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. 

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.

BSLA - Day 1

BSLA - Overview

Current Literacy Trajectories for those who enter school with lower oral language.

We want students to have accelerated progress!

 

Started as a Science project after the Christchurch earthquakes in 2015, then trialled in Auckland, now being rolled out - arrow image add above

Influence factors on literacy development:

With all these factors, what are we going to do?

Scaffolding for Learning

Immediate corrective feedback - previously exposed to frogs and flag. Teacher wants students to be successful but didn't give the answer. Reminder Prompt, Scaffold Prompt and Example Prompt.

Simple view of Reading

Phonemes - sounds letters make (spelling)

Orthology - letters that make up sounds (what words look like)

Morphemes - eg affixes, add meaning (parts of words that have meaning)

How was/is Cognitive Load Managed with New Entrants - I do, we do, repetition, simple image and font, focus on one sound 

How was/is Cognitive Load Managed with Y7 - Phonemes - sounds tricky sounds 

How was/is Cognitive Load Managed with Y8 - Making predictions, Teacher modelling predictions, talking about how she was finding the answers, rather than testing by answering questions.

Three tiers 

1. Universal, whole class
2. Small group - targeted
3. Individualised

Plans realigned with Refreshed Curriculum - Phase 3

Building Blocks

Noticings: Video 1
Story elements
Reinforced words with images

Video 2 - Reading Comprehension - QAR strategies

POSSE - Teaching talk about thinking and finding answers for questions - Thinking Aloud, Teacher Talk = I do

Then need to move to = You do

PhOM 

Breaking words into segments - d-o-t / cartoon-ist / sym-path-et-ic

Y2 - Reading together

Y4 - Have already read story - point to where find answer, what type of question - right there or think and search

Why do they need to know phoneme words - 

Enhancing Linguistic Knowledge

Teachers can not teach what they don't know. E.g. Phonological Awareness

The broader ability to hear, differentiate and manage sounds of a language. Green box most important - image.

Beginning and End are often the ones we see first through writing.

Segmenting both pull apart and put together

Manipulating - substitute, delete and add e.g. dad - mad - sad

Changing Phoneme word chains = pot - hot - hat: This is a necessary skill to help with reading. But teacher need to call this into practice in reading.

Word Phoneme segmentation: number of phonemes number of letters - image

Orthography - the spelling systems and the rules that dictate what spelling patterns to use. 

Diphthongs - 

boy, oil, cow, out, saw, cause

To alleviate learning stress, don't need to teach and remember blends as they say their own sounds.         E.g. fl = f-l, cl=c-l.

VC = if, is, it, on, - vowel is usually short

CV = no - vowel is usually long sound

CVC = sees -=s-ee-s, thought = th-ough-t

Ways to represent sounds 

Blends - each letter makes its own sound

Digraphs - 2 letters make one sound

Morphology: 

The study of the smallest meaningful parts of words (affix - prefixes, suffixes, and root words)

Base words stand alone E.g. runs, playing, pushed

Root words can't stand alone - Greek or Latin origins E.g. erupted, constructed

Explicit Teaching of Vocab

Students need to hear things 35 times (exposures to acquire the full meaning of a word)

Important to understand the way words are put together.

Prefixes: learning what they mean helps students to work out other words 

Elaboration

NE - not predicting - When first teaching a concept or vocab = I do 

Y6 - read story previously - Teacher rereads sentence with the vocabulary word (so word is said correctly) Children: Think Pair Share 

Discuss the word cycle and what words 

Look at suffixes - cycle - cyclist 

Oral Narrative and Reading Comprehension Teaching

Year 4-6 - Rdg Com

Start with I do, then move to You do. Lots of I do in lower levels, especially as you introduce new ideas.

Using UConline

Year 4 - Taumata 10

Year 5 - Taumata 13

Year 6 - Taumata 16