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

Post Grad : W7 - Making Videos

 Whakataukī

Whāia te iti kahurangi ki te tūohu koe me maunga teitei

Seek the treasure you value most dearly: if you bow your head, let it be to a lofty mountain

Making Videos

Great way to incorporate cross-curricula/integrated

SDG - Sustainable Development Goals - there are 17  adopted by the UN. 

They include: No Poverty; Zero Hunger; Gender Equality; Good Health and Well-being; Quality Education; Gender Equality; Clean Water and Sanitation; Affordable and Clean Energy; Decent Work; Reduced Inequalities; Sustainable Communities; Climate Action; Life on Land; Life Under Water; Peace, Justice and Strong Institutions.  All have specific targets to be achieved by 2030. 

Yes, these can influence how businesses operate, but they can also relate to reading to develop a deeper understanding of our impact on the world.

Our Target

My Stop Motion

Digital Technologies in the Curriculum

These skills don't just apply to computer programmers; they help students develop problem-solving and critical thinking skills.

Computational Thinking for Digital Technologies

Our Takeaways from Tim's Video

• Not Just for Computer Scientists
• Logical Thinking
• Algorithms - Process
• Breaking a Big Problem into smaller chunks - Decomposition
• Skills for Everyone
• Clarity and Strategy
• Abstraction - Big Picture
• Pattern Recognition
• Cycle of Reflection
• Cause and Effect

With algorithms, there is always more than one answer. 

Look at this map (Activity for Year 0-3): which way would you go?

 

Let's Teach Kids to Code

Learning to code but also code to learn. Just like when you learn to read, you can read to learn.

Through Scratch, you can use computational thinking. Mitch Resnick talks about Critical Thinking and broader literacy, engaging students to make Mother's Day Cards in Scratch.

Critical Thinking teaches students to 

• code 
• text-based language
• step-by-step activities 
• step-by-step building

And is part of the Experiential Learning Cycle

According to Code Academy, coding brings the virtual world and real world together. 

Code Academy brings the virtual and real world together. E.g. move the sprite in Scratch using noise, motion and score. - Application would be launching a Rocket in Scratch.  

Pair Programming 

One on the keyboard (driver), one thinking (navigator), swap over. Then swap pairs. This raises overall thinking all involved.

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Conditional Thinking

If / else 

If - is the true/false statement 

E.g. If the case, I will go in

If / then

Reflection:

Even though I have used Scratch many times, it was wonderful to learn about the if-then conditional code blocks. As always, I enjoyed sharing my knowledge with others, and this was a great opportunity to work with the overseas students. 

Stop Motion - What a jam! I have heard about how easy it is, and it is funny how, until we have the right app and someone to help us navigate it, we often put things off. My go-to is iMovie, so often I will just go "It's okay, I will just film it", but this was fun. The tricky part was the timing. Our person fell over with all the documents, and getting the specific image might have worked better if I kept my finger on the click button. So I got the range, rather than the paper hanging from the top of the screen (which we deleted). Definitely something I want the class to try.

Post Grad: W6 - 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?