DFI - Day 2 - Workflow

LEARN, CREATE, SHARE

Learn - AKO                               Create - HANGA                                      Share - Tohatoha

Recognize                             Creativity empowers                         Connected learners share
Amplify                                  learning

Turbocharge

Effective practice

Great teachers + Digital Affordances = Acceleration

Words above used from Manaiakalani- DFI workshop.

Merging my Pedagogy with the Learn Create Share.

Recognize

Teachers' actions promote student learning.

• The teacher is not replaced by technology - Teachers promote student learning and this is very important.
• HLP - High leverage practice is key.  Woolf Fisher research helps us to ensure that what we are doing is indeed high leverage practice.

Amplify

• The whole world is at our door now that we can harness and use technology

Turbocharge

• Transform practice - harness the opportunity to do the things we weren't able to do before technology became a tool in our Kete for teaching and learning.
• Use the technology we can get our hands on to redefine teaching & learning.
• Offer new experiences and opportunities.

Harness the affordances of technology - REWINDABLE LEARNING IS SO IMPORTANT AS PART OF THIS!

Over my time within Kaikohekohe Education Network and with PD both within and beyond this network.  I can honestly say that although I can still learn more about the LEARN, CREATE, SHARE pedagogy, it is my understanding that this pedagogy is one that not only enhances engagement but also enhances student empowerment.  This empowerment is through giving students the choice and strategies to create and share their own developing understandings.   

This pedagogy also moves along the lines that we need to empower our students to become creators.  Creators of their own learning, creators of their own solutions, and able to reflect and adapt what they are creating constantly as new knowledge and further opportunities arise.  The sharing of these creations is also a vital part of the process as it enables further adaptions to learn and knowledge and also provides opportunities for students to see and own the outcomes they are creating.

In this ever-changing world we need our students to become creators and not just consumers of knowledge.

Diving deeper

Today we also had a play around in Google Meet, organizing Gmail, and google calendar.  The great thing about this was that it was great to be reminded of these and to actually have the time to do an update and organize these areas.  Gmail is always something I get hassled about as I read the emails I need to, and just leave the rest sitting there as I don't like deleting them.  I am a search my emails person and this I can manage pretty quickly so has never been a priority.  At the end of each year, I go through and archive.  One bonus is I found that I wasn't the only one with LOTS of emails in their inbox.  Lots of filters later it is looking much more organized but I still have lots of emails to archive.  Goal for the week is to finish this while the momentum is on!  

One helpful tip I found for this archiving task was that if they are all labeled then they are still easily searchable. - So I now have more labels.  

In the afternoon we were looking through blogs that had been published in the sharing the hook (a great place to find examples of good practice).  For this, we had to set up a calendar event and add a meet link.  When in our meet we had to record our session and also share the screen we were talking about.  We have been asked to share this video below.  This is not a video that I would normally share but have included it here for the purpose of the DFI task.

Create A Formative Assessment Using G-Suits

Session 6 - John Meing - Create a formative assessment using g-suits

This was a very theory based workshop with lots of discussion around John Hattie - effect size

Douglas Fisher’s - visible learning in mathematics

“Formative assessment refers to to a wide variety of methods that teachers use to conduct in-process evaluations of students comprehension, learning needs and academic progress during a lesson, unit, or course .”

Dillian William (good friends of Paul Black) - discusses the difference between formative and summative assessment.

Proposed Model

Doug fisher - learning can be at any point along the continuum - All 4 components must be present in every lesson at some point - it creates a whole cycle of learning if you do all each day.

Focused instruction -

• purpose, (not intention/objectives - because relevance must be there - e.g. must have intention and relevance (interesting and relevance.)
• Modeling-  open up your brain and talk about the process.  I statements not we or you statements … When I read this … I was thinking about…

When i saw the problem … META-COGNITION should have a because, why or how.

Guided instruction

The strategic use of questions, prompts and cues.

• Ask questions prompt or cues that means that they do the cognitive work not us …
• Insert yourself into the group or take children out of different groups and work with you as a small group.

Collaborative

• Student to student interaction (in academic ways, with academic language).
• No on learns language from listening to language they only use it by producing the language - students must use the language to learn the language.

Independent learning

• In-class we are pretty good at this - we aren’t so good at out of class independent learning - we give homework prematurely …

The keys to making this work within our classrooms

Establish purpose  

School planning template

Teacher modeling

I do it …

Guided instruction

• share 3 different versions easy, medium and hard and have students choose their own - if all choose easy then we know we have a problem
• In google docs - you can set the comments to only the owner and teacher can comment.
• If you design your Kahoot well you can set it up as a good formative assessment tool.
• Google sheets - validation can support - not super interactive but will allow them to check their answer and have instructions on how to add. - also self marking.

Productive group work

• Google suite’s is all shareable …
• Class Dojo - PBL (positive behaviour learning - which doesn’t always work) - however they do have a think/pair/share.

Independent tasks

• Captivate - a new tool.??? Not sure of its use…

Their schools worksheet tool/example. This was interesting but I have to say that I love how as a school and team we plan/talk and together with our children we Learn, Create, Share within learning contexts that relate specifically to our (students and to some degree teachers) interests and learning needs.

This was an interesting workshop to attend as many that were offered were about applying skills rather than the theory behind it. Was interesting to see/hear an Australian schools point of view. John worked at a school that currently has been awarded an innovation award 3 years in a row for their innovation in education.

Side note: Cool problem - see picture (answer is 5 - count the circles)

PBL in a digital world

Session 5 - Kimberly Hall - PBL in a digital world

(lots of links from to other sessions in the top drop down menu).

Ultimately it doesn’t really matter which model of inquiry you use - but consistency within a school is key. It should be similar - and the process need to be similar to encourage collaboration …

Start with a challenge or question that we are wanting to delve into - must be one that has depth and also one that is something that people want to find out about . - see doc for collated list of things you can do.  

Google Feud

Hyper docs

Answer garden

Live word cloud - collaborative - Screen

Plant a seed (idea) and watch it grow

Really cool - Love it !

Major setting to change is the spam - turn it on (defaults to off). - If you change this to on, you automatically remove some questionable responses/words getting through.

Change discover-ability to hidden rather than public - due to it being used in an educational context.

Inside search

googles inside search -

Search for a person place or thing

The bar on the right of a google search seeks to answer the next logical question that you will ask next - e.g. it answers questions you haven't yet asked.

A great place to broaden understanding of a person place or thing - links connections that you may not have already had.

Padlet

recently updated

Lots of new bits - can link record add photos ...

(comments can also be added to individual stickies).

Terms of use require us to directly supervise children's’ use of this tool - Permission and use from under 13 year olds is OK if supervised.

I loved revisiting this as part of creating my presentation for yesterday. Loved how you could also use your own background image - to personalise it more.

Canva

Make things that look beautiful. - including certificates, posters … Vouchers …

Piktochart

Rewordify

lots of opportunities for our readers.

dotEPUB

an extension that will take a website and convert it into an e-book.

Wikiwand

converts ugly wiki information into something that looks nicer to read - install the extension (downloadable to chrome).  But only works on wiki

Read and write

link to free version for teachers - takes 24-48 hours to authorize premium access.

Premium tools - fill in the form and you get it free.

This can also make a word list with word, definition, picture and place for notes

Highlights can then be added directly to a document (with links back)

Can simplify a webpage to make it accessible to everyone!

TAKE AWAY IDEAS!

So many cool things to use back in my classroom.  Its more a question of where will I start, but we need to start somewhere ... SO here is my plan.

Answer garden - for whole class Inquiry

Canva - for both class and MIT Inquiry

I liked the sound of dotEPUB so would like to investigate this further

Session 1 - Google Sheets Ninja Training

Session 1 - Google sheets Ninja training

This was a great workshops to find out a few tips and trick for sheet.  Can’t wait to use some of this

on some documents I already have in place especially assessment data document that we use for

our team.  The pivot tables might come in handy to with taking on the role of Maths Lead teacher

within our school for this next term, as well as analysing data from surveys conducted with parents

relating to my MIT inquiry.

Sir links-a-lot a good app to use

TIPS AND TRICKS

• Drag the top left box down 1 and it will lock that top line into place - so it will always be at the top - will be great on assessment data files.
• Double click on the edge of the rows will make it the size of cell the right size.
• Use control keys to jump up and down… quickly
• Control A - select all. - if you do it once it will select data filled in… and if you press it again it selects the entire sheet.
• SHIFT, CTRL T - reopens a tab that has just been shut down. - GREAT FOR SNEAKY CHILDREN!!!
• Under paint bucket you can hit the ‘alternating colour’ which will colour every other row and make it easier to read. - again great for assessment data sheets - will save me having to do this manually and when adding a cell (when we get a new child) having to re-do it.
• Pivot tables are great too!

KET Waitangi Day TOD

This morning I had to get up early to leave this beautiful location and attend our Annual KET TOD.  This year I was lucky to catch a ride with our New Principal, which allowed for lots of professional conversations as we took our hour long journey there and back.

Great company and coffee.  Thanks Michelle.

Learning from the day.

Universal Design for Learning (UDL) :

Based on Research (including Hattie etc). Organised around the three principles and then three guidelines
(Independence, support and challenge, and access)

Ideas from discussions.

When setting up our learning spaces this year we need to do a check that the design that we run with is inclusive for all. Some children need quite, some need noise, some need movement, some need to be close to the door, gender differences and cultural differences are real, and some have physical limitations that need to be catered for.

In addition we learn't about the 3 domains (networks) and how that if we get this Universal Design for Learning right then the three domains (or networks) Engagement/Representation/Action and Expression will work together to increase learning and students perception of themselves as learners. This requires us as educators to foster and ensure that Favorable inclusive education. To do this the key element is to keep our Tamariki at the center of EVERYTHING we say and do. This also transcends to our digital environment, sites, and blogs.

3 Domains (Networks)

1. Effective Network (WHY of Learning) Emotions, What motivates you, What is in it for me? ENGAGEMENT - Offer options and supports to stimulate motivation and sustained enthusiasm for learning.
2. Recognition Network (WHAT) Immediate processing to make meaning, perception, senses - you look at something and it makes sense (attached to your memory), understanding REPRESENTATION - Present information in different ways to support access and understanding.
3. Strategic Network (HOW) organizing, planning, monitoring ACTION AND EXPRESSION - Offer options and supports so everyone can create, learn share

As part of this discussion the concept of Cognitive Strain vs Cognitive Relief was discussed.

Quote of the day
Seek diverse perspective and walk in my shoes, offer solutions to everyone