Sunday, 16 September 2018

DMiC Maths-Term 3 End of term reflections

I have a new group of priority learners that I have been working with this term. I have noticed that they are getting better at sharing their ideas when working with their partners. Classroom norms and culture is well established. They ask questions when they don't understand and ask for help. They know that we are here to learn and it's not about getting it right or wrong but having a go and giving it a try.
A few of them can count up to 50 but have many gaps in their number knowledge. They can count on but struggle with counting back and saying the number that comes before. Within the DMiC lessons they can with their partner's support solve simple word problems but when the numbers increase or the word problem changes from addition to subtraction they find it challenging and get restless. 

Next steps for these children: 
Do a quick assessment of what they know in terms of their number knowledge.
Create activities- could be iPad or hands-on follow-up tasks activities where they can practice number knowledge when not with the teacher at a DMiC group lesson.
Lots of practice maybe with a buddy counting on and counting back. Give them a mixture of problems (addition and subtraction) for numbers up to 20 and then increase the numbers slowly.


Thursday, 30 August 2018

Digital Fluency Intensive (DFI)-Northland Cohort 2

This morning I am very fortunate to be part of the DFI at Paihia supporting the teachers with iPads. We are here at Paihia school and it is a beautiful sunny day. A nice warm and friendly places with a few familiar faces.

DFI-Northland Cohort 2

The morning started with connecting with each other. Many teachers have been in and out of their classroom wearing many different hats (various roles).
Key points from this discussion:
Blogs and commenting- giving positive feedback, teachers modeling and always using prompts- positive, thoughtful and helpful.
Naming documents and putting in the correct folder.
Working on animation which is going well but wants to link this learning to reading tasks.
Making learning visible by using the new class sites- asking the children what they want or what they think. Tweaking buttons to what students like to make it engaging for their learners.
Blog tracker Year 7 and 8- easy way post and for the teacher to give feedback and for others to leave a comment.
Google sheet assessment for teaching- making it uniform in their department.
Attending digital courses to deepen learning.
Not all children in the class are in a 1-1digital learning environment- making it difficult as every child wants to work/use a device.
Work on sites especially the ones on the old classic sites with all its resources- especially when working in different departments.
Hapara and workspaces are great.
A teacher using powerpoints and digital technologies to explain tasks and then have photocopy worksheets for children to complete those tasks. A teacher expressed their view by saying"It would be great if the student had a Chromebook."

Manaiakalani Innovative teacher Alicia Craig shared her inquiry with us. She also shared with Angela Moala (Pt. England School) work on Multi-Modal learning and talked about all the resources available us.

The principal from Paihia school talked to us about student learning in this school. She talked about learning "anytime, anywhere and anyplace.'
The children here are self-directed learners. They have a choice in selecting their tasks on whats being offered on the timetable. Teachers are available to them to conference with. There are extra resource links on the right-hand side of the timetable.
Children fill out hand in a sheet with links to their work as they finish tasks. Teacher checks and gives feedback and feedforward.
They follow a traffic light system:
Red- Independent learners
Orange-Target learners.
Green- Go and publish and share
This is how they manage the compliance side of learning. Easy for a child to slide under the radar.
Some children do not like choices, therefore, their timetable is managed by teachers.
Hand in sheet Chrissy Smith and Becky's site Te ngahere

We had the opportunity to visit a two-classroom of Year 6, 7, 8 students)
Children were on different tasks.  Some were working in groups and a few preferred working on their own. They confidently shared their learning tasks, blogs. I like the system they use with the traffic lights and how children are empowered to make choices and monitor what they have to achieve with support from the teachers in the hub.

The iPad session went well. There was a lot of content covered in a short time. The teachers were eager to learn and were buzzing with engagement and questions. I will continue to add resources to the folder as I learn in this one to one digital environment.
Thank-you Kerry and the amazing teachers.

Paihia School










Sunday, 19 August 2018

DMiC Term 3

It is Term 3 and we have come a long way in our learning. I am so proud of my learners and the progress we have made. For some, their success may not be shown on a graph but it can be seen in terms of their confidence, the value added and personal growth.

What I have noticed: 
- I can complete a group lesson in an hour with priority learners without major interruptions from others. The other half of my class can work independently on tasks as I work with my priority learners. (Group of 8 children)
- Children are getting better at managing themselves when working at a group level and then working with their partners.
-When working with their partners they making sure that they take turns- doing this by themselves. They ask each other questions making sure that they both agree and understand their method of solving the problem 
(drawing, number line, grouping number sentence)
- We solve about 3 problems in one lesson.
-Good sharing when we come together as group.
-Children are explaining, repeating, asking questions, starting to agree and disagree.
- Getting better with our number knowledge and basic facts.
-High level of engagement, children working with partners when doing consolidating activity.
-Children ask to do more maths, ask when we doing maths, Hunter wants to do maths during playtime.
- Very flexible when working with others.

Challenges:
Some children still lack number knowledge. They find it difficult when a given a problem with numbers above 30. A few children read the numbers backward, for example, children say 15 for 51.
Mathematical language concepts: uderstanding the problem, breaking down the vocab within the problem. Teacher taking things for granted- words like each, ate(number 8)
Time is another factor. - Not enough time. 

What next:
Continue working on building number knowledge: number identification 1-100, the number before, the number after, number patterns, doubles and basic facts.
Make changes to my timetable, maybe do maths in the morning. 
How to keep up the high level of engagement and the desire to do more maths during the day (Explain Everything activities)  and  (set up a box with questions) that children can take and do as home learning if they wished to.

It is Term 3 and we have come a long way in our learning. I am so proud of my learners and the progress we have made.

Working together as a group:







                                               
 Here is a video of one of our lessons:
Word problem: There are 4 teddy bears. Each teddy eats 2 cookies. How many cookies got eaten altogether?

Friday, 17 August 2018

Digital Fluency Intensive (DFI): Day 9

 Today was our last day of DFI. The group had mixed feelings as we have grown and bonded well together and now it all comes to an end. We as a group decided to continue connecting with each other through our blogs and hopefully meet up again at another Professional Development session.

Dorothy started the morning by talking about. ubiquitous learning. Ubiquitous learning means learning anytime, anyplace and anywhere It is important to extend our young learners beyond the school hours. Our learners miss out on a lot of learning because when they start school at the age of 5 they come in with limited vocabulary and spoken words. They are behind other learners in their cohort and have to work super hard to catch up to the National Curriculum.  They have to make about one and a half years of progress.
Technology allows our learners to extend their learning. With ubiquitous learning children don't miss out. Technology allows them to access their learning when we not in the room, beyond the normal school hours and makes learning rewindable. (examples of rewindable learning is using Screencastify, using sites to access learning)

                           
           

 Summer Learning Journey:
 Research shows that children do lots of learning during the year but when we get to the Summer holidays there is a big drop. The Summer Learning Journey is a programme that allows children to participate and continues their learning by creating and sharing on their blogs.


Technology is not just a tool. 
It provides opportunities for new ways of learning.

The second part of the day was the Google Level 1 Exam.
I am glad to have sat the exam and as Dorothy and Gerhard said: "Give it a go!" I did not pass but I am not despondent by that (may sit the test again when I have had more time to learn and practice),  Our DFI sessions have been amazing. There has been so much learning, connecting with each other, sharing, reflecting on my practice, thinking of how I will use what I did here with my colleagues and most importantly with my learners. We are learning all the time and as we meet new people and form relationships, we become one big happy family. I will treasure the moments, learning, laughter, funny stories we shared together.  Aroha, dear friends, until we meet again- we will meet again!




Tuesday, 14 August 2018

Digital Fluency Intensive(DFI) : Day 8

I today's session we talked about the "Google Level 1 Exam". The important thing to remember is time management and just giving it a go as it will be a good opportunity and learning experience


The Cybersmart Curriculum

It is important that when children are given their digital device the teachers scaffold the learners by preparing lessons, supporting children step by step as they work and learn on their device. In primary schools, a Cybersmart lesson for Year1-8 must be delivered weekly. The programme needs to be delivered in a positive approach enabling our learners to make smart decisions and choices when working online. This programme builds values and develops positive citizens. A Cybersmart person is a powerful person. Smart learners leave Smart footprints.
In schools presently teachers focus for:
Term 1-Smarts Learners - care of your device, management, creating folders in the drive.
Term 2 Smart Footprint- talk about being in the right place at the right time online, making the right choices and decisions.
T3-Smart Relationships connecting with people, looking at others bogs. Be positive, thoughtful and helpful.

I really enjoyed the Digital Dig session. I found it interesting and quite challenging.
Some key points I got from this session:
- Working on a Chrome Book and putting myself in the learner's shoes.
-Small device and small screen were quite tricky.
-Learning the keyboard shortcuts - when children use the digital terms it makes it easy to transfer this knowledge no matter what device you give(iPad, Chrome book, iMac) for example, when I work with the juniors I use the terms copy, paste, duplicate, save your project, inspector, delete and so on. I know it's important for children to learn the vocabulary which will make it easier for them as they move up the year levels.

I might grab one of this and practice over the holidays.

We also had an opportunity to use iPads. I was given the opportunity to talk and share about how my learners use their class site to access their learning. We looked at Explain Everything and projects that teachers created within Explain Everything. The group had a chance to complete the activities using various tools, for example: take a photo, copy paste, duplicate, listen to instruction on sound byte and complete task. 

This is my fifth year in a 1:1 iPad class and I am continuing to learn as we create and share. We have a School News Network callled, Pt. England News Network (PENN) where classes share their learning. My children were buzzing with excitement when they watched an animation of a marble run created on Hyperstudio by Ms. King's students(Year 3-4). I observed the children's engagement and told them that we could create a marble run on our iPads. During the last week of Term 2 we created a marble run animation on our iPads. It involved skills (copy, paste, duplicate, add a page, duplicate page). When children recognized the patterns and made the connections they were able to complete the task with support from me/their peers. There was a high level of engagement and we finished the term feeling proud of our achievement. We should not underestimate the ability of our younger learners. We must give them the opportunity to explore and learn.

The create part of our day was to: Create a tutorial on one thing we have learned during the 8 weeks of DFI. I decided to make a make video of how I use the extension, Toby Mini to help with my workflow. With Toby Mini you can organize your browser tabs and access key resources in one-click instead of seven. 

Sunday, 5 August 2018

Digital Fluency Intensive (DFI) : Day 7

In today's session we talked about connections and making learning visible.



Dorothy talked about equality and Equity. It is not about each child havin a device or an iPad but it's what we do with it. This message was very meaning to me. When learning is visible it allows all learners to access the content at anyplace, anywhere and anytime.

This means having these set on default
Folders 
Class site
Blogs
Lead the learning visibility through sites.
Hapara teacher dashboard- visibilty into documents
Whanau need to have visibility of leraning through the site Learning outcomes, Assessment Outcomes and WALT (We are learning to)
Sharing learning on their blog
Parental portal -parents have access to children works gets them in to their own childs account.


This is a quote from Stuart McNaughton. It describes the progress of our young children measured longitudinally over three years of national test scores in Writing.

I really enjoyed learning more about Google Keep. I am familiar with Google keep but was good to learn about creating labels and making shopping lists that can be shared with others to make it easier.This was really exciting and the group had lots of fun discovering tips and reminders. Well for me, this is goodbye to paper lists on my fridge.


Google sites:
We had an opportunity to explore teacher's sites, evaluate and set goals for developing our class site.
We are able to connect with ours through our class site and it provides us with an opportunity to share resources and elaborate. It is important that it flows. Gerhard mentioned something most relevant "Three clicks to get to where you need to go"
Each person had a turn to share their site to the Apple T.V and we had to evaluate their site by filling out a Google sheet. This proved to be very useful and I received some good and helpful feedback with some things to work on. It was good to way to receive this feedback and reminds me to always view my site through "Incognito window"- I get to see what my children, whanau (family) and the public see. I enjoyed looking at my colleagues sites especially teachers teaching in higher year levels. Each teacher demonstrated innovation and creativity.

DFI Class Site Critique & Feedback (Responses)


We had a big laugh when Dorothy showed us her Google GPS tile to track basically anything.
-Your child walking home from school
- Children in the shopping malll
-locating lost wallets/keys
-Tracking you luggage when travelling


Always losing your keys and hunting around like crazy!




Tracking a loved ones destination.

Another good day with lots of learning and fun. We have formed good relationships with each other.
Hard to believe that we have only a few sessions left.
Thanks Dorothy and Gerhard for another great session.

Tuesday, 31 July 2018

Digital Fluency Intensive (DFI) : Day 6

 In today's session Dorothy talked about being empowered. Teachers need to be empowered for learners to be empowered. The things we do and learn at Digital Fluency Intensive sessions allows us to focus on ourselves and learn. It gives us the opportunity to discuss and learn from each other and then takes this learning back and implement it into our pedagogy.

Digital devices are life changing, for example:
-being able to look at products online and order online.
-Having an online medical practise, and have a medical consultation were you can diagnose patient and give a prescription.
-Data from research shows that children in lower decile schools enter school with having academic performance of a 3yr old. They are two years behind their peers.

Using technology can empower our learners- LEARN CREATE SHARE.
VISIBILTY is an important component to empowering our learners, whanau (family) and our colleagues.

I really enjoyed the second half of the day where Gerhard shared with us some tips and tricks around our workflow.

How to manage your workflow?
1. Google calendars-  I felt anxious using the school calendar and messing up events and booking times so I used ical instead. I always wanted to learn how to use Google Calendar. Gerhard showed me how to use the sharing settings.  I used the time at DFI to add things to the calendar and am quite pleased with myself. I like the update on my gmail where I am able to view the calendar as I read my mail.


2. E-Mail- learning how to archive your e-mails and DO NOT TRASH them. How to organise my e-mails and set up filters.

3. Managing tabs- Using extensions for example: one tab, add a person, bookmarks, Toby and Toby mini. I particularly liked using Toby mini and over the weekend have set up my tabs to help manage my workflow. It is great, easy to use and a life saver . Thank you Gerhard- definitely saves my time and makes workflow manageable. I don't have to go into my drive or hit the search tool to access my slide decks, spreadsheets and documents. 


4. Hangouts-An interesting session with lots to learn. We had a whole class hangout and then broke into two groups to complete a task using hangout. Lots of fun however I feel that with practise I will be able to do much better. I am looking forward to my Hangout with Gerhard on Wednesday morning.
I would like to hear and learn from others about how they/we can use this formof communication  and learning with our juniors on their devices. A great start would be for Susan and I to have a hangout session with our children sharing their learning. We could use our laptops and iMacs.
Below is a recording of our Hangout session:



A great day with lots of information and ways to help manage workflow. I will definitely share this with my colleagues, family and friends. Thank- you Dorothy and Gerhard!



Friday, 20 July 2018

Digital Fluency Intensive (DFI) : Day 5


Another busy day, with lots of interesting hands on activities. We started the day with making connections. The key points that stood out for me was that:
Teachers now understand that teaching and Manaiakalani are not separate things. We are part and parcel of the Manaiakalani.
Children  must blog 2- 3 times a week and it needs to be quality posts rather than quantity.
We are ambassadors. As we learn at DFI we need to share/support our colleagues, take this message to our principals and it is up to us to change their mindset so that it can benefit our learners.
Gerhard talked about the importance of being connected. The Manaiakalani Programme enables us to be connected in a wider network of schools. Digital technologies enable us to stay in touch and have visibility to see what others are thinking and learning. In 2015 more schools joined the cluster through relationship and a sense of belonging. When we are connected to each other it is more meaningful, it is a long term commitment. 





Learn Create and Share has become contextualised. We all on the same journey, we going through this process and its a journey and we are able to do this together. We have a connection because of a shared language for example: Learn, Create, Share, Cybersmart (right time, right place right attitude)Smart Footprint, Blog comments ( positive thoughtful and helpful). It is important for teachers and children to be referring to this language to empower our learners.

The Manaiakalani website gives us information about toolkits and PLG's. The cluster wide website helps us be connect with other schools. Another way that keeps us connected is the Twitter feed. Every time kids blog it goes to the Manaiakalani twitter feed which engage with the learners. There are over 201 thousand blog posts on is twitter feed.
Another way to create further connection is blog Tuhi Mai Tuhi Atu run by Tanya. 
One class is grouped with another 3 classes and each class devotes one week of their time 
to comment on the other classes blog. The children are connected with each other and 
the learning is authentic -(develop Smart Relationships) 

Connected learners share and the connection is two ways, you got to give to get. As educators we have to be prepared to blog on our professional blog and it is a valuable professional learning opportunity. Teachers and learners are creators of content. The second half of the day was with the OMG Tech team. Zoe Timbrell, the co founder and general manager talked about the Future of technology and how we need to open our minds and hearts to new ways of thinking.



The key points that I got from this session:

-As technology expands, technology is blooming. We want to fix in the future, 
making sure our kids have their voice heard. 
-We are makers. Technology is about creating which helps us interact.
How we use technology outside of our screens.
-New Zealand has the most relaxed policies. Our value system is valuable and our technology needs to reflect this. For example: Hapara (Teacher Dashboard) works for us NZ teachers. 
-We have world leading creative technologists for example: Peter Beck, Lord and many others. 
-Creativity and innovation - an important technology is a new form of creativity: play based learning. It is important that children need to play, explore and work together, 
-Creativity and play - digital technology allowing the space to play.


My first attempt at Scratch.
Looking forward to working on Junior Scratch.

I am looking forward to using Junior Scratch with my Year 1 learners on iPads. I  need to practise and get confident with the tools before I can introduce it to my learners. Thank-you, Gerhard for offering to support me with this. 

Taking apart a CD ROM
Two circuit boards.
Lots of tiny screws.



An exciting  part of the day was using a 3D pen. There is a plastic filament inside the pen which is melted before using. These pens are used to make 3D designs on papers or on top of any other shape. I can just imagine how much fun my students will have at creating and making designs  using these pens. May suggest we get some for our Makerspace area. It will be awesome!

Using a 3D pen to create an object. 

Very tricky, but was really amazing. Had lots of fun.


A fantastic day. Lots to practise and talk about and share with colleagues back at school.

Sunday, 1 July 2018

DMiC end of Term 2 Reflection

We have reached the end of the Term 2 and a few of the learners in my group have definitely come long way in terms of their behaviourial and cognitive engagement. Some children are getting better at being able to focus and concentrate for longer periods. I am continuing to work on setting up norms and culture in the classroom for example: "We are here to learn, I want you to try harder, playing with the counters is for another time, you have a job to do here, are you helping/supporting your partner?

We are continuing to solve a problem by:
-talking to each other.
-explain to the group "What the story is telling us?"
-having a conversation with our partner and discussing the method we are going to use to solve the problem.
- listening when someone is sharing.
- repeating and show an understanding what others have said.
- being able to notice that we have different answers, having the confidence to explain/talk about the method/strategy they used to solve the problem.
-being able to agree/disagree and having the confidenece to explain their thinking.

What I have noticed: 
-Some children that have a good knowledge of numbers are starting to make the connections and see the patterns and are therefore able to use this knowledge to solve the problems, for example: if 2+2=4 then 20+20 makes 40.
-Doubles plus one more, for example if :6 and 6 makes 12 then 6 and 7 makes 13-we are just adding one more.
The capable learners are able to understand/comprehend the word problem (I am getting more, I am taking away, I am sharing)  
A few children in the group can count in 2's up to 30, count in 10's to 100 and are using this knowledge to solve problems. 

Challenges:
Children that lack number knowledge are struggling to keep up with the their partner. When given a challenging problem with large numbers they struggle and then they get restless. They end up annoying the others who are working. They play with counters and often miss out on the good learning opportunities that come out of the session. Don suggested that they find/use resources in the classroom to support the with their counting, for example: number line and hundreds chart. I  followed up on this yet once again I find that the engaged learners use it well because they can read, locate and find the numbers they need and the less capable learners need support.


What next:
I need to work on developing a good number knowledge and in order to do this I  probably need to work at the level/ability of these learners- have flexible groupings.  I need to motivate the unable learners and  build their self confidence by creating opportunities where they experience success.
I need to continue working on follow up activities that consolidates the learning after they leave the teachers table.
Work on the language/comprehension when reading the problem. May have to visualise the problem, use counters, more hands on tasks.

Some follow up tasks that children completed on their iPad.






Tuesday, 26 June 2018

Digital Fluency Intensive (DFI) : Day 4



Today we had a very interesting and busy day. We started with Dorothy talking to us about share. She took us way back to April 2005 when YouTube (where you are able to broadcast yourself), Twitter (empowered the rich famous celebrities), Bebo, and Facebook, (where friends share their lives) was born and brought about a new form of sharing. This brought about a new form of sharing and is what our children use to make themselves known.
At our school children use Blogger to share their learning. A blog is set it up where every child's blog is owned by Board of Trustees.Teachers can see what children share because all their work is visible through the teacher dashboard.
The Blogger app is used by both students and teachers. Blogger is a tool for supporting the Cyber Smart curriculum. It has specific guidelines that teaches children how to behave appropriately when sharing with to an  audience.Children learn how to be positive, thoughtful and helpful commentators.


I have a class blog and the children in my class have their own individual blogs. They love looking at photo's of themselves, their friends and their learning. It is powerful learning tool that shows a snapshot of their learning journey. Children like looking back at their older posts, for example, when they started school or the time they did something special. It shows progress of learning over a period of time and for many children it is something that they can be proud of. Family/whanau and friends can visit their work (anytime, anywhere and anyplace).



Dorothy talked about the Summer Learning Journey. Researchers at Wool Fisher looked at data and found that children who blogged two times a week (maintained their learning) and children that blogged three times a week (results were high). As teachers we need to encourage and set tasks to keep the children engaged in their learning so that we can maintain/accelerate learning and raise achievement.

The second half of the day day focussed on Multi Modal learning. We had an opportunity to visit some sites. The key idea is hooking the learners both behaviourially and cognitively, making children excited about their learning and engaged with the curriculum in many ways: watching a video clip, using hyper studio to draw, create animations, dance and drama.Teachers can be creative as well by hooking the learners for example: Immersion assembly.

Our task for the day was to create a site and the theme we used was "Garden with Science." The teachers worked in age level groups to collaborate, share ideas and resources. Susan and I worked collaboratively on this site. I found this task really easy as I have been using sites for more than 3 years. As a school we started with Classic Sites and now with the New Sites. I prefer the New Site because it is much easier and also looks nice on an iPad. I found that managing my folders and labelling my work helped me access what I needed easily. Our school has a shared folder of projects that teacher have created. We can download the activities or add to it (repurpose) and re-share it again. We keep adding to the shared folder and now have a wide range of activities for all year levels. This  makes workload easier and allows for children to have a wide range of learning opportunities.

The children in my class access their learning through their class site. I use visual images and symbols to hook and engage my learners. They can independently go to the class site and download their tasks for the day.