DFI- Session 5 Enabling Access- Sites

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

I have learnt that teaching and learning needs to be visible. In the past I have been a big sharer using tools like Class Dojo, but the idea of a google site to share learning with students and parents is so much more beneficial, especially as everyone can see what's ahead and the journey so far - all in one spot and as a record too.

Key Learning: The importance of making our teaching and learning visible to the learners and their parents. 

What did I learn that could improve my confidence, capability or workflow as a professional?

I have learnt more around creating buttons and using some of the features in drawings. I have a lot more to learn, but I am gradually developing my skills here.
I feel rather pleased with the progress on my class learning space so far.

What did I learn that could be used with my learners? 

I am in the process of creating a google site for my learners. I can see how beneficial this will be - it will tie in beautifully with students knowing their next steps in learning and what they need to do next.
I am looking forward to introducing this to my learners very soon.
My current static website of links will be decommissioned and my new learning space will take over. I'm very excited!

What did I learn that could improve my confidence, capability or workflow in my personal life?

My class learning site will improve my professional role as a teacher immensely- but from today's session, I have not come across any tips for improving personal life, perhaps just better computer skills which will streamline things more.

Kaupapa words as above
Making teaching and learning visible - make sure people can see what is being taught and learnt. A very straight forward word to unpack...

Can we see it? Invisible or visible?

Can anyone see it? Invisible or visible?

(we don’t want: murky, hazy, foggy, opaque, tinted....or other words shrouded in mystery)

A part of learners struggling to achieve - has been because we have kept a significant part of the learning journey hidden. 

The use of technology has been a game changer for our profession!

A device is an interactive whiteboard in the hand of every child

Use the parent portal to Hapara - so they can see child's docs....

Something to investigate: Manakalani class on air?

The more we make it visible the more we can connect our learners

My new class learning space is a great work in progress!

Thank you for another fascinating session of learning!

Understanding and Managing Children's anxiety presentation notes 22.05.19

Full notes: https://docs.google.com/document/d/1yDR5uow5uA4v3XpHbCPjRJKSBU6LXetJDR4dui84rIA/edit#heading=h.focxn62vme1a

Understanding and Managing Children’s anxiety Workshop presentation

Wednesday May 22, 2019Catherine Gallagher- Clinical PsychologistPaparoa Street School Hall – N.Z.E.I- 7pm-9pm

Key Points:

• Managing anxiety requires firm approaches- can look like firm manage of behaviour - have to get the balance right
• Anxiety is...normal and healthy. fight, flight, freeze response (the body’s alarm response)
• Brains are designed to prioritise risk- safe/ unsafe. Threat system dominates when there is a risk. Located at the back of head
• The brain can trick us into thinking we are in danger right now!
• RESOURCE- Pillars - a response for children whose parents are in prison
• Anxiety factors - Anxiety runs in families - genetics, support for parents vital in managing anxiety,
• Experience- the brain has evolved to deal with an ever changing world, so experience shapes brain development. “Neurons that fire together wire together”. It’s the thoughts we have about these experiences. e.g responses to events- earthquakes
• The Responses of others- social connection, the antidote to stress, support kids to stay in the feeling long enough- anxiety is fear in the absence of threat, change wording to hey, when this happens we have a plan for it - the brain loves plans!
• Our nervous systems not designed to be calm all the time, supposed to pulse in and out of regulation. Distress does not equal harm. Often biggest job is to support with distress
• Window of tolerance- time to settle in - then get into the zone, sometimes we get over-regulated. We often do things to keep ourselves in the window of tolerance. Some of our students have tiny windows of tolerance - making them really challenging to teach. The idea of feeling resourced and supported is so, so important.
• Change can start with the grown ups, we see bigger picture, we are motivated for change, children too scared/stuck to try anything different, we hold power to influence behaviour change, the magic of ‘mirror neurons’, we more likely to stay in our ‘upstairs brain’
• Regulate ourselves in the classroom- drink of water, fresh air, teachers having a mic to assist in talking in a calm voice assisted with stress levels. If we talk quietly and calmly, children tend to listen more. True.
• Anxiety- emotional needs and attachment relationship- lower and keep expectations realistic for that child, skills the child needs to learn- e.g mindfulness, breathing, importance of exercise, practise being brave and experiencing anxiety- and managing behaviour, correct emotionally - right brain, redirect/correct left brain, name it to tame it, help child to put words around the experience / feeling helps to bring a greater sense of control. Skills are only one little part of the puzzle.
• Know the kids in our room, Tennis Vs Squash analogy - children asks questions, refuses to… we hit the ball back, talk the child into doing something. Sometimes shots get a bit dirtier. Move towards squash- take a moment to work out what you are likely to get. Make accommodations - plan for child’s needs...plan for the moment there will be an ‘alarm’ moment. How are we going to manage the worst, what help will you need?
• GREAT RESOURCE! 10 minute parenting podcasts - ‘Are we there Yet? Radio NZ. These look excellent! Check them out. Could be great for sharing with parents, https://www.rnz.co.nz/programmes/are-we-there-yet/podcast?page=2

DFI Session 4 Collaborate

Today I learnt...

Share pedagogy: We as humans are born to share.

Blogger is the best platform: because

Blogging to teach how to become a digital citizen, then Learn, Create Share

Primary schools have a cyber smart lesson EVERY week.

Multi Mode:

Use focus browsing in Hapara to focus any particular groups for a particular time.

Exploring Google Sites for teaching and learning 

I have planned - using discussion and paper first - a google site on Growing Plants. 

https://sites.google.com/belfast.school.nz/growingplants/home 

https://sites.google.com/belfast.school.nz/growingplants/home

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

Sharing is key to all learners and an important part of human life. Some of us share less, but it's part of

all of us. Sharing makes learning easier too.

What did I learn that could improve my confidence, capability or workflow as a professional?

Learning about Google Sites has been very motivating. It will take time to set things up, but once

they are my professional life will be more

What did I learn that could be used with my learners?

Google sites for learning is fabulous! By making and displaying a variety of multi mode

experiences my students will be more engaged.

I am looking forward to using focused browsing within Hapara.

I'm looking forward to getting my students started with their blogging.

Next week is Samoan Language Week. I am going to plan and construct a google site to use with

my learners.
Tonight in 30 minutes I have created a google site for Samoan Language week- https://sites.google.com/view/samoan-language-week-2019/home I have shared with my colleagues and will use next week.

What did I learn that could improve my confidence, capability or

workflow in my personal life?

This has been a good insight for me learning about sites, however I cannot see this being of any use

in my personal life - although I'm open to any suggestions.

DFI Session 3: Dealing with Data

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

The central focus that generates the most positive outcomes is Create. This aspect is more motivating for our learners.

Creative experiences involve the whole learner

What did I learn that could improve my confidence, capability or workflow as a professional?

Google forms will make my job easier through not only greater engagement but easier analysis of data.
I would like to continue to refine my digital planning links and explore streamlined sharing of this through blogging.

What did I learn that could be used with my learners?  

I would like to make greater use of google forms in my teaching. I have designed a learning focused quiz for this term's inquiry. Emily had a very good idea - that of doing our pre and post testing for say maths using a google form. I think this would be good to do. It would prove more engaging than pen and paper traditional forms.

Using sheets is good and when my students have blogged for many months I can teach them how to make a table of their data of blog posts and put this on their blog - however this will be a while in the future.

What did I learn that could improve my confidence, capability or workflow in my personal life?

I plan on making a My Map of all the places I have visited and embedding this on my travel blog. I'll make the spreadsheet with place, date, etc first.

Important points from the Google Hangout on CREATE:

Google Forms

I learnt about how to use google forms - making an interactive quiz - excellent. Adding images and video were all new learning. I can definitely see this being of tremendous use!

Google Maps

Importing data from a spreadsheet into mymaps.google.com

Here are my favourite places: 

https://www.google.com/maps/d/u/0/edit?mid=1vy7G2xXLq0dvL1jNi2xQW7EnjMnsnwKJ&ll=30.12828770861092%2C0&z=2

It would be good to plot the class cultures or holiday places visited...

Sheets

You can freeze columns - a game changer for assessment! View- freeze rows or columns

Maths/ patterns - use sheets 

Two great Sheets for students who need to practise skip counting in 2's:

https://docs.google.com/spreadsheets/d/1TiaOTCC47mOBPyl6V2REo45yfzHMkPIlcdEJS7_XKDc/edit?usp=sharing

OR

https://docs.google.com/spreadsheets/d/11l69W4p_raTGRHFox7lPRx8zmCUd_-VLPOJ71ZwejfM/edit?usp=sharing

I have just made these up!

Blog Data Case Studies
adding charts:

Analysing number of blog posts - publishing a chart

DFI Session 2: Workflow

Great Ideas from this session:

1. Create your Mihi in slides
2. Google Keep is amazing!
3. Students can practise their handwriting in Google Keep - as collaborators on a shared document - or one between three students

Google Keep: Excellent for taking notes, photos, drawing, pen, creating shapes, handwriting- there is an app which I now have on my phone. Create a shopping list and collaborate with other people

Use app on phone- take image- take image- click on image - click on three dots, grab text

Highlight text - click read/play in toolbar and it will read it back to you.

Game changer for reading!!!!!

Create a new drawing - handwriting letters invite collaborators to practise their handwriting!

Google Keep will be great for adding notes, images.

One really exciting thing I will be trying is taking a photo of text, and getting google to read the text to a group of students


G-mail tips in settings

Adjust themes and set up inbox preview pane
Use snooze on e-mails to select a time to bring it back

Google Calendar
Setting up to make work flow easier- invite people for meetings at certain times, etc

These short-cuts in calendar are amazing!

Type...

y for year

a for agenda

d is for day

w for week

c is the create 

t is time

g is the date

n for next- next day, next month or year (depending on view in calendar)

q  to create a new EVENT for that day- WOW!!

Idea: Make an infographic of calendar shortcuts for giving to staff

Possible idea: Sally could send the agenda out within the google calendar event.

To do more focus on: Key competencies and learning progressions 

New Term: Blended Learning formerly known as I.C.T

Rewindable learning, rather than flipped learning (very American)

We are interested in capturing the magic of specific learning moments/ objects - rather than students prepping themselves on future material to be covered. I would like to use more of this in my practice. As simple as capturing it on our Smart phones and embedding in a doc. I use my Smartphone a lot for Assessment - this is the logical step to rewind the learning - love this!

Google Meet/hangouts could be used for staff meetings 

Google hang outs to share screen - then can show e.g your google map of your favourite place

Daily notices as a google hang-out - classes join in - idea

I have created a hang out with Emily for this Friday!

TAMING YOUR TABS

• One Tab (chrome extension)
• Toby Mini (chrome extension)
• Session buddy (chrome extension)
• Colour picker/ziller (chrome extension)
• Bookmarks and how to edit these to make shorter

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

Using a variety of digital tools, such as hang-outs increases student engagement and interaction.

What did I learn that could improve my confidence, capability or workflow as a professional?

Toby Minor will make better use of time, particularly at the start of the day setting up all my tabs - and then finding them again.

The short-cuts for Google Calendar should prove to be useful.

I can see the benefits of Google Hang-outs - might do some thinking around students using this tool to share their screens and talk about their learning.

I think it would be a good experiment to do a staff meeting or a team meeting as a Google Hang-out- all teachers have to join in and participate but allow them to be anywhere - would be a great idea potentially to ease teacher workload (each teacher could relax in familiar surroundings with a nice piece of cake and a cold glass of water).

What did I learn that could be used with my learners?  

1. I am going to use Google Keep for handwriting, and have students collaborating together. This could be a great peer assessment task too.
2. I wish to implement the concept of rewindable learning more on my class blog - I have updated my static blog for my students so that I can post rewindable learning moments to the home page feed. I will then share this link with my parents and individuals who have their own device, as well as the class e-mail address.
3. Wouldn't Google Hang-outs be great for reviewing learning with a small group? Or a google hang-out with other schools? Or possibly doing a BCTV episode via hang-outs?

What did I learn that could improve my confidence, capability or workflow in my personal life?

Google Keep will be great for writing lists like a shopping list, taking and storing photos and notes.
I plan to use my Smartphone recording tool more to save time.

Assessment capability for NZ teachers and students (READING ARTICLE)

Key Points for Teaching and Learning 

This article has taught me a new term that of assessment capable. the key am being to empower our learners to become self regulated learners.

Within a modern learning environment it could be argued that assessment for learning practices are more relevant than ever. This is because our furniture and classroom layout encourage student enquiry and collaboration however these skills need to be taught carefully and thoroughly.

It is important that all strategies associated with assessment for learning be embedded within the learning environment so that students engage in the full range of activities that foster assessment capability.

Regular daily time needs to be set aside for students to reflect in pairs and by themselves on the learning process. It is important for students to know what the learning intention is, the success criteria to achieve the learning intention and why they are learning what they are learning. The reflection part helps students to think about their progress towards the learning intention.

All young people should be educated in ways that develop their capability to assess their own learning.

A capability is defined as the ability to meet demands or carry out a task successfully.

The key steps in developing capability are:

1. teachers using pedagogical and curriculum knowledge to plan next steps
2. Significantly the realisation of the assessment capable student will require norms of teacher behaviour which encourage student self regulation autonomy and agency during learning
3. The need to communicate to students what constitutes quality work. It is important to share not only success criteria for a piece of learning but any relevant exemplars as well
4. Students need to be clear about what they are learning and why. The learning progressions can be adapted to help with this
5. All students need regular opportunities to reflect on their own and others learning. they need to be taught strategies to assist them to evaluate learning

A key message is teachers practice needs to convey two students that mistakes and the disclosure of misunderstandings are opportunities for growth

Modelling of the assessment process is fundamental

Students evaluative knowledge and expertise has to be connected with constructive activity

Assessment capable teachers make explicit and illustrate expected learning through the use of learning goals criteria and exemplars provide substantive and ongoing opportunities for reflection during the learning process

Within my program I would like to focus a little more on:

Explicitly teaching self management skills

• Devoting more time support and opportunities in the context of learning to help students plan problem solve and evaluate, explicitly teach students how to self and peer assess and how to give an act on feedback
• Model effective problem solving approaches, provide a variety of exemplars which illustrate what is expected of the students
• Provide time opportunities and encouragement within the school day to improve work during it's construction
• Provide opportunities for evaluative conversations

In my practice I feel I am good it sharing the learning intention with my students and the relevance of the intention. I am particularly good it developing success criteria within the subject of math,  however I would like to extend this to literacy and other subjects. I need to make more time to teach my students the skill of active reflection.

Five Plus Reading Programme Intervention

On Thursday 2nd May, I met with the R.T Lit for a session on the Five Plus reading intervention programme. I am going to gradually introduce this with John and Seth.

Here are my notes: Video of process: https://literacyinnovators.co.nz/fiveplus/videos/

4, 7, 3, 1- 15 minutes 5 plus

repeated reading - no of words 

1. word build

r reading

reherasal

review 

p-e-t - hold sound and run each other to blend sounds

reading 3- start on a piece read before 

read for 1 minute no help, count all words

read 1 min - count same peice of text

read 1 minute 

tell unknown word not skip 

rehearsal after the 3 times- pick out 8 tricky words on unseen text - write down in book - printing- large print 

tick words you can read. read them again afte rthey are ticked

what do you know about these unknown words 

- scoop under blends

tick

put hardest words at the top

extended teaching - u is a sound

only teach in detail over one unknown word

go through each one - tell them if you have to- 7 minutes for this part

read the new part that you have taken the teaching words from - 3 minutes - the text you have just rehearsed- up to the last tricky word.

repeated reading - just tell them

have tricky words above when reading the text afterwards - as a prompt

NOTES FROM R.T LIT:

Ideas for Extended Teaching

Alphabet letters and sounds– a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds for the following can be an issue, some times confuse them (maybe others)

 –eg. vowels a/u and s/c, j/g – q – y/w – y/u – x

Note: Discourage over pronouncing sounds eg. f not fi

Blend letters and sounds– bl br cl cr dr dw fl fr gl gr pl pr sc scr sk sl sm sn sp spl st str sw tr tw

- kn squ wr sch thr shr gh

Digraphs (two letters make one sound) - sh (shop)   ch (chook)    ch  (machine)   th (thank)   ck (back)   ph (phone)   qu (queen)   ng (wrong)   wh (whisper)        ar (car)   ai ay  (rain day)   au or aw (Australia more awesome)   ea ee  (sea see)   ie (pie)   oa (boat)   oi oy (toilet toy)   oo (boot)   ou ow (out owl)  ow (grow) a_e  e_e  i_e  o_e  u_e (split digraph) (take hebe rice note mute)

Exceptions – eg. have

Letters, digraphs can make more than one sound - apron, and, about, chips, chef, school

Word endings (including - s  ing  ed  er  ly  y)

Spelling patterns eg. ight 

Compound words eg. bedroom

Contractions eg. can’t

Syllables eg. hos/pit/al (…vowel, consonant / … vowel, consonant/… vowel, consonant

When 2 vowels go walking, the first one does the talking (eg. pie)

Ce ci cy sound like s (ceiling circus cycle)

Ge gi gy sound like j (germ giant gypsy)

Affixes - prefixes and suffixes and understand how they affect the meanings of words

Note: A good way to see if children are transferring what they do or do not know is to look at their Peters Spelling Test. Often a pattern of common mistakes can be seen in a number of different students and can direct your next steps or focus.

Eg. cup, mud. Ship, chop, thin. Vowel digraphs – date, dart, seem, loud. Rime – fight, right, bright

Morphological Awareness (I have more information on this if you would like it)