Digital Fluency Intensive DFI #4 - Collaborate / Sites

Modes of engagement

• Multi modal Sites - have a range of media / activities to cater for learning styles or what will attract a variety of learners.
• Multi textual

Websites with links to a variety of sites that students can use to explore further.

Wonderopolis May be at a better level and more engaging for my learners than Kiwi Kids News.

Great safe way for them to practise writing search questions.

Link watch later - movie reviews

Multi Textual Reading 

• Provide "Main" text
• Add complimentary text - to build up knowledge (go wide)
• Scaffolding text - glossaries or Junior Journal, unpack etc
• Extension - in-depth text focussed on one element 
• Student choice - pick a text (boxes of books provided or websites)
• Additional texts - videos/images "multi modal"

Plan and create a multi-textual / multi-modal reading lesson.   

BFG - Multi-textual Lesson Plan Link

Really excited about using the Mutli-textual model to extend and scaffold my readers. Really relevant as we have just started reading The BFG and I was wanting ideas on engaging my learners and helping them access and understand the text more. Some need basic comprehension skills and some are ready for extension and exploring concepts and themes with more depth

Ideas Financial Literacy / Enterprise

Digital Fluency Intensive #3 CREATE

Use Google Earth as a writing prompt.

 Use 2D/3D view to change view.

Use voyager themes  - see left side options. 

 Schools around the world.

Cultures around the world with sound bites for greetings.

Use Earth Studio to animate your journey.

        link   Example of Earth Studio. 

                                                           Earth Engine - Time Lapses

• Student Blogs have link to Google Earth on the side - USE IT!

CREATE

 Hornby High Link

Principal from Hornby High writes regularly on how his school transformed through create pedagogy.

The HeArt of the Matter

Note - Arts education was neglected in schools before the advent of National Standards. Post WW2 - The Gordon Tovey Scheme put art specialists/advisors in schools around NZ to develop creativity and evolve education system from the rote-learning style of previous era. The Tovey scheme also brought in bi-cultural content to schools with contemporary Māori artists teaching Māori art concepts such as kōwhaiwhai etc. It was when the funding for these art advisors was ended, that creativity subsequently came to be neglected in schools. 

The HeArt of the Matter link

Youtube Channel for sharing your playlists with learners: 

Helps keep learners cyber safe with no pop-ups and adds and it's curated for them.

Google draw tips:

• Use crop tool and insert photo / replace image. 
• Word art can be effective, change font,  fill colour and border settings.
  
  

Sizing images for iMovie:

Using google slides: 

• Teacher notes and presentation notes can be added.

Collaborative Animation using google slides

                      
My aeroplane animation on Google Slides added to the collaborative project below. Love how we were inspired by examples of student work when creating our own animations. I see great potential for class collaborations as my class is already animating on EE.

Digital Fluency Intensive #2 - Workflow

Our Create task today is to conduct a Hangout conversation with a small group from our DFI cohort.

Our theme for discussion is to identify and reflect on the components of AKO we find in a student post from the Summer Learning Journey. I found the Fantastic Beasts posts really creative and wanted to share this one in our Hangout discussion.

Bella's Blog

I like how the practise task related to our discussions around what effective learning looks like from this morning. I also think it's worthwhile to practise using hangouts to get more comfortable using the video conferencing. It can be a little disorienting going between your presentation mode to screen sharing and then back again. You also you have to manage your mic - turning it off in a larger group conversation until you want to speak.

I used Quicktime to record our video conference, however as I'm still learning there's no sound on the recording. So I've bullet pointed my reflection on Bella's blog post.

• Learning intention identified by learner.
• Engaging digital resources provided - great literacy / arts connection.
• Learner is inspired to create her own Fantastic Beast
• She is empowered by selecting her own medium - creative writing
• Uses rich descriptive language - inspired by texts provided
• Her teacher comments and gives feedback for extension.
• She's connected to other learners who also completed this task in other creative ways as they leave her comments.

Notes:

Ako: digital fluency teachers need to know how to use the tools, have good systems in place, THEN focus can be on learning.

RATE:

Recognise - what does learning look like?

Amplify - share bring attention to

Turbocharge - with digi capabilities

Effective Practice - NZ Curriculum outlines

Gmail: 
You spend a lot of time on it, personalise it with a theme.
Archive your old emails - no real need to delete
Label your emails - this replaces files for emails

Hangouts:

Quicktime - used for screen recording

Search your apps: command spacebar

Remember to turn on mic on quicktime use arrow next to record button.

                   

Share link to the hangout with colleagues:     meet.google.com/icd-cabv-tvu

Watch the video on how to create a google Hangout from your Calendar

Our Practise Hangout and Quicktime screen recording - no sound but notes on how to avoid this next time.

DFI - Digital Fluency Intensive #1

    Examples of other google docs posters

   NOTES DFI Session #1   LINK

• Connecting with COL: Teacher introductions link
• Origins of Manaiakalani Origins Link 
• Goals, why we do this:

• Devices - the device is the pencil the book is in the drive.
• Hapara - created by Manaiakalani hackers group, now worldwide. 

Deep Dive

• Google Groups - DFI Cohort 2019 Group is an email group.
• Subject lines searchable, tags/labels same thing
• Group vs Email contacts: Groups - emails remain private; Email Contacts - show all emails
• Use Hapara for student groups - Don't create student Google Groups
• Could make group for parents/sports group etc (however parents need google account)
• Example tip - create a google group
• Use Direct Add instead of Invite

Google Docs

• Don't just copy/paste - Copy then paste without formatting!!!!!
• Copy/Paste - good for tables
• Use voice typing - NZ English - encourages stds to annunciate. Stds can cup hand over mic and speak closer to it. You can use a paper cup as funnel to help recording. 
  

Reflection

• What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy? I could better explain history, significance and spread of Manaiakalani. Internet tower and Hapara are interesting factoids to pass on.
• What did I learn that could improve my confidence, capability or workflow as a professional? Tips and short cuts for using google docs. Google groups connecting with colleagues / teams etc.
• What did I learn that could be used with my learners?  Voice typing develops oral language, annunciation. It needs to be specifically taught. can't wait to get students using the above paper cup mic when voice recording. They will love it!
• What did I learn that could improve my confidence, capability or workflow in my personal life? Formatting when copying/pasting between documents has tortured me for years. Especially when updating CVs using different programmes. As I don't have Word anymore my next CV will probably be made in Google Docs.

Inquiry Backwards Mapping

Using Digital Prompts and Rewindable Learning - Literacy

Students have digital prompts in front of them when writing. They can see and listen to the vocabulary again from our class discussions - Ako ano / rewindable learning.  This is increasing their use of descriptive verbs and topic words. They have been sharing their writing in a sharing circle and then after I have helped them to edit they are publishing their writing as an animation to share on their blog. As mentioned in previous post, publishing/recording edited work helps reinforce correct tense. A greater number of students are using the gifted vocabulary when it is accessible digitally - right in front of them as apposed to a word poster on wall or on the whiteboard.

Example of students' work published on individual blogs

Link student blog