Screen Castify

Had a review with Kakapo class today about Screen Castify.  The students recorded their learning and shared on their blog.

Key things to remember
- The Screen Castify option needs to have a video and microphone all allowed on your screens
- Embedding of presentation is important
eg.  Choose - publish on web, copy the code, go to blog and choose HTML

You can only do 50 screen castify's each month
There is a screen castify file in your drive automatically

Manaiakalani Wananga October 2019

Fabulous day of learning and sharing!
Key points below

Slides
https://docs.google.com/presentation/d/1WAD4jcPemHdVwacxR3gNJAc3Phz1GseLHYuN4nGCW6k/edit#slide=id.g458a16a51f_0_269

Aaron/Rebecca - MK data NZ wide
What can leaders do to make a difference?
What are the recommendations....digital management makes the work faster and efficient. Teacher can use time better.

Things we could do - Monitor and develop teachers’ planning and learning design so that Learn -Create - Share can be most effective in promoting achievement and other outcomes

Reading - extended discussion of text, deeply explore ideas and thinking
Need to give the students a chance to be critical, analyse the text
Students need choice to present their learning themselves

If we want to improve reading we need as leaders to find ways of shifting the practice of critical thinking

Glenbrae School - playbased and digital (Viena) uses Quick 60 too

Johanna's school have an agent to get teachers

MIT - Hannah, Sandra, Santi
Hannah - created short movie clips to explore cybersmart and key competencies with critical thinking. Link between critical thinking and interpersonal skills - whole class brain storm, explicit teaching on key points, film 30 sec movie then share on blogs.
Children teaching and supporting each other in their learning. Sharing to peers, school, other school and community

Sandra - reading comprehension (secondary)
Collaboration and competition to enhance achievement
Lots of activities from group, high levels of talk, games, through to socrative quiz. Lots of group activities but checking in on managing independently
12 step programme condensed
Aaron Wilson and Rebecca Jesson - T shaped literacy skills
Check out Sandra's blog for highs and lows

Santi - Mathematics in year 6
Framework to solve maths problems
Financial literacy focus to teach across the curriculum
Students formed business groups - learning on a site - real and relevant learning

Joanne - SOLO Year 3/4

Marc - Maths year 3/4
DMIC
Problem solving was strong
Visible learning was missing - 4 parts - goal setting, hot spot, work shop (tied in from hot spot where the confusion was), learners created resources to help others and create a digital assessment of their learning, flexible learning groups. Using explain everything. Maths talk moves with feedback and feedforward.

Kelsey Reading
Voice type tool and also Screen Castify to re-read and reflect on their learning. Used reading from TKI resource. Recorded stories were then created and they shared it with others.

Amber - Writing
Hear Map Step Speak
Story telling
This would be great for our local curriculum

Eugene - Literacy Circles Year 5/6

Nicola - new entrant Writing
Created their own word cards with Te Hiku words
Check this out for Mel and Leonie
Tap on k words - search for their words - ipad gives word if they are not sure
People words, place words etc

Naomi - created a game - literacy

Think about creating shift in learning
- analysis framework for evaluating PLD
- analysis framework

Where to next:
- Discussion Te Hiku cluster:
Promoting and participating in teacher learning and development - most effect size
Planning, co-ordinating and evaluating teaching
Innovative ways of sharing good practice amongst the schools in our cluster
Promoting the strength base that we have - the answer is in the room
We will make a strategic plan that utilises the strength in our cluster based on the literacy acquisition model
Develop a common planning framework - literacy lead team to facilitate this - with expert support

Digital Technology Toolkit Term 3, 2019

Digital toolkit in term 3 based around are you digital ready for 2020?
An overview with some great slides. The vocabulary will need breaking down for us - we are doing a lot of these skills - our next step is to actually deliberately use the vocabulary within each progress outcome.

Summary as follows:

Students are no longer consumers
Global challenges are the future
Computational thinking focus
We have focused on digital fluency in the past
Designing and developing

Computational thinking and progress outcomes
PO 1 possible without devices - vocabulary to unpack but we do a lot of this daily

PO2 simple programs and outputs. Putting things in order. Age appropriate programming. Scratch junior
Level 3

PO3 decompose problems into step by step, predict what happens, de bug if needed
Scratch Ed blogs hour of code
Expect that devices used

4 stages of computational thinking
Decomposition - change tyre, dancing etc. granulated instructions
Pattern recognition - changing tyre eg similarities with how you notice nuts same, you repeat to take off
Abstraction - ignore stuff that is unnecessary eg sewing
Algorithm design - step by step strategy for solving problems

Touched on cyber safety being such an important aspect of the Digital Technology Curriculum

PO3 is pitched at year 9/10
PO2 is pitched at year 7/8

Resources
Hour of Code
TKI
Digital ignition

Slide presentation

Tamaki Visit

Week 4, Term 3, 2019

We welcomed the Tamaki Principals/Manaiakalani team to PCS this week with a whakatau in the church.  Our senior student ambassadors then showed them through the classrooms to view the learning.  The summary from them was:

Wow!!! The feedback we got was outstanding!! What a team we have. You are doing a fabulous job. Our students are simply outstanding and your hard work is well and truly acknowledged!!! Congratulations! This is the post on Facebook. 

Today we welcomed Principals from Tamaki in Auckland to our space. Our seniors were fabulous ambassadors for our school. The whakatau included some impressive waiata too! Highlights they mentioned:

- quality teaching and learning 

- depth of learning and vocabulary in the play based learning

- quality of learning in STEM and the student blogs

- contracts covering a range of curriculum areas

- mahi tahi covering co-operation, communication, collaboration and creativity 

- all students were engaged and could talk about their learning 

- tuakana teina in action

So proud of our school staff and students!!! 

What a great chance to celebrate with the staff and build on our learning with our focus on critical thinking school wide.

Christine Rubie Davies - TOD term 3

Christine Rubie Davies

Teacher Expectation

Expectations
Revisit teacher bias.  Lower level students, if given more opportunities, rise to meet the other students.  Students notice the difference of privilege or opportunities given by the teacher.

3 key elements of high expectation
- grouping and learning activities
- class climate
- goal setting - student autonomy and motivation

Lots of evidence shows that ability grouping constrains student learning and motivation.  Mixed ability grouping gives students the opportunity to access a higher range of learning.

Teacher expectations and stereotyping
Its a natural human trait where we stereotype people into groups.  Data shows that teachers have lower expectations for ethnic minority students.  What does NZ show?  NZ data shows that teachers have higher expectations for European, Pacific and Asian compared to Maori.  When teachers have higher expectations the students make more progress.   Data within a secondary maths classroom shows that 19% of teachers show bias towards Maori students.  Consequences for students is less opportunity and lower level groups.  Data gathered from Starpath and Hanna?

Maori learners say that they would like teachers to actually like them, that the teachers believe you will pass, that you are encouraged to strive"

A key statement to consider
"ARE THERE WAYS THAT I COULD BETTER SUPPORT MY MAORI STUDENTS?"

Check the diagram showing the key elements of influence for our students.
Rangatiratanga
Wananga
Mana motuhake

Goal setting

Foster intrinsic motivation

Extrinsic rewards (stickers, certificates etc) can be unmotivating if the teacher didn't notice or missed
Contingent rewards (if you work well you will get a game) are not very successful so unlikely to be continued
Non contingent - we have had a fabulous day let's go for a game

Aim for intrinsic rewards

Classroom climate
Student engagement and classroom climate are linked
Sense of belonging is key

Inquiry on Digital Learning

It is week 6, middle of term two.  This week we have our toolkits with Manaiakalani that all staff are opting into.  It has been great to build leadership capacity within our school as we have two teachers that are part of the online toolkits by sharing their knowledge with others.

Part of our strategic planning is building up leadership capability and capacity within our school, along with digital learning.

I am taking part in the online learning toolkits.  It is good to walk alongside staff in their learning journey and keep up with new learning myself.  My goal is to streamline my workflow so that I am more efficient and effective.

This week our staff are not meeting together as we have reports due, online toolkits and planning demands.  It is interesting as we move together on the online learning platform how I miss the kanohi te kanohi - face to face interactions.  We need to be careful that we are not too busy to interact with others.  Online emails and interactions online do not have the benefit of reading how people are feeling and picking up on body language.  Having said that, I am a true believer that our online platform is a way forward to streamline our workflow and enable us to be more efficient.

Term 2, Kahui Ako

Kahui Ako

Kahui Ako Strategic Plan

Discussion around next steps:
- ECE/early childhood teachers getting together around "play based" learning
- monthly brochure is going to be circulated
- Richard Murray is working on a website for the Kahui Ako - think about what the site is going to be used for.  Learning is paramount
- Whai korero priority that our students can korero, waiata etc.  Next steps to scope what the school needs are.
- Think of our place - Maori and Dalmation

Workstreams:
- Iwi/school partnership (originally done in Rotorua very successful)
- Te Ao Maori and support that we need for this

Student Group for Kahui Ako
Always being run by the students.  Start with student agency.  Try to move towards over-arching goals that we are working on.  This will happen in term 3 of 2019.

Teacher Hub
How can we grow our own teachers in rural areas.

Across School Teachers Report
Transition meeting has been attended and collaboration is coming through as the key
Student survey shows the data is consistently across the Kahui Ako in early childhood, primary and secondary.  Interesting that the same issues are coming up.
Sue Holmes analysed the data from Cognition.

Generally secondary school are showing less student agency, higher at early childhood
Positive to see transition between each school is very high
Students all like learning and feel the teacher treats them fairly.

Next steps
Sharing of learning
Responsiveness to learning

Show case will happen in term 4 - it will be student led.

Inquiry
Really great to see collaboration in action.  This kaupapa is being student led and all stakeholders have had a say and are engaged.  I am really excited to see opportunities for our teachers and learners.  The key aspects that we are focusing on with fluency in Te Reo will now be supported.  The power of working as an entire group is exciting.