Making Authentic Connections in Reading

Rationale:

As part of my teacher inquiry, I have been researching how I can increase student engagement and students' contribution to class discussion during a reading lesson. I looked into Sheena Cameron's Reading Strategies, to build reading comprehension strategies.  I used this information to create learning intentions and success criteria.  I have now developed this further by incorporating the learning intentions and success criteria into a SOLO Rubric.

For the audiobook Hatchet, I focused on visualization, activating prior knowledge, and sequencing the events of the story. Students get the opportunity to self-reflect using the SOLO Rubric for this audiobook which will contribute to their real-time reporting in HERO.

Planning:

I have created a multimodal approach to provide students with the opportunity to experience authentic learning activities.  I will also focus on making connections to their prior learning throughout the story and finishing with an EOTC experience to TOPEC learning bush survival skills. 

My approach to planning this unit of work took into consideration Ako: Learn, Hanga: Create, Tohatoha: Share pedagogy, building on my previous skills and knowledge. 

Here is an example from one Year 9 student, thus far.  

Brief: students respond by using images or videos on the following themes from the story Hatchet, to show their understanding of how to start a fire and items for surviving in the bush. 

How to Start a Fire:

Items for Survival:

Labeling Parts of a Plane:

I have provided the following links that have supported me in creating this unit of learning. 

Research:

Manaiakalani: Pedagogy Learn, Create, Share, Professional Learning 

Pam Hook's SOLO Taxonomy 

Concepts and Threshold Concepts 

Threshold Concepts in Practice 

Threshold Concepts: A short intro

 

Creating Google Sites

I have been working on creating a template for teachers to use when in 2022 our kura starts using Google Sites as a whole-school website.  Although I have spent many hours developing the class template I have enjoyed working collaboratively with members of the senior leadership team and also Meryn and Fiona (our Manaiakalani Facilitators).  We have decided for our kura that we wanted a uniform approach.  I know some teachers will be feeling restricted by this approach, however, I encouraged them to be as creative as they want with what they upload to their classroom site, ie using a multimodal approach; images, videos, etc...  Here are the steps I took in creating the classroom template:

1. Researched and decided on a font style and size, we chose Helvetica Neue Normal.  
2. Used Digital Colour Meter to find the Hex numbers of our school logo so I could colour match the green and blue;
   

3. Created a Google Site template, using Room 21's site as a guide.

4. Decided on the font size for the titles.  I choose to use the preloaded sizes (ie 96, 72, 60..)  and decreased the font size when moving through the website pages. Ie front page title was 96, then 72 for subpages. 

5. In Google Drawing I created master blue and green buttons.  These are for the staff to make a copy of and add to their websites. 

          
   
   

6. Once all the templates and masters were ready I present this new learning on call back day in October. 

During the call-back day, teachers split into two groups; beginners and intermediate. Meryn and I took the beginners and Fiona the intermediate group.  Other staff members who had done the Digital Fluency Intensive (DFI) stayed in the beginner group and also supported other teachers  I felt this was a great start to our Google Sites journey. 

Embedding Employable Skills into the Curriculum

I have started looking into Employable skills/characteristics and how these can be embedded into the curriculum.  The 21st Century Skills that have been mentioned are:

• teamwork and leadership;
• communication;
• problem-solving;
• creativity; and
• aiming high and staying positive.

The last bullet here is aiming high and staying positive is important and one that I have come across in the past, mostly under the heading of Growth Mindset. How do we incorporate these skills into daily lessons to support students building these characteristics for future life and work? 

Embedding employability skills across the curriculum is about making sure students in our kura have the skills, tools, and attitudes required to be successful in the world of work, now and in the future, along with a love of learning. 

Here is a starting point to developing and embedding employable skills into our curriculum:

Research into Employable Skills has led me to watch this video: The Fourth Industrial Revolution:

This video is interesting because I didn't realise that the Green Sector was growing so fast and I thought that Robots have their place alongside humans. I think my students would be interested in this video, and it is a starting point to discuss the skills they might need in the future. 

Student Task: 

Interview employers - what do they feel are the key skills students need when they enter the world of work in 30 seconds. 

Ask learners:

• Were they surprised by anything the employers said?
• What would they prioritise if they ran their own business and we're looking for staff?
• Of the skills employers look for, which do they feel are the easiest to develop and which are the hardest? Why?
• What could they do in school to develop their skills?
• If they were going to ask the employers a question about the world of work, what would it be and why?

DFI Week 5 - Collaborate Sites

Unfortunately, I miss today's session.  I caught up on this learning from reading other cohorts' blogs, agenda notes and looking through a number of ClassOnAir class websites. Here's what I have learned:

To create and hold student attention, improve engagement and hence turbocharge learning it is important to have multimodal learning tools.

Multimodal learning can include using sounds and images to help foster the acquisition of new knowledge through a constructivist learning approach. Multimodal can be divided into two parts, simple and complex.  Examples for simple multimodal are "comics/graphic novels, picture books, newspapers, brochures, print advertisements, posters, storyboards, digital slide presentations, e-posters, e-books, and social media".  Examples of more complex multimodal are "live-action films, animations, digital stories, web pages, book trailers, documentaries, and music videos".

Meaning is conveyed through dynamic combinations of various modes across written and spoken language, visual (still and moving image), audio, gesture (acting), and spatial semiotic resources. (Reference: Creating multimodal texts).

One of the biggest benefits I have found in the classroom is rewindable learning, for example, using Mote, students can listen to the instructions, pause, and rewind.  Using digital technologies does not in my experience replace the teacher, it changes the way I teach.  I am more prepared for my lessons ie if I have fast finishers the next lesson is already prepared so I am not using 'filler or busy activities'.  Students who do finish early can also support other learners in the classroom sharing their knowledge and skills with others, this supports the development of the key competencies and enhances extended abstract in the SOLO Rubric assessment for constructive alignment. 

Considerations as to the nature of the multimodal components should be review in line with the end-user; what is the purpose, the audience, am I informing, entertaining, persuading, or a combination?  Who is your audience is very important.  I teach across a range of students from years 1-10.  With younger students, I show what they are learning to do on the big screen constantly modeling how to navigate technology. Older students are more independent, however, I do not assume they know how to navigate digital technology.  Students look like they know how to use technology, for example, playing their favorite YouTube video but this does not necessarily translate into knowing how to insert a YouTube video into Google slides and edit it. What I have found helpful is talking through my process on the big screen, then using multimodal examples within Google Sites. 

Hatchet - student response

 

Hatchet by Gary Paulsen

Write down step-by-step the instructions Brian would give you for either:

Write your response in the comments. 

• catching and preparing a bird or
• catching and preparing a fish.

DFI Week 7 - Computation Thinking

What a great session for learning about computational thinking.   Today's sessions confirmed that I am on the correct path to building the digital technology platform for future learners.  In my role I have the capacity to teach from years 1 to year 10, therefore I can build a seamless pathway of learning through the learn, create, share pedagogy for implementing the digital technologies.  I learnt that the more correct term to use is 'empowered' not necessary agency because some whanau think of the official 'agencies'.    I find it depends who you are talking to, as to what language they use.  

The MIT Moral Machine I had done in the past, but still find it very interesting to navigate.  I am still considering whether to show my Year 10 digital technology class - what do you think? 

I have found when exploring Code there is a number of great resources out there.  I do however get sidetracked and go off on tangents... I have used in the past Scratch JR, Scratch, Code.org.  I will investigate Code with Google and Pencil Code, as potential future programmes. Create your own Google logo looks pretty cool, here is my efforts:

DFI Week 8 - External Exam

 Today I embarked on the Google Certified Educator Level 1 exam.  I had been studying using the Fundamentals Training through Google.  The learning was broken down into 13 units, with information, videos, and other notes, then opportunities to answer questions at the end or each unit and the review the unit, here is an overview.  

Update: happy to announce that I have passed.  I look forward to continuing my learning with further study for Google Level 2 Certification. 

When reflecting on the Digital Fluency Intensive there was a lot of great learning taking place.  I am glad I have had the opportunity to take the time to learn, create and share.  I am a lifelong learner and will continue to learn beyond the DFI.  DFI has provided me the tools and skills to further develop the digital technology programme at our kura, with the students and staff.  I can't wait for more teachers to participate in this training, and hopefully be as fulfill as I am. 

  

DFI - Devices

3-2-1 Reflection

Three bigs ideas:

1. Google sites is a way of enhancing Ubiquitous Learning; anytime, anywhere and at any pace.
2. Explain Everything is a beneficial app to use in the junior end of our kura, with one:one devices.
3. Hapara is a great digital surveillance tool to make visible the learning or non-learning for our students.

Two Insights:

1. I now know the importance of ubiquitous learning for learners in low socioeconomic areas. 
2. Early language learning is vital for future success; communicating with others, accessing the curriculum and day today life.

One Question:

1. Is the Cybersmart Curriculum tailored to individual school needs?

Here is my basic Explain Everything: 

I really enjoyed creating on Hapara today - the Workspace.

I was teaching in a Year 2/3 classroom during lockdown.  We used Dojo as the means to communicate with students and whanau. I am in the process of setting up Hapara Workspace and Google Sites to communicate with students and whanau and to make my planning visible and ubiquitous. 

I have been teaching my Year 10 class how to use Screencastify to record voice over for picture books that is focused around out integrated unit of Te whare tapa whare.  The students had to check with one other adult whether they chose their target audience correctly, before they could share with that classes teacher ie Years 0-3 for Two Little Bugs. They then created a google form to send to the teacher to receive feedback on how they presented their story.  As the facilitator of their learning I made sure I offered advice and support as we went along, however for the end product the students self-assessed, peer assessed and received feedback via google from from other classroom teachers.  Some of the stories were also shared in our school celebration assembly.  There is also an element of collaboration with this task that was included in the rubric; the students will be continuing to work on the during the year. I did find collaborating via google slides very beneficial ie one student would insert photos while the other student typed out the text.  A group of students have a very long text, so they are going to ask teachers and students to read a page each, to be recorded. 

Here is a link to The Red Tree by Shaun Tan, presented by Zak and Deakin (Yr 10).  

Here is an example for Google slides and self/peer assessment completed today by year 10 students Isabelle and Angelina.

DFI Week 6 - Enabling Access

I have been setting this task for our learners and I really wanted to try it out today: 

3-2-1 Reflection

Three bigs ideas:

1. Consider the Principles of Kaupapa Måori when connecting with others, in particular Åta - building and nurturing relationships and wellbeing.
2. Creating Class sites builds transparency and offers students a platform to learn multimodal.
3. Visible teaching is a new concept for me and I can't wait to receive feedback from my learners and their whånau and the wider school community.

Two Insights:

1. I now know the importance of getting to know your learners to taylor learning to their interests and abilities; offering differentiated learning through Google sites appears to be more doable. 
2. I am confident I can share my learning with other colleagues with regards to creating Google Class Sites, as well as learn from others.

One Question:

1. How do you use image carousel? 

Here is my efforts thus far with Google Class Sites: 

DFI Week 4 - Dealing with Data

Today Dorothy talked about Share - Tohatoha within the Manaiakalani pedagogy.  I am intrigued how this connects to Connectivism Learning Theory and the eight principles; diversity of opinions, connecting specialised information sources, learning may reside in non-human appliances, capacity to know more is more critical than what is known, nurturing and maintaining connections, seeing connections between fields, ideas and concepts, currency and decision-making is a learning process (Siemens, G).  Critiquing my initial knowledge of  Ako-Hanga-Tohatoha pedagogy, the principles in bold stand out - what do you think? 

Two important points to make that distinguish Connectivism Learning Theory from others ie Constructivism, firstly, "the ability to draw distinctions between important and unimportant" (Siemens, G) information, this could relate to the Cybersmart curriculum. Secondly, that knowledge can be transferred within the school environment because it resides in a database and not with the individual teacher (ubiquitous). For more information on Connectivism please view the following video by Dr George Siemens: 

       

I really enjoy working with data to inform my practice.  Today's session was very informative.  Google Maps was a new learning experience - we have been working in a cluster with two other schools, so I decided to locate the på sites and significant places.  

It was fun creating a Google Form regarding traveling in NZ and abroad.  Here is the form if you wish to complete it:  

It was nice to have the time today to practice some of the Google Sheets skills.  I have only really used Google Sheets for my timetable, and student attendance at whanau time.  Here is a example of a Google Sheet, analysing data:

All the above skills and tools I am happy to share with my students from years 5-10. 

DFI Week 3 - Media

In today's session I learnt that sometimes in education you need to choose your own path, even if it means defining it along the way.  I believe in my classroom practice being influenced by research be it school based and scholarly educational articles.   Hoy 2006, once said that "thoughtful administrators as more inclined to be guided by theories, as imperfect as they are, than by impulse or the biases of dubious beliefs.  Make mindfulness a habit of the mind".  When trying to define student engagement within our school setting I headed down the researching path and came across a number of government documents that define engagement.  The definition that I thought might be relevant for my context was:  

"Student engagement can be defined as the level of participation and intrinsic interest that a student shows in school. Engagement in schoolwork involves both behaviors (such as persistence, effort, attention) and attitudes (such as motivation, positive learning values, enthusiasm, interest, pride in success). Thus, engaged students seek out activities, inside and outside the classroom, that lead to success or learning. They display curiosity, a desire to know more, and positive emotional responses to learning and school" (MOE, p, 2010). 

When listening to Dorothy today expressing her understanding of student engagement within the Manaiakalani pedagogy it became clear that the values of; connected, ubiquitous, empowered and visible holds the teacher accountable to provide the learner with the tools and skills to engage.  Therefore, within my context I think it is important to have a meeting of minds as to the definition of engagement when moving forward with our teacher inquiries.  Maybe one inquiry could be based around researching and defining student engagement within our school and wider community.  When I shared the Ministry of Education's definition with the leadership team the first comment was that elements such as perseverance is reflected in our school values. 

A new experience for me was learning to use Google Draw - I loved the tool, however, to perfect some of the tasks, it takes time.  When I found out about Youtube channels etc.  I was really glad that I had the time to explore Youtube and learn how to embed videos into slides. This would be a skill that I would share with my learners.  Learning about sisomo was also very interesting as I want to develop the media department at our kura, with a green screen.  I have become more confident in navigating Google Suites, adding audio into slides and embedding youtube videos.  

I learnt that having documents to go back to and rewindable learning is beneficial.  I am the type of learner that likes to take time to think about new learning, make connections and build on them.  When for example I was writing this blog I went over the Media Agenda to remind myself of all the things that were presented to us.  I have improved my confidence in teaching students because I have made the learning more predictable to them.  The same layout for each session, ie WALT, SC, Task and Reflection.  I have also tried to keep the Google Slide theme the same for each year group. 

DFI Week 2 - Workflow

DFI Week 1 - Core Business

When reflecting on today's session three big ideas came to mind; student equity, respecting the past, and informed pedagogy.   We are in education to improve the outcomes for all of our learners; providing equity within schools, across schools, and beyond will hopefully work towards this. I believe if we work towards this goal the academic gap between the high and low-achieving students will narrow; creating equal opportunities for students to participate, progress, and achieve.  

Respecting the past efforts of those individuals, schools, boards, and the initiative of the innovative individuals that had the foresight to see this disparity coming was uplifting.  Innovation in education, along with other 21st century skills; collaboration, skilled communication, creativity, using ICT, knowledge construction, etc... are soft skills we need to develop through the curriculum along with enhancing teacher knowledge; so that the learning experiences encourage learner engagement.    As a keen researcher, I like my practice to be informed by research.  The declining achievement in numeracy (PISA report) I think is reflective of the past teaching and learning of numeracy as a stand-alone subject.  Government initiatives should be research-informed; qualitative as well as quantitative.  

The skills that I learned today that will help me to better communicate with others is using tables to better align images and writing, using google groups, and voice tying.  I like that a number of these skills I can teach to my digital technology class - the way our facilitators presented this new learning gives me a scaffold as to how I can implement this in the classroom.  Even more so as I am day four into my new role!  Voice typing can also cater to the diverse learners that we have at our school, especially the dyslexic learners.  

Along with the skills-based learning, I would also like to delve deeper into the different modes of presenting information; chalk 'n' talk, deep dive, and explore - what is the pedagogy or andragogy around this?  What has been the feedback from participants on this mode of learning?  I think in the future this would be a handy tool to present new learning, with my students and colleagues, for example, when I have to present at staff meetings and teacher only days. 

With regards to workflow, keeping up-to-date with the organisation of folders is important.  I am even more excited now to teach all these new skills to my digital technology learners - I hope that they are also!  

Today I created an information sheet for whaanau: 

This WordArt encapsulates words relating to Manaiakalani which may mean different things to different people, within this context.