Design for Thinking
Innovation: Defined to be change or restructure.
Vision for young people:
Confident
Connected
Actively involved
Lifelong learners
Innovate:
A year 9 option class, invitation only.
Explicitly teaching learning dispositions and learning how to learn
Underpinned by NZC Vision, principles and values
Designed to develop agentic (In control of their learning) learners with a toolkit full of powerful learning tools - given agency over their learning.
To explicitly make room for the NZC vision, principles and values.
To re-language learning
To empower learners to be agentic - They are in control all the time
To give time to what we value
To teach learners how to learn powerfully
What we cover:
Empower their own learning. Take risks - what makes it safe? Risk taking - mistake making.
WISE - Willing to learn, interact with respect, strive to understand, engage to achieve.
Whole brain learning, memory and brain training, cross-curricular.
Different types of intelligence
Design Thinking:
Immersion: Come up with a topic that they are really passionate about. Understanding the challenge from their stakeholders point of view. Empathy - Seeking to walk in the stakeholders shoes and trying to find a solution. How might we make a difference?
Ideation: Once we have worked out what the problem is - how do we meet our stakeholders needs. (Critical thinking).
Implementation: Make it happen. Come up with a solution - take action that will make a difference. short term solution - They can do it in a week - solve some of the problem (not all) - Put something together that can then go forward to the people who can make a larger scale difference.
Design Thinking Challenge:
How might we help teens like us develop a positive self-image - These girls made a mural with positive messages - painted it on the wall. Small difference that meant a lot to that 'difficult' group of girls.
WHAT is the issue?
WHERE is the issue located?
WHO is affected by the issue?
HOW is it affecting people?
WHY does the issue need to be solved?
Two positives and two negatives for the possible solutions. What?, Why?, Evidence.
Evaluating the options: Explain why you think this is the best option, between than your least favourite option.
Sunday, April 28, 2019
Optimising Maori Success and Potential - Dr Melinda Webber
Optimising Maori Success and Potential
Maori tamariki should know that they come from success too. The curriculum should be localised to learn about iwi history, whakapapa etc.
Stereotype Threat: Is the fear of confirming negative stereotypes about the group to which one belongs. Can influence academic progress, loss of interest, believing they are not smart enough to participate in particular subjects. Studies have shown that the students that are the most vulnerable to the Maori are not smart stereotype are actually the ones that care the most about their academic performance.
Change: Maori students and their whanau, hapu and iwi need to hear about maori educational performance and potential in ways that reject deficit theorising and low expectations. Maori students need access to programmes of learning that affirm and promote Maori theories, Maori knowledge, Maori heroes/role models and Maori worldview. To be normal and natural.
Understandings of what maori should be like is very much context influenced. Because that context demands different expectations from them - How can we make a positive environment that enables Maori tamariki to thrive at school.
How do Te Arawa define Maori student success?
In what ways do whanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?
How is mana enacted by Te Arawa students? To what effect?
The questions of role models (IMPORTANT) - Talk to kids about someone who inspires them? Why are they their role model? Ask them to describe that person in 5 words. You will be able to understand what is important and meaningful for that particular child and what they deem important for them.
What are the qualities of success?
Quality 1: Successful Maori students have a positive sense of Maori identity. Often accompanied by academic efficacy - the belief that their belief leads to other peoples success. What they see on the TV is what they can achieve. I am successful because I am Maori. Strength of character, positive self-concept, knowledge of ones self, a strong will, boldness and a tendency to take risks.
Must see the mana in every child.
Quality 2: Successful Maori students are diligent and have an internal focus of control. Disciplined, self-motivated, attentive, focused. Asking questions, clarifying, confident, patience and commitment and a sacrifice of time and effort.
Quality 3: Successful Maori students learn how to nurture strong relationships. The ability to sustain relationships that are premised on a balance of assertiveness and warmth (manaaki - Cherish their mana) because this provides sustenance for the inner person. Encouraging, willing to learn from others, willing to mentor others, aware of own strength and weaknesses. Remember that feedback is a koha - it is a gift. To help, to be aware that they need help. They are willing to learn and are very aware of their own strengths and weaknesses.
Quality 4: Successful Maori students are curious and innovative. An enquiring mind which probes, draws conclusions and makes associations; an exploratory orientation that is exploited in social and academic activities. Courageous, competitive, curious, creative. Ask what does this look like in real life.
Quality 5: Successful Maori students look after their wellbeing. Attention to physical, spiritual and mental health needs that are needed to flourish at school, affirming the inexplicable link between wellness and learning. Healthy, fit, resourceful, balanced. Having school smarts is not enough, they need street smarts. Social identify is an academic identity to young people.
Quality 6: Successful Maori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals. An aptitude for things scholarly and a commitment to excellence are evident. A intrinsic desire to learn and an innate curiosity. Can apply themselves, drive, purposeful, aspirational. Academic back planning - right from primary school. What do you need to reach the place you would like to do.
School matters, different hopes for their future is determined by what they do now. Where do you want to be in 5 years - in 10 years.
Quality 7: Successful Maori students possess humility. A quality which is often a cultural point of difference because it is about service to others, generosity of spirit and putting others before the self. Puts others before self, accept criticism, work in service to others, team player. There is a culturally appropriate way of being acknowledged. Being humble. You have to be humble in defeat and in glory.
Quality 8: Successful Maori students understand core Maori values. An ability to model the most meaningful qualities in Maori culture, portrayed by the way of aroha (love), manaaki (care) and wairua (spirituality). Application to school and work - Manaakitanga - ability to care and be hospitable, Kotahitanga - ability to commit to a kaupapa/vision, Wairuatanga - moral compass and sense of social justice.
The Mana model
The different types of mana that
Mana Tangatarua: The skills, knowledge and confidence to navigate success in tow or more words.
Mana Tu: Efficacy, courage, humility, tenacity and resilience.
Mana Motuhake: A positive Maori identify and a sense of embedded achievement.
Mana Ukaipo: Belonging and connection to place.
Mana Whanau: A belief that they occupy a central position of importance in their whanau whether it be at home or at school.
Maori tamariki should know that they come from success too. The curriculum should be localised to learn about iwi history, whakapapa etc.
Stereotype Threat: Is the fear of confirming negative stereotypes about the group to which one belongs. Can influence academic progress, loss of interest, believing they are not smart enough to participate in particular subjects. Studies have shown that the students that are the most vulnerable to the Maori are not smart stereotype are actually the ones that care the most about their academic performance.
Change: Maori students and their whanau, hapu and iwi need to hear about maori educational performance and potential in ways that reject deficit theorising and low expectations. Maori students need access to programmes of learning that affirm and promote Maori theories, Maori knowledge, Maori heroes/role models and Maori worldview. To be normal and natural.
Understandings of what maori should be like is very much context influenced. Because that context demands different expectations from them - How can we make a positive environment that enables Maori tamariki to thrive at school.
How do Te Arawa define Maori student success?
In what ways do whanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?
How is mana enacted by Te Arawa students? To what effect?
The questions of role models (IMPORTANT) - Talk to kids about someone who inspires them? Why are they their role model? Ask them to describe that person in 5 words. You will be able to understand what is important and meaningful for that particular child and what they deem important for them.
What are the qualities of success?
Quality 1: Successful Maori students have a positive sense of Maori identity. Often accompanied by academic efficacy - the belief that their belief leads to other peoples success. What they see on the TV is what they can achieve. I am successful because I am Maori. Strength of character, positive self-concept, knowledge of ones self, a strong will, boldness and a tendency to take risks.
Must see the mana in every child.
Quality 2: Successful Maori students are diligent and have an internal focus of control. Disciplined, self-motivated, attentive, focused. Asking questions, clarifying, confident, patience and commitment and a sacrifice of time and effort.
Quality 3: Successful Maori students learn how to nurture strong relationships. The ability to sustain relationships that are premised on a balance of assertiveness and warmth (manaaki - Cherish their mana) because this provides sustenance for the inner person. Encouraging, willing to learn from others, willing to mentor others, aware of own strength and weaknesses. Remember that feedback is a koha - it is a gift. To help, to be aware that they need help. They are willing to learn and are very aware of their own strengths and weaknesses.
Quality 4: Successful Maori students are curious and innovative. An enquiring mind which probes, draws conclusions and makes associations; an exploratory orientation that is exploited in social and academic activities. Courageous, competitive, curious, creative. Ask what does this look like in real life.
Quality 5: Successful Maori students look after their wellbeing. Attention to physical, spiritual and mental health needs that are needed to flourish at school, affirming the inexplicable link between wellness and learning. Healthy, fit, resourceful, balanced. Having school smarts is not enough, they need street smarts. Social identify is an academic identity to young people.
Quality 6: Successful Maori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals. An aptitude for things scholarly and a commitment to excellence are evident. A intrinsic desire to learn and an innate curiosity. Can apply themselves, drive, purposeful, aspirational. Academic back planning - right from primary school. What do you need to reach the place you would like to do.
School matters, different hopes for their future is determined by what they do now. Where do you want to be in 5 years - in 10 years.
Quality 7: Successful Maori students possess humility. A quality which is often a cultural point of difference because it is about service to others, generosity of spirit and putting others before the self. Puts others before self, accept criticism, work in service to others, team player. There is a culturally appropriate way of being acknowledged. Being humble. You have to be humble in defeat and in glory.
Quality 8: Successful Maori students understand core Maori values. An ability to model the most meaningful qualities in Maori culture, portrayed by the way of aroha (love), manaaki (care) and wairua (spirituality). Application to school and work - Manaakitanga - ability to care and be hospitable, Kotahitanga - ability to commit to a kaupapa/vision, Wairuatanga - moral compass and sense of social justice.
The Mana model
The different types of mana that
Mana Tangatarua: The skills, knowledge and confidence to navigate success in tow or more words.
Mana Tu: Efficacy, courage, humility, tenacity and resilience.
Mana Motuhake: A positive Maori identify and a sense of embedded achievement.
Mana Ukaipo: Belonging and connection to place.
Mana Whanau: A belief that they occupy a central position of importance in their whanau whether it be at home or at school.
Tuesday, April 16, 2019
Unplugged Digital Technologies
Unplugged Activities for Digital Technologies
Lego Activity: Each partner has 6 pieces of lego and one partner does the instruction giving and the other must follow and get the same end product. Clear instruction giving.
What did you find challenging? Giving clear, precise instructions, communicating, knowing what to say so the other person knows what you are talking about.
What were you learning to do? Communicate, seeing it through someone else's eyes.
How does this relate to computational thinking and designing digital outcomes? Vocabulary, algorithm.
What key competencies were involved? Relating to other, problem solving.
What other curriculum areas could be involved in this activity?
Make name tags - When doing a unplugged make sure you are using digital language and using authentic context, relating it to digital technologies.
- Bot (Builder)
- Programmer (Instruction giver)
- Tester (Read the instructions out - facilitator)
Program your Teacher to make a Jam Sandwich: The algorithm/must be programmed very clearly and perfectly (precise instructions) for the robot to work.
Jam Sandwich - Write the algorithm to make a jam sandwich
1: Start at the table.
2: Take out one slice of bread from the bag.
Missed - Put it on the plate
3: Get a knife.
4: Dip the knife into the jam and scoop out enough to cover half of the knife.
Missed - Take the knife off the sandwich
5: Spread the Jam over the bread and right to the edges.
6: Take another slice of bread from the bag and put on top.
The Six Elements of Programming:
Sequence
Input - What do you add or change/variables.
Output
Selection/IF statements
Iteration/Loops
Storage/Variables - Computers store things (binary).
Lego Activity: Each partner has 6 pieces of lego and one partner does the instruction giving and the other must follow and get the same end product. Clear instruction giving.
What did you find challenging? Giving clear, precise instructions, communicating, knowing what to say so the other person knows what you are talking about.
What were you learning to do? Communicate, seeing it through someone else's eyes.
How does this relate to computational thinking and designing digital outcomes? Vocabulary, algorithm.
What key competencies were involved? Relating to other, problem solving.
What other curriculum areas could be involved in this activity?
Make name tags - When doing a unplugged make sure you are using digital language and using authentic context, relating it to digital technologies.
- Bot (Builder)
- Programmer (Instruction giver)
- Tester (Read the instructions out - facilitator)
Program your Teacher to make a Jam Sandwich: The algorithm/must be programmed very clearly and perfectly (precise instructions) for the robot to work.
Jam Sandwich - Write the algorithm to make a jam sandwich
1: Start at the table.
2: Take out one slice of bread from the bag.
Missed - Put it on the plate
3: Get a knife.
4: Dip the knife into the jam and scoop out enough to cover half of the knife.
Missed - Take the knife off the sandwich
5: Spread the Jam over the bread and right to the edges.
6: Take another slice of bread from the bag and put on top.
The Six Elements of Programming:
Sequence
Input - What do you add or change/variables.
Output
Selection/IF statements
Iteration/Loops
Storage/Variables - Computers store things (binary).
Hyperdocs (Multimedia Text Sets) - Lisa Highfill
Lisa Highfill
 |
Text sets: Not a digital worksheet - Content and information to think, notice, wonder and add to the padlet forum (8-10 minutes to explore the text set and question). Filter out questions - Can you Google it? We are looking for open questions. Explore and Choose (choose what you/they learn about for that day) an open question together - The question we choose together is going to be our focus question for that day and for that week you do this to start off each session with.
We wondered what the end goal was. We did not feel as though we had a purpose. Too Broad? - This is on purpose - Teach the children to be a learner - Learn to dive into it and be interested in the information we are learning, in the stories that are being told by the refugees. Can't put a point (mark) on your curiosity. You can choose to do 6 squares or only 1. Whatever you can do in 8-10 minutes. To much time leads to looking at all the squares and then give up.
Inspire curiosity - Have the children moved away from the text set and wanted to do their own research? - Let this happen. They have used initiative and wanted to do further research.
Presentation: How do you present your information so that children want to participate and are interested in the work they need to do. Images (what images can you use to hook them in). Separate the images. Make the links simple and easy to understand.
When to use: Do not overdo it. If you have a book (Girltopia for example) you could use this for the whole term on developing the background knowledge about the book before we even start it. Could use when starting a unit (Turangawaewae or Inquiry). For new teachers at a school could use this as a way of finding out information about where to get a reliever, staffroom, general school rules etc.
Extension: Students to create the next text set. Have you heard, seen, been told something that you would like to add to the next text set? They can add to (make a copy) or create their own text set about a topic of their choice or something given to them.
Overall: Give the kids the information first - Put the idea onto the kids - build background knowledge first - they need to build skills of curiosity and how to wonder. Let them ask the questions that you can then unpack and work through together. Let them be accountable for their learning.
Supersize your literacy with Google - Toni Westcott
All in one place - Accountability - Shareability - No more 'I dont know" - Engagement - Run with the magic.
1: Pick a path stories
- Engaging writing task
- Collaborative
- Problem solving
'Gizmo the penguin' - interactive story using google slides - choose your way (pick your own story) - something for their peers t enjoy and interact with - give feedback etc - using computational thinking. Hitting literacy and digital technology. Planned on paper first using a tree format - start with a slide and where you go from there.
Quiz - Have a question and choose an answer which takes you to right or wrong. If you get the question right it may take you to the yes correct answer and additional information about the topic to advance learning - and if you answer incorrectly you maybe taken to a new question that could encourage further thinking or give you clues about what the answer is, from here you are taken to the 'more information' slide.
2: Collaborative writing with slides
Picture with white box and a grey box. They get given a slide and asked to write down as many words describing the picture - kids without a wide vocabulary are able to share their ideas and hear other ideas and still be engaged as it is quick. Bus stop activity with 30 seconds on each slide and then move onto the next slide with a new picture and begin brainstorming the new picture. Once all done they can choose a slide with a buddy and write a sentence or paragraph depending on level, using the words they have all brainstormed.
From here (as a teacher) - Use the grid view and you can monitor their writing on their given slide - checking they are on task, whether they maybe struggling, what is the thinking, and easy editing. Do this in peers or in threes (collaborative task). They can then choose a slide (reflection) that they are going to give constructive feedback on.
Digital Smash Hits
10 Favourite tools to make life easier and learning more fun!
Toni Westcott - Masters in Digital and collaborative learning, working for Digital Circus.
1: Quizlet
Collaborative quiz activity. Good for terminology or vocabulary.
2: Toby
Chrome cast extension - Organise all of you tabs. Morning tabs etc create links and can open multiple tab at once that might relate to that particular session or block. Share tabs or links to websites. Give kids 15 places they can find information rather than them having to research themselves.
3: Boomerang
Schedule emails to be sent at any time in the future. Reminders etc. Can install it and then it will pop up in your emails (extension).
4: Edpuzzle
Go on youtube and make it interactive. Check in points throughout the video which asks questions etc (Can be a must do task to go with a reading or writing task).
5: Bookmarks
Add in more bookmarks along your bookmark bar. Save and organise the most used bookmarks.
6: Macroniser Tool
Input any Maori word or phrase and it will figure out where the macron goes you can copy and paste.
7: Google forms for student agency
Mixed reading workshops. Put a text into a google form and ask the students to choose which story they would like to read. They book in a time and must be there at that time. Top readers as it would not match the goals for lower learners. Easily organised mixed ability groupings based on interest. Easy way to facilitate students agency. Sign up for a reading workshop - unpack a paragraph based on the strategy they have chosen to learn (summarising) - Kids are excited to read because they have facilitated their own learning - Mixed level groups. (Possibly give kids 3 things they need to work on based on their goals and that day they can choose what they would like to learn about). So they have two things to choose - Reading or text and the strategy they are learning.
8: Digital Breakouts
Michael Davidson Resources. There is a story that has a problem where the kids have 45minutes to figure out. Google form to fill in the answers. Unlock all the locks and breakout. There a things hidden which children need to find. (Broken eggs and broken dreams).
9: Seesaw
10: Read Aloud
A Text to Speech Voice Reader. Extension downloaded off the chrome store. Highlight text on the internet and click the extension. The computer can read it back to you. Works if you are a learner who needs to hear something (auditory learner) for you to understand or process easily - struggle to read but would still like to access the information.
Toni Westcott - Masters in Digital and collaborative learning, working for Digital Circus.
1: Quizlet
Collaborative quiz activity. Good for terminology or vocabulary.
2: Toby
Chrome cast extension - Organise all of you tabs. Morning tabs etc create links and can open multiple tab at once that might relate to that particular session or block. Share tabs or links to websites. Give kids 15 places they can find information rather than them having to research themselves.
3: Boomerang
Schedule emails to be sent at any time in the future. Reminders etc. Can install it and then it will pop up in your emails (extension).
4: Edpuzzle
Go on youtube and make it interactive. Check in points throughout the video which asks questions etc (Can be a must do task to go with a reading or writing task).
5: Bookmarks
Add in more bookmarks along your bookmark bar. Save and organise the most used bookmarks.
6: Macroniser Tool
Input any Maori word or phrase and it will figure out where the macron goes you can copy and paste.
7: Google forms for student agency
Mixed reading workshops. Put a text into a google form and ask the students to choose which story they would like to read. They book in a time and must be there at that time. Top readers as it would not match the goals for lower learners. Easily organised mixed ability groupings based on interest. Easy way to facilitate students agency. Sign up for a reading workshop - unpack a paragraph based on the strategy they have chosen to learn (summarising) - Kids are excited to read because they have facilitated their own learning - Mixed level groups. (Possibly give kids 3 things they need to work on based on their goals and that day they can choose what they would like to learn about). So they have two things to choose - Reading or text and the strategy they are learning.
8: Digital Breakouts
Michael Davidson Resources. There is a story that has a problem where the kids have 45minutes to figure out. Google form to fill in the answers. Unlock all the locks and breakout. There a things hidden which children need to find. (Broken eggs and broken dreams).
9: Seesaw
10: Read Aloud
A Text to Speech Voice Reader. Extension downloaded off the chrome store. Highlight text on the internet and click the extension. The computer can read it back to you. Works if you are a learner who needs to hear something (auditory learner) for you to understand or process easily - struggle to read but would still like to access the information.
Monday, April 15, 2019
Genius and Inquiry Hour - Toni Westscott
Genius and Inquiry Hour
Teaching
Designing and developing digital outcomes
Progress outcome: Computational Thinking for digital technologies
1: Have a Hook
Being curious and open - wondering - collaboration and communication.
2: Link classroom to community
Who? Why? Examples in the community.
3: Have a Plan
Teacher guided - NOT a free for all, in charge of guiding the process. BUT put the kids in the drivers seat.
Week 1: I wonder
Week 2: Getting Inspired (Hook) - How to change the world (kid president).
Week 3: Identifying a Problem - Is it googlable? Problems are things that are not going to be fixed overnight or have not been attempted yet. What do the kids want to solve?
Household problem, School problem, community problem. (Sharing ideas through - Google form, spreadsheet, padlet etc).
Preliminary Research, Five whys.
Problem: There is to much rubbish in the playground - Why is there too much rubbish in the school grounds? Why do people keep dropping it? etc - The problem is based from somewhere - goes a lot deeper than just the initial problem. Explicit teaching of research skills, websites (can i trust this, copy and paste, credit sources, what strategies do I have when I cant find what I am looking for?).
Who is the user?
Showing empathy to whoever - user friendly
Interview the user (stakeholder) - A pain point, finding more solutions to their problem.
How - Might - We... Stop littering in our school?
Turn the problem around.
Not always just about the solution - Fall in love with the problem and not the solution.
Sharing time - feedback - post it notes, docs, forms etc.
Crazy 8s - 40 second in your group to come up with possible solutions. (Youtube video example).
Technology - Organising - Presenting - Awareness - Building
Storyboard one Solution - Do, Learn, resources etc
CRITICAL FEEDBACK - Write down the problem and 3 solutions to the problem - their classmates go around and draw a dot on the idea they already like. Not being mean - being helpful.
Seesaw - Online sharing platform. Kept the kids accountable and kept the family engaged and informed.
Conferencing and Keeping Track: Mini workshops, what is going on with them - find the teaching moments - what do they need to help the process along.
Link Community to Classroom:
Mystery Hangouts
Facebook/Twitter
Parents or business owners nearby
Tips for working with experts in the class
Celebrate and share with an audience:
Top Tip: Have a deadline - authentic audience - set up a stall. Sharing with friends and family.
Reflect and Refine:
How they thought it went, what they would do differently? Conversations rather than rubrics etc. Use these comments for reporting etc - What do they understand. Where could you put more self reflection so the kids are consistently reflecting and refining their work and ideas. You do not just have to put the reflection at the end - can be more useful being throughout the entire process.
Research Skills: Mini lessons!
Teaching
Designing and developing digital outcomes
Progress outcome: Computational Thinking for digital technologies
1: Have a Hook
Being curious and open - wondering - collaboration and communication.
2: Link classroom to community
Who? Why? Examples in the community.
3: Have a Plan
Teacher guided - NOT a free for all, in charge of guiding the process. BUT put the kids in the drivers seat.
Week 1: I wonder
Week 2: Getting Inspired (Hook) - How to change the world (kid president).
Week 3: Identifying a Problem - Is it googlable? Problems are things that are not going to be fixed overnight or have not been attempted yet. What do the kids want to solve?
Household problem, School problem, community problem. (Sharing ideas through - Google form, spreadsheet, padlet etc).
Preliminary Research, Five whys.
Problem: There is to much rubbish in the playground - Why is there too much rubbish in the school grounds? Why do people keep dropping it? etc - The problem is based from somewhere - goes a lot deeper than just the initial problem. Explicit teaching of research skills, websites (can i trust this, copy and paste, credit sources, what strategies do I have when I cant find what I am looking for?).
Who is the user?
Showing empathy to whoever - user friendly
Interview the user (stakeholder) - A pain point, finding more solutions to their problem.
How - Might - We... Stop littering in our school?
Turn the problem around.
Not always just about the solution - Fall in love with the problem and not the solution.
Sharing time - feedback - post it notes, docs, forms etc.
Crazy 8s - 40 second in your group to come up with possible solutions. (Youtube video example).
Technology - Organising - Presenting - Awareness - Building
Storyboard one Solution - Do, Learn, resources etc
CRITICAL FEEDBACK - Write down the problem and 3 solutions to the problem - their classmates go around and draw a dot on the idea they already like. Not being mean - being helpful.
Seesaw - Online sharing platform. Kept the kids accountable and kept the family engaged and informed.
Conferencing and Keeping Track: Mini workshops, what is going on with them - find the teaching moments - what do they need to help the process along.
Link Community to Classroom:
Mystery Hangouts
Facebook/Twitter
Parents or business owners nearby
Tips for working with experts in the class
Celebrate and share with an audience:
Top Tip: Have a deadline - authentic audience - set up a stall. Sharing with friends and family.
Reflect and Refine:
How they thought it went, what they would do differently? Conversations rather than rubrics etc. Use these comments for reporting etc - What do they understand. Where could you put more self reflection so the kids are consistently reflecting and refining their work and ideas. You do not just have to put the reflection at the end - can be more useful being throughout the entire process.
Research Skills: Mini lessons!
Digital Citizenship and Safety - Suan Yeo
Digital Citizenship and Safety
g.co/DigitalCitizenshipCourse - Digital citizenship and safety course for educators.
Our approach:
Empowering kids to be safe, confident digital citizens is critical - but isn't something any one group can solve alone.
Starting the conversation about your own personal safety online, checking passwords - It is becoming more and more complicated in the digital world and the least we can do is prepare children to keep themselves safe.
1: Internet Safety: Setting a strong password - We need to do a better job at protecting ourselves. Forming different codes to create your password (Could practise this with kids). Easy to remember - hard to break. Something you know or something you have. Change passwords once a year. 2-step verification.
2: Online Safety: Mobile security - safe downloads. Open network vs secure network - open networks have the opportunity to use your passwords to log into your accounts as they can track everything you are typing in.
3: Savvy Searching: Evaluate credibility of online sources of information. Just because the video has been made does not mean that it is true. Understanding what is real/what is not real. Teaching kids how to understand this - asking questions - having discussions about this. (BBC penguin flying video).
4: Phishing Sites: False websites - Always check the URL. As soon as you put your information into these sites you give hackers access to all your passwords and information you use to login. Make sure it has the green lock and https (secure).
5: Manage Your Online Reputation: Protecting sensitive information, privacy and security settings, guidelines for better digital citizenship, where to report bad content. Where is your information been shown? Google your name (best place to start) - where is your stuff online. Think about employers.
What you share can be; forwarded, copied, found - Everything you put on the internet is there forever regardless of whether you delete it or not.
Be Internet Awesome.
Interland cyber safety - Protect your secret sauce. Preparing kids to make smart decisions and explore the online world with confidence.
- Fun fundamental lesson of digital safety in a way kids can enjoy learning.
Family Link App- Tracking what kids are doing on the device, approve new apps etc. Lets parents manage their kids Google Account.
Applied Digital Skills - Using Google (Quiz for kids to do)
Top writer/learners ideas? Employers are looking for kids/people who have collaboration skills and digital skills. We need to be preparing children for skills they may not need yet. Format, site resources, Write a CV, research questions, Create a website, Write an introduction, plagiarism (find an article and add to a document), create a blog - What are the common things we need to learn in the real world?
g.co/DigitalCitizenshipCourse - Digital citizenship and safety course for educators.
Our approach:
Empowering kids to be safe, confident digital citizens is critical - but isn't something any one group can solve alone.
Starting the conversation about your own personal safety online, checking passwords - It is becoming more and more complicated in the digital world and the least we can do is prepare children to keep themselves safe.
1: Internet Safety: Setting a strong password - We need to do a better job at protecting ourselves. Forming different codes to create your password (Could practise this with kids). Easy to remember - hard to break. Something you know or something you have. Change passwords once a year. 2-step verification.
2: Online Safety: Mobile security - safe downloads. Open network vs secure network - open networks have the opportunity to use your passwords to log into your accounts as they can track everything you are typing in.
3: Savvy Searching: Evaluate credibility of online sources of information. Just because the video has been made does not mean that it is true. Understanding what is real/what is not real. Teaching kids how to understand this - asking questions - having discussions about this. (BBC penguin flying video).
4: Phishing Sites: False websites - Always check the URL. As soon as you put your information into these sites you give hackers access to all your passwords and information you use to login. Make sure it has the green lock and https (secure).
5: Manage Your Online Reputation: Protecting sensitive information, privacy and security settings, guidelines for better digital citizenship, where to report bad content. Where is your information been shown? Google your name (best place to start) - where is your stuff online. Think about employers.
What you share can be; forwarded, copied, found - Everything you put on the internet is there forever regardless of whether you delete it or not.
Be Internet Awesome.
Interland cyber safety - Protect your secret sauce. Preparing kids to make smart decisions and explore the online world with confidence.
- Fun fundamental lesson of digital safety in a way kids can enjoy learning.
Family Link App- Tracking what kids are doing on the device, approve new apps etc. Lets parents manage their kids Google Account.
Applied Digital Skills - Using Google (Quiz for kids to do)
Top writer/learners ideas? Employers are looking for kids/people who have collaboration skills and digital skills. We need to be preparing children for skills they may not need yet. Format, site resources, Write a CV, research questions, Create a website, Write an introduction, plagiarism (find an article and add to a document), create a blog - What are the common things we need to learn in the real world?
 |
| Link to Inquiry - Research Skills - Flowchart for teaching online research skills. |
Digital Storytelling - Fiona Thomas (Texthelper)
Digital Storytelling
Inspiration for collaborative writing using technology.
https://pollev.com/ - How are you feeling today? Use for polls for questions, answers using emojis etc.
Look for things that make writing more enjoyable, engaging for the teachers and students.
Students as creators not consumers - Tech tools work best when students are active learners - When they are asked to develop, create and share their work.
Producer - Writer - Director - Editor
Writing is the most academically challenging task students undertake - It is difficult (Planning, composing, editing etc) What do they struggle with? Digital tools can help make a task easier.
For many students access to learning looks like this (boring/daunting staircase). They should experience something more like this (Staircase with multiple paths) - Give multiple options for expressing, gaining understanding and presenting their ideas.
Engagement - Representation - Expression (Giving students ranges of opportunities).
Multiple options for access to learning expression and engagement - Range of ways to tell a story.
"Technology in the classroom is not the end goal. Enabling learning everywhere is the goal".
Agency productivity - Having control over what they are doing. Important when working with children with varying needs.
How will digital technology make a difference?
The writing process:
- Drafting
- Editing
- Pre-Write
- Revising
- Publish/Sharing
Tasks - Tools - Flexibility
The most dangerous writing app: Top writers: Sustained writing (quick writes) The most dangerous writing app... https://www.themostdangerouswritingapp.com/
Start typing and write! It stops when you stop.
iFake Text Message: https://ifaketextmessage.com/
Oral Language tool - understanding dialogue - different text language etc. Interview questions. Debating (persuasive writing).
Read and write: Web based tool bar for many forums. A tool that sits above docs. Word prediction, text to speech, reading back to them (read aloud - help with re crafting). "Significant improvement in writing quality and quantity 98% increase in writing output". Makes writing less daunting. Changes quality, quantity, and output.
Stimulate podcasting - audiomaker - another way of accessing texts.
Choose your own adventure stories with Voice: Google docs and Google slides.
My simple show: Record your own narration or choose a computer voice. Draft - Write - Visualise - Finalise.
StoryboardThat: Complex
Headliner app: Complex - Create an audio file, automatically creates the caption. You can find images, videos etc to go with the words.
Join my class (Pixton): https://join.pixton.com/tykkd - Create a avatar class.
Piktochart: Create your own infographic.
ThingLink: Image with links that can link to another website (youtube, text, quotes etc) - a different way to organise your thoughts. Teacher directed (very similar to hyperlinks).
Make Beliefs Comix: Traditional comic strip, easy, simple.
Seven steps to writing success:
1: Plan for success
2: Sizzling starts: Exciting starters. Grab the readers attention. Prompt to start the writing - does not have to be what you see but what you feel or how you interpret the picture/video/video games. Comparing and talking about what they have written - even if it is just about sharing a funny part that they love about their writing. Possibly (if taught correctly) could get some real feedback from their peers. Discover sizzling starts through multiple forums outside of writing.
3: Tightening the tension
4: Dynamic dialogue
5: Show don't tell
6: Ban the boring
7: Exciting endings/Endings with impact
Inspiration for collaborative writing using technology.
https://pollev.com/ - How are you feeling today? Use for polls for questions, answers using emojis etc.
Look for things that make writing more enjoyable, engaging for the teachers and students.
Students as creators not consumers - Tech tools work best when students are active learners - When they are asked to develop, create and share their work.
Producer - Writer - Director - Editor
Writing is the most academically challenging task students undertake - It is difficult (Planning, composing, editing etc) What do they struggle with? Digital tools can help make a task easier.
For many students access to learning looks like this (boring/daunting staircase). They should experience something more like this (Staircase with multiple paths) - Give multiple options for expressing, gaining understanding and presenting their ideas.
Engagement - Representation - Expression (Giving students ranges of opportunities).
Multiple options for access to learning expression and engagement - Range of ways to tell a story.
"Technology in the classroom is not the end goal. Enabling learning everywhere is the goal".
Agency productivity - Having control over what they are doing. Important when working with children with varying needs.
How will digital technology make a difference?
The writing process:
- Drafting
- Editing
- Pre-Write
- Revising
- Publish/Sharing
Tasks - Tools - Flexibility
The most dangerous writing app: Top writers: Sustained writing (quick writes) The most dangerous writing app... https://www.themostdangerouswritingapp.com/
Start typing and write! It stops when you stop.
iFake Text Message: https://ifaketextmessage.com/
Oral Language tool - understanding dialogue - different text language etc. Interview questions. Debating (persuasive writing).
Read and write: Web based tool bar for many forums. A tool that sits above docs. Word prediction, text to speech, reading back to them (read aloud - help with re crafting). "Significant improvement in writing quality and quantity 98% increase in writing output". Makes writing less daunting. Changes quality, quantity, and output.
Stimulate podcasting - audiomaker - another way of accessing texts.
Choose your own adventure stories with Voice: Google docs and Google slides.
My simple show: Record your own narration or choose a computer voice. Draft - Write - Visualise - Finalise.
StoryboardThat: Complex
Headliner app: Complex - Create an audio file, automatically creates the caption. You can find images, videos etc to go with the words.
Join my class (Pixton): https://join.pixton.com/tykkd - Create a avatar class.
Piktochart: Create your own infographic.
ThingLink: Image with links that can link to another website (youtube, text, quotes etc) - a different way to organise your thoughts. Teacher directed (very similar to hyperlinks).
Make Beliefs Comix: Traditional comic strip, easy, simple.
Seven steps to writing success:
1: Plan for success
2: Sizzling starts: Exciting starters. Grab the readers attention. Prompt to start the writing - does not have to be what you see but what you feel or how you interpret the picture/video/video games. Comparing and talking about what they have written - even if it is just about sharing a funny part that they love about their writing. Possibly (if taught correctly) could get some real feedback from their peers. Discover sizzling starts through multiple forums outside of writing.
3: Tightening the tension
4: Dynamic dialogue
5: Show don't tell
6: Ban the boring
7: Exciting endings/Endings with impact
Time To Wonder - Lisa Highfill
Time To Wonder - A look at learning
"There are no new ideas" - Be an idea collector (Create a spreadsheet for ideas/wonders - organise wonders.
How do you create an environment for good ideas to grow?
- Inspire curiosity (I have no special talent. I am only passionately curious).
- What do children notice? think? wonder?
- Multimedia text sets - Game boards instead of task boards? What is a refugee - Give them a question or a wondering and give them multiple ways of understanding on their game board. What is the challenge they need to overcome to move on to the next part of the game.
- Motivating by showing a picture or video and ask what do they think?
- Use padlet, ask the question and find the answer. Ask open ended questions rather than closed questions (Oral L) - What questions can you answer using google? What questions can you not answer using google - This can be your research/inquiry question.
- Play/Explore/Create
- Create wide enough walls (not high enough ceilings) to support multiple pathways.
- Write down the quotes that mean somthing to them.
- Book bentos (Find a book and create book bentos based around the book using natural resources, art, equipment etc).
"There are no new ideas" - Be an idea collector (Create a spreadsheet for ideas/wonders - organise wonders.
How do you create an environment for good ideas to grow?
- Inspire curiosity (I have no special talent. I am only passionately curious).
- What do children notice? think? wonder?
- Multimedia text sets - Game boards instead of task boards? What is a refugee - Give them a question or a wondering and give them multiple ways of understanding on their game board. What is the challenge they need to overcome to move on to the next part of the game.
- Motivating by showing a picture or video and ask what do they think?
- Use padlet, ask the question and find the answer. Ask open ended questions rather than closed questions (Oral L) - What questions can you answer using google? What questions can you not answer using google - This can be your research/inquiry question.
- Play/Explore/Create
- Create wide enough walls (not high enough ceilings) to support multiple pathways.
- Write down the quotes that mean somthing to them.
- Book bentos (Find a book and create book bentos based around the book using natural resources, art, equipment etc).
Monday, April 1, 2019
Seed Learning - Literacy
SEED Learning: https://seedlearning.co.nz/ (Lisa Smith)
Spelling: Necessary to have and explicitly teach the code however, will never have it's own curriculum. Must teach (DAT0 in reading and writing.
A teachers job is not to teach - it is to help the progress the learning.
All resources are on the website.
- If children are having literacy struggles checking rhyming - if they cant do it - go back and teach it and any age.
- Syllables and critical
- Blend and then we split
- Touch a picture, say the word
Phonological awareness
- ICE BERG - tip of the iceberg is phonics - if you do not have the foundation of the ice berg you aren't going to have phonics.
With you - preview (video) - review (Practise)
Sounds come first - not letters
Wos = Was - If the word starts with a wo sound then spell it with an A (wa). Watch, was etc.
Morphemes
Chunks of language with meaning.
Make the sentences
- Strip it
- Order it
- Re order it
- Re plump it (Recraft or add detail e.g: In the river = Waikato)
Spelling: Necessary to have and explicitly teach the code however, will never have it's own curriculum. Must teach (DAT0 in reading and writing.
A teachers job is not to teach - it is to help the progress the learning.
All resources are on the website.
- If children are having literacy struggles checking rhyming - if they cant do it - go back and teach it and any age.
- Syllables and critical
- Blend and then we split
- Touch a picture, say the word
Phonological awareness
- ICE BERG - tip of the iceberg is phonics - if you do not have the foundation of the ice berg you aren't going to have phonics.
With you - preview (video) - review (Practise)
Sounds come first - not letters
Wos = Was - If the word starts with a wo sound then spell it with an A (wa). Watch, was etc.
Morphemes
Chunks of language with meaning.
Make the sentences
- Strip it
- Order it
- Re order it
- Re plump it (Recraft or add detail e.g: In the river = Waikato)
Subscribe to:
Comments (Atom)
Writing Badge System - Updated - Term 3 2020
Writing Programme Term 3, 2020 - Reflection and updated Reflection for Term 2 and start of term 3. Introducing this system took longer than...
-
How? When? How often? Nature of science is the only compulsory strand, the rest are expected to be taught at least once in the time between...
-
Multimedia Text Sets: The Gateway to HyperDocs Lisa Highfill Text sets: Not a digital worksheet - Content and information to... -
Planning an Effective Writing Programme Beginning of the year - setting the scene - Have a go! praise - be excited - model it. - Working...