that promotes further behavioural and cognitive learning. Multi Modal learning approaches such as using text, video, and audio sources of learning provides more scope and range for a wider range of students to allow for a chance to have a personalised learning experience.

What have I learned that can be used with my learners?

I have learned that I can use more than the traditional pencil and paper approach to teaching and learning, and that I need to look for my student's strengths and interests when designing lessons and learning experiences for them so that they are as engaged as possible.

Mā te wā

DFI - Day 4

 Kia Ora,

This was Day 4 of DFI Cohort 1 2022. We focussed on the pedagogy of 'Share' and Dealing with Data.

Akohia/Learn:

I shared that I have embraced the idea of 'Create' to promote student agency in learning. This week, I taught multiplication and my students used Explain Everything to create a response to the math task. They also blogged their work. Here is an example:

First, we learned about the third pillar of the model, 'Share'. The main point I took from this was that sharing is about working with learners to establish an authentic audience for their learning outcomes, sharing is about connecting and sharing needs to have a purpose. 

Then, we completed a Google Form and created a Form independently. I made a 'Class Survey' for Room 4.

Later, we created a MyMap. I made a map of several Auckland Beaches I have visited and added photos, as well.

Afterwards, we dived into Google Sheets and levelled up our knowledge and skills. This was particularly useful for me, as previously, I had not had substantive experience with the application. 

Hanga/Create:

During this time I was able to make meaning of the content by creating with Sheets. I decided to analyse the data of a student from Panmure Bridge School. The data concerned the frequency of blog posts over a 5 year period from 2017 to 2021.

                   

Here are the results!

Tohatoha/Share:

Lastly, we 'Shared' our learning. We focussed on embedding and rewinding the content we had created through our blogs.

And, by reflecting upon this blog, I have answered a couple of questions.

What have I learned that has helped increase my understanding of the Manaiakalani kaupapa and pedagogy?

I have learned how the 'Share' part of the model is essential to building relationships and connecting with other people, sharing is not just a Manaiakalani thing - it's a human thing- and that we have always done this since time began. 

What have I learned that can be used with my learners?

I have learned how to utilise Google Sheets and create a spreadsheet using an authentic data set. I could teach my students how to make their own Google spreadsheets using a data set (e.g;. the number of times they have finished and blogged on edublog)

Mā te wā.

DFI - Day 3

Kia Ora,

This was the third day of DFI for Term 2. Today we focussed on Media and the pedagogy of 'Create'.

For the morning reflection I shared that I have benefited from using Google Docs to improve my Workflow. I have been able to achieve increased efficiencies in my professional workflow using Docs and Explain Everything so that my students complete learning tasks on their devices, and doubly by using their creative skills.

Akohia/Learn:

Next, we had a Meet that focussed on 'Create'. Dorothy shared several important ideas for us to think about for amplifying the creativity of our teacher practices.

There were several ideas to consider, but the one I thought aligned well with 'Create' was that 'creativity focusses on the process of forming original ideas through exploration and discovery'. I like the idea in this quote, as I think that student creativity and the formation of their own ideas is highly important, and should be well valued. For me, achieving this using iPad devices is something I am seeing the value of more and more this year, as my students are able to confidently 'Create' and demonstrate what they know about particular topics, such when they learn about 'The Water Cycle' in Inquiry.

We were also challenged to think how we 'Create' in our own lives. For me, I have been creating and maintaining a garden at home, which has a planting of native shrubs, ferns, and trees, and a kitchen garden. Previously, I had never grown or harvested a single vegetable or fruit. Having valued my own creativity and ideas, this personal development has been highly useful for understanding the benefit it has for my students in the classroom. 

Afterwards, we deep dived into Media. There are many ways I can embrace media and technology such as through Live Streaming, the Film Festival, or Podcasts, and all accessed or created on our cellphones, or iPads. I'm looking forward to using technology more effectively this year for my entry for the film festival.

Lastly, we looked at Google Slides. There are some cool new ways we can use these tools to make student learning more fun and engaging. In Room 4, I have been constantly creating, reviewing, and adapting my math and reading slides to make them more usable and understandable for my learners in ways that show visible learning and progress through the curriculum.

Hanga/Create:

For 'Create' we had time to use our creativity using Slides. I decided to join Vicki's group to create a 'game-show-style review' game. I used Slides to create a game in the style and format of 'Who Wants To Be A Millionaire?'

Lastly, we 'Shared' our learning. We focussed on embedding and rewinding the content we had created through our blogs, which can be seen above for my future reference, if needed.

Lastly, in reflecting upon this blog, I have answered a couple of questions.

What have I learned that has helped increase my understanding of the Manaiakalani kaupapa and pedagogy?

I have learned how the 'Create' part of the model is at the 'heART' of the matter, that creativity really does empower learners, and that we as teachers should also take our creativity seriously in order to amplify student progress and achievement.

What have I learned that can be used with my learners?

I have learned how to better utilise the functions of Google Slides, have found efficiencies in my professional workflow, and have further embraced the connection between creativity and digital devices and tools. 

Mā te wā.

DFI - Day 2

Kia Ora,

Today was Day 2 of DFI. We focussed on Workflow and Google Meet.

Akohia/Learn:

We began with a shared reflection. I shared that I have improved the look and usability of my ability group reading and math slides, as a result of using the 'remove.bg' extension application.

I have found 'remove.bg' to be a useful application because I have been able to improve the look and usability of the slides for my pupils and the professional appearance of the slides as well. 

Next, we had online Google Meet with Dorothy. Dorothy spoke about how the Learn, Create, Share model should be understood as an inclusive and simple idea that provides for a 'seamless learning experience in the digital age' for all students, and helps teachers create an effective teaching practice in their classrooms. Her talk focussed on the 'Learn' part of the model, which is designed to both amplify teacher practice and turbocharge student learning.

For me, the great thing about this model is that it can be adapted for individual schools and teachers, and I have begun to put into practice what this 'seamless learning experience' looks like in my classroom, Room 4.

For example, my students have engaged in 'Learn' through Ako Ano. Ako Ano is any important deliberate act of teaching that is made into visual and rewindable learning for students. In Room 4, my students have visual and rewindable learning in maths and reading that they can look back at for support.

We also 'Explored' by participating in another Meet and we took turns sharing a meaningful place and song with our group members.

Finally, we explored Google Keep and Gmail as an application. For me, I'm comfortable using the note function on my MacBook Air school laptop instead, and I've used Gmail confidently over the last few years.

Hanga/Create:

This part of the day was for us to 'Create' and make meaning of the day's content with Google Meet. Our task was to use Meet to connect with a DFI colleague. The colleague that I connected with was Anita from Waikowhai Primary School in Roskill South.

We discussed a blog posted by a student called Duncan who had constructed a table to store his motocross gear, which he completed during the March 2020 lockdown.

It was fun to create and host a Meet, and I enjoyed embracing the experience.

Tohatoha/Share:

Lastly, we 'Shared' our learning. We focussed on embedding and rewinding the content we had created through our blogs, which can be seen above for my future reference, if needed.

Finally, in reflecting upon this blog, I have answered a couple of questions.

What have I learned that has helped increase my understanding of the Manaiakalani kaupapa and pedagogy?

I have learned how to create and host a Google Meet, and have the confidence to use this in my professional life and in my classroom.

What have I learned that can be used with my learners?

I definitely think with effective teaching I can instruct and facilitate my students to create their own Meets. For this to be successful in Room 4, I need to consider that my students are Year 3 juniors who only use iPads, while the Meet function is best utilised using Chromebooks.

Mā te wā.

DFI - Day 1

Kia Ora,

Today was the first day of our Digital Fluency Intensive (DFI) course 2022. The day was structured according to the Manaiakalani Pedagogy: Learn, Create, Share, and the arrangement of my weekly posts will follow the same format.

Akohia/Learn:

First, it was important to me to gain an understanding of 'Why?'. This course is designed for teachers to prime ourselves with new digital skills in order to have the capabilities to connect our learners digitally to their learning. 

What stood out for me in the 'Learn' period was the story told by the Manaiakalani leader, Dorothy Burt. Dorothy spoke incisively about the genesis of the Manaiakalani story and the ongoing development of the Learn, Create, Share pedagogy, and its positive and empowering impact on low socio-economic communities.

This allowed me to see the importance of connecting my students to the digital world, seeing devices as a learning tool that amplifies effective teacher practice and student learning, and how teaching digitally helps alleviate any disparities of equity within our current education system.

Something that I found useful for my own teaching was being introduced to the 'Explore' function in Google Docs. I have learned how to add a drop down function that I can use for student learning activities. This has stood out for me as transferable learning into the classroom.

Hanga/Create: 

This part of the day was structured for us to 'Create' a document with Google Docs. I decided to make a poster of instructions for using a dictionary to find words.

Alternatively, my students can use the 'Explore' function in Google Docs or use Kiddle to look up and find the meanings of words. 

Tohatoha/Share: 

The final section of the day was for sharing our work via Blogging. This provided me with the opportunity to embed and rewind my learning, as well as a chance to reflect with my colleagues. 

So upon reflection for this blog, I have pondered two questions:

What have I learned that has helped increase my understanding of the Manaiakalani kaupapa and pedagogy?

I have understood how Manaiakalani aims to help its teachers be more at home in a digital world that is increasingly at the forefront of our ākonga/learners' needs and experiences.

What have I learned that can be used with my learners?

I have learned more about the features, functions, and capabilities of Google Docs which I had not previously realised the potential of, and that are directly transferable into my classroom. 

Some of the features, such as the 'Explore' and 'Building Blocks' buttons can be used in student learning to complete their Learn, and Create tasks in reading, writing, and maths.

Mā te wā.

Manaiakalani Teacher Only Day Friday 16th April 2021

 

On April 16th, I attended the Manaiakalani Teacher Only Day. The professional development focus for the day was on literacy - and reading in particular. I attended three well run sessions with highly knowledgeable presenters. My chosen workshops were: Enhancing Reading with Explain Everything; Effective Reading Practise; and T-shaped Literacy for Juniors.

I found the workshops helpful for some areas where i am focussing on my teaching practice. For example, I now use Explain Everything in my reading program when I see my reading groups and this is helpful for creating reading response tasks and also helps my efficiency and preparing resources and materials for my students. I feel I have a more digitally enhanced and more effective teaching practice based on attending this Teacher Only Day.

Toi Tu Toi Ara: Contemporary Maori Art

 

On March 18, together with some of my colleagues, I paid a visit to the Auckland Art Gallery to view the Toi Tū Toi Ara exhibition. This was an opportunity to view some contemporary Māori Art while engaging myself with Māori cultural histories and further understandning the role of Māori knowledge in contemporary art and wider New Zealand society.

Practically, I hope to do some Māori art with my students this year to build on the art teaching I did in 2020.

Manaiakalani Orientation 2021

 

'He waka eke noa' - We are all in this together!

Introducing myself with a whakatauki proverb I selected at the Manaiakalani Orientation 2021. This whakatauki implies that ‘we are all in this together’. I think it can be a really useful one when working with groups on a particular focus. It can be unpacked in many different ways, but it encourages us to explore the most effective ways to work together and can highlight what is needed in order for us to make this journey as teachers focussed on accelerating student achievement through building digital capabilities of our tamariki.