Post Grad: Session 8 - Learning Journeys

 Digital and Collaborative Learning Journeys

Whakataukī

Titiro whakamuri, kōkiri whakamua
Look back and reflect, so you can move forward

Critical Reflection based on Learning Theories

Insights

As a class, we are looking at Class Companion, which students use to get instant feedback for their writing and can then modify it.

When I had another look at the diagram, it was interesting to see where I could improve 

The Power of Collaboration - Video

Hold out your hand and imagine you receive a stone; close your hand around it. You are keeping control. Imagine the stone is so large you need others to help you move it; that is collaboration. 

Where are you and your school on the digital journey? Being part of the Manaiakalani Network, I think we have teachers on the journey between Emerge and Extend and senior school teachers trying to move into Extend.

This is an interesting explanation of Critical Reflection;

Remember when reflecting we are:

There is a difference between reflective and descriptive writing - so be careful!

Takeaways

Prompts for Reflection

These sentence stems could be useful, especially if stuck...

Reflection:

I am now looking forward to this reflective assessment. These questions will also help with general reflection for my classroom practice. 

Things to consider for the assignment:

• Write experiences in first person; be honest and meaningful about your practice.
• Keep the context (description) the "what, who and where" limited
• Use 3rd person when referencing and reinforcing using literature.
• Use student voice and feedback if you have it.
• You can reflect on different stages; however, don't forget the whole process needs to be achieved and reflected on.
• Remember to step back and take another look.
• Use Hindsight
• What now?
• What will I do differently?
• What will I keep the same?
• Consider the events going on around you at the same time that may influence the task/outcome.
• Examine your biases and positionality (my normal is different to someone elses normal)
• Ensure reflection flows from past, to present to speculative future.
• What happened → Why it mattered → What it revealed → What I will do differently

But this gave me the opportunity through group breakouts to reflect on how I could modify the tasks I set for writing. E.g. using Google Docs, write a collaborative story, put it into Class Companion, individually look at the feedback and modify your version to make your best copy. Then share orally with your partner, or the class; each version should sound slightly different. 

Post Grad: Session 6 - Theories of Learning

 Contemporary Theories of Learning

Whakataukī

Nā te whakarongo me te titiro ka puta mai te korero.

Through looking and listening, we gain wisdom.

Do you think that digital technologies have changed the way that learning takes place?

If so, what does that mean for the way we teach?

OR  If not, why do you think current learning theories and pedagogies are enough?

Insights

How can Learning Theories be applied in the Digital Age?

Behaviourist - like gaming, if you do well, then you go to the next level and get a reward.

We need to consider what ākonga believes is out of reach. Is it really now with digital tools? Many things don't need to be memorised, but how to work things out and where to get help or use tools might.

Google Workspace provides many tools that help the user complete a variety of jobs. Students just need to know what each does and how to pick the right tool for the job.

New or Adapted Pedagogies based on Theories that should be considered in the Digital space. 

From the video, in our flipped task ...

Many factors influence Pedagogy. So one type doesn't fit all students, and no one task covers all Pedagogies.

Takeways

Using Generative, do we want students to just make stuff they have no control over?

This is indirectly what I aim to use, so students build their own understanding through discussion and demonstrations with their own creations. 

E.g. After reading about ANZAC and through discussion deciding if it is worth them running away from home and joining the forces. and then justifying their thinking without the teacher's prompting. Then, create an image or meme to share their thoughts constructively.  

This is more of what happens in class, through using a range of tools to create and share tasks. E.g. writing (a poem, diary entry, favourite paragraph), creating an image to go alongside what you wrote, reading and recording, adding what you could have done better for next time. 

Reflection:

How do we optimise the model for e-Learning to help students be all-rounders and/or help them to find their way to improve and enhance their learning?

Or is it as easy as modifying a Model we know?

Toolkits - Term 2: Gems with Gabriel

 Socratic Learning Gems

This is very important as no matter what students do in the future, they need to be able to question and respond appropriately to further themselves.

As teachers, we aim for equity for everyone. This is a great way to help achieve this. Imagine if we could have interviewed Shakespeare and asked him what he was thinking when he wrote Romeo and Juliet or Macbeth.

Oh wow, here is my chance to interview Macbeth or Sir Issac Newton on the laws of Physics.

Remember to do it in PARTS and to create the Gem (or get the Gemini to write its own Gem, huge timesaver). The important part is to front-load the character. AI is a great tool for adaptive learning.

Interview with Sir Issac Newton, using a site and a YouTube video. Then I had it transcribed into a doc.

And What about Shakespeare?

You can add the Gem to the Class site via an image of the historical character. This way, students can interview them in pairs or small groups. Then the Transcript can be put into a Google Doc and added to their blog, or they could create a video of the interview.

BSLA - Day 2

 Linguistically diverse and /or culturally diverse?

What is Linguistically diversity

Language 1 (L1), Mother Tongue

Language 2 (L2)

Education: Home Language

Benefits? Physical, Scoial Economic Cultural

Dialect at home, school.

More language we have the better we 

43% of the world's population is bilingual

17% of the world's population is multilingual.

79.4% of New Zealand is monolingual (2018 census data)

What is Culture

We decide if the backpack is welcome

What is Culturally Responsive Pedagogy's purpose?

Why do some teachers have more success than others

1. Academic success is fundamental - our community sends the most treasured positions 
2. Building and reinforcement of positive cultural identity
3. Empowering students to critically examine inequities that are reproduced by society (Ladson-Billings, 1995a 1995b, 2011)

We don't need to be compatible with our students; we need to be culturally connected to them.

PhOM Teaching 

Log in to UC online

BSLA - Resources to get to Tier 1, Tier 2, then the Taumata comes up

Suffixes and Prefixes can be taught in any order!

E.g. Taumata 10 

Through the lessons, there is a lot of repetition, think-pair-share, Tukana-Teina, explicit teaching, and prompting.

Extension Resources for Extension. 

image Word inquiry

Teaching Vocabulary Inquiry - Can be done in pairs.

Morphology and vocabulary are more at this level.

Assessment Plenary

As this is a nationwide program, the data is a large cohort. (Y5 cohort is the largest in the world) Non-word reading and non-word spelling.

Māori students with and without BSLA - 

Assessment Excellence intersects with teaching - image assessment selection

There is an assessment that maps the building blocks in BSLA.

NE - grapheme level - what it looks like, so if they have all sounds correct at the Kakano level, then they can move up 

Y4-8 Morpheme level - what does inter mean?

DIBELS - Dynamic Indicators of Basic Early Literacy, measuring oral fluency.  E.g. DIBELS ORF - is required by the ministry, DIBELS Maze - is a good measure of Reading Comprehension or can do PATs

SVR - ?

Strength-based assessment

This student knows letters make sounds, a few initial sounds, long words have many letters, letter formation

If a spelling test, turn off spelling and therefore writing. 

First, help consolidate initial sounds, tier 2 intervention. Needs help with recognising sounds in the middle of words, which develops last, matching consonants with sounds.  Student recognises word might not be correct, so has underlined it as in writing - self-awareness.

Assessment for Y4-8 BSLA

Recommended Assessment Schedule Y4-8: ORF first, and PhOM, 

BSLA - Y0-3, testing shows where to start from - Alien words (non-word spelling and reading assessment)

BSLA - Y4-8, this is more of a pretest/baseline. This only needs to be done at the beginning, not the beginning of each Taumata - this is testing the morphology, as many at this level can at least read.

Scale score from PATs - Read well below - 2 year behind, Yellow below - 1 year behind, Green at expected level, Blue Above

Interesting to see how much they read in a minute - like REV Up Intervention, but also has comprehension with it. Tell them the word after 3 seconds if they are stuck. No pre-reading. This is a screener. To help work out how they are decoding, automatic decoding shows how many words per minute they can read. If not in the green area, you need more information.

Start teaching a few lessons, test before the end of the term, then start in earnest Term 3.

Teaching Next Steps

betterstartapproach - assessment 

All function under student tab

on left - students 

Select students - then bulk actions - assessment rounds

PC1 is green so ready to be done - click on it - takes us to student dashboard

Magic 3 dots on right 

can add task - aim for 3 taumata a year

Assessment - Teachers have the opportunity to look at the assessment in demo mode.

CoP - Communites of Practice coming up and 'drop in' sessions to help teachers if they have questions.