End of Year Results for 2019

Wow!  What a year!  My first year teaching in the same class as well as working with Year 5's.
Definitely so much to celebrate for 2019, at the same time so much to learn for 2020.

#9 Digital Fluency Intensive - Revision

Week 5 already - how time flies so quickly!  We had several celebrations this week, on Wednesday our Year 5&6's cricket girls took out first place for 3 years in a row for Auckland Champs!

On the same day, we all headed down to Sylvia Park to watch our Manaiakalani Film Festival movies.  Wow!  A lot of work and energy went into producing these 3 minutes movies - great work from everyone!

This is our last DFI course, so much has been learned.  I have a few things I will definitely implement on day one 2020, setting up routines as well as being more smarter with my time.  I've met some great people on this course, look forward to reading what they're be implementing 2020.

#8 Digital Fluency Intense - Devices

This week we've been preparing for Athletic Day (today) as well as students re-reading their plays to show to the whole class.  Funnily enough, all our students (low/high readers, shy/confident students) all want to participate in the play - especially wanting the main role.

My heart was chuffed when one of our low readers wanted to participate in the play.  This student was ready, willing and able to participate with a group of actors.

Week 8 at DFI - we looked at devices that our students use for their learning.  It dawned on me that our learners has the world at their fingertips.   

Writing PD with Dr Jannie

 Crafted writing - apprenticed writing

Proof-reading/editing

Sentences

Editing - Does it make sense (at the word group by word group, sentence by sentence level) - Not left until the very end. Ongoing, continuous right from the start. Need to model this and expect this.

Detailing: Expanded word groups; construction of sentences (detailed simple sentences; complex sentences). What does a sentence with more detail look like?

Vocabulary: 

Spelling: ‘sounding out’ doesn’t work as so few English words actually can be sounded out.

1. Starting a draft paper lesson. (sometimes)

2. Build-in small little components of phonological training - mostly blends and suffix’s/prefixes. Start off with a small amount of time “5 minutes maybe”. - Think of the number of sounds associated with ‘ou’ - about 13!!. Start creating word-groups e.g. all words with a ou sound as in ‘rough’ - for each, get children to describe the word. If the children come up with a different word with the same sound, e.g stuff, start a new word group - park it though otherwise, you will confuse the kids.

3. Dictation. Write the dictation by hand. Self-check. Sentence structure, sense, missing words, and spelling. Collate the mistakes and practice them as their “spelling words”

Knowing how the text works in quality texts

Noticing of the text to find the main ideas and why they are the main ideas

Great paragraph writers - we want this. Knowing that a paragraph and/or a long text are necessary - take it from this angle rather than the sentence angle (full stops/cap letters)

Topic (what am I writing about) /purpose (why am I writing about this)/ audience should be what we start with at the beginning of the year.

• We do this automatically as adults, more than we realise.

• We need to be more explicit at teaching this to our children

• Need to be multi-model (able to use print, visual, static, moving, and spoken).

• Need to be multi-generic (do a little bit of explaining, doesn’t need to be prose text, might have anecdotes, etc). - would be tricky to do this on our blogs

How can we push out the windows to writing for audiences other than just for our bloggers??

How do we make writing motivational for the kids?

• Write a whole bunch of different writing styles around a central motivational topic - fits well with our inquiry topics.

Maximise understanding/minimise confusion is an author’s main purpose. 

Lots of mileage of the ideas to include

I have a role as a writer to put these ideas into paragraphs.

1. Thinking

2. Gathering ideas/knowledge - need to be able to do this BEFORE they even consider crafting a piece of writing.

Important to have a high level of motivation for the topic of writing - this is really important.

Get kids to know their topic - if they don’t, get them to think more and get more information about what they need to know. Organise it - which parts are you going to write about, sequential or are they going to hone in on one part? 

Read aloud

Children that get words wrong and have other people in their group jump in and say the word for them

• Prepare the children. Give them practice time to go over what section you want them to read. If they still say it wrong, let the group have a go or let the child take ownership of their apprenticeship

• Could even read part of the text first and then get children to repeat - repetition is known to be good for comprehension.

Every piece of writing: Topic, Purpose, Audience - Even free writing.

• Topic: ?

• Purpose: ?

• Audience: ?

#7 Digital Fluency Intense - Computational Thinking

Malo Ni! This week we celebrate Tokelaun language week.

During DFI, we had an informative session on computational thinking.  We had the exuberant Vivian Chandra (OMG Tech PLD Facilitator) sharing her wealth of knowledge and information of coding but also looking behind the scenes of coding (Binary).

Computational thinking can be defined as "using different tools to show a way humans solve problems; it is not trying to get humans to think like computers." (Wing, 2006)

Look forward to implementing different ways to show computational thinking for our 21st Century learners.   

 

#6 Digitally Fluency Intensive - Dealing with Data

It's only week 2 but already it seems like time is slipping away. Last night our school had their disco, it was great time to see our students in a different light, but the reality they don't have long before they head into Year 6's. We've just started our testing however, I needed some tools to help me assess where the students are at. 

This is the session I have been looking forward to the most, as I know little about google forms, sheets and google mymaps. 

Normally during our team meetings, I'm in awe of how quickly our team leader produces these excel spreadsheets with data & graphs from our student's results. Then I will ask him "How do I do that??" .. then his ghastly expression which indicates his time is precious. 

I'm looking forward to this labor weekend, not so much the 1-day break but setting up google sheets to help me with my report writing .. YES!!

 

#5 Digitally Fluency Intensive - Enabling Access Sites

This week we celebrate our Niuean Language Week "Fakaalofa lahi atu!"  

Returning back from holiday - I was looking forward to getting back to class, seeing how our students have grown.  Day 1 - students were excited to share about their holidays, students were relieved to be back at school and connect with their friends.

Already have started on 'Gloss test' for our students, setting up reports writing and reminding my class they don't have long before they head to next year - so make it count!

Back to DFI - this part explained a lot why our team leader kept our site 'less' colourful -and font & images.

Inquiry

Wow!  Where did term 3 go?  So much happening in the life of Pt England School.  Starting with netball prize-giving,  our annual cross country, film festival filming, ongoing sports games that our students' rep and our school production that is showing this week.  On top of that, I'm enrolled in DFI (digital fluency intensive) and graduated with postgrad with Mindlab.

Looking at my enquiry for this term, we looked briefly at mathematical language as well as on-hands activities.  One plus, is my target students are more willing to participate in DMIC/small groups to solve word problems.  Our class has been working on maths times tables 2-5 and encouraging our students to use castify to record their work.  By this week, will test them to see what shifts had been made.   Feel free to provide any feedback, this would be appreciative. 

#4 Digitally Fluency Intensive - Collaborate Sites

Bonjour!  Been a busy week!  

On Monday our school participated in our annual cross country run.  Our Year 5's ran 1.5km, a great effort for those who participated. 

 On Wednesday, I graduated alongside my work colleague Sandy Lagitupu from Unitech - Postgraduate certificate in Digital and Collaborative Learning.  With hours to go before finishing and handing in our class Film Fesitval movie .. eek! 

Week 4 - we got to hear the importance of 'Share' from the Manaiakalani LCS, as well as creating our own google sites.  We also got to hang/meet with our Gisborne cohort, who shared tips on our google exams.  Key was to read the questions and copy & paste (lol!).

From last week, I decided to share a google slide.  Feel free to drop a line.  Au revoir.

    

#3 Digitally Fluency Intensive - Media

"Poipoia te kakano kia puawai"  

Nurture the seed and it will blossom.

Kia ora whanau - it's week 3!  We're celebrating our Maori Language week & looking at different forms of Media we can use.


What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?
What defines create?  ‘Creativity focuses on the process of forming original ideas through exploration and discovery.  With children, creativity develops from their experiences with the process rather than concern for the finished product.  ‘Create’ - is the hook in your lesson plan/practice.  Begin with ‘create’ & then let the learning emerge.  The learning is richer now with chrome books using online.

For students who are disengaged - Start with the ‘hook/create’, what will they be designing.  Our students should be creators of content, instead of consumers.  Learn-create-share is a linear process.  Will look at ‘create’ to be a spiral inquiry.

What did I learn that could improve my confidence, capability or workflow as a professional?
Using youtube, I can create a channel, to begin a playlist.  Instead of asking students to research on youtube, I am able to direct students to the youtube video that they need to view. 

Google draw - able to create pages with pictures, even mind mapping or comic strips.  Multiple purposes of using google draw for our students to create.  Being able to set the canvas size, crop pictures, change the picture format including using word art.

What did I learn that could be used with my learners?
Google slides - creating animations slides.  From our inquiry this term, I was able to design an animation slide about the rocky shore featuring the starfish.  Being creative, not just using the standard themes including sound to accompany the slide.  By planning, plan and plan this will help our presentation be more effective.  The last slide is my pepeha, rather than speaking, but showing visuals to support my pepeha.  Feel free to leave a positive comment

#2 Digitally Fluency Intense - Workspace

Malō e lelēi! We're now at week 2, looking at how we can manage our workspace more effectively.

By using google keep - where we can keep our notes & thoughts, at its best is when we're using our phone. Important that we use labels to ensure that we group our documents & etc together.

Within google keep, we're able to set up a new note, include people into google keep. A great tool to have a checklist (& share with others). By using 'drawing', you can use your signature. You can organise your notes by pinning it to the top (priority) and then unpinning it when finished.

One tool on google keep that is valuable is having a photo of the screen and select 'grab image text'. The text from that image shows up underneath it on that same note. Incredible!

Another great tool on google keep is using voice memo (Only available on the phone), similar to voice type. You can record and share a voice memo to others.

My first attempt on google hangouts/meet, a timesaver tool to use for video conferencing. For
building connections outside the classroom, even buddying up with another class. Opportunity to
meet via digital space. This can be arranged and organised through google calendar.

Here's an example of our group Rachelle, Roy & myself recording our small group discussion about the students Summer learning journey blog.  Feel free to leave a comment!

#1 Digital Fluency Intensive - Core Business

Week 1: I wasn't too sure what this course entailed except that it would help me in my teaching practice by using digital learning to accelerate learning and achievement for our students.

It was only fitting to start with Manaiakalani karakia and introductions from our cohort 3 of 19 professionals including Dorothy and Gerhard.  

We got to hear the journey and humble beginnings of the start of Manaiakalani which begun November 2006.  From blending school    Spearheaded by Dorothy Burt who is now an international Apple & Google certified teacher.

The power of 'groups' - able to collaborate and communicate within a specific group.  This is easily created through group.google.com - it allows you to send emails through without waiting for 'accept' when an invitation has been sent.  This is useful when sending out emails to parents for 'sports' or small groups.  Not suitable for our students.  (Using Hapara is suitable).

Chalk n talk - learning shortcuts and tricks working with google chrome, such as using the omnibox, especially shifting the tabs by pushing 'control' & '#'.

My next steps:

Folders: One point that stood out for me was ensuring that our student's folders are 'sorted'.  Getting our students in the habit of going into the correct folder and 'create' a new doc/slide etc.  

Voice-typing: Using this facility to allow students to record their writing by voice, for students to proof-read and edit their work.  

I'll keep you posted with my DFI PD.  Feel free to leave a comment on my blog!

Inquiry - Term 2

Reflecting over term 2, so much to think about, little time.  Building relationships with our students was fundamental.  Looking at building vocabulary with our students to help them assist with maths.  Was able to use Clarelle's mathematical vocab work to help think about how to share vocab to our students.  Our students have grown in confidence with building group maths work, which has been a highlight. 

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Agility with Sound - PD with Betsy Sewell

From the beginning of term 2, Helen Squires has been working with a few of my students who struggle with reading text.  She has been using this framework to build their phonological awareness and processing.  So far I have seen these students grow in confidence in reading and in themselves.

Informative PD with Betsy Sewell this evening.  Understanding more about our readers who struggle with text.   One point she mentioned, that I will start using is the sound of the letter instead of the name of the letter.  

How good readers learn
4 stages:
1. Pre-alphabetic - the look of words.  Signs, non-alphabetic cues
2. Partial alphabetic - use some letters in the words.  Typically initial letters and visually distinctive consonants (RA 6-10)

3. Full alphabetic - process all letters
4. Consolidated - recognise and process the chunks

Struggling readers often see words as shapes (not as speech/language).

Solution

To take the struggling children through to the 4th stage of reading

Which means teaching all children to think as good readers do

Which means learning to think differently

Which means practice, practice, practice

Decoding skills

Identify and think in, the component sounds (feel it) - e.g church has 3 facial movements. Grumpy has 6 facial movements

Distinguish between the sounds (b (cub)/p (cup), c/g, t/cl, t/v/th, l/e, sh (long)/ch (stop), fat/flat, fog/frog (feel from throat, 

Recognise how those sounds are represented in print 

Hold those chunks in memory 

Substitute phonemes within chunks, or whole chunks within words

Blend those sounds or chunks of sound rapidly and unconsciously.  

What they need:

- explicit, structured and cumulative instruction in how words work

- simple to complex, common to uncommon (a short, long)

- Overall aim to build the thinking skills of competent readers and writers - building thinking skills & connection.  Discourage bad habits (not guessing, focus on the words)

They must have:

-80-100 hours of practice in thinking in and manipulating the sounds in words.  App

- blending strategies and practice, lots of it

- Reading material they can read and what to read, that meets their learning needs

-explicit vocabulary, comprehension and writing instruction.

-nothing else (growing brain)

Basic skills: listening to sounds

Pull it apart, and putting it together & substitute letters.

From Helen Squire's modelling and with PD with Betsy Sewell, will start implementing this in class.  For both myself and the students - practice, practice and practice.  

PD - Probe with Jenni Clarke

A refresher course on testing our students on Reading using Probe (1 year band)

Refer to the front reference guide (1-year band)  & PM (6-month band)

Use fiction. Instructions for the students:

• Read the story twice
• Go through the text & find the answer
• (literal/organisation)
• The student has a sheet.
• (t) able to point to the text.  
• (t) read the probe sheet & the questions & answers.
• (t) repeat question, 

-You need to know the answer (familiarise yourself)

-(s) refers to the text.

(try metacognitive)

On the recording sheet

The student reads to you and then answer the sheet.

• (write your comments - instead of the box on the left.
• Eg had to repeat the questions twice/three times)

PD Tapasa Framework

PRT Meeting - Time Management

One of my biggest struggles since the beginning of teaching is time management.  How can I grow to be an effective teacher who can make a difference in one learner's life and still be a wife, mother of 4 sons (each is unique and have different learning styles)? 

What takes my team leader 5 minutes of thinking and explaining, can take me 5 hours to unpack and plan.  How can I plan my week more effectively that our learners engage and still go home to put my energy into my family?

From my PRT meeting, my mentor teacher Kent was able to show me where and how he allocated time.  He would start with the task that would take the longest that is reading, then writing and maths (as it's his strengths).  He would be ahead 2 weeks in his planning and spend his mornings carrying out minuscule tasks.

PD with Dr Jannie Adriana van Hees

https://docs.google.com/document/d/1L7t2i9fG4TGxcIbDZsLyw5A39jZbtMesk99k1Rg-Uwc/edit

DMIC PD with Matua Don

My Inquiry Plan 2019

This year, my professional inquiry focus was looking at the dynamics of DMIC and grasping
the concepts which are relevant for the teaching of this method to my students. In
retrospect, I have also been looking at how my teaching could lift the achievement levels
of students through a culturally responsive lens.

My questions leading into this inquiry were:
* Through the lenses of Tongan/Samoan and Cook Island languages/cultures how could
I increase my students learning levels within their maths understanding?

* How could I create learning tasks that were relevant and deeply embedded in the LCS

framework to inspire and share with others?

Reflecting over my mathematics programme and teaching for 2018, it seemed that I
needed to look more closely into the maths content knowledge in order to keep my
students engaged and on task.

While learning how to facilitate and teach a DMIC plan, I could see the students struggle
with number knowledge. This realisation occurred during independent or group tasks.

While reflecting on what could have improved within my teaching, I discovered that the
followup experiences should have reflected the WALT of the lesson in more detail and
could have been more hands on. I fell into the habit of reusing a lot of tasks and plans
of other teachers. These were tasks that were not specifically designed or reflected the
needs of my own students. This was a major factor in the disengagement of the students.

The follow-up tasks were more like time fillers instead of focusing tasks on specific needs
of the students.

My 5 priority learners are either an ESOL student or students who portray behavioural or
learning challenges.  I will endeavour to blog and gather data on their progress
throughout this year. I am hoping to improve their learning levels and see a positive
shift in how I plan and teach a diverse range of students.