Toku Pepeha

• Practice and develop the use of te reo and tikanga Māori.

• Engage in professional learning and adaptively apply this learning in practice.

Tu Meke, it is amazing what I can achieve when I actually try. Thanks to the app on my phone ' Voice Memos' learnt at DFI and Ngaire Tauhara-White recording the correct pronunciation for me to copy.
My students were most surprised and delighted with me. They realised how difficult it had been for me when they then turned to write and screencastify their own pepeha.

Exam day our 9th experience at DFI

I never really see an exam as an end but as an evaluation of what I still need to learn.

I was surprised at how well I did 64% and also annoyed at some of the silly mistakes I made. I ran out of time with only one more scenario to go.

The feedback will inform me the three areas I need to improve on. I believe one of them is due to the silly mistakes that I made. Most importantly I have a platform to find out what are some holes in my digital fluency.

Over the past nine weeks I have learnt a lot about both Manaiakilani and digital fluency. To be true I was not that keen on students using netbooks so much in class because I had not really known the value it can add to a students education. Both students and I have learnt alongside each other with both DFI and the Cybersmart Thursday lessons.

Next time I sit Google Level 1 I will come back and insert my badge!

Pango is Tongan for black

• Create an environment where learners can be confident in their identities, languages, cultures, and abilities.

Did you know the sun is a big hydrogen,helium bomb?

An important fact is the sun was made 4.6 billion years ago.

1,000 Jupiters can fit into the sun.

The sun is a giant magnet.

 Furthermore the sun has invisible magnetic fields.

In fact the sun is a gas fire ball that is so hot it is like lava. 

A different name to call the sun is a  nuclear ball or nuclear bomb   because it is a round ball and it is like a bomb.

The gravity of the sun is powerful because it make’s the planet’s orbit  around the sun.

Something you need to know is the sun has big pango,(black) spot’s. 

WALT:Use of punctuation to explain the sun and use a brainstorm.

pepeha's in our first language

• Understand and acknowledge the histories, heritages, languages, and cultures of partners to Te Tiriti o Waitangi.

All the student's including myself are encouraged to speak Te Reo. I am very grateful for the patience and persistence my students give me when correcting my pronunciation. Room 8 students video screen castified their own toku pepeha in their first language. We have Maori, Samoan, Tongan, and Cook Island pepeha's.

This one is Joshua's

Samoan student pepeha! So beautiful.

http://tpsaeishat.blogspot.co.nz/2018/05/aeisha-my-pepeha.html

All room 8 made their own pepeha 

to find out more go on our personal blogs. 😎😎

Interlead and google form student feedback

Engage in reciprocal, collaborative, learning-focused relationships with: 

• learners, family, and whānau
• teaching colleagues, support staff, and other professionals
• agencies, groups, and individuals in the community.

https://docs.google.com/forms/d/1wrj5xY8xHRXmmnCIp3H3UeOBtZaHXH8wy8aK7cBmtFU/edit#responses

The majority of my results from my students was on behaviour management. Although the students had their view on what I should do it is up to me changing the way I approach learning in the classroom.
Michelle the DP was worried I was not enjoying teaching so we looked at what I could do to change the way I taught so the students would be more engaged.
I was very pleased with her support in this matter and it made perfect sense to me.
In Term 1, Archana my team leader had modelled a writing session for me and the students were really engaged. They used the brainstorm to form their ideas in their writing. What I found though was the students writing was quite muddled in their ideas, there were many grammatical errors requiring a one to one in order to fix. Perhaps it was the lesson going to fast for them, too much on the brainstorm which lead to confusion or not enough prior knowledge on the topic for them to sort the ideas into a sequence.
I have since been reading Sheena Cameron, Reading Comprehension Guide and I am implementing some of the strategies. This book makes perfect sense to me but I can't trial everything at once. Even in the book it quotes where a teacher tried to do this and there was too much and the result was total confusion.
What I am trialling is:
Me not talking so much
Me not engaging in student distractions
getting the students ideas
students repeating in own words what they are doing or explaining to others what is required
stand and share ideas
using a brainstorm more effectively
making sure students refer to brainstorm as their plan for ideas, spelling and sequencing.
students writing less but better quality to show, specific vocabulary, simple sentence as topic sentence, adding in commas for listing or a complex sentence, either an exclamation or question mark and a choice of figurative language.
They must proof read for capitals, fullstops, spelling before checking in with me.
Michelle also went through a guided reading with me which was spot on for me when teaching Year 5 and 6.
Fiona from Manaiakilani has also helped me in reminding the students to just say 'right site, right time'. To check their site before saying they are finished. Students say they have finished when they have not proof read, put energy into their learning or have not looked at what needs to be learnt or take on a challenge. I should not be leaving any learning on devices when there is a reliever who has not dashboard, can't see the class site or any links I have left class. Good call.
Week 3 was a better week and week 4 we are going to see huge positive changes I am sure.

DMIC

• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning.

Tamaki Primary School is implementing DMIC , Developing Mathematical Inquiry Communities. I was hesitant to start with as I felt the students just needed to learn strategies.😕

What is DMIC? 👍
Culturally responsive teaching and learning

Inquiry learning within maths 

Social groupings- groups of students you know that would work together because you know they bring the best out of each other.
Co-constructing teaching and learning: getting the different perspectives of teachers

In week 1 my class was doing DIMC we were solving a maths problem. The problem was about time. My challenge was trying to speak. My group was sharing our different ideas and there was lots of words.

DFI digital play 18th May our 8th session

OMG Tech visited today.
www.omgtech.co.nz/trailblazers

Bringing with them a plethora of information and advice on computational thinking and desiging and developing digital outcomes from the curriculum.

Thinking ahead to our digital world and decisions left up to non humans.
We took a driving test and had to choose who lives or dies as a driverless car.
My results are below and I am pleased with my results but the decisions were not easy.
This really made us think.

I suggest you also take the test because who knows when this might become a big part of our lives and will we be told any negative impacts?



Driverless cars! Already we have too many accidents on our roads. Who makes a decision if the brakes fail on a driverless car? Artificial intelligence (AI),
moral dilemma to have driverless cars

OMG! time for coding.
I love this. Coding can start as part of the digital  technologies with understanding input and output, algorithm process, chalk games, understanding place value, less than, higher than. looking for number patterns with the binary numbers.

We were given numbers that were not sorted into any particular order.
We started at the same point and when we met the higher of the number went to the right and the lesser value to the left. This same event happened everytime two people met. Eventually we all came to the end of our code and we were also sorted into a numerical order.

What is ideal in the digital technologies is you can integrate Te Reo so easily!

We tried Scratch and there is so much you can progress too. Mine is very early entry. I have already told my class we will be starting week 7 this term. Our inquiry is about planet Earth, so I envisage we will make mazes similar to mine to get us started. I see this as a new focus for those students who prefer the gaming side of the digital world.

More on the DFI 7th session and google applications

Yes, believe it! There is more...

I also found out about Tuhi Mai Tuhi Atu: connecting with another school on blogging. I would like to investigate the possibility of my class blogging with them, I see this as having many benefits and so purposeful.

During the day we learnt about alternative means of 'bookmarking' like storing the websites you want to keep. I still like 'smartsave' but there are others. I spent the evening tidying up my bookmarks, creating suitable folders and then adding some websites to them to save me time in the classroom and meetings.
This lead me to doing this all Saturday morning as tennis was cancelled due to the rain. My personal email is tidy now going back to 2012!

Next we investigated google calendars, I already used these but have added and tidied this up too.

After this is was fun exploring google chat, similar to skype, facetime or messenger. It was funny because not everyone had earphones. The advantage of google chat is you can chat and share documents online with the conversation. For example: we called each other in a group chat with the microphone off, when it was your turn to speak you take the microphone off mute, click on your profile and speak you can click on share to show online documents such as a map.

Overall it was another worthwhile day. I don't know that I will be an expert on everything but I am practising with technology and pushing my students to do the same.

My 7th day at DFI and more is revealed!

Wow!

Today's session made so much more sense, I don't know why, but it did. You know sometimes when you are in a sales meeting and suddenly it becomes very clear on the benefits of a product. Manaiakilani Kaupapa is interconnected with the four elements of planning and teaching made visible, ubiquitous, empowered and connected, this is not just for the students though. Both teachers and students benefit and not just in one school because schools are connected, being able to draw on each others experiences and expertise to support our growth mindset. If teaching is about the kids then change your teaching to suit their needs. In the past I have been at schools where planning and resources are hidden from colleagues😕.
This weeks DFI fitted perfectly as in the classroom I have been really struggling to teach and engage. I was trying my best to plan and implement suitable learning but I felt there was no connection between myself and my gorgeous students. It only took 30 minutes from a colleague to help put me on the right path. The weekend was spent reading up on some new strategies, adding them to my planning and now I am in the throws of trialling them out.
Both DFI and my discussion with my colleague timed in perfectly with a reflection I am working on from the results of an Interlead feedback.
I chose very carefully the school I wanted teach in this year. I am busy, busy, busy but I chose the right school!

May the 4th be with you today! 6th session DFI

I feel so fortunate to be at Tamaki Primary School so that I am part of the Manaiakilani Digital Fluency. With Fiona Grant helping me and my students to be cybersmart citizens. Fiona is so patient with me. I have become a wiz at taking screen shots now. I am thoroughly pleased with myself on this. Fiona laughed today as she was teaching my students about the video notes and I wanted them to practise later, so I said "I will go onto my Youtube Chanel and find a video I would like the students to take notes from".

I really love trialling out all the goodies that are shared with us. My teaching and planning gets in the way of my exploring though.
Today we were shared the Google goodies, I would like to try the photo slide show next.

It was really good connecting with my peers at DFI for our 6th session. We evaluated a selection of teachers sites and each others class sites, (graph below). I was pleasantly surprised at how well mine compared. The improvements to be made immediately were, the school I teach at being more obvious and a class timetable. I also added in our class behaviour matrix, (pictured below). I gathered students voice and with copy and paste using wordcloud.com, (click on the Matrix below) created a rather nice way to present the students ideas. The students are well impressed and want to use wordcloud for more vocabulary collecting.

Does this Room 8 site engage the viewer feedback?

With the help from both Dorothy Burt and Gerhard Vermeulen I don't have to spend literally hours trying to work out a google suite app. They were on hand to help me get back on track. I was especially keen on the carousel for my multimodal site and finding out the app Dorothy used each week to display the class vocabulary.

Below is a link that I can use if I comment on another blog, I can insert this link with my blog url, but at the same time insert what I want to say.

<a href="https://insert URL Here"> Insert text you want to display in comment here</a>

I also need to sort out my labels, book marks too

Fiona did show me how to cast from the desktop to the monitor using the 3 dots, but they have again hidden themselves from my view. I did quit and try again. Archive my Term 1 on my site and how to display a slide show without the text notes disappearing.

collaborative planning

• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
• Engage in reciprocal, collaborative, learning-focused relationships with: 
  • learners, family, and whānau
  • teaching colleagues, support staff, and other professionals
  • agencies, groups, and individuals in the community.

Professional Development with Jude Parkes was insightful. We co-constructed a writing lesson with me in Auckland and Jude on the West Coast of the South Island.

https://docs.google.com/document/d/1FWG6O27fFKX6aefV11_EsX7-F9HAsFIhGp5XFR0c7O4/edit

Reflection post prior to 4th May at DFI

Reflection: today I am changing the format of my reflective post.
Firstly I must point out I had not read the email from Dorothy Burt, sorry. I had just glimpsed at it!

We were asked to post a reflection on how using digital technologies as a partnership
to teaching has been working for us?
Learning to use digital technologies is not necessarily. easy It means you change your mindset of
how you have been planning and teaching, (which may have been working fine or not).
Having a growth mindset, is what I do have!

At this point I am still mastering many of the wonderful google applications we have been shown.
My students love it on a Monday though when I implement what I have learnt into their learning.

To make this google drawing you have to go on
 webcam toy  and take a few  pictures and go back on the google drawing and insert the images

Today I learnt to embed a photo onto my blog without copying and pasting or uploading.

 caption

 

Everytime we create a new document the students know how to label it and put it in the correct folder.
Above are some examples of ways they are sharing the learn and create part of their school day.
Myself and the students are becoming more efficient in taking screen shots, photos,
labelling, recognising a link they need to click on, sharing documents, giving feedback and feedforward
on each others posts.

Presently the students are creating their own pepeha, with slides and will screencastify to share on their blogs.

I have learnt from Fiona Grant how to take photos on my phone and share them straight to a google folder for my students to retrieve by the time we get back to class.

I am now using Harpara Dashboard from effectively too, when I see a student on the wrong site I check with them their understanding of what I have asked them to focus on so I can redirect them back to their learning.

Although I am getting more efficient in linking my site and other sites to my planning I am still spending too long on my planning and getting a bit overwhelmed. Part of the problem is fitting everything I want to do in. I really want to get onto the animations! I know for me I have to use it or I might lose it!

Mymaps is being created to document our learning journeys out of school. We mymap, then write about the journey to post on their blog.

Multimodal is under development!

I have just taken a screenshot of my site on Multimodal, command shift 4. Please click on the link to view