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.

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.