DFI Session 9

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

Doing the Google Exam was very beneficial as I leant lots of new things. It was fun working at speed and practising working at speed. It gave me lots of practise of all the thing I have learnt during DFI.

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

My memory has been refreshed with Sheets. I can now calculate the averages of scores quickly, then use the data to create charts. I would like to keep practising with sheets because i know it would improve my efficiency when documenting students data.

DFI Session 8

Computational Thinking

What did I learn that increased my understanding of Manaiakalani kaupapa today - specifically empowerment?

What stuck with me during our Hangout with Dorothy was what she said about teachers feeling empowered and that feeling being projected through to our students. I liked what she said also about empowering whanau and how detrimental it can be when teachers put passwords on specific things and whanau can not access it.

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

I liked that we all got to have a tutu with the technology. We had access to Stratch, robots, stop motion with green screen and mini models of trees and dinosaurs, and a virtual reality simulator. It gives me a little taster of the ways we can be more creative in the classroom. If my school gets access to any of the technology we experimented with today I would feel confident giving it a go with my students.

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


Scratch was a great tool that I could introduce to my students. Its much harder and more complicated than it would seem! This is what I created. Definitely not finished and far from perfect but its a great example to show how difficult I found it!

DFI Session 7

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


Dorothy explained that Manaiakalani has a strong connection kaupapa between Manaiakalani schools and clusters. She explained that she felt that when schools use to get together it use to be about competition. Manaiakalani has changed this so when their schools get together it's about learning, creating and sharing through connection.

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

Embedding youtube playlists to my blog is going to be improve my workflow as a professional. I have created a Screencastify so I don't forget how to do this!

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

We created a google drawing and learnt how to use a colour pincher called Eye Dropper which is used to get any colour off the web to use in your google drawing. Eye Dropper is now in my extensions tap at the top right of my computer.

I made an image to use for my mindfulness page in my site. 

 

We also learnt how to create animations with Google Slides which would be fantastic for writing! Using slides with animation make the students writing and imagination come to life. I really love this tool. This is what I created:

DFI Session 6

Devices

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

Learning how to use Screen Castify would definitely improve my workflow. I could use it when teaching students how to use Explain Everything, Blogger and our class site. I just discovered that you can not use screen castify for ipads but you CAN record yourself on Explain Everything and you can access what the students would see when blogging through the Manaiakalani website.


This is my practise screen castify showing my students how to do a blog post

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

Explain Everything was the highlight for me. The multiple ways for the students to record their learning was amazing. Im really excited to start using it with my class!

DFI Session 4

Google Sites

I was away for this session, but what I have taken from visiting the agenda is that Google Sites can be useful also for topic. You can create a separate Site and upload resources and activities. Once you have one that you have that resource forever and can reuse it. 

DFI Session 5

Google sites

Te Putake Site

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

I learnt that it is really important to make the students learning visible and accessible through Google Sites and student/teacher blogs. With google sites students can access the learning from anywhere as long as they have internet access (if a student is sick at home they can still access the learning and participate). Google sites is easy to navigate so parents can confidently engage. Making everything on the site accessible to everyone is important so visitors on the site have a pleasant experience. Also making the Site visually pleasing and age appropriate is important so the learners want to go to the site.

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

I learnt to make everything that I am uploading from Drive to the Site accessible so that students and parents can access everything. I also learnt how to create and interesting timetable with Slides that I uploaded to my site.

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

I learnt how to navigate Sites so I now feel more confident to show/teach my students how to navigate Sites.

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

I had some solid time to experiment and play with setting up my Google Site. This time was very beneficial and with the help of Venessa and Kerry I learnt how to create buttons and add links.

DFI Session 3

DFI Session 3

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

Today we learnt:

1. How to create a google form. This is my google form I created today. Google forms can be used with students to collect information, quiz's and tests. 
2. How to create spread sheets and insert data from spread sheets into google maps. We learnt how to measure distances and insert YouTube videos for pin dropped places. We also learnt how to change the pin drop to a icon.
   
3. How to create google spread sheets to collect data sums and averages. We then learnt how to create a chart using the data in spread sheets. 
   
4. We then put our learning into practise by collecting data from a students blog to enter into spread sheets from there we created a chart and put it into google draw.
   

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

I learnt that there are various different ways students can express their creativity through technology. Google slides, Google Maps, iMovie, Google Draw and many more apps that I still need to discover. Student can present their learning in many different ways.

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

Google forms could be used with my students. I feel as though it is basic enough for my year 2 and 3's to understand although I would have teach very slowly step by step for them. 

 

DFI Session 2

Reflection on todays Digital Fluency Intensive

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

I learnt that the Learn part of the Manaiakalani's pedagogy is not only targeted at the students. It is also applicable for us teachers through professional development. 

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

Learning how to screen record has been interesting and I am sure it will prove to be very beneficial in the future. Through screen sharing I could record tutorials for my students to show them how to do certain things. 

Secondly, by learning how to set up a google hangout and also screen record the hangout has given me the confidence to be able to set one up in the real world! 

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

Students could use screen recording to show something that they have created on screen but also talk about it as it recording. This would be great as it is rewindable learning. 

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

I feel as though everything big and small is improving my confidence. Having time to explore and to take risks is great. Also having Vanessa and Kelly roaming around the room to solve any problems while were exploring is really great.

Here is the video of our google hangout recorded with quicktime. We learnt that we have to select the unmute button in Quicktime before recording. We did not do this in this recording that is why there is no sound. 

DFI session 1

DFI Session 1

Today's Learning:

1. Organising Google Drive
2. Creating folders in Google Drive
3. Unpacking Google Docs
4. Exploring Google Explore

Today agendas: https://docs.google.com/document/d/1-BNlpztqiLGTUTlvw_z4UWtgaoJT0MqaMjgPmV6qDvk/edit

Putting our learning into practise with a Google scavenger hunt: https://docs.google.com/document/d/1Ad9PdVBc1r74FtROEwwT5mu0-85G22TqHfbIggWIJlE/edit

Above is a screen shot of my learning put into practise. In this Google Doc I have used icons through Google Add Ons to portray the idea of Learning through play. I have used a table to insert photos so they are reasonable orderly but needs more work. 

Maori Creation Story

Maori Creation Story Learning

Term 2 topic learning was the Maori creation story of Ranginui and Papatuanuku. Students learnt about the Maori gods of creation through shared books, discussion, and dance. I gave students the opportunity to choose a god they would like to create a dance about. Students collaborated and through scaffolded tasks they created a dance to show the personality traits of there chosen god. Students then performed small snippets of there dance with Kapahaka and Maori school song at our school assembly.

PCT workshop Kerikeri

7 June 2019

PCT Workshop, Kerikeri

Maori Gods Lesson.

Vera our teacher for this PCT course instructed us with a challenge to co-teach four year 4 students about anything at all. The criteria was we needed at least 4 activities.

My partner and I decided we would base our lesson around the Maori Gods of creation.

Recalls

1. Before the lesson, I was nervous due to the limited time for preparation. The nerves soon disappeared when we got chatting to our students. 
2. I believe the lesson structure worked extremely well and flowed very smoothly. The students were clearly enjoying themselves. My partner and I decided to cut one part of the lesson out as it would have broken the flow of the student's creation. I also decided to cut another activity short as I could see the student's attention start to fade. 
3. The students started to take the learning into their own hands developing the task further without teacher instruction. This was great to see and proved that the task was rich and engaging. 

Insights

1. I noticed that the Ice breaker we used was very successful in allowing the students to feel comfortable and to have a bit of fun before the lesson. It was a competition and both my partner and I were in the game which the students enjoyed. After the ice breaker, everyone's nerves seemed to have gone.
2. With the nervous gone it was a perfect platform to teach a small amount of movement based on the Maori gods. After they learned this movement it allowed them to feel as though have achieved something already. One student before the lesson said she was scared and she didn't like to dance. After the whole lesson, she was creating movement and really enjoying herself. I believe this was due to the appropriate scaffolding of the lesson. easing the students in step by step.

Question

How could we have gained evidence of the students learning? 

Reflection on Maths Rotations

Reflection

Reflecting back on this reflection from the beginning of term I feel as though my Maths rotation has developed and changed to suit the learners in my class.


These are some of the things I have developed and changed:

1. Setting the expectation for behaviour and noise level at the beginning of the lesson. Having consequences if the expectation is not met.
2. Students having evidence of their learning. If they do not show me their evidence then they must stay in at playtime/lunchtime to complete learning. Making students accountable for their learning.
3. Creating the "teacher time" station something that I can come in and out of so that I can move around the classroom and help where needed. 
4. Creating more "hands-on" learning as I have a majority of boys in the class and they love to create with their hands.

These 4 developments have impacted my Maths rotation in the best way possible and the learning is running much smoother.


I feel the Notice, Recognize, Respond, Revisit model that Vera shared with us has been helpful in reflecting on my teaching practice.


Links to the standards: Design for learning, Professional learning, Learning focused-culture, teaching.

Class Dojo!

Class Dojo!

17th April 2019

I implemented a class Dojo in about week 3 of Term 1. I created a Dojo point system for my class as I was struggling with behavior with some of my students. This has been an awesome addition to the class and the students work hard to do the right thing (sometimes) to get points. At the end of the week, the student with the most points will get a prize. I have seen some very positive changes in behavior and I am very glad that this is working well.  

Students get points for:

• being on task
• working hard
• listening
• time management
• helping others
• listening
• responsibility
• critical thinking
• teamwork 
• persistence

Where does Kaingaroa School Fit?

Where does Kaingaroa School Fit?

During one of our first staff meetings, we were asked to organize a compilation of words relating to our school and wider clusters in a systematic way so that we can visually see where we stand as a school.

This activity was extremely helpful, as a beginning teacher there is a massive amount of acronyms and jargon to understand. This activity made it clear where our school sits in the community and helped me understand the acronyms and jargon used. 

High Expectations

Professional Development

Maanaiakalani

Creating High Expectations Schools Lecture

My learning:

1. Teacher mindset and expectations for ALL students should be high and personalised for each learner. Maori, Pasifika, NZ European.
2. Students achieve more when teachers have high expectations of low achievers. 
3. Grouping- affects students self-esteem 
4. Easy to manage students learning in levels. 
5. Alternatives to grouping 
6. Grouping based on favourite animals, shoe size, friends. 

What I found interesting was a specific example of the power of mindset. A scientist working with rats told his assistants that the rats were really intelligent and could find there way through the maze quickly. Because the assistants came into to lab with that mindset the scientist discovered the rats found there way through the maze quicker


Junior reading

Suggestion from lecturer: Students get to choose to read a book from a selection of levels. Even if they struggle. They can put a card in to say I can read by myself, I can read with some help, can someone read this to me. But doing this the teacher is giving students a chance to branch out from their reading level and challenge themselves.


I have implemented this in my library time. Asking students to choose whatever book they like but they must identify if they can read it by themselves, they can read with some help or needs someone else to read it to them.


I have also created mixed ability groups for Maths. This is working well as the students help each other based on their different strengths.


Links to the teaching standards: Design for learning, professional learning, learning focused-culture

Kerikeri Northland PCTS

Kerikeri Northland PCTS

Facilitator- Vera Unka

Reflection

Notice, Recognize, Respond, Revisit

8 March 2019




I noticed my Maths lesson falling apart on Wednesday this week. My students were losing focus as I was spending too much time explaining the task and were sitting on the mat for far too long. I sat in a circle with my class and we went through a worksheet with the learning goal being, “Understanding and using tally charts”. I found a need to revisit tally charts from a previous lesson. My students were disengaged and most of them were not interested in the learning.

The following day I completely changed my plan and created a rotation which would eliminate the time explaining the task on the mat and doing a task as a whole class. I incorporated pie graphs, tally charts, ipads and a maths game into the rotation. They were revisiting previous learning with tally charts and they were getting some new learning with pie graphs.

I found that the students were more engaged with the learning doing this rotation. Although, I feel as though some students still are not engaging and not working.

Reflecting on this I think I need to implement and model what I am looking for within each group for the rotation. Potentially having roles within the group that they must undertake. I need to teach them to work as a team and model what i am wanting to see. An idea that instantly springs to mind is having a lesson playing a maths game. Each maths group needs to work as a team to complete the problem. Once they have completed it they check the answers with the teacher and if they get it correct they can move on to the next question.

I'm a primary school teacher!

After completing my Postgrad Diploma in Secondary Teaching with dance being my subject, my path did not lead me into teaching dance at high school. I found myself accepting a position teaching year 3 and 4 at Kaiangaroa School. Blissfully unaware of the task ahead I walked into the class on my first day and instantly felt at ease when I saw the beaming, excited little faces in front of me. It was as though my students were mirrors and their excitement and eagerness instantly reflected back onto me. I feel as though a spark has been ignited in me and so far I have come to love teaching this age level.

It has been a huge challenge for me and I know it will continue to be one of the biggest challenges I have undertaken. Because I was not trained to teach at primary level everything is new and slowly my blissfully unaware state of mind is diminishing. I do not find myself being daunted but eager to learn as much as possible so that I can be the best teacher I can possibly be.

My position at Kaingaroa school is for 2 days a week for term 1 and 2. My goal for this period is to learn as much as I possibly can from staff and students at the school.