DFI - Day 3

 Hapara Hot Tips

Viewing and managing files 

Each student has their own tile

• Can choose how many tasks show up on each tile
• drag child that needs a eye kept on them move their tile around
• can look at the slide deck or doc and see what they last did

                                                                     Presenting online

• go into the address and delete the end of the link that says present and that will take off the rest of the window and will present the whole presentation.

Create

• Hanga (Create) is all about the hook - which is why it is in the middle
• Create - can be dancing and sport, culture, art, digital creativity - movies, games, animations 
• creativity flows from the mind if they are doing something - if the hands are involved the head really gets going.
• Give our students opportunities to create
• Make create the heart of the pedagogy
• Embrace create 
  
  

  
  

  

Chalk and Talk - Jeremy

You Tube

• We don't suggest students have their own channels - not cybersmart
• Teacher encouraged to have a channel for subscribing, organising content
• Using blogs with embedded videos  on to blog or google site instead of You Tube
• Setting up playlists - group of videos that have a similar theme or videos related to one subject - can be embedded into one site - so students don't need to search for videos themselves.
• Can create a playlist with individual titles that cater your needs
• Can search others playlists and save those if they have been shared

Media Deep Dive

Video

• everyone can be a filmmaker eg Tiktok
• the difference between professional filming and amature is a tripod
• think about the ways in each it can be the best it can be - green screen, microphone, backdrop
• dont film into a window - a classroom has too many windows
• Green Screen - sometimes blue screen - technically called Chroma Key - if your school uniform is green don't use it (use blue screen) - can you white walls - use an green/blue sheet 
• Blue screen with children with blue eyes their eyes can disappear
• Place screens on the floor too
• paint one wall green/blue to use as the screen
• Podcast - everyone has the technology to do a podcast
• walls need to be covered with carpet, thick curtains

Google Drawings

• Can change the size of your drawing
• Can embed it onto your blog
• can download as a png so it doesn't have the white background                
  
• digital art
• anything you can do on paper you can do on google drawing
• drawing.new in address bar instead of having to go into drive

Google Slides

• As a presentation tool
• If you can't write it on a post note you can't present it - it needs to be concise
• the story comes first - what are the things that are going to build the story - put each idea on post it notes - move them around until its saying what you want - if it doesn't throw it out and keep moving them until it works for you and tells your story - that is your plan.
• Consistent format and colour - do not underline if it is not a hyperlink
• Slides should support what you're saying - some people are attracted to pictures and some to words so mae

Message in a Minute

• Google Trends - get students writing and think - use trends and it shows what the world is talking about
• daily search trends show what New Zealanders have been searching in the last 24 hrs - you can choose to do this for any country.

                     Presentation.                                 

                                                   

Today I really enjoyed the 'create' are of of the Manaiakalani pedagogy, one of the biggest outtakes I took from today was to not be afraid to give things ago, be creative and embrace what that means for you. Today's session has given me the confidence to try being creative in new areas of our learning. Message in a minute would work well with my writing groups - it will give them the choice to choose something that interests them to write about. I feel that using the create philosophy in my personal life will be a great way to experiment with how I overthink things without trying to be creative first.

DFI - Day 2

DFI - Day 2

Chalk n' Talk - Google Meet

• Able to meet with anyone anywhere - up to 100 people (49 people in the grid at one time)
• Record meetings - always record when talking with students for safety as well as being able to use for rewindable learning. All recordings will end up in the meeting creator.
• Access via email, calender or hyperlink - easy to place hyperlink on site/email for students to use
• As a teacher always be the last person to leave - that is when it is code for meeting expires.
• Etiquette is to have your microphones on mute and cameras on to allow the person speaking to be picked up.  The person speaking is the face that shows up.
  
  
  
• Before joining a meeting make sure there is no light behind you, a blank wall behind you and check your picture, audio and video before clicking join now.
• Raise your hand button - (good for when asking class a question) and text chat function for those that are unsure of sharing in front of everyone.
• Presenting your screen - to share with everyone in meet what you are presenting.
• Host Controls - can admit or deny all, can mute people who have not muted.

RATE - Recognise. Amplify. Turbocharge. Effective Practice

• Ako - we are all learners
• How do we move into a digital world?   From analogue (pencil and paper) to digital. 
• R - An effective teacher is reflective and makes connections with prior knowledge - sharing and discussing ideas.  Ensuring PB4L, play based learning, values, well being is recognised.
• A - to describe how teachers harness their teaching - being empowered and connected and visible. Increase access to all sources of information.
• T - thinking about doing things that never could have been done without digital learning, giving our students opportunities they would never of had if it wasn't for technology.
• E - Effective teaching practice - should still be recognisable in a digital learning environment.

Google format for searching ________ google.com. eg keep.google.com

Google Keep - extension

• The new sticky note - good for commenting on students work - change names, shopping lists
• Add labels - to keep organised - subjects, dates
• Collaborate and share with people in real time, draw, make grids.
• Can change colours, profile picture, notifications eg Countdown - phone will ping for shopping.
• While downloading a photo you can type your notes while waiting.
• Reminders like in a calendar - drs, meeting etc
• Grab the text from the image
• Use microphone/voice memo and tape what is being said - (student talk), turns into text.
• Can search saved notes from as long as the app has been loaded.

Gmail

• Setting is by default - can change setting by cog wheel.
• Organising - archive - does not delete, hides or mutes the email so you can search for it later - Label in groups 
• Attaching - insert something directing from your drive, can put confidential mode on, can change signature depending on who you are sending to.
• Schedule - sending an email by time - check time zones, pick time and date - don't send work late at night, schedule for the email to be opened in the morning.
• Translate - does not always work exactly but you get the idea of what is being sent.
• Smart compose - the more you use it the more suggestions will be added and adapt to what is being said.

Google Calendar

• Check default - it should show where you are.  Can change time and colour.
• View - which day of the week your calendar it shows what day you start on eg Mon - Fri and can show the whole week.
• Multiple - school, private, close workmates - colour code
• Creating an Event - title, select date - all day or time, defaults doesn't repeat but you can customise it, can add a Google meet, put address of person and it will send link.  Can choose what event the meeting goes onto.  Can attach doc so it is in front of you so you don't need to look for it for a meeting.  Click on person you share a calendar with you can click their name and find a time they have available.  Can link private calendar to work one with message 'busy'.  Can attach agenda to event so it is easy to find when at meeting.
• Use create button to create an event - you can also book in slots for appointments
• App - can be on your phone and synced
• Keyboard shortcuts W = week view, D = day view T = today (can use dropdown menu) K and J = flip through.

Taming Your Tabs

• Pinning Tabs - use the bookmarks bar usinging remove titles Shortcut - Command + D to add to bookmark.
• Use 'One Tab' to take them in collections and shows one tab. Tab Snooze, Toby Mini and Workona all collect the tabs.
• Right click on a tab you want to keep and click 'all tabs on the right', it will keep open all the tabs to the left of the one you clicked on.

Create with Meet and Embedding a Video

Today we had to create a meet with a partner and make sure we recorded the meeting.   In the meeting we had to share a blog post and discuss what the learning in the post was.  Once we finished with the meeting the video was sent to our Drive and we then embedded it onto our blog post.

DFI - Day 1

• In the beginning -Nov 2006 - 13 schools in 3km of Tamaki - decile 1 community surrounded by decile 10 schools. 
• 2 Challenges - 1) chn not achieving as they should be  2) not being able to have the digital technology
• Principals discussed how we need to do things differently to increase student achievement - spoke to local Kaumatua - he gave Manaiakalani their name which was derived from Hawaii.
• Learners at the centre with community and whanau on each side of them giving support
• Our young people can not be guinea pigs we need evidence before we implement processes 
• Why do we do this? - Equity - making sure everybody has what they should have,  Achievement, Hope - whanau said don't raise our hopes and let us down again hence the longevity of Manaiakalani.  From year 1 - 13 everybody should have their own digital devices.
• Goals - engaging our learners, 21st century learning
• 2006 - 2010 very little tech in class rooms so it was decided to focus on one area literacy - it was decided they would create every time then share it with real people. Learn, Create, Share came from this form of learning - gathering evidence (research) was most important.
• In 2010 the discussion was what would be achieved if we had 'more' - Manaiakalani went to Whanau and asked what they needed - do you want to take this further?  What do you think about the chn having their own devices? discussed about payment plan for chn, on a 3 year cycle parents talked and decided how much they could afford p/w.
• The notebook was not going to be a BOOK in the hands of students but a PENCIL - if a pencil breaks you get another one/fix it same as with the device.
• With collaboration the schools put internet on their schools giving wifi to the Manaiakalani students.
• Cloud computing - collaboration is why Manaiakalani decided to with Google then in 2010 - 2013 - digital moved to the younger children
• 2011 Hapara was born with Manaiakalani - this made visible to teachers what the children are learning and in 2011 the class site was introduced so it could be visible what was being taught.

Chalk and Talk - Vicki Archer

• Google Chrome - you can personalise it - if you join you get more benefits eg bookmarks, accessing your history, save passwords, add extra features and extensions. Can sync to all other devices er phone, watch etc
• Have it set up as a professional profile - put a professional photo (not a bitmoji) to help with online communication - use your full name, not just Mrs ......
• Adding bookmarks to the bookmark browser - text can be removed and just icon showing to make more space on book marks bar

Deep Dive - Google Groups

• Gmail group - have to make sure there isn't already a group email. Never make groups for children  - only time to add students in a email group is eg all Tongan students for cultural group - ask management first.
• Purpose - to receive emails, use specific words in subject line.
• If people are joined late they can go back and see all the emails that has been sent. Everyone coming into the group has the same email address - stream line communication
• Thinking about the name of the group is the main thing - thats what it will be forever
• DFI groups never get deleted - people have the choice to leave the group

Google Drive - Cleaning up your drive

• Consider - name - room number and year number makes it easier, permissions - make a folder for your class and change the folders permission for the class and order, you can make a folder in the folder that is not for everyone to see - put an * before the folder to put it at the top eg 2020 and *2021. Can 'star' a folder when it is first made to put it at the top. Has to be functional to you
• Person in a folder means it has been shared, if its blank only visible to you
• Share the folder to your personal drive as well for a copy
• Be careful when moving folders and documents around if they have been shared, the other people might not be able to find it.  Use 'shift + Z' to add to folders instead of moving shared folders.
• Share with anyone with the link - they only have access with it if they have the actual link to view it - if the link has been sent to the class only, they can only open it
• colour coding folders eg different areas of literacy different colours
• Person owning the document can only move it - you can copy it but it is best to keep the original by adding shortcut
• Once a week or term get the students to clean their drive 

Teaching for learning 

• Name docs with students initials first then the name of the document eg DF Docs 101
• If docs have long tiles there are more words that you can search for which is a bonus
• Copy (command c) then paste without formatting (control shift V)
• Word processing - To have all the paragraph headings the same go to 'normal' then 'headings 1' then update heading 1 to do the whole docs headings the same
• Click on 'title' name then the hyperlink will make you go the the paragraph linked instead of the whole doc
• Instead of typing on a doc you can 'voice type', you have to say the full stop.  When editing the written work is where the writing comes together, they have to make sure where the capital letters go and check the spelling.
• Explore tool on docs - look for images (these are free) and it is already attributed
• Eyes on Text: Reading Mileage - document useful for running records through voice type - they can check reading/spelling by holding up book and checking that it is the same. - a great way to engage the students.

Create Using Docs

• Change margins to 0, colour page any colour - planning is important
• Use remove.bg - download image (dont' copy)
• Can search for picture - search png it will show pictures without background - use table properties to change the colour/format of the lines.

An example of Creating with Docs - This is my first attempt but hopefully with practice my creating will improve.

The process that Manaiakalani went through to implement this program was interesting how it came about and grew taking into account not only the students and their further education but also their Whanau and the surrounding community. 

I realised I knew more about using Google docs than I thought but I now have the confidence to work through newly acquired information and put that into practice.  I learnt a lot that I can take into the classroom to use with my students, I really liked the concept of voice typing which will work in well with one of my reading groups.  

TOD - Manaiakalani Cluster.

We ended the term by coming together as a cluster to learn with and from each other as we explored the topic of effective reading practice. The bullet points below are the notes I made from each of the workshops I attended. 

Ko te Kāhui Ako o Manaiakalani

Keynote speakers: Dr Rae Si'ilata and Kyla Hansell 

Link to presentation

• Transfer language - trans languaging does not represent the spirit of the reo.
• If don’t have the opportunity to connect to your language you lose the connection to it and it becomes devalued
• Bilingualism and biliteracy as well as giving chn the keys to the language of power. Are we improving English or losing the first language - L2 students are emergent bicultural learners - we should be adding English not replacing their heritage language
• Tchrs need to be linguistically and and culturally sustaining and revitalising the languages. Needs to be more than culturally responsive
• Privilege the first language speaker by asking them to read the language - helps all hear and connect to our new but their first words
• L2 integrates the work... input channels listening reading and viewing / output channels - speaking writing presenting - communication modes need to be integrated and connect between learning areas
• Who’s knowledge is valued in what I teach and how I teach
• Need to value the deeply embed cultural and language practices of our learners to strengthen the connections to the learning. (eg: translate the Haka and tell the story)
• Build from oracy to literacy to open up the linguistic space
• L1 builds a rich conceptual system to bridge the gap with L2 - ideas learnt in one language do not differ in another
• Input in L2 is translate to make meaning in L1 then transfer back to L2 for outputLiteracy practises in the home may differ from school... need to embrace the cultural practises of the L1 - our world view informs our literacy practises
• T willing to share the power with the chn in class where L1 is valued - T don’t need to be fluent in another language
• Dialect is not the same as accent
• If language is used to communicate it is a valid language code
• Reading is about making meaning by drawing on PK and own literacy practises - privilege the L1 language and literacy practises as it shows how they unpack a text to ensure meaning focused learning
• Mirror texts help us make connections to text as we see ourselves and our ways of life/life experiences that we can connect to
• Share rich opportunities for learning by tapping into the cultural capital of students and valuing the literacy’s in the funds of knowledge with school literacy’s
• Challenge critical consciousness- what is the schema you draw on to make predictions
• If we don’t know the context our predictions will be not connected to the topic
• Provides texts that are mirrors that reflect back the chns faces of the home
• Don’t be too hasty to cast aside your cultural treasures/literacy practises
• Eg: pronounce names wrong - text could reflect this provocation - chn cld create an app to show tchrs how to pronounce your name - tell us the history behind your name
• What do I need to teach - data - can I use a resource that shows the faces of my learners or their languages/empowers learners - make connections thru critical thinking and cultural values
• Tell story through the waiata and siva and link to literacy practises of reading
• Name Maori and Pasifika writers illustrators
• Open up what literacy is beyond a journal story - stories and symbols are a way of unlocking meaning
• Whakatauki - unpack the meaning
• History of NZ - learn from those who have gone before us
• Sylvia Ashton Warner taught Maori to read by getting them to write their own stories using their words - read about your kaupapa (strengths) as you bring a wealth of pk to the text
• Chn use meaningful lexical chunks to make meaning when lng a language
• Reciprocal power sharing relationships are a 2 way relationship - valuing the knowledge of the home language literacy practises and values

Cultural Capital in the Classroom
Presenters: Zhydah Petersen and Hevaha Tu'akoi

• How we can respond in a cultural way to all the learners we have
• We need to be culturally responsive because the backgrounds and cultural capital is diverse and should value all children
• Know your learners

Strategies:

• Activate pk
• Pronounce names and words correctly - students as experts be prepared to embrace what you don’t know and ask for help
• Make texts or conceptual concepts mirrored - chn need to see themselves in the work and resources
• Value the cultural contributions and capital - chn as experts 
• Build relationships and connect to the surrounding community
• Classroom environment should reflect the cultures of the students 
• Explore the taonga of names - get chn to explain the meaning behind their name and talk about the connections it may have to their history
• Be inclusive

Structured literacy for older struggling students: where it all goes wrong and what to do about it.
Presenter: Betsy Sewell

Skills that underly reading:

• Learning to read is about recognising the patterns
• Older students need to abandon pk and learn from new
• Frog - fr merge/ og merge students need to realise the word frog means your mouth goes to 4 places - understand how words work
• Split words into onset and rime to mix and match fr+og = frog... knowing these basics means many more words can be generated - Use affixes to extend vocab
• Need to stop and chunk the word to connect to spelling patterns - self teaching by problem solving sound chunks allows for stronger connections to be made
• Use context to figure out unknown words that are being derived from a visual connection
• Struggling spellers can’t figure out words they already know
• Try this... How many words can you read in a minute - graph result
• Shift the way chn read using decodable texts 
• www.agilitywithsound.co.nz has free assessment tools. The spelling test and decoding test will be the most revealing

Getting the Talk Going in Reading

This is the workshop that Robyn Anderson presented with Chantal Millward. They shared the activities used across the school to get our students talking about the texts they have read. 

Bots PLD

This was the first time I had seen Bots and I was amazed how interactive the Bots can be.  The 'bee' Bots were controlled by the coding button on the Bot its self, the other Bot was coded on the ipad and was far more superior in what it could do with the coding.

       

The coding of the bee Bot at first seemed very simplistic but we were soon to be proven wrong - one wrong press of the arrow button to code the movements really threw it off kilter.