Term 3/4 Inquiry- Writing

 

SCANNING: WHAT IS GOING ON FOR MY LEARNERS?

At my mid year data I can see that I have a considerable number of students who are not writing at expectation. This is also reflected in school wide data. What I believe is contributing to this:

- some students have corresponding reading and writing levels below expectation which has been the case for over a year.

-some students are reluctant writers, I think they have the ability but are not willing to focus on writing tasks and complete them to the standard that they are capable of. These writers are at/above in reading. Predominately boys in this group.

-as I was learning BSLA and focusing on accreditation the planning was focused on reading. Literacy time has been focused on reading and PHOM. Small group reading has been a main focus for me and a non negotiable. There has not been a focus on whole class writing lessons.

-students are making pleasing progress in PHOM teaching and picking up spelling patterns, there is not a lot of evidence of students transitioning this into their writing.

FOCUSING: WHERE DO I THINK CONCENTRATING MY ENERGY WILL MAKE THE MOST DIFFERENCE?

• I am going to focus on the reluctant writers in my class. These students are sitting at 1P and I would like to move them to 1A/2B by the end of the year. This is a group of ten boys.
• I am going to change my weekly timetable to allocate 2 whole class writing sessions, Jorja will teach a third on Wednesdays, as well as writing activities to work on independently during reading time.
• I will need to develop ideas that engage these learners. It will have a positive impact on the rest of the class as well.

DEVELOPING A HUNCH.

These learners will need good models of writing and a clear understanding of what success looks like.

They will need scaffolds and incentives and clear feedback.

They will need engaging prompts and motivations for writing.

Notes from discussion with Ange:

Different writing ideas for class.

- timed writing sessions, cant stop "Freedom writing"

-being "authors" recording stories rather than writing them.

I will try to incorporate these different types of activities into the weekly programme.

Inquiry Reflection

 This term I have been trying to continue to implement BSLA into my Literacy Programme. I have not been attending the Zooms this term but I have the resources available to access.

Successes this term:

I have been using the Fun Facts resources. I use these as a whole class shared reading and I have been finding success in the students independently working on the comprehension tasks that follow on from them. I think this is a good skill to develop for the more able readers as they are now reading to learn information. I think these would be a good resource for older students in our school to use as well.

I am continuing to teach whole class PHOM lessons, which I think are valuable. I like the explict teaching in these lessons.  I have not been making a good connection with the BSLA reading groups so that the sequence is aligned. I need to address this once I have completed testing and restructured by groups and identified needs.

Challenges:

I am feeling unsure of the progress being made in my BSLA reading groups. Some students seem to be moving well, others seem to take 2 steps forward, 1 step back. I hope that my BSLA release time can ensure that I can correctly assess them and discuss with Ange.

I need to take the time to really master the small group teaching of reading.

I will need to take some time to review this.

It is challenging to try to correctly implement the BSLA programme alongside the rest of my Y3 learners who now read 8yr +. But I think that the foundational knowledge is beneficial for me to use at any level.

Reflections/Notes on Zoom 27th April- Assessment Tasks: Case Study.

Assessment Tasks: Case Study.

• 2 focus students.
• 1 needs to be lower level at baseline
• other at any level
• 1x small group reading obs
• 1x Tier 1 Obs
• 1x facilitator/tcher validation doc

-bullet points ok

1. Background/learning context/class info etc.

2. Data of focus stds: age, length of school, whanau context. Data baseline/ 10 weeks later etc where was growth, next steps etc. Reflect on Zoom PHOM informed teaching.

3. Small group reading- rational for choice, how did you inform choice?

How do they respond to teaching? Detailed noticing's

Refer to Zoom 9th March- Sml group reading. reflect on.

4. Whanau engagement- successes' and challenges. Reflect on the Zoom 

5. Challenges/Successes':

• - whanau?
• - happy to take risks etc
• - how did you meet challenges? attendance, risk taking to meet success with teaching.

6. Teir 2: 

• how did identify who needed Tier 2 approach?
• Don't have to teach Tier 2 but have a plan for the learners.
• Comment on Zoom.

7. Reflections: incl obs form, reflect on the obs, refer to pre/post surveys- how did they help my knledge.

-Use the word doc to practice assignment. (dont submit this, copy and paste into submission)

-Feedback form for my Taumata from facilitation.

-Validation form to be used

To submit case study- attempt quiz now, then copy and paste answers into box. Drag and drop files where necessary. 

Tips: 

details, be specific. See slide eg.

Use the response prompts to guide.

Tier 2- use traffic light system (Module 4)

Use word count.

Due 23rd July (Week 2, Term 3)

Last year data can be baseline and use 10 weeks as second point of data. Between two 10 weeks of data points. To reflect on growth for my teaching.

Assessment tasks should be the same as the last data points. 

Connected text to pass- proficiency not to be decoding as they go, not laborious. Used to combine all assessments. Not to be compared to a RR. It is an unseen text.

Year 3 students ok, 2 assessment points within 10 weeks.

Questions for Ange: 

Tier 2, what does this look like for my class?

I need to go back and reflect on my data, check that it is all there, what else do I need to do?

Morphological Teaching Strategies- Zoom Reflections

 Taumata 4- Mahuri 

Taumata 5- Rakau

Notes:

• Lead chn to see/discover pattern before teaching it. (e.g ch/tch lesson in video)
• Recommended number of repetitions- research proven (refer to lesson plans)
• Word chains in list one after another. Read back. Goal to be fast, focus on spelling not handwriting etc.
• Link to reading and writing: Taumata 4 Phom to reading. Taumata 5 focus on writing and reading from Phom lesson.
• Use shared text in PHOM lesson. Engaging all learners.
• Refer to optional extension to differentiate for all learners.

Reflection:

I am noticing that my whole class PHOM lessons may not be effectively reaching all learners needs. The children reading Level 19-25 are picking up spelling patterns quickly and need extension. The children in Tupu need more support. The Mahuri group that these PHOm lessons are aimed at are identifying the target sounds in the texts but not transfering them to writing.

I can see how Taumata 5 lessons would really benefit the higher groups and I am wondering if there is a need for the Tupu group to join Rita's class as we had originally planned.

Takeaway:

-Plan to use shared text in PHOM lesson.

-Move though scope and sequence as planned and cycle back.

Small Group Reading and Phonological Awareness Teaching- Zoom reflections.

 Before

• reading sounds
• making and breaking words

During

• focus on words
• rereading for comprehension
• choral/round robin

If fluent/ not decoding too easy

After

• activity from back of book

Lesson plans on TKI for Phonics Plus book. Can be taught over series of days.

Fun Facts resource Found in Taumata 5 but at all levels 3b.4 have a video showing this resource.

Using Colour wheel books as normal. There is no correlation as to where they will end up on colour wheel.

Module 3A4 is Small Group Reading 

Resource section has video for Literacy Tumble ideas.

Maggie Boston Readers

My takeaways for this week:

• Check out Fun Fact resources for other groups.
• Focus on Before reading teaching in small groups this week.
• Find out what are Maggie Boston Readers
• Teaching Fidelity Checklist- complete 1x week.

Phonological awareness Teaching

Mainly at Taumata 1-3

Research shows: 2-3 graphemes a week is more effective than one. Cycle back through.

• Crisp/clean sounds once.
• Matching phoneme to grapheme. 
• Encourage chn to see at mouth. 
• Use target word in sentence.
• Segmenting and Blending
• Model resources before giving chn their own board
• Actions (robot arms) can over load cognitive load. Phoneme fingers encouraged
• Class read aloud with shared decodable text.
• Use the key words in writing activities

My takeaways for this week:

- although I have been creating phonics based activities for independent tasks. Can I include a shared decodable text to simulate a writing activity?

-Go back through the resource section of learn and see what I can utilise in planning next week.

Teaching for Inquiry 2023

 

Teaching for Inquiry 2023.

My Inquiry Question for this year is:

How can I use the pedagogies of BSLA to support Year 3 learners in Literacy?

I have chosen this question as Structured Literacy is a focus area in the Junior Area of our school, I am interested in how this style of teaching can be implemented past Year 1 and 2. Teaching in the senior age group we are often presented with students with poor spelling skills and below readers who have limited phonological understanding, I hope that by inquiring into this area I may develop skills that will help me when teaching all age groups. At Year 3 we often notice some students who plateau at around Green level on the colour wheel. Would the Structured Literacy approach have been more beneficial to these learners? (Focusing)

SCANNING

In this cohort I have a range of students who are reading well into the colour wheel Levels 19-25, however they still present with limited usage of spelling rules.

There is a reading group who are reading fluently at Mahuri level and are now starting to read Orange level books.

There is another group of students reading at Mahuri.

The final group of readers are currently reading at Tupu level.

In the groups that are reading within the BSLA programme there are two students who have learnt to read with the traditional colour wheel approach as well as one being an ex reading recovery student. I have now introduced these two students to the BSLA proramme and I will be interested in seeing how these two particular students progress. (Focusing)

This term I have begun my Micro credential on BSLA and I am starting to implement these practices into my Literacy programme.

Digital Learning Objects- MK lead teacher meeting 18/9

Maniakilani Meeting 18/9
Student Design for Learning Presenter: Dr Naomi Rosedale
In this presentation we looked at what was a DLO.

I now understand that it is not just a digital presentation of a child's learning but to think of it as a student created teaching tool. It is something to learn from and it is rewindable. Students to be the experts.

There has been a big reliance on Google Slides as DLOs thus far. Often teacher templates are used. 

It would be more engaging and meaningful if students had more agency in what/how they shared their learning. Often they will create objects with learners in mind which are more powerful than teacher created templates.

To ensure that the DLO's are quality think about:

developing a S/C 

It is important to ensure that students understand the purpose of their DLO, why are they creating it? They need to think about their purpose and audience.

A takeaway for me it to think about developing a pedagogy within the class/school where DLO are respected and students understand the use of them. If they become comfortable recording themselves and blogging these could be powerful learning tools.

It would be great to develop this within our syndicate. I think it could marry well with our moderation/Pact focus for digital examples. They will provide valuable examples for our digital reports as well.

Deb from Paparore School mentioned doing a "Blogging Blitz" on Fridays where students can look at other classes blogs, might be something our syndicate could think about. This would develop students fluency in how to present in a variety of ways as they would see ideas from other students.

Inquiry Focus for 2020 (Update Term 2)

At the beginning of Term 1 we had a PD session with Su Arrowsmith around where our we thought about what was on top for us and our inquiries for this year. There were a few of us (including myself) who were interested in how we could adapt our school reporting system.
There were a few reasons which had lead us in this direction:
- as teachers we felt that we spent a lot of time writing reports and that these comments were not necessarily being read by whanau. We felt that whanau were more interested in the teacher's general comment at the end of the report.
-we felt like our students were completely removed from our reporting system and that our current reports had minimal influence on student learning and achievement.
-we knew from the results of our "Student agency Survey" that our learners were still not confident to articulate/demonstrate what they were learning and were unsure of their next learning steps.
-part of our strategic goal is to strengthen our communication and engagement with our whanau (in particularly by utilising our digital platforms: class blogs, seesaw)

Some teachers had tried a self assessment type tool with learners in 2019 and found this to be useful when coming to report writing time. As a staff we discussed how this could be formalised and potentially strengthened to use as a way of reporting to families.

Term 1 started to take momentum at the chalk face and our personal Inquiries were only just starting to develop when Covid 19 hit and all schools were forced into lockdown for 8 weeks.
As teachers came to terms with this new style of teaching and communicating with students the recording of our inquiries was put on the back burner.

However, some interesting conversations were starting to occur. As a lot of our staff are also parents we were in a position to understand how our children were learning from both perspectives. Could we capture the knowledge that our whanau had about what their children were learning, what they found challenging and what successes they had, and use this to contribute to our reports that were due to come out in a few weeks? Why are we reporting to them, when they could quite possibly know more about their child's learning than we do at this unique time?

During our staff google meets we discussed this a length. We knew reporting was coming up in the mid year and decided that this might be a great time to trial a different type of reporting. We have decided to share a document with students and then whanau which they will contribute to about what their child has been learning and what their next steps may be and we will use this document as a basis of discussion in a 3 way conference at the beginning of term 3.

How will this impact on student achievement?
How will this support us to meet this strategic goal?

Strategic Goal:

1. To plan programmes to lift the achievement of all priority learners. 

With particular attention being paid to Maori students.


Hunch:
Since returning to school we have noticed acceleration in some learners who have worked closely with their whanau during distance learning. Rob has seen acceleration with his learners due to "Whanau Kauri". Our hope is that a clear understanding between teachers, whanau and learners about what and how tamariki are learning at school will develop student agency and ultimately lift student achievement.

My role as WSL.
We are well on our way to rolling out this trial reporting system for the mid year.
As WSL my role is to lead inquiry. I think it is important for me to ensure we have a system of reflecting on how this trial goes. Ensuring that teachers are thinking about how this reporting system is impacting on student achievement. What worked? What didnt? How do we improve it as we move towards the next reporting cycle.
Our staff is very reflective as a group and open to new ideas so it will be exciting to see how the next step of our Inquiry plays out.

Meeting with Elise (Kahui Ako Across Schools Teacher)

Meeting with Elise (Kahui Ako Across Schools Teacher)

Today was our first meet of 2020. We discussed where we were heading as a staff toward our Teaching as Inquiry this year. I explained that based on my reflections of leading staff in Inquiry in 2019, I felt that it is imperative that I support staff to feel self motivated in the direction of their Inquiry. I feel confident in my role as Kahui Ako WSL that I can facilitate staff inquiries to ensure that they are meeting direction of the Kahui Ako and the school targets.
This week, Su Arrowsmith facilitated a staff meeting where we discussed possible areas we may like to inquire into. Next week, we will meet 1:1 to develop and focus these further.
With Elise we looked at the school strategic plan and could easily see how the staff's ideas (as they are now) can fit well into the school's strategic goals. This was exciting, as we could see, how as teachers, we could be taking an active part in achieving the strategic goals. It also allowed us to clarify that the Inquiries we were showing interest in, were indeed based on data coming from the strategic goals and could also come to a natural collaborative goal.
Elise and I started an action plan to move forward in for this term. I will facilitate a staff meeting in the next few weeks with the objectives being:
- Staff can identify where their area of Inquiry would support the strategic goals of the school.
-Staff can identify where the data is that they have to support their area of Inquiry

• Summative
• Student Voice
• Whānau communication
• Observation
• Conversation
• Anecdotal Evidence (books, docs etc)

-Staff will identify areas where they may need to collate more data and set a goal to gather more data in this area.

Kahui Ako Within School Teacher Inquiry

This year as KA WSL we will be undertaking a professional inquiry around developing our leadership in this role. I think this will be beneficial as we become more comfortable in the Inquiry process we are then able to lead others with more confidence. This definitely something I am interested in as I have felt confusion over my role in the past year.

If I refer to the Inquiry Cycle and try to transfer this into my leadership role;

SCANNING: What is going on for my learners?
What is going on for teachers in my school (in regard to their Inquiries last year)?
Based on observations and casual discussions I am going to assume that there was frustration and confusion. Some teachers may have felt frustrated that their Inquiry was not focused on the area of interest for them (and more dictated by me feeling like we needed to fit into the umbrella of Kahui Ako). Some teachers may have felt that the Inquiry process just added to their work load. Some teachers may have found the 1:1 meetings beneficial. How do staff feel about recording their ideas on blogs?
Is this where I now start to gather data? I would be interested to hear ideas on this as I get my head around how this professional inquiry will develop.

Coaching Session with Su 22/8

Today's coaching session with Su was helpful for me to come up with an action plan for all of the things I would like to achieve this term.
Here are the notes for my reference: Coaching Notes 2019

Ultimately here are my next steps:
- Create Visual aid for  quality blog posts to be put on classroom wall and on class blog
(end of week 6)
- Timetable in weekly blogging session to ensure students are publishing a quality blog post once a week. Week 6= Maths
- Share self assessment report format with students, they will reflect on what they have been learning, how confident they felt about it, if they enjoyed etc etc. This will be shared on Monday, Week 6.
- Alim group will continue to articulate goals, I need to ensure they can post about goal also, this will need to take place during an Alim session.
-Target writing students will make writing goal in Week 7 after they have been exposed to Explanation exemplars and been given the chance to write one draft sample.

Kahui Ako/Manaiakalani Lead Teachers Mtg 16/8

Main points from today's meetings:

Manaiakalani
- Cybersmart Wall: area in class rooms to promote quality blog posts/comments, cybersmart. I will need to follow this up. Get students to compete these posters. Share with staff.
- Visible Professional blogs- Te Hiku. It was decided that it will be an expectation for lead teachers to have their blog links on the Te Hiku site.
- Tui Mai tui atu: Pilot teachers from the previous year will be encouraged to share blogs with another classroom within our cluster.
- T Shaped learning- this was brought up again today, it may be something that we want to look into as we reflect on our reading practice (as this came through in our data). I wonder if this may be something that we look at with Rhona?
T Shaped Literacy Slides


Kahui Ako
- I need to reintroduce blogging time at staff meetings again to encourage more reflection on professional blogs.
- Story Hui- some schools are using this as a part of their Inquiry. I think the way we use coaching conversations is similar to this and I am feeling appreciative that we have acquired these skills from Susan.

We discussed how our Inquiries are working in our school. I reported back on how our Inquiry sat well under the the student agency results. I think the 1:1 meeting with staff members went well and I will set another day for Term 4. The focus will be on checking, set goals with teachers on how they can gather evidence as to weather they have made a difference.

Writing was discussed again as this is a constant issue. How can Inquiries focus on writing in a new and innovative way as this is something that we are constantly faced with?

Goal Setting Term 3

Goal Setting

Teacher Only Day- Manaiakilani 22/7

We have discussed goal setting in relation to our Inquiry focus. The results from my student agency results showed that students understanding their next steps was an area I need to reflect on and think about how I can improve this in my practice.

Following are some slides from today's presentation that relate to this:

Sharing with whanau allows them to understand what are common goals for each age group. How can they help at home? Small/specific tasks e.g. 7 times tables, spelling words. This reminds me of our ALIM Inquiry which we discussed with Jenna. This may be an area we need to address again as a staff.

My SMART goal for this term in relation to my Inquiry will be:

My ALIM students and target writing group will have a learning goal for the term.
I will need to:

Writing
Give writing group an exemplar (narrative) to read a discuss. (WEEK 3)
They will then co construct success criteria and develop goal together based on exemplar.
Goal will be displayed/shared with class.
During writing we will be referring to goal. They will self/peer assess against goal. They will reflect on goal on blogs at end of writing.

ALIM
Provide ALIM group with elabouration of AOs around fractions, decimals, percentages (WEEK 3)
Group to self assess where they are and what they need to learn next.
As a group choose a goal, my teachings will come from the goal.
Once we have met the goal we will discuss/ show evidence of being successful. Share on blogs.

Inquiry Update Week 7 Term 2

This week Petrina and I discussed where we are at in terms of our Inquiry and make a SMART goal for the rest of the term.
I talked about how I had been reflecting with students on what they were learning and the purpose of it but I had been doing this very sporadically and not in a planned/intentional way. We decided as I was setting up my student blogs at the moment that I would utilise them for learning reflections as well. Therefore my SMART goal for the remainder of this term is:
- To ensure that each students makes at least one blog post per week
- Each post will include the following reflection:
                        What were you learning to do?
                        How successful were you? How did you know?
                        Next time I will...



Further discussion among staff stemmed from Robs goal to ensure he had visual aids in his classroom with the learning progressions for reading, writing and maths.
We discussed how did kids feel seeing their own work up as exemplars at each stage. It was mentioned that maybe it was easier in younger classes where the gaps between learners was not so wide? We also discussed how classroom culture, habits of mind and growth mindset impact this. We wondered if this may lead to more of a school wide collaboration around having the same visuals, progressions school wide might benefit our learners as they moved through the school. Something that has come up before but not progressed. This is something that we may come back to...

Kahui Ako Hui 23/5

In this role as Kahui Ako within school teacher I am developing a better understanding of Inquiry. I realise that a true teacher driven Inquiry is established from a need within your own classroom and school community rather than about setting goals to meet targets or about utilising PD that is already in place in our school. However it is creating more questions:

- What is the difference between Inquiry and Goal setting? Does everyone have a shared understanding of this?
- How does Inquiry (that comes from learners in your classroom, fit under CoL Aims and Goals?
-Can we assume that PD that is taking place in a school is a result of a wider inquiry that has already taken place to meet school targets?
- Teachers are willing to be enquirers but how do we ensure that it is a positive thing rather than more (paper) work?

Today we looked at: Why Collaborative Inquiry?
Things that stood out to me:
-everyone being a learner, feeling safe to try new things
-owning professional learning, relevant to our learners and school. This gives us motivation.
- Student engagement- everyone learning together (promotes agency)
- Being co reflective allows us to see things from multiple perspectives, different viewpoint make different conclusions.

How can we record inquiry?
I would like to see other templates but hoping to find a way to record everything on out blogs.
I will make a plan to meet and discuss this with Diane so that I can make a time line/document  for reflections based on stages of Inquiry.

Spiral of Inquiry (made my teachers)



My reflection/action plan from end of Hui

Demonstrate vs Articulate

Inquiry Update 14/5

After our TOD we set a goal to scan with our learners, to gather information on whether they could articulate their leaning.
I asked my students:
What are we learning to do?
What was the most challenging part for you today?
What do you need to learn to more successful (find this easier)?  I asked my students this in a variety of ways: to discuss with a partner/group, report back on a post it and electronically.
I discovered a few things:
-when the LI was written on the board, they students could generally rattle it off
-when it wasn't their answers were generally task driven
-when I was confident of the intention for learning and the PURPOSE for it my learners found it easier to articulate their learning.

This left me with a few questions:
- How useful is it for students to read the LI off the board? Does that demonstrate that they understand what they are learning? Are there other ways that students can DEMONSTRATE their learning rather than just ARTICULATE it?
- How can ensure that more learning in our class room has real purpose so that learners can understand what they are learning and why it is necessary?

My coaching session with Susan  (14/5/19) looked at this.
We discussed how gaining a better understanding of the Manaiakilani Kaupapa of Learn, Create, Share will help me to focus on thinking carefully about my learning intentions if I am thinking about how it will lead to Creating and Sharing and that being the purpose for learning and vice versa.

How can I incorporate Learn, Create, Share into my classroom practice?

The following staff meeting allowed us to discuss further. What is more important? Articulating or Demonstrating?
Moving forward with the spiral of Inquiry we looked at:

Focusing : Where do I think concentrating my energy will make the most difference?
- I will be focusing on finding purpose to learning. Why is what they are learning is important? Can I give learning a real life context?
- I will continue to co constructing S/C with students but begin to record this digitally on the class site.
- I will be looking for evidence of how learners demonstrate their understanding of learning. How can I record this? Blog?

Teaching as Inquiry TOD 26/4

This morning we broke down and summarised the Spiral of Inquiry with Susan. 
As a staff we had rich discussion on what each stage of Inquiry means and how we can incorporate this into our
practice. We then established a direction for our collaborative inquiry that worked underneath the
Ka Hui Ako overarching question:
How can I use rich tasks and flexible groupings to promote critical thinking?

Oruaiti School focus:
How can learners use a range of ways to demonstrate their learning?

Why? 
We have noticed a school wide gap in students not being confident to articulate the direction of their learning.

Seven principles of learning.
We identified Learners at the centre as our areas of focus.
These reflective questions are what we are focusing on:


We understand that there can be a range of ways that learners can demonstrate their learning.
We are interested in discovering which ways learners can currently articulate their learning goals,
needs and next steps and how we can support them to do this better.

Week 1 Scanning:
We will collect student voice
We plan to teach lessons and ask students to demonstrate what they have learnt
(we will try 5 different methods e.g: discuss verbally, write, draw, song/poem/rap, blog reflection, drama, p.e)
We will record data and be prepared to share our findings at our staff meeting in Week 3, this will also be recorded
on our blogs.
What was the most successful method? 
Where do I think focusing my attention would be most useful?

Spiral of Inquiry

 

SPIRAL OF INQUIRY REFLECTIVE QUESTIONS.

Scanning   What’s going on for my learners?

Focussing Where do I think concentrating my  energy will make the most difference?

Developing a hunch How am I contributing to the situation?

New Learning How and where will I learn more about what to do?

Taking Action What will I do differently to make enough of a difference?

Checking Have I made enough of a difference?

Reflection and next steps What did I notice and what happens next? What’s my evidence?

CREATE Googles Slides, Google Draw and Youtube Playlists. #DFI 3

What did I learn that increased my understanding of Create within the Manaiakalani kaupapa and pedagogy?

I have learnt the 'Create' aspect is at the center of Manaiakalani pedagogy. It is essential to keep reflecting on this and trying to think on how we can hook in our learners and provide a range of experiences that allow learners to create on a range of platforms (digital and non digital).

What did I learn that could improve my confidence, capability or workflow as a professional? Today I have learnt a range of features I can use to make my slide show presentations more engaging and efficient. Here is an example of a slide I have made for one of my maths groups. I have used images as link buttons and also embedded videos on to slides, which is something I have learnt today

What did I learn that could be used with my learners?   I plan to share with learners some of the tricks I have learnt in Google Slides and Draw. My students will enjoy trying to make animations and pick a path stories using Google slides. I am also very keen to develop my use of You tube playlists so I can support and direct my students when they are watching videos on the Internet.

What did I learn that could improve my confidence, capability or workflow in my personal life? This week I will be making buttons on Google Draw to embed into my class site.

DFI#2

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy? It is interesting to think about how our current school curriculum can align with Learn, Create, Share. I am reflecting on where my practice sits at the moment in regards to the SAMR model. I will be continuing to think about how to design learning that is moving towards transformation rather than enhancement.

What did I learn that could improve my confidence, capability or workflow as a professional?

Streamlining my gmail, bookmark bar and calendar will allow me to work smarter. I will be sharing these hacks with my staff and encouraging them to use them within our workplace.

What did I learn that could be used with my learners?  

I have learnt how to screen-castify and record using MS slides. I can see how the students could use this tools to teach their peers. I could also use these tools to make mini workshops for learning and then post on to my class site.

What did I learn that could improve my confidence, capability or workflow in my personal life?

Streamlining my Gmail will help me to more organised and create an efficient way of organising my correspondence and teaching resources. Using my Calendar is helping for organising meetings with staff and sharing events with whanau.
SAMR Model