DFI - Day 8

 

Day 8

Chalk 'n Talk - Kerry (via Meet)

Computational Thinking

Digital fluent - comfortable and confident teaching online and taking it to another level - to know what to use and how to use it. Delivering effective teaching - When and why we use digital 

Digital Technology - can create new digital solutions.

• Teaching with digit is a collaborative environment with you as the teacher and the students.

• Programming so the students are designers.

• Rather than calling it coding change the word to programming - it widens the expectation of what the student thinks they can do or are capable of doing.
  
  
  

Empowered - Dorothy

• Money doesn't buy you happiness but it does buy you power
• The average wage for our local area is $19,000 p/a
• Technology is a tool BUT not just a tool - this is where the empowerment come from.
• Reflection is key when ensuring the work shared with the students is not only entertaining to keep their attention but also empowers them - this in return empowers you the teacher digitally.
• 5+ backwards and forwards conversation teaching the framework to increase their oral language - this also works in blogging (writing) to support them by harnessing the conversation in blogging. 

• 
  
  
• We all have a different ending to what empowering students is.

A recent example of empowerment is of a year 8 student in my maths group who came up to me when she had finished her work and said "thank you for making me smart Mrs Fisi'iahi".  She had been working on multiplication and understood the strategies she had been learning.  This had empowered her to the point where she was helping her peers with their learning of the strategies, therefore she in turn was empowering others.

Deep Dive - The Future of Tech - Jacob

• Will robots replace jobs or will they enable more creativity?
• We as educators are preparing our students for future jobs that don't currently exist yet.
• preparing students for a constantly changing future
• the need to upskill and become lifelong learners
• Moral dilemmas are might be a large challenge for future technology practices

Scratch 

• All jumping around characters are called sprites
• backgrounds are called stage
• movement is called motion
• game needs to start this is called an event
• operators are when we join things together eg do this and that will happen
• variables are something that holds numbers - things that can change

Teacher Inquiry 2021: Introduction

This year I have moved from NE to Y7/8 and to say it's a huge change is an understatement.

I share a class with Robyn Anderson this year we have decided to carry out the same teacher inquiry, just with different students. This means we have a wider net thrown and are on a learning journey together. Something that teachers who share a class should do. The detailed information about our inquiry can be found on Robyn’s blog as she is the in-school COL teacher for PBS. 

After this introductory post I will be reflecting on my own teaching practice and whilst our inquiry focus is the same, I fully expect the changes and adaptations in teacher practice to be quite different.

Below I have captured my time point 1 data of my focus students. By asking the question Will a focus on oral language in maths accelerate student confidence and capability to use spoken and written maths vocabulary and language? I will be analysing the data going forward compared to previous data captured.

    

DFI - Day 7

 

Day 7 

Devices

Being Cybersmart - Vicki

• A4 - any time, any where, any pace, any one
• Visible - personal and amplified

Ubiquitous - Dorothy

• most of the academic learning is done throughout the school day
• cultural and informal learning outside of the school day
• learning can be done all day
• rewindable learning - capturing what is the learner is learning so they can go back to it when they need to review their thinking
• paired shared thinking and castafy to utilise rewindable learning - if the learning experience isn't what you required for rewindable - delete it

• it's not ok to share one to one devices - every student must be able to use their own device
• 1-1 means every student has their own ipad with their name on it - not sharing

Ipads

• as a teacher you start using your computer to make the learning - do the work required on slides on your laptop then download the EE on your ipad - look that the slides can be seen on ipad.
• make your own video that shows students how to look after their ipad - kawa of care
• once a file has been saved on EE and goes to the cloud it has to be downloaded again to be repurposed - or it can be uploaded as a video.
• desktop version of Blogger does not look good on Ipads - blogger app has been designed to aid this

EE - is just an online whiteboard 

• you have to remember to tap what you want done - eg if you want part of a picture coloured in
• you can record your voice with the insert new and leave instructions next to something
• works like a slide dec - can add slide - tap the numbers and it gives you a preview and navigate between slides
• share as an image file if there is no movement or sound on it - or if there is more than one slide or sound/movement it must be shared as a video file

Reflecting on the Kaupapa of the Manaiakalani Programme in light of COVID 19 , and my readiness for ubiquitous learning...

• What are you proud of? That we had such an amazing online presence from our students and the amount and quality of work they produced was outstanding.

• What do you regret? That we didn't have multiple Google meet practices pre Covid.

DFI - Day 6

 

Leading learning using Google Sites - Vicki

Five affordances causing accelerate shift

• engagement
• teaching conversations
• cognitive challenge
• visibility
• scaffolding

Why are we creating a site?  

• one stop shop to access all the learning
• able to learn anywhere, anytime, any place
• rewindable learning - go back and revisit the learning - can continuously add to it.
• personalise content 
• visible teaching and planning
• one place for all the information - learning, reminders eg togs etc
• consistency - for all year groups

Visual appeal and functionality

• pick a theme eg pick a colour and use those shades or complementary colours
• layout consistent - plan your content before you plan your pages
• 2 x heading font and main text font
• learning no more than 3 clicks away
• check that content is visible - you can check on a incognito window
• links to class blog and student blogs

Evaluating Class Sites

What works well - Visual appearance

• hooking people in - visual engagement
• visual experience - can you find the stuff you need.
• complimenting colours
• clear site fonts/buttons

What dosen't work well - Visual appearance

• too much colour
• too cluttered
• white writing on a light background

What works well - User experience

• able to be easily accessed by learners and whanau
• a few clicks to where the learning is

What dosen't work well - User experience

What is the first thing we are looking at? 

• Banger needs to be visually appealing and user friendly
• Have a good site plan before you start

Site buttons 

• make them personal to your class
• use photos of the students 
• use free picture site eg pixabay 
• put in what size you want in draw - eg banner in cm will be different than buttons in cm
• download draw image with 'png'
• once a button has been done - a set template eg circle, size etc then you can go to replace image and it keeps the same dimensions. 
• you can replace the shape keeping the same format - eg change circle to triangle
• use 'color pick eye color' to help with colour combinations.

Icons

• The following links are for icons that will not pixelate when enlarged. 
• Awesome icons

• Feather icons

DFI - Day 5

 

Connecting with Manaiakalani: Dorothy

• Making teaching and learning visible - no surprises - accessible, available, advance
• Visible
  to teachers and learners

Multi Modal Deep Dive - Vicki 

• Engagement
• Personalised Learning
• Accelerated achievement
• Empowerment - making choices

Chalk ‘n Talk: Jeremy

• plan the layout of your site before you begin
• create a folder in your drive to keep all your content
• customise to your liking - something that will attract attention to the desired content
• publish your site for others to see

My Site

DFI - Day 4 Papakura

Dealing with Data

Deep Dive with Dorothy - Share

• Sharing is a human instinct 
• 2005 April - You Tube was born which changed society.  All future social media knew the idea to 'share' was the way forward.
• Share along with Create is a hook
• sharing with an audience is a part of it - like taking your work to the principal to get a start - now with online/blog sharing has become global 
• an authentic audience - not in assembly that have to be there but people that see what you have shared authenticity
• sharing can be from one to one, groups, class to global   
• Our kids have to learn how to share in an open forum.
• Understanding the satisfaction of what it's like to finish something and then share it.
• Learn, create, share is a cycle - you may start with share so the learning has an understanding of what it's like to finish work ready to share.          

Google Forms - Jeremy

• required selected means they can not move to the next question unless this one has been answered.
• description - can add this if you want a specific question in number 5 to go directly to 9 instead of having to answer every question.
• Limit to 1 response - this allows only one form per person
• add collaborators to allow someone to edit the form/ share with someone to change

Google My Maps - Vicki

• Can create a new map my typing in Google maps or through your drive under 'new'
• When published it doesn't always look like it does when making it - look at preview to see that look
• can overlap journeys on the same map
• If students are sharing their maps we don't want a marker on their home address - double check they have not put their address.
• Can add your own marker eg favourite place to chill on the beach
• Use as a measurement tool when talking about distance and time
• ruler can measure distances on the map - it disappears when you are not using it so won't be on the map - the ruler tool is in straight lines
• Check for blue line on the side if using more than one journey to make sure you are working on the right map
• When there is a lot of data - go to uniform style and change to individual style and change colour or/and icon
• click and it can be embedded on blog

         

Google Sheets - Dorothy/Jeremy

• There is more than one way to use sheets - hold and drag, using the instructional tabs
• Conditional formatting - can chose what range eg greater than 7 - change colour to show which ones they are.
• Conditional formatting - custom formula is - eg medial is one colour. behaviour another colour, boys/girls, year 7/8.
• Can add as many formulas as you need.
• If sheet names in cells changes you need to make sure conditional formatting is changed too.
• Data range - change what column you want to show the age from youngest etc
• Duplicate each page to keep all the cells the same.
• Drop down box - data validation.
• Tick box - has a certain child been tested etc
• Notification rule - if someone other than owner has made a change.

Analysing data with a spread sheet.

UPDATE

I used what I had learnt about Google maps in this DFI and added the Google Maps as part of my reading plan.  We were working on current events and adding the map component gave the lesson another layer of thought and interest to the students.  They had to plot where the events happened in either New Zealand or internationally. 

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.