Kiwirous

 Link to shared notes

Link to Kiwrious Play space in Scratch. 

Link to learn Kiwrious space. 

Laser cutter - can do 30 projects in an hour and 3d printing 1 project will take 30 hours

Digtal fabrication is how the future will be made. 

Digital fabrication  - Creating digital projects that can be used in the real world. 

Laser cutting - forceful cutting. 

Big limitation is you can't do pockets - down to a depth and then hollowed out to a level. 

3D printing - rapid prototype device. 

Takes for ever - 

Cnc routing 

Youtube - Beginner Fusion

Ultimate beginners guide 

Lars Christensen 

Advanced Coding - Shared notes

Python - Arcade library 

A nice quick and easy way to get into 

Making it as interesting for kids as quickly as possible. 

Python - Code avengers.- Matariki? 

Block learning- Australian based

Typingclub.com

Tinkercad converts from 

https://arcade.makecode.com/ - can switch between block code and python/JavaScript

HTML - Hyper text mark up language 

Created in 1989 - primarily for documents. 

That's where Java Script came in

CSS - Cascading Style Sheets

An interactive course for WebVR

https://aframe.io/aframe-school/#/

code.visualstudio.com

Save files as an .html

! will import a base to start from. 

Call the < > Claws

Free Code Camp 

P5.Js - focus on art

One of the key takeaways for me is that we can use makecode (for microbits etc) code using blockcode and then switch to Python or Java Script - an easy way to extend students. Can they add/adjust/make changes in the coding langage rather than the blocks. 

Twinery - For interactive Storytelling. 

Kawana's session 

What are the hidden messages what motivates the player/ 

Gone home 

That thing called a dragon. 

Thunderbird Strike - a game with a message. 

TE HIKO TĀKARO - Game design resources

Minecraft in the classroom - Link to presentation

OMG Tech Unconference - Workshop 2 Aotearoa History

 Link to shared notes. 

Run by Tony from MoE 

Questions to ponder while we watched episode 3 of the Aotearoa History Show. 

• Whats positive? 
• What are some challenges that may arise? 
• How might we navigate those challenges? 

Manaiakalani Kahui Ako Teacher Only Day - Key note Dr Rae Si'ilata

Link to site

Key note Dr Rae Si'ilata

Link to presentation 

We need to give our tamariki the keys to the language of the culture of power, but this is not all. We are not subtracting - we need to not remove the language of their culture. 

Privilege the native speaker in the room. 

Listening reading viewing - input channels

Speaking writing presenting - output channels

6 modes of communication we need to be integrating. 

You will get much greater bang for your buck if you are integrating these modes of communication. 

What are Māori medium doing that isn't happening in English medium - they are achieving much better in Māori in English medium. 

English for Speakers of Other Languages - ESOL - adding English not replacing other languages with English. 

 

  

Young students being the kaiako to support teachers to learn languages. 

Government provides some support for Pacific/Pasifika dual language resources. 

Bilingual = like the kahikitaea trees above the surface are seperate - under the surface they are combined. Input in one language - make meaning in stronger language - respond in the initial language.

   

The teacher does need not be bilingual (see, e.g., Pacheco, Daniel, Pray, & Jimenez, 2019) but must understand how language is much more than the linguistic code reified in school, as well as how school epistemologies about language are related to power.

Getting students to use their strongest language to grapple with concepts and then outputting in English.

Phonics plus - are they 

Prior knowledge is part of learning to read and reading to learn. 

We want our tamariki to be critical about power. 

Providing texts that are mirrors provide opportunities for our learning to connect with their prior knowledge. 

Notes from Workshops at the Manaiakalani Kahui Ako ToD 2021

Effective Reading Practise with Georgie Hamilton, Kiri Kirkpatrick (R8)

Link to presentation

Surfing semantic waves in written texts with Dr Jannie van Hees (R4)

Semantic - meaning-making

Semantic Waves

Newsela - you can change the level complexity of the text your students. 

He ako whakaaweawe, he ako whakatere | Effective Teaching, Accelerated Learning

 Monday the 14th of September 2020, was a momentus day for the education community in Ōtaki. We held a Teacher Only Day with over 100 teachers from across the community coming together to learn - a first for our community. Teachers from Ōtaki College, Ōtaki School, Te Kura Kaupapa Māori o Te Rito, Te Kura-ā-Iwi o Whakatupuranga Rua Mano, Te Horo School and  Waitohu School.

There were two key goals for the day, the first was to support our educators in professional learning around the kaupapa of He ako whakaaweawe, he ako whakatere | Effective Teaching, Accelerated Learning. The second was to create a feeling of connectedness across our schools. Though we might be close geographically there are many of our educators who don't know each other. 

This second goal was a real challenge for us, our first scheduled date for this TOD was during the first lockdown when we were in Covid Level 4 and then this date when we ended up being in Level 2 with gatherings limited to 100 people we needed to think outside the box in terms of how we could still make this a successful day. 

One of the key things we did was to create a Google Site where all information, links and anything you'd need to know was held in one place. Everyone had the access to the content, regardless of where they were physically sitting. 

We also utilised Google Currents (formally Google +) to try and create a space for our teachers to connect with one another, to share key ideas that spoke to them, or highlights from the sessions. Before we started this TOD, we had 35 members of our Currents Community, we now have 67 and approximately 20 people used this as a place to share during the day. We also incentivised people joining and commenting by including several coffee draws throughout the day.  As always with a group of teachers these went down well! 

I hope that this Currents Community is able to be used beyond the TOD as a way for teachers to remain connected across the community. 

There was a lot of really positive feedback from our teachers and tumuaki after the day. It was a great way to see that we can connect and have professional learning opportunities even if we couldn't meet face to face on the day. 

Week 22!

  This week in Ōtaki there is a very tired feel around the education community. After Term 1, and then Lockdown and now Term 2, without a break everyone seems to have run out of steam. 

Kids are tired, teachers are tired... everyone is ready for a break. 

Leveraging the Manaiakalani Kaupapa

The kaupapa of Connected, Ubiquitous, Visible, & Empowered has been a catalyst for change in the weeks following lockdown. For some schools and teachers there has been a real embracing of this  kaupapa. It is now becoming what they do, as part and parcel of learning in their kura. 

What lessons have schools in your cluster taken from the distance learning experience to enhance or improve the face to face schooling experience? 

There is far more collaborative practice -  teachers working together to support one another, especially at one particular school where teachers sharing resources who would never have shared before!

The value of ubiquitous learning - available anytime any where at any pace from anyone. We gathered feedback from students once they had returned to school after the lock down and this was by far one of the things they enjoyed the most, especially in a secondary setting, being able to complete things at their own pace, choosing which subjects work they wanted to focus on and not having to stop because the bell had gone. 

Lockdown has really shown us the value of ubiquity. 

We have also seen an increase in independence - and whānau involvement with learning. It was so heartening to join in class Google Meet sessions and see whānau supporting students. 

Time for a well deserved break I think!

Our Code, Our Standards - Standards for the Teaching Profession

The practising teacher criteria have been replaced with the Standards for the Teaching Profession which is a part of Our Code, Our Standard - Code of Professional Responsibility and Standards for the Teaching Profession.  Further information can be found on the Education Council Website. 

End of Term 2 Reflection

One of the things that I have a bit of a love hate relationship with is the end of term WWW for our facilitation hui. I really appreciate the opportunity to reflect on the term, the highs, lows and all the in-between, but I find finding the time to complete this in the last few weeks tricky. Perhaps next term I'll use the weekly team meeting minutes to go back look at the WWW's we do each week for inspiration.

I really like that this time around the things that aren't working and I need help with were sentiments echoed around the room during the sharing time. It really helped me to see that these struggles aren't mine alone.

Google Certified!

I finally sat the Google Certified Educator Level 1 exam, it's only been a few years on meaning to do it.

It wasn't as difficult as I thought it would be, and it's really nice to be certified now.  I'm also keen to do sit level 2, perhaps in the summer holidays.

Going through the sessions and completing the review questions definitely made me feel more confident going into the exam, but I was still really nervous waiting for my results. The first section which was multi-choice had some questions which I felt were really easy and some were tricky. I enjoyed the second section which was more practical and made me miss making docs etc for my class!

Time to start prepping for level 2 I think!

Learning through talk - Jane van der Zeyden

Discussing - Developing Oral Language in the Primary Classroom

Golden Lines - When you come across a great example (in a text or students work). This is then displayed on the wall. These can be 'borrowed' for use in students writing.

Anticipatory Reading Guides 

• Write about six statements to catch the reader's interest that focus on the main messages of the text. 
• The students work independently agreeing or disagreeing with the statements and then share their choices with a partner. 
• After reading the students revisit the guide with their findings and make their final choices
• The teacher and students discuss their choices and justify their opinions. 

Ask and Answer/Hot seating (can be used with fiction and non-fiction texts)

• Children in role 

Writing - Pasifika Boys, Charlene Mataio; Tools4Teachers

• My favourite thing about writing is ... 
• My least favourite thing about writing is...
• What do you like writing about best?
• Do you write at home? 
• What do you think about your handwriting? 
•  is it easy for you to form your letters? 
• How do you feel about spelling? 
• When we write in school I wish we were allowed to... 

The key is teaching students to notice the everyday. 

Why write?
We write to make sense of ourselves and our world, and to communicate.
Individual children each bring their own unique experience of their family and culture with them. 

All young writers have something to say. 

We write best about what we know.
writers notice and respond, non-writers don't. 

Beliefs shape the way we teach. 

"Children need models rather than critics" Joseph Joubert 

Give writers the opportunity they usually have 3 life topics they will go back to. It's your job to teach them what they don't know, about what they know. 

Do we teach to the writing? Or do we teach the writer? - Be mindful of knowing your learners and what that student needs at that time. 

Read like a writer and write like a reader.

Oral rehearsal is really important, how am I weaving oral language through my writing programme? Think it, say it, write it.  

Maori & pacifika come from a largely oral history - value it!

Ideas 

Generate ideas for writing 

Focus on the seed, not the watermelon (small moments)

Specific details/significance

Does writing always have to look written? Could be hand written, typed, drawn, video (a way to scaffold). 

Generating Ideas, Neighbourhood Maps. Example in Marshfield Dreams - Ralph Fletcher.
Making observations of the everyday. 

James Gulliver Hancock - looking at ourselves, looking at our 'authorities' 

6 word memoir 

School Journal poem - Nothing every happens at my house. 

Actions: 

Display the messy writing - the organisation, the idea selection process etc. 

Mentor texts 

Use video - scaffold writing

Neighbourhood maps

Manaiakalani Outreach Planning

During the holidays I was invited to attend the Manaiakalani outreach planning session for term 2. 

Being involved in the planning for the outreach support gave me an insight into how the term will pan out in terms of the support we receive from James. 

It also gave me a bit of a 'behind the scenes' look at how the outreach service works. 

During the session which was led by Dorothy Burt there were a few key things which stood out for me in terms of my role as an Education Programme Leader

• Start each sessions with ... What’s working, what’s not, what do you need help with?

• SAMR focus - on using meaningful learning activities that are 'above the line' (modification and redefinition) to accelerate student achievement

• I have also signed up to attend Dr. Ruben Putendura's SAMR session on the 27th of May!

• The focus this term is on the create aspect of LCS. The idea of creativity is to create! The fun, the joy, the creative fun stuff, not just another slide show!

• I loved the current events site which has been created by the Manaiakalani Digital Teacher Academy, I just can't see how having this set up could work with busy classroom teachers.

It was affirming to today receive the following email from Dave Winters. 

Hear, Speak, Learn: Building Oral Competence

A fascinating day with Jane van der Zeyden. Beginning the day with data related to how children's oral language develops and the massive difference oral language development makes. The links to children who start school behind in their oral language development and the way this follows them through life.

“What’s the most important thing parents can do to make their kids super learners? Talk to them. Language. Language is the key” 
Professor John Hattie

The oral language expectations on Pf 42 of Learning through talk were fascinating - a great place to look to identify next learning steps for students and to look for report comments. Some great discussion around recordings of students talking - the difference in prompts and the ways the interviews were conducted all having an impact.

Amplify don’t simplify

When we are trying to develop our student's language and vocabulary skills we need to introduce them to increased levels of language rather than simplified versions. We want to challenge them, to ensure they are learning new words.

Now what?

• Create vocab wall - students can add to this when reading and come across interesting words, topic words also can be added. Use word wheel (four words placed onto wheel, students in pairs create a sentence using the topic words.) as an oral language opportunity.

EdTechTeam GAFE Summit 2016

Another awesome two days of learning at the GAFE Summit. This year I have come away with a three key things I am keen to implement in my classroom.

1. Genius Hour - I have experimented with this in the past, but have never really felt like it quite worked in my class. Some students came up with some great ideas, but others really struggled. Hearing Molly Schroeder talk about getting the students to identify "What problem do you want to solve?" really resonated with me. It gives genius hour a framework for the students to identify problems they feel are important and helps to steer them away from questions that are 'google-able'.
Some question starters could be:

• How might I…
• How might we… 
• In what ways …

I also attended Simon Ashby's workshop on Genius Hour. He spoke about the nuts and bolts of how Genius Hour works in his classroom. I think I will adapt similar expectations, here are his:

• • Must have research involved 30-60mins of research/week - recorded on google slides & blogged, 45mins blogging time, 1.5hrs creative time
  • Frame it as a driving question
  • There must be research involved
  • The project needs to have a purpose (& impact on someone other than themselves)
  • It must be shared

2. 360º Narrative with Jim Sill - I have thoroughly enjoyed attending many of Jim's sessions over the GAFE summit's I have attended and this year was no different. We were introduced to the Google Streetview app (which I have dabbled with before). It is fantastic for taking 360º photos. It is also available for ipads through the iphone app store. I think it would be a fantastic tool for us to use, especially as this term we are learning about different cultures and what better way to experience them than to use virtual reality so the students can experience being there.

3. Google Teacher Certification with Kimberly Hall. This was an informative session highlighting the progressions through Google Teacher Certification which are available. Beginning with the basics exam, moving on to Level 1 and Level 2 and then on to the Google Certified Trainor and Google Certified Innovator.
I have already completed the basics exam and think it would be a good place to support all staff to attain. It would ensure they have a good understanding of the GAFE tools and enable them to better utalise the tools at hand. I hope to sit Level 1 before the start of term and attain Level 2 before the end of term 2.

This quote from Molly Shroeder really sums up the whole theme of GAFE for me.
"Don't be afraid to fail. be afraid not to try"
I am really looking forward to the start of Term 2 and putting my new learning into action. 

ADHD Project - Professional Learning

Session 1, 2 and 3

These sessions were a refresher for me, reminding me of strategies that I was already aware of, but perhaps hadn't used in a long time. One strategy that I have taken and used in my classroom is to include more brain breaks, we are using gonoodle on average 1-2 times a day to encourage the students to get up and get moving. I think it is working well as a break after a period of intense concentration. I also think it is beneficial to encourage our students to move more. They don't have a great deal of physical stamina so for some students it is difficult to go through a 3min workout without stopping. I hope to increase this endurance throughout the year.

I have also begun using colour coding for the students to identify the order in which they will complete their tasks. They do this on a Monday morning as part of our first reading session of the week. As a class, we decided on a colour code, green for first, yellow second and blue for third. Students are then given specific time at the end of the lesson to make sure they have updated the learning log with the tasks they have been working on (even if they aren't finished).

I think this is helping those students who have ADHD or are ADHD like to better manage their time during reading. I will be using this strategy across the curriculum next term.

Tina observed me using this strategy, her notes can be found here.

Leading Toolkits - Bling your blog

The Ako Hiko Bling your Blog toolkit that I ran on the 25th of Febuary were a raging success. As my partner in crime, Tina, was unable to run the toolkit with me as initally planned I took five very keen and capable students along with me. 

After a brief run through of the basics in blog blinging we set to work, supporting teachers to make their blog their own. Helping change colours, fonts themes. You name it we changed it! 

The students who supported my toolkit were fantastic, there was nothing but positive feedback for them. 

Some feedback is as follows. 

Having the students present meant they were able to show case their skills, develop confidence in working with adults and share the links to their learning. Over all a great experience for all. 

TOD Day 1 2016

Tetramaps

An interesting way of looking at personalities and behaviors. Gave a good understanding of ways people react differently to things. I enjoyed being able to identify what my own elements were and how they come across in my interactions with others. I also found it valuable to learn what other staff members felt they were and how that comes across. I found one of the most valuable parts of the session for me was being able to come up with a chart of how we prefer to be spoken to, what not to say. I think it makes it a lot clearer for all staff, especially seeing when someone is a different element and how they would prefer to be approached. 

How will I use this new knowledge? 

• Thinking carefully about how I will approach conversations with those who I know differ from me and keeping the shared goal at the heart of the conversation (especially parents). 

PB4L 

Reviewing ways of dealing with minor behaviors - for me this was a refresher of the strategies I learned with IYT and during my years in a PB4L school. Was interesting to discuss minor vs major incidents, especially different ways different teachers would deal with them. We came to agree that major incidents can and are dealt with by the classroom teacher, but they need to be recorded, not necessarily sent to the office. 

I also found really interesting looking at the expectations from across the different school settings and identifying how many were double ups, how many were not actually measurable and seeing that it really was time we went back and relooked at some of the PB4L systems we have in place. 

I really like that we are aligning PB4L, The Hay Park Way and our values. Respect, Responsibility and Resilience. 

How will I use this new knowledge? 

• Reminder of the strategies for dealing with problem behavior is very timely at the start of the year. I am looking forward to challenging myself to use 4:1 positive comments and linking the comments to our values eg ".... when you keep trying that maths problem you are being resilient, well done!" 

Power of Reading - Reflection

Today's staff meeting was PD on the Power of Reading.

We began talking about what is going well for us with our PoR. I am really enjoying the drama that is coming through. Seeing the children creating freeze frames, and then the rich discussions from this. Also the writing that is coming through, the descriptive language that is developing is really powerful.

Where to next?
Using the planning template that Amanda has sent through. Plan and integrate ALL drama aspects. Use the key drama definitions to help with planning and teaching.

Summarising your Postgraduate Learning Journey and your planning towards the future:

Looking back on the 32 week journey (plus 2 more weeks because I’m always late getting assignments in!) I can see the changes that I have made through my practice and more importantly in my pedagogy. I began the course having taught in a 1:1 classroom for almost a year and was very excited by the opportunities this course gave me to connect with other like-minded, future focused educators. During the face to face sessions some of the most valuable time, for me, was the discussions we had with other teachers, from other schools, with different communities, yet who shared the same enthusiasm for learning and how we can make the most of opportunities for our students.

When looking back through the papers we have completed and the learning outcomes several jump out at me as ones that have struck a chord for a variety of reasons, some because they challenged me, some because it was something I was looking to find more about and others because they were aspects of the course I enjoyed.

From Leadership in Digital & Collaborative Learning

• Reflect on personal leadership attributes and styles within the context of leading innovation.
  I found the leadership paper on the whole challenging, I hadn’t considered myself as a leader (beyond leading in my classroom) and changing this ingrained mindset took some doing! And yet I know look back and see the ways in which I do lead, the leadership styles I use and the know when I am called to lead I am more aware of how different leadership styles can be more beneficial to different tasks. I will choose the best style for the task at hand and it has enabled me to better reflect on the leadership that I do have as a colleague in my school.

From Digital & Collaborative Learning in Context

• Identify a potential digital and collaborative innovation and design an implementation plan that can be applied in a learning environment.
  First of all, I loved the play element of this paper, the introduction to new ideas and ways of doing things which I could take back to school and implement immediately was hugely satisfactory to me. I was able to share things with other staff members and ignite some enthusiasm from some of the more reluctant staff members. This paper introduced me to flipped lessons and the assignments I did based around this concept (and the feedback I was given) helped me to understand how and where flipping can be successful. This has led to some flipped lessons occurring in my classroom. The kids love it! They enjoy being able to rewind their teacher, being able to go at their own pace, being able to share the learning with their families. It has been a huge success in my class.
• Evaluate collaborative educational research and investigate its application in a digital environment.
  Through evaluating collaborative research I was able to read and think about the collaborative aspect of learning in a digital environment. I know for myself that I have benefitted hugely from working collaboratively - be it assignments, note taking, or planning. Being able to work with others, not only online, but also to brainstorm and share ideas face to face produces much more. I am more motivated, I am better able to express my ideas, I achieve at a higher level through collaborating, so why wouldn't I want this for my students? Using GAFE in our classroom means we are easily able to collaborate on our learning tasks and when students collaborate the level of work they produce increases hugely.

Links to the Registered Teacher Criteria or Practising Teacher Criteria

Professional relationships and professional values

• Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
  One of my professional goals for this year and into next year is to build on my relationships with the whanau and community of my students. Through being involved in extra curricula activities this year I feel I have got to know the community better, however I now feel I need to focus on strengthening these relationships, especially ensuring they are learning focused. I would like to develop the use of my class blog as a space to update parents on the learning that is taking place in my classroom. I would also like the blog to become a two way means of communication, with whanau commenting on the blog too.
• Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.
  This course shows my commitment to ongoing professional learning and development, implementation of ideas gained through the course and through reading done as part of the course show my commitment to developing my personal practice. I look forward to continuing to grow and develop my personal practice through the connections I have made in this course, through the Facebook group, through the VLN that I joined whilst on this course and through twitter. One of my professional goals is to be more vocal in these online forums, to share more with others.

Professional knowledge in practice

• Criteria 7: Promote a collaborative, inclusive, and supportive learning environment.
  As part of our literacy programme blogging, and blog commenting at taught. Students regularly post new learning on their blog, and then other students have the opportunity to comment on this learning.  Students also work collaboratively in a range of curriculum areas. Through writing, reading, maths and our concept learning students have opportunities to collaborate on their learning. I would like to develop this further with students collaborating with others from beyond our classroom, with other classes and perhaps eventually with students from other school.s
• Criteria 8: Demonstrate in practice their knowledge and understanding of how ākonga learn. My students have a strong sense of agency over their learning. They understand where their learning needs come from, and work alongside me to develop goals for themselves. Students take control of their own learning, and through the use of flipped lessons, and kahn academy students are able to learn at their own pace and seek support  where they need it. One of my goals is to continue to develop this student ownership and student agency in my classroom.

My main goal going on from this certificate is to continue to learn, grow and implement new ideas into my professional practice. To continue to build on the knowledge I have gained, and the skills I have learned. In the future I would like to take on a leadership role, helping school to develop their pedagogy, providing students with opportunities to become future focused learners.

Evaluations of the cultural responsiveness in practice

Create a blog post where you evaluate how you or your school addresses cultural responsiveness in practice in at least 3 of the following areas:

Communication Methods

In our school the key methods used to communicate with whanau and the community are newsletters and blogs. These methods often have very little evidence of Te Reo Māori. A greeting usually beings the newsletter but that is often all. I feel that we are not very culturally responsive in our communication with our community.

Learning Activities

In the last 18 months we have had some PD in Te Reo and tikanga Maori through a specialist teacher who comes in once a fortnight and works with the students and teachers. This has resulted in an increase in Te Reo being used in the classrooms, students and teachers are more aware of tikanga. This is normalising the language as  identifed by the National Library of New Zealand.

Resources

We are currently in the process of opening our school library to parents 2 mornings a week so that families can visit the library together, it is a time when they can use the space to read together, to choose books or to just come in out of the cold winter mornings! We are trying to make our library a more welcoming space for all our students and their families. This provides an opportunity to promote relationships between staff and families - whānaungatanga.

References

Support indigenous knowledge in New Zealand school libraries | Services to Schools. (n.d.). Retrieved from http://schools.natlib.govt.nz/blogs/libraries-and-learning/15-02/support-indigenous-knowledge-new-zealand-school-libraries