Teacher Professional Development: Create with AI

Today, Dorothy Burt was our guest speaker for our teacher professional development on "Creating with AI."

She highlighted the main ideas of engagement with learning, which should always include the learner's behavioral, cognitive, social, and emotional engagement.

Part of my Masters of Contemporary Education paper, I looked at 'what is student engagement?'  Axelson and Flick (2010) noted that etymologically speaking, "engage" means to formally agree to something. Bowden et al., (2019) view student engagement as the "glue" or  important contexts such as student's home lives, school, peers, and community to student success.

Axelson and Flick (2010) describes three forms of engagement: behavioural, emotional, and cognitive engagement. Behavioural engagement is described as outward cues.  Often the lines are blurred with student engagement, the belief of teachers' overall teacher judgement can be based on a learner's behavioural engagement or just not understanding or the learner is bored.

Cognitive engagement is about the student's will, how they feel about themselves, their work, their skills, and the strategies they utilize to master their work (Davis et al., 2012). Students within my class work hard, but still seem unable to learn effectively. Cognitive engagement refers to the quality of students' engagement, whereas pure effort refers to the quantity of their engagement in class.

As a classroom teacher, I agree with both authors as all four types of engagement need to be considered in planning teaching and learning tasks for students.

Dorothy continues to encourage us, to embrace these multiple AI websites.  I haven't used any of these AI art, however will use it to support our writing prompts.  

  

create with AI

wonderful.ai

References:

Axel, R.D., & Flick, A. (2010).  Defining student engagement. Change: The magazine of higher learning, 43(1), 38-43.

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & R Hipkins.  (2012).  Supporting future-oriented learning and teaching: A New Zealand perspective.  New Zealand Council for Educational Research.  Ministry of Education

Butler, D. L., & Cartier, S. C. (2004). Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers college record, 106(9), 1729-1758.

Davis, H.A., Summers, J.J., & Miller, L.M. (2012).  What does it mean for students to be engaged?  An interpersonal approach to classroom management: Strategies for improving student engagement.  Corwin Press.  Pp 21-33.

Welcome back to 2023

 Welcome back to 2023!

Not a good start to the school yea
r with Auckland’s unexpected flooding (Hope everyone’s been keeping safe). However I hope you’ve all had a wonderful break and ready to get back into learning, growth, ownership and creating positive memories for 2023.

With the remembrance of Waitangi Day today, I have been looking forward to returning back to our classroom, no longer with covid-restrictions but with a refreshed lens to reinforce the 3P’s – Pātuitanga (partnership), Te whakamarumarutanga (protection) and Te whaiwāhitanga (participation) to empower our learners with mana (power).

“Keep it Real” is our PES yearly theme.  It encompasses ‘tika (fairness), pono (integrity) and aroha (compassion) with all three of these intertwined to create a school culture of support, caring and understanding (Cavanagh 2004).

With our ‘keep it real’ focus, we looking forward to seeing our learners grow confidently into their identity, taonga (treasures/resources), tikanga (customs),  and  rangatiratanga (self-deteremination) building with 21st Century skills ie:  critical thinking, creative, collaboration and communication.

I wonder what our learners will bring to our class?  I wonder if they’re ready?  Will keep you all posted.

Nga mihi nui

 

Reference:

Cavanagh, T (2004).  Criminalising our schools:  Effects on caring and nurturing teachers.  School of Education, University of Waikato, Hamilton, New Zealand.  

Manaiakalani Staff PD - Cybersmart

This afternoon, we had our Staff PD with Manaiakalani facilitator Fiona Grant reminding us of incorporating 'Being Cybersmart' ethos within our teaching practice.  Manaiakalani celebrates its 10 years + of implementing and growing 'CyberSmart' in a 'Learn, create, share' context.  Outstanding!

As our schools are evolving and interchanging with covid-19 disruptions and hybrid learning, still with 21st Century skills (critical thinking, collaboration, creativity, and communication) alongside 'cyber-smart' learning, this practice at an early stage in our learners education journey, will help develop and manage themselves as effective digital citizens. 

Manaiakalani have outlined 10 'smart' goals to assist our learners to manage or grow themselves in student engagement and agency.  Some of the Cybersmart learning such as 'Smart learners, smart media, smart relationships etc' can stand alone or integrate.

Within my class context, we have a tendency to  reinforce keeping a 'smart learner & smart footprint', as well as 'smart surfing'.  This prompt reminds the learner that they're using their google surfing for educational purposes/research, as well as locating appropriate authentic websites that will provide a genuine answers for their work.  Next it will inform all our learners that they're not invisible onsite and creating a classroom environment for 'smart learners'.  

Cybersmart online platforms

We have the few learners who deter away from staying focus on their work online.  A positive from 'cybersmart learning' is our learners watch out for each other, and gently prompt the other learners to be on the 'right place' site.

Most of our learners have been given choice to research topics of their own accord.  They've started to write/record sites that they've used to find their information.  This is reinforced that all information onsite must be 'attributed' or referenced for others to use the site.  

As of next year - will incorporate Cybersmart learning in my planning and take a look at other cybersmart ideas that will grow our learners not just in the classroom but in their own context.  

I wonder what the next 10 years will look like for our Cybersmart learners?

Tohatoha Online Staff Meeting

Manaiakalani facilitated a 'Tohatoha' online Shared staff Meeting with approx 500 teachers across the country. Our group was facilitated by Christine (Team leader for Year 7&8 - Glen Taylor School), she shared her rich experiences used within her class and team and extended to one of our Teacher PD incorporating Culturally Responsive practice. It wasn't just 'ethnicity' teaching but 'student-led' learning.

Analysing Writing Data - what can I do?

It's that time of the year ... Report Writing! 

Today during our staff meeting we've been looking through Edpotential - a new platform to accessing data from Manaiakalani Cluster right through to our team 4 data.   This is our e-asTTle writing graph. 

From this data - as a team we looked at the following questions:

1. Can you see any trend/s we can be confident about?

• A general trend towards the norm, but not quite matching as high. MELAA had a huge shift up - what caused this? Who are the students? 
• Asian students are tracking above the norm
• Y5-Y6 Maori were below the PES norm and Pasifika data, but in Y6-7 they were above 

2. What do you think is going on?

• Summer drop off

• Focusing more heavily on writing when testing comes around, but not throughout the year

• Differences sometimes affected by students in the cohort

• Some of our bright students left at the end of the year e.g. Izyn, Israel Te Maro, Izzy and Isaiah etc

• During lockdown - most students did not select or do the writing task. Mostly focused on the reading and maths tasks. 

3. What are the most obvious challenges inhibiting our children’s progress? (stick to things we can control or make a difference to)

• Spelling

• Building specific vocabulary

• Punctuation - basics e.g. capital letters, full stops, commas, speech marks

• Organisation - clear orientation, body of text with events, conclusion. Linking ideas between and within paragraphs

4. What can we do that we are actually in charge of?

• Analyse data trends in PAT, STAR & easTTle data - where are the gaps?

• Start explanation writing sooner (or other genres) to support shift to that genre in Year 7

• Offering more opportunity for writing in class - particularly tasks which focus on engagement to encourage more buy-in from hesitant students

Using Tanya Mundy's MIT 'create writers' this has guided me to build their skills.

Since analysing my class data for this year, I've started this week for writing to include more 'basic' skills to help with how to use Capital letters. With nouns - what is a noun and why we need it to construct a simple sentence. 

As a warm up, we will be using 'Pobble 365' for 10 minutes, applying a skill in their writing eg: using speech marks, punctuation, organisation etc ... Will look at different genre's of writing to build our learner's repertoire writing. Watch this space - to see our learner's progress!

Post Covid - Inquiry 2022

Returning back to the classroom has caused mixed emotions fulled with anxieties as well as anticipation with both myself and our learners.  One thing I've noticed with this group of learners, is the cultural richness and capital they bring to our space.  However are a-lot more 'shyer' students.  

Not 100% sure if it's due to unfamiliar surroundings, beginning of the year or establishing the relationships of 'tauira' (both teacher and learner) or maybe the restrictions of covid.   

With Post covid it has caused our 'masks' to stay on (nose to chin), social distancing and almost silence within our classroom.  However to develop our learners to attain key elements of 21st Century skills: to be 'critical thinkers', 'collaborate with others', 'creative flair, problem solving' and clear communicators (AJ Rotherham, DT Willingham - American Educator, 2010).

Referring to the OECD "Ten Principles for Effective and Equitable Educational Recovery from COVID" it describes the recovery ecosystem:  the centre is the student with their families.  Our teachers play an instrumental part for our learners to achieve academic success.

As a professional educator how can I recover/develop towards effective & equitable education:

-  provide targeted support to meet student's learning, social and emotional needs

- co-design a robust digital learning infrastructure with teachers and stakeholders

- Encourage a collaborative culture of innovation

- Learning from national and international evidence. (OECD 2021).

 

MIT Hui Wananga 2021

Talofa lava!  Can't believe it, it finally arrived .. MIT Hui Wananga 2021! 

From applying for MIT to presenting in front of a live online audience .. nerve-racking!  Throughout the year, the whole inquiry process was thought-provoking & enriching especially as a Junior teacher. Unpacking the challenges we face in our classroom to the multiple solutions sought after, that best fits our learners. 

Even prior to presenting our pre-recorded video, upon reflection there were few key elements that I missed.  In saying that, long term I'm looking forward to post-MIT how to grow our emerging bilingual students to succeed in all areas of learning.  It won't be an easy feat but will try! 

  "E sui faiga ae tumau fa'avae" translates to "The form changes, but the underlying principles remain".

During the Hui, this Samoan proverb protrudes, as we live an evolving world given our perspectives, approaches & PCK alters still the foundation remains.  From the talanoa from Sir Pat Snedden, Dr Rebecca Jesson's & team, how do we give skills when they learn how to apply tomorrow and when we're not there.

Faafetai, faafetai, faafetai lava to Dorothy & Matthew through their mentorship & leadership & patience, through our MIT journey.  Jenny Oxley & team for behind the scenes, administering this to make it happen (& Uncle Bill).  

To our MIT cohort 2021 - "Never doubt that a small group of thoughtful committed people can change the world.  Indeed, it is the only thing that ever has" quote by Margaret Mead.  History-makers!

 

Hui Fono Regional Workshop: Vā

During the holidays, I attended an online workshop facilitated by ACE  titled "Vā".  

This workshop was presented by Aiono Manu Faaea, who looked at the concept of vā (relationship / relational space).  She described 'Va Tapuia - sacred spaces' as follows:

1. Separate by things (eg: va i moana, va i maunga, va i vao) 
2. Space between people 
3. Hostile space.

It was confronting to hear similar stories to my own experiences of how our Pasifika people have had to navigate without cultural awareness.  

In education, our Pasifika document 'Tapasa' it highlights 'Le va' (the space in between) in relationship and relatedness.

So how does this relate to my teaching practice?  The following questions from the Tapasa document stood out for me: 

• What is my approach for encouraging Pacific learners to share their understanding of the va and its significance in social environments and/or spiritual settings?
• How do I create space for my learners to ensure balanced reciprocity of giving and taking?
• In what ways do I protect and preserve sacred space for Pacific learners in my school environment?

“There is a Samoan saying, ‘O le ala I le pule, o le tautua – the pathway to leadership is through service’.  

I'm currently part of MIT cohort investigating "How do I support a large group of our Year 5 Emerging bilingual students who are reading 2+ years below their reading age?"   

From this I'm able to think more clearer how can allow my learners to share their understanding, create a space for our learners to ensure balanced reciprocity of giving and taking.  As well as protect and preserve.  

My next steps is how do i bring familiarity/ traditional customs for our Emerging bilingual students to 'translanguage' with in building their reading?  Still thinking ...    

Online Hui #3

Due to level 4 lockdown in Auckland, it was good to see everyone online after our MIT Cook Island Trip.  

We reflected how everyone is overall, how we were managing during lockdown.

An online activity was working in pairs and retelling our peer what our project is and the project outcome.  We had to set up our own google meets.  Then feedback to the team what your peer is working on.  It was a good exercise as both parties had to listen and interpret to the team what their project is.  

My Project - "Unbox a box" - Supporting a large group of our Year 5 emerging bilingual students who are reading 2+ years below their reading age

What was working?  From the last KPMG and our Cook Island trip, I just started to lay down the process with our reading groups.  Setting up the norms.  Started to look and use Pacific dictionaries for maths as well as literacy. Working on my site.

What wasn’t working?  A lot more challenging not being able to have face to face connect with our learners during lockdown.  Unable to regularly meet with the group to have our learners read the text together.  Most of our target learners are not online engaging through various reasons eg family responsibilities etc.  

What can you do/have you done in Lockdown?  During our remote learning we've been working as a team to ensure our learners are accessing work.  I've been able to touch base and read with a couple of students, however haven't been able to have the same group to follow up task on building vocabulary.  I'm working on building vocabulary work for the selected reading on that day.   Checking that our learners well-being is paramount.

Has lockdown affected your project? Most definitely as with our emerging bilingual students they need more teacher support to guide them with reading and being able to ask questions readily when they're unable to understand.  A good problem to have.

ToolKits Online - Minecraft for Beginners

 I was quite keen to learn more about Minecraft.  Both male and female students have a growing interest in learning about this platform.  

Louise has given a couple of where to begin when starting out on Minecraft.  Redesigning homes for our learners where is no restriction for our learners to use.  

Minecraft Education Edition - we will need permission from our tech person.  It is free of cost with our learners using our gmail to sign it.  

Foxcraft is a recommended YouTuber for Minecraft.  Check with our tech to download Minecraft on our MacBook Air.  Will definitely have a try soon!  Thanks Louise

Toolkits Online - Independent Learning - Contracts, Challenges and Stations

Key things to help me organise for independent learning:  

1. Established routines & rules:  Each child is an expert.  Each child needs to learn and practice.  3 before me.  Try and solve the problem without seeing me.

Contracts:  - the student plans and works out what their timetables look like.

- Compulsory tasks that student has to complete.  Deliberate planning to what needs to be done.  

Support students that struggle more - activities to buddy up.  Check-in with target groups regularly.- Meet with those students, go through all the tasks on the task.  I will check that they know what it's about.  The only group that is supported to timetable their work.  The planning is required prior to starting the contract. 

Monitoring:  Uses a data sheet.  Target inquiry group and follow through with learners who are reluctant to finish work.  Uses Hapara to filter websites that are appropriate to the task.   

Success criteria are established at the beginning of the class to ensure the learner will complete each task to a high quality.  The tasks have already been done.  Otherwise, the student can repeat the task again.

Each learner has the same contract.  Check that supports are there for struggling learners.  

Rarotonga

Kia orana katoatoa i teia ra manea. Kia Orana, e kia Manuia! 

 A snap shot of our trip to the Cook Islands. 

 Just a huge thank you to Principal Mark Harris from Apii Te Uki Ou and the team who hosted our visitors to explore and experience the Cook Islands - Meitaki Maata! 

Especially huge appreciation to Manaiakalani & CEO Jenny Oxley. 

 Meitaki Maata! Kia Manuia! Ka Kite!

Raro - PechaKucha Presentation

The main part of our trip was to present to a group of professional teachers in the Cook Islands.  A form we used is call 'PechaKucha'. 

 What? "Pikachu??" (Pokemon species .. familiar within my class) 

Did you know that PechaKucha is a form of storytelling, designed to show 20 slides - allows the speaker to fit 20 seconds to speak.  It started in Tokyo in 2003, designed by architects, Astrid Klein and Mark Dytham.   

To prepare for this presentation, we were given a template to help our slides flow in order and sequenced with our narrative.  No videos or giphy were allowed to be used.   However I like this format as it keeps the main thing the main thing.  It was difficult to make changes once you've submitted your slides - however it kept the audience's attention.

I was given positive feedback that evening, I was the only one who started with a Cook Island Mihi form, good use of expression and intonation in my voice.   I froze when I got up on the podium - we were to memorise our speech (eek!).  But overall a great experience especially prepping for our October Hui.