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

Toolkit - Preparing for Maniakalani Film Festival

Tips for making a film for the upcoming film festival.

• Film Fest link - see resources page
• Blog - students can write the caption for movie on class blog.
• Engage learners: Use videos from resources page, reporter vid; What makes a good movie, bad movie.
• Think about camera angles if overlaying a pre-existing film.
• Link - Introducing the festival with my class
• Get student input on theme, topic, characters etc.
• Students can visualize/plan/draw scenes using templates.

Observation - Literacy / Rewindable Learning Focus

Observation with Clarelle and her year 3 class at Point England School.

I wanted to focus on Literacy and rewindable learning to increase my own abilities in providing rewindable learning.

Notes from observation:

• New writing topic / WALT up on her writing site
• Theme - Beach/sea, language discussion: What do you see, hear, feel, taste?
• Turn to person next to you what do you see?
• Digital prompt Explain Everything - beach image with playback audio.
• Teacher has gifted great figurative language.
• Timers: 20mins, 5minutes check-ins hold fingers up how many sentences. Next checkin how many more sentences can you write.
• Verbal prompt: You need a Topic Sentence that tells where you are.
• Students using the digital prompt and playback on their individual ipads. Learning is well scaffolded as digital prompt and gifted language is right in front of students. Her class were all very engaged and forming sentences easily. She mention wanting to increase the speed in which they write.
• Sharing circle / buddied up - Speed Stories. If you’re on the outside you read your story. Fast. Then move along. How many times can we read in 5mins?
• Teacher marks work after school and students publish it to blog on the following day. 
• Students are publishing to their blogs quite independently.

My thoughts:

• Great use of rewindable learning, I love how students have the writing prompts/gifted language right there in front of them. Very engaging with image/audio and easy to use.
• Her students are publishing work to blog more independently than my students, this motivation to finish work and publish each week is something I want to enable my students to do more independently.
• I can see potential in creating digital writing experiences that increase my students vocabulary. This with have benefits across the curriculum.
• I'd like to add student voice/contributions when making these digital prompts for our writing lesson.

Digital Tools - Using EE to Animate Student Writing

Here are some examples from our first attempt. It was quite a process for students to follow through with. I observed some great perseverance and focus. It was powerful to show students how their writing can come to life and be entertaining for an audience. It also really fitted with our learning intention: Write one idea with lots of information; as the students had to stick to their original writing as they animated, and not go off topic.

I anticipate it will encourage students to add entertaining details to their future writing. They may write with the animation process in mind, helping them to visualise their story sequence. Publishing/reading their edited stories reinforces correct tense.

The Windy Day - Mercy Link

The Windy Day - Aliyan A Link

The Windy Day - Lisea link

Creating Animations with Explain Everything - Tool Kit

link to presentation

PD with Year 3 teacher at Point England School. She has been using the animations with her class for retelling stories, animating students own text, and reflections, e.g. What have I learned in this topic?

Notes: Add to your colour plette by holding on a colour. There is a dropper also for skin colours.

Use fill-in bucket or characters will be transparent. Use lock tool to lock scale.

Video projects can be uploaded straight to new Manaiakalani blog, no need for encryption. 

Great to add to the techniques I've already been using with my class such as animating retells. Ready to take it further and get more videos to the students blog.