Kahui Ako Hui 23/5/19

Why Collaborative Inquiry?

John Hattie -
New evidence around the most effective thing that teachers can do in schools for improvement - collaborative inquiry (1. 75 effect size)

Helen Timperley-
Engaging in inquiry is a process of developing collective professional agency. Motivation and energy build as educators together find compelling reasons to change what they are doing. Inquiry must lead to action.

Discussion post view - what stood out?
* Allows you to really get to know learner, especially having others perspectives.

Collaborative task to create slideshow of Spiral of Inquiry process. Each group had different part of process. Ours was Checking. A great task to do back with our own school.



Reflection on what's happening in our own schools with Collaborative Inquiry. Some interesting thoughts shared through small group discussions.

What has gone well?
What are the barriers?
Next steps
Any questions that have arisen from your discussion.

Some school have had a lot of success getting everyone on board with collective focus, others still working on getting the process right for their staff. Barriers included teachers being time poor, getting everyone into the same waka and paddling in the same direction.

Shared ideas for recording Inquiry. Shared my starting point with teachers in my group as am trying out using google slides.

RESOURCES

Upcoming Dates for Te Hiku Kahui Ako

DFI #9 Revision

EXAM DAY!!!

Can I become a certified Level 1 Google Educator?

Woohoo! Yes I can! Quite surprised as was a bit worried that I was rushing it a bit but if you using a lot of the tools, most tasks come as pretty straight forward. The theory at the beginning definitely required careful reading and I was glad I re-read each one before I continued on.

Summer learning journey
Cool opportunity for keen kids to encourage blogging over their school break. Definitely something to remember.

Google Classroom
Some benefits but I feel that google sites and Hapara provide a much more user friendly service for myself and my students.

Ubiquitous
I can see the huge benefits of allowing students to have access anytime, anywhere. BUT! We must keep our own sanity as teachers, professionals, parents, partners etc and draw a line that allows us to cope with the ever-growing pressures of this career. Sometimes it is great to respond to emails or give feedback/feedforward at crazy hours because it suits you at that time. But don't let it then become an expectation by others. We need our space and time away from these pressures.

The DFI experience has been challenging, rewarding and overall an incredible experience to take part in if you are ever given the opportunity. A huge thank you to Kerrie and Venessa for the coaching, patience and incredible expertise.

DFI #8 Computational Thinking

Empowering learners & Student agency a big focus today. How can we provide the tools, experiences and opportunities for our students.

Computational thinking
A very cool example of incorporating a local context into something that many kids are already so into. Fortnite in a Maori context - imagine! What would be the most valuable weapon? How would you fly in to an area? What would the different areas be called?
Some great resources to explore for use in the classroom. Some super frustrating and it will be interesting to see if the kids experience the same frustrations or whether it's just us oldies. Some great resource links...
https://code.org/
http://lightbot.com/flash.html
http://games.thinkingmyself.com/


Unplugged Coding
Language level appropriate for differing abilities was definitely something to consider, especially making sure that we were not using 'codes' that they would not have had exposure to or understanding of yet; for example coordinates or angles.
Clarity of coding to avoid any 'bugs'.

Loved the money grid - students could have the goal of achieving as much money in least amount of moves, or a certain amount, or give a certain amount of lines of code to gain the most amount - or avoid 'losing any money' by avoiding landing on them.




Chromebook Apps
Because I only have access to chromebooks with my kids I have been really interested in exploring applications that will work with chromebooks.
https://www.autodraw.com/ for drawing own backgrounds on chromebooks

Clap motion

Stop Motion Animator


How could you use computational thinking to allow your students to explore digital storytelling? The stop motion sites above will be great. Scratch is another great programme available to turbo charge the learn, create and share process... and I am sure the kids will much quicker at it than I was! Here's my little example.


Everything we touched on today helped to provide us with more useable tools to empower our students. Yes there are many barriers that our students face on a daily basis but we can do our best to minimise these or provide awesome opportunities for our students to experience success regardless of the negative impacts they are enduring.
It is becoming increasingly obvious how much support is available in the form of tutorials and online video to make me realise that I don't have to be the expert and can use these as resources with my students as there are so many things they will pick up and run with a lot more quickly than me.
I am interested in using Scratch, ClapMotion combined with green screen or by using photos with the background removed using https://www.remove.bg/.
The Google exam next week has played on my mind a lot and I know I have not managed enough revising to keep me up to the play, however I decided it was still worth giving a go and I'm not going to beat myself about it. Even if I don't get through it next week I will still be keen to resit at a later date. There has been so much amazing stuff to take on over the DF1 time but it's the learning that I have applied immediately that I remember and the rest is all a bit hazy in the background.

DFI # 7 Dealing with Data

A full on day today with so many great ideas to try and get my head around. I think my brain might just explode!

My goal before next DFI is to get every student to complete one blog post and give at least 2 ‘positive, helpful, thoughtful’ comment.

Using My Google Maps and google sheets together to populate a map of particular places. It would be interesting to use when looking at current events and where they are occurring around the world. Possibilities are endless I have used google sheets to create graphs before from data but I loved learning how to embed this so that it will automatically update when the data is altered or added to.  Lots of learning opportunities for this but also imagine having a class competition and kids being able to see the results being represented in a graph like this whenever the data is altered.

 I also appreciated the reminder about freezing columns and deleting unnecessary columns and rows.   I do my planning and keep my assessment notes as well as data all on sheets and have never known about the 'text wrap' tool. Way easier than having to press enter when the space runs out!

Break outs! What a fantastic way to motivate students by giving them a break out made in google forms for students to work through as a bit of a challenge. To move on to the next section in the challenge, they have to be able to enter the correct answer.

I started one on Number and added a link in to the slide deck that will allow students to revise a strategy if they have forgotten, however if they know the strategy they can just go ahead and solve the problem. 

If the enter an answer incorrectly it will let them know 'Sorry! Try again' but if they answer correctly, they will be directed to the next section where they can record their clue (a number, letter or word) that they will use at the end of the challenge once all sections are answered correctly to 'BREAK OUT!'