BSLA Module 2 Notes- Year 1

Independent activity ideas: link directly other components of lesson. e.g Quality Picture Book lesson and phonological awareness.

Need to be independent- train class/systematic need explicit teaching. Change target each week rather than too frequently. Consider different learning spaces.

• -utilising buddies/tuakana (from Nikau)
• -must do, can do
• -ideas- bingo, memory, snap
• - eye spy game
• -magnetic letters
• -puppets/picture sequencing
• -pictures of the story and kids write retell
• -handwriting to practise letters/sound
• -building vocabulary: build shelters, retell using seesaw- (focus on vocab), actions using vocab

Module 3 Taumata 5 (Beginning of Year 2)

Base teaching on majority of class needs.

• BB1: Quality Story Book ( Characters, Setting, Problem, Plan, Action and Ending) Thoughts, Feelings verbs- exclaimed, tell, shouted etc
• BB2: Spelling Patterns. Morphology, Prefix, Suffix
• BB3: Reading and Writing based on PHOM
• BB4: Small group reading lessons

Phonological Awareness, Orthographic Patterns and Morphology Skill Building (PHOM)

Explict teaching of phoneme.

Using segmentation board to split up target words into phoneme boxes.

• Maximise teaching: Ask children to read each word aloud once all words have been written.
• Extend teaching: Fast finishers can write a sentence that contains one of the target words.
• Simplify teaching: For children who are having difficulty writing letters, hand out laminated letters or letter blocks for the children to manipulate.

(Questions for Ang: where are these lessons found?)

Links to Reading and Writing

This activity provides an important opportunity for Year 2 children to receive explicit teaching on how to write different types of sentences and how to apply orthographic knowledge to spelling words in context. In many of the activities, teachers and children build sentences related to the quality children's storybook they have been reading and also integrate orthographic patterns that have been taught in the PHOM section of the lesson.

The activity links closely to small group reading instruction using the Ready to Read Phonics Plus Series and the Fun Facts. This part of the lesson can also be used as a springboard for the whole-class writing lesson for the day. Detailed lessons for whole-class writing will be posted on the Learn site over time.

(Question: Where are fun facts found?)

Reading shared book: Discussing- Characters, Setting, Problem, Plan (Solution), Ending

Characters: Write simple sentences that describe characters.

Patrick and Wayne were/are........describe the characters in pairs using mini white boards.

Maximise teaching: Ask children to read sentences aloud. Highlight words that are either tier 2 vocabulary or target words in current or preceding lessons. 

Extend teaching: Fast finishers can add adjectives or adverbs to their phrase.

Simplify teaching: Ask a child to tell their phrase to a buddy who writes it for them.

This week my goal is to start teaching PHOM lessons and small group lessons with one group on the same sound. Starting with Mahuri- ai ay

Lecture 8: Nga mahi kino a Tauiwi

Lecture 8

Nga mahi kino a Tauiwi

Chapter 6 Pg 195 

Appendices 3- Place names

Doctrine of Discovery

• Mentality of White Christians is that they are superior. Similar to other indigenous cultures.
• Basis for racism. Entrenched in this culture. Cook approached NZ with this attitude as did Hobson.
• Outlawed after second world war- 1966
• 1970s -NZ first developed laws to outlaw racism. International Convention on the Elimination of All forms of Racial Discrimination.
• NZ has struggled to acknowledge racism that is prevalent and now to fix it.
• NZ still rely of doctrine of discovery in treaty settlements
• Results in pakeha ownership, wealth and priveledge accumulation.

Racism- teachers need to protect children from it.

• - An attitude, not born with it.
• -races can be ranked in superiortity and inferioroty.
• - justifies that people can use power to descriminate and deprives others, based on race.
• -derives from Euro colonisation, justification in the oppressions

Theft 95% of NK lands 1834-20
(Will be in test)

• Gipps told Hobson sovereignty means "crown owns all land"
• 'land sales'- none in Tai Tokerau until at least 1900s when Maori could speak English, The maori word did not exist until 1890s hoko whenua- sale of land
• 'surplus lands'- 1840 Crown issuing titles. Crown asks Pakeha what land do you have from Maori? Pakeha were allowed a certain amount of land. If it was over this allocation, it was claimed by Crown as 'surplus land' rather than given back to hapu. 
• by fiat - because I said so.
• 'scrip lands'- some dishonest Pakeha claimed land. If hapu caught them out the crown then gave him some of Ngati Whatua land in Tamaki Makaurau. The Crown then kept the land.
• 'Crown grant'- this land was sold to Pakeha
• 'Crown purchase'- 
• 'consideration'- token money given once land was stolen. Often was promised and not paid or paid to wrong person. Favoritism with certain Maori over others. 
• Tuku whenua- Maori allowing Pakeha to use land. Pakeha arriving were destitute. Idea was for pakeha to stay with hapu

Kaitaia- several unothorised tuku whenua to missionaries. To hold them in the community. Maori was understanding that they were staying with them on these lands.

Taipa Maheatai- up Oruru and Kohumaru.

• Land was tuku whenua to Doctor Ford with promise that he would cure Maori of newly introduced diseases. Moved away and became "script land".

1840-1865- Land seizures.

Forcing tuku whenua. Maori opposing therefore crown- divide and rule.

Doctrine of discovery still underlining the attitude.

1930-1970- Consolidation and Land Devel. Maori having multiple shares in multiple areas, govt redispersing Maori ownership. Doc of Discovery attitude again.

1900-1988- Rating of Maori land. Rating against Pakeha lands but the land was not as good so rates could not be paid therefore land was taken. For example Maitai Bay- DOC

Public Works- often used Maori land for roads etc.

2004- Foreshore and Seabed

Pending- SNA. NK plan to oppose this strongly

Socio Economic Impacts

Attempts to destroy language and culture.

Fighting to save te reo

1987- Official language but no support

Kohunga reo, Kura Kaupapa- hugely integral.

Don't experience racism in the same way as mainstream. Therefore more successful.

Reluctant support from government. Underfunded.

TUTORIAL

Diseases- indigenous populations decimated world wide.

Revenge to iwi- blankets with small pox given to them.

Cook - germ warfare throughout Pacific.

Maori caring for sick sailors/whalers etc. Caught diseases.

Maori immunity was not high like Pakeha.

Ngati Kahu K Lecture 7 Notes Chapt 3.9-3.15

NK Lecture 7 Notes Chapt 3.9-3.15

Ngai Tohianga- Oturu Chapt 3.9

• -mana whenua hapu of Kaitaia
• Kotipu te maunga
• Rangaunu te moana
• Marae does not have buildings yet

Ngati Taranga te paatu

• Urupa also has settlers as they had a good relationship with Pakeha settlers.

Pikaahu Pg 145 /Ngati Whata

• Big Battle with Nga Puhi in Oruru Pg 145
• Wairua great grandfather of Hongi Hika.
• Nga Puhi long history or conflict.
• Name sake of Patukoraha. Maungatakuere, very tapu area (Kareponia)
• Kaitiaki are lizards there looking after the graves. Particularly tapu for women and children. Only Patukoraha men allowed there. Pg 169
• Te Parata and Kahitianui in this urupa- very important. Not in NK hands at the moment.

Matakairiri

• Ko Ikatertere te awa (Taipa)
• Maheatai- area by river/bridge
• Oruru Rd- Karepori Marae 
• Mana whenua over Taipa- consultation over works such as Bridge.

Te Tahaawai

• Ko ngati kahu ko te rarawa nga iwi.
• Very closely related
• Takahue on the border of these two iwi.
• In settlement claims people have had to choose which iwi they were to get claims. Does not fit with Maori view.

Ngati Tara/Ngati Te Rurunga

• Parapara. Close to Kauhunga/Peria

Iwi would like tamariki to understand history and significance of local areas and therefore how can they be kaitiaki of these places? Ensuring that they respect the wahi tapu in there areas.

Ngati Kahi Histories Lecture 5: Mataurahurahu, Ngati Ruaiti, Ngai Takiora

 Lecture 5 26/8

This is an important lecture for us at Kaiako at Oruaiti School as these are the hapu nearby our school covering areas such as Hihi (Waitetoke), Kohumaru, Mangonui.

Lecture Notes

These are my notes from the lecture.

These hapu are linked to ruakaramea waka and mamaru waka.

Nukutaurua Reef- hakatauki. Pg 3 /Map 5

Be resolute to reach the end. Achieve goals. 

Mataurahurahu

• Mangonui Causeway (see notes)
• Kenana- stolen by crown (see notes)
• Rangikapiti- very special/tapu place.
• Moehuri captain of Ruakaramea. Guided by shark/kaitiaki into the harbour. The shark was tapu and needed to be protected. His son, Tukiato killed the shark and was banished to Taemaro ? reserve

• Mangonui- stolen lands. Long hostory of battles still going on now.
• Ruakaramea- (name of waka) and Mill Bay.
• 1960s Mataurahurahu stayed in Mill Bay- banished by crown .
• Ruakaramea Pa- wahi tapu. Police station is built on top of the pa. Offensive to NK.
• Kaipatiki (Midgley rd)- natural ecosystem has been destroyed by development.
• Paewhenua- see causeway.
• Te Akeake- papakainga south side of Paewhenua.

Ngati Ruaiti

• Whakaangi to maunga- wahi tapu. Crown stolen land
• Waitetoki te awa past Hihi campground. Good stones for adze.
• Waitetoki is the name of Hihi 
• Stolen while they were in Auckland (Ngati Ruaiti)
• Tawmaro- Waimahana- NgatiKahu ki Whangaroa.
• Butlers Point- Te pa o Moehuri
• Penguins-come every winter- surf into Waitetoki. Means leave the water to the Penguins at this time.
• Pakaurua- stingrays (kaitiaki) hakatauki- Pg 73
• Pura toke/glow worms (Pg 72) were in riverbanks of Waitetoki. Summertime. Now there is a culvert there so they have died off.
• Punished for speaking te reo maori at Mangonui school.

Ngai Takiora-

• Tokatoka Awa- by Kohumaru Rd meets Oruaiti Rd has been re routed due to causeway.
• Te Akeake- now crown land. Hapu would like that to be an area for a Marae.
• Related to Ngati Aukiwa/Waimahana/Taemaro.
• Aputerewa Marae.
• Taemaro- Ngati Aukiwa
• Okokori- Waimahana.

Notes from Tutorial

• Kohu maru- thick fog
• Oruaiti- waitetoki adze, everyone came to get them.  Waka were build with these rocks. What is a toke? Adze?
• Ruaiti- the tupuna. Ngati Ruaiti.
• penguins/stingrays/glow worm.- eco links
• WB White- NZ Company. Persistantly stealling land. Land agent- conflict of interest. Govt officials in Wgtn allowed him to hold these positions. Stole huge tracts of land 1860s.
• Links to Ngapuhi. Maturahurahu
• Butterfish Bay- name caused angst. 

Ngati Kahu Histories- Graduate Paper

 This term I have been participating in the Ngati Kahu Histories Paper offered by Ngati Kahu.

This involves a weekly 1 hour lecture with Margaret Mutu followed by a 1 hour tutorial with Te Ikanui Kingi Waiaua. We follow reading from the book produced from the iwi Ngati Kahu: History of a Soverign Nation.

I am thoroughly enjoying this paper and learning so much about the history of this area where a lot of our tamariki are living.

Reflections from Lecture 1:

In this lecture we learnt about the origins of Ngati Kahu tupuna. This was fascinating because we learnt about the Pepeha for Ngati Kahu and what it meant. We also learnt some great stories about how the tupuna arrived in this area. It would be great for tamariki to know the pepeha for Ngati Kahu and preferably their iwi (if they know it). I now have the resources to explain to my students the meanings and stories behind these pepeha.

Reflections from Lecture 2:

We learnt about key Maori concepts; rangatiratanga, utu, mana, tapu, whenua, tikanga, kaitiaki

Key learning for me:

mana: is authority and power. Delegated by gods into human agent. It cannot be given to someone but earnt.

rangatiratanga: Rangatira is a person of mana, a leader who has earnt this respect. It is something that is bestowed on someone from a spiritual rhelm. Rangatiratanga is to exercise authority and power. Mana and rangatiratanga are interrelated.

tikanga: is the correct way of doing things. Like local law. It can be adapted to suit certain situations and can change between iwi. It can also be established/decided upon in different contexts.

whenua: learning about the Maori creation story I now understand that according to this, Maori believe to be direct descendants of Papatuanuku and Ranginui and therefore have a blood link to the land. This creates the strong tie to the land and how they respect and utilise it. This is a concept very different to the western view of land ownership.

kaitiaki: mana whenua protect mauri/tapu of their land and seas.

utu: is maintaining the balance and harmony.

This was a very important lecture for me. I am familiar with these concepts but it was great to hear the true meanings of these concepts as they are not able to translated into English. These concepts are integral when understanding how there was so much confusion and conflict around te tiriti.

Reflections from Lecture 3:

Te tiriti o Waitangi and Whakaputanga o te Rangatiratanga o Nu Tireni

This was another important lecture, and the basis for our first assignment. We learnt how the arrival of pakeha impacted the life Maori were living in Aotearoa. We also learnt how the two parties went about to solve these issues, which lead to whakaputanga and then te triti. A big takeaway for me is how different the Maori world view was/is in terms of land ownership and use and therefore how there was so much confusion over this between Maori and Pakeha.

Here is our lesson plan/first assignment.

Reflections from Lecture 4:

Stories from Whanau Moana.

In this lecutre we heard some local stories from the hapu Te Whanau Moana (Karikari area). There were some great korero around how tupuna lived and legends about local places. These would be of great interest to tamariki, especially if we were able to visit this area with the school. We also learnt about the conflict this area has had with land ownership since the singing of te tiriti. These stories are also imporant for tamariki to know so that they can understand how the battle continues in the present time.

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.

Distance Learning Term 2

Due to the Covid 19 Lockdown we have spent the past 2 weeks teaching online from home. To begin with it was much more difficult that I thought it would be. This was mainly because although I had been using my Class Site with my class for over a year, I realised that I rely a lot of being able to talk to the site when instructing the students on what to do.
I had some feedback from parents that they and their child were feeling a little bit our of their depth with all of the linking, sharing and storing documents. I took this feed back on board and started to use a lot more screen castify videos. Previously I had been going through my class site during my class hangout but my doing it through a video it allows me to add more detail and more importantly students and their whanau can rewind and watch the instructions in their own time. I am able to explain other things as they come up with whanau as well using screen castify. Initially, I felt very self conscious about making videos but in these circumstances it is necessary and now I dont worry about it. I can tell that it is working as well as I am getting much fewer questions and confusion.
 I find the process really simple and it is something that I will definitely continue using it even when school returns to normal.

The challenging thing I am finding is creating tasks that are simple to follow but that will cater to the wide range of learning needs and levels with in my class. I have started to introduce a few more leveled tasks this week and I try to add extension tasks where I can as well.

I have been really impressed with how well our class has connected through Google Hangouts/meet and it is great to chat with the class via chat. It is interesting how some students feel more confident communicating in this way compared to face to face. Some of my relationships with students are improving by working this way.

I still find it challenging to meet the diverse needs of all of our whanau but communication is key and this experience has definitely has a positive impact on my communication lines with families (something I always find challenging). I think the biggest positive outcome from this experience will be that parents have a better understanding of school expectations and how and what their children are learning. It would be great if this experience lead to some accelerated progress from some students.

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.

Empowered

What did I learn that increased my understanding of Manaiakalani kaupapa today - specifically empowerment?

Today Kerry spoke to us about Empowerment. She talked about how Manaiakilani promotes equity within our low socioeconomic community. We thought about how our learners are disempowered and how Manaiakilani can help with this. One thing I am noticing in my own class is high absenteeism which is a common problem in Northland. Hopefully the development of my class site can help me bridge a gap to learners who are missing school regularly.

I am conscious of empowering learners to become creators rather than passive consumers and the more I am learning the more confident I am feeling about doing this. This will be a continual challenge. Another thing I look forward to learning more about is helping students to understand the difference between social and professional life I think this is a vital skill required for this generation to ensure they develop confidence on line. However, it is also necessary for them to develop skills to cope with success and failures that people will encounter when putting themselves "out there" online.


"know how it works so you are not a victim of other peoples choices"

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

I would like to invest in some movie making ipad apps for our school. Apps I am interested in are:
-greenscreen app
-stop motion sudio
-imovie
-flick
We used these apps to make the following movie. I was pleased to learn how to publish the video to You tube also, which made it easier to load on to my blog.

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?

DFI# 7 Maps, Forms, Sheets

What did I learn that increased my understanding of being connected with Manaiakalani’s kaupapa and pedagogy?
My homework is to look at the explore the following links to become more connected to the Manaiakilani community and make better use of these resources:

• Manaiakilani Toolkits
• Google + community

What did I learn that could improve my confidence, capability or workflow as a professional?
I have always shyed away from using Google Sheets as I have never known how to use them well. I have picked up a lot of basic tips to make my data collection more streamline. I should try to start using it now, so I dont forget! Here is a link for me to refer back to:

Spreadsheets and forms to support teaching and learning

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

I am looking forward to integrating Google Forms into our classroom. They can be used for the following purposes:quizzes, reflections, preview of learning and also to upload files as a way of handing in assignments
Alicia introduced us to Breakouts as an interesting idea for students to record their learning. These could be used to prepare students for online testing preparation as well.
Following are links for my reference to examples of these:

• Number Knowledge
• ANZAC Breakout using a Google Form
• Reading and Answering Comp Questions
• Mark Maddren’s Pick a Path
• Digital Breakouts

Here's my example of a Break out.

What did I learn that could improve my confidence, capability or workflow in my personal life?
Use My Google Maps.

Below I have been practising how to embed maps and active charts.

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?

DEVICES

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

I am thinking critically about blogging for students. I understand the benefits; being constructive feedback, feed forward and sharing to a wider audience.
I am aware of whanau concerns with privacy and a lack of understanding of the importance of blogging. I think as a staff we need to have a very clear understanding of how blogging will enhance our students learning so we can best educate our communities' understanding of the Manaiakalani kaupapa that we are investing in.

What did I learn that could improve my confidence, capability or workflow as a professional?
Things to remember with Hapara:
-filter and focused searching times
-using it to check blog posts/comments
I will be encouraging our Junior teachers to look into Explain Everything and hope that Professional Development will become available to them so they can utilise this great app in their classrooms.

What did I learn that could be used with my learners?  
I will try to remember to use the Cyber smart curriculum resources which are available to use and modify in my classroom. I will use my presentation below with staff to assist them as an introduction to professional blogging.

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

I will be exploring Explain everything with own children at home.

Here is my slide presentation that I will share with staff to get them started on their professional blogs.

Sharing is Caring

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

"Work with learners to establish an authentic audience for their learning outcomes"

Providing my learners with authentic learning experiences is something that I try to consider when preparing learning. I find that learners respond well when they have a real life purpose for their writing in particular. I am starting to see how blogging and sharing learning will motivate and encourage learners.

It is great to provide a local and global audience to our learners who live in a globally remote location.

I will continue to reflect on engaging students so that they have the motivation to stay focused on learning rather than being distracted by device, as this a issue that I have faced ever since having 1:1 devices.

I can also see how sharing will be a  great motivation to finish work, another issue I would like to resolve.

I look forward to developing a strong understanding of supportive commenting to provide feed-forward and feedback from a range of people rather than just the teacher.

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

As we use our professional blogs more I am starting to become more comfortable with sharing reflections with an audience.

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

I now understand how the use of Google Sites can provide an interesting and interactive way to present units of work to our learners.

Here is an example

that I will refer to when I prepare for my next thematic unit or Inquiry.

Sustainability Unit Site PESch

I am pleased to see how this could be used to implement project based/cross curricular units as this is another area I would like to develop.

I hope that by using a site similar to this example can be used as a visual unit plan for myself as well as a resource center for students.

Here is a link to the example site I made today: Gardening example

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

I will definitely be using Google Keep to streamline my sticky notes on my PC and my notes on my phone.

Buddy Coaching, T1

Today I had a coaching session with my critical friend, Petrina.
We established a goal for me for the next weeks: 
My Literacy Programme will be delivered through my class site by the end of the term.
See the photo for notes, steps, barriers and enablers.
I love having coaching conversations to nut out what is on top for me and my learners and figure out steps needed to achieve my goals.
I feel pretty confident about this goals as I am really enjoying what I am learning at DFI and I am trying new things with my class site all the time.

Coaching Notes

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