Multimedia Text Sets

Multimedia Text Sets: The Gateway to HyperDocs 
Lisa Highfill

Multimedia Text Sets
bit.ly/mmtshighfill

Multimedia text sets are collections of content that you can efficiently push out to students using Google Docs. It will help workflow by enhancing teaching instruction by maximising classroom time. 

Note this is not a digital worksheet -  we need to keep the focus on learning inferring, thinking, not about racing through to the end. 

Uses different kinds media - video, text sets, padlet, readings, websites, twitterfeeds,

Multimedia Text Set

Refugee Text Set

padlet.com

Lisa intentionally kept it broad so as for students to dive into it. She gives a number of days for students to complete. Present information in a non linear way, so that students are drawn in through a variety of ways. 

Uses icons: youtube, symbols, colour boxes 

thenounproject.com - has icons for everything

Reflection 

Ask your students: How did you feel as a reader, writer, mathematician....

How to do! - currate links into doc, then start to put into template

Do this for a novel, or inquiry - not all the time.

Viewpure.com paste link and it will purify youtube clips!

Digital Smash Hits

Digital Smash Hits - Toni Westcott

Digital Smash Hits

Quizlet

www.quizlet.com

Toby
Keeps your tabs organised, save important tabs quickly and can keep all together when sign out.

Boomerang - a tool which schedules emails to go out at various future dates and times

Edpuzzle
www.edpuzzle.com - choose videos you want your students to view, you can put audio and questions throughout it

Bookmarks - right click edit and backspace so can fit more booksmarks without words

Macroniser tool
http://www.nzdl.org/macroniser A neat tool to add Maori words into - class displays and it puts in the macrons

Google Forms - use as a way for mixed ability groups . Put the text into a google forms and leave more for student to choose (student agency). Google forms is a good way for students to get their work

Digital Breakouts - promote problem solving, collaboration. Use existing ones creaged by Michael and new ones come every couple of months. Students need to think in order to solve it. When turns red wrong, and right is white in order to break the lock. Neat for an afternoon - to work on a breakout. Try Broken Eggs and Broken dreams

https://sites.google.com/view/mldavidson/digital-breakouts

Read Aloud - extension so download from Chrome store, click extension

Supersize Your Literacy with Google

Supersize Literacy

Awesome resource Note - last page link to resource files

• Language feature example and template
• Visual collaborative examples and template
• Narrative shared writing examples
• Pick a path planning sheets and templates - Gizmo the penquin
• Pick a path digital citizenship quiz example. Pick a part stories

Seed Learning PL

Led by Lisa Smith www.seedlearning.co.nz

This not a programme instead it’s a site for a bunch of tools - ideally to increase teacher and student knowledge. Need explicit times in reading and writing programme to explicitly teach spelling codes.

The first card has 41 sounds...there are 43 sounds in nz. This programme aims to use digital tools to teach explicit lessons.

Rocket 1 Students to watch video  - with you, preview and review - sound only

Rocket 2 now has code

Students need to learn the pattern to be able to spell many words

Ducklings swim in the river every morning. Who What Where When - rocket card 5

Which sentence is better? This depends on the reader and writer, it’s a matter of choice and audience, whichever sounds better to ones ears.

Strip it: Girls play.

Plump it: Girls play hockey tirelessly on the field beside the tree after school.

Order change: On the field, after school, girls play hockey.

Note:When students log in with student password then it will show up as Language or Math Rockets, however the teacher page has access to Professional Learning and the shop etc

Historian and Advisor - Wiremu Puke

Historian and Advisor - Wiremu Puke

Nga Mana Toopu O Kirikiriroa - History of Hamilton

• 1825-1895 King Taawhiao 1st Maori king
• Hamilton was settled due to rich lands, reference made to Garden Place area as being “I cross the smooth belly of Kirikiriroa. Its gardens bursting with the fullness of good things” King Taawhiao.

• Burial ground on Grey St, Hotel on cnr Grey & Clyde Sts
• Nga Morehu - last survivor of Kirikiriroa Pa who saw conflict during the land wars of 1863 and was part of the resettlement Hukanui Pa
• Templeview made up Western boundary, and as far as Waikato Dairy Factory,
• Early settlers had a good command of the Maori language
• School gateway - from a book, not accurate
• Land in this area was taken not recompensed
• Hukanui are Tauhei are now the present marae of Ngati Wairere
• Five Cross Roads - Jubilee Bush -
• 76 years after the exodus of Ngati Wairere from Kirikirioa and the land confiscations 1940 family photo at Hukanui Pa
• Nine different hapu lived along the Waikato River. Female warrior? Admired strategist, her Pa is behind the Te Rapa Dairy Factory - Pa is 1km width

Taonga

• Toki taputapu (ceremonial adze) greenstone 68.8cm largest in the world recovered near the site of the Fairfield Bridge in 1924, now in Auckland museum, ranks among most significant taonga for Ngati Wairere.
• Taumata atua recovered from Pukete Pa  in 1942 in Waikato museum. Pukete Pa was last inhabited up to 1867 by Te Roore Tatangi and his sister
• Double sided Hei tiki was recovered from the old Pa name Opoia in Claudelands  - where the sonning carpark/railway bridge is

The Gateway- Te Waharoa

Whatanoa Gateway first to be erected at a major sporting venue - the two ancestors depict Haanui of Ngati Wairere and Hotumauea of Ngati Koura who established manawhenua.

Whatanoa Gateway is named after old pa site near the stadium which was destroyed in 1945. The Pa was also the site of an ancient urupa where the remains were exhumed. Most Pa are build on headlands, have the best springs and is near the river.

The carvings do not follow the pattern from this area, they were done by a carver possibly from the Hawke’s Bay. Top taniwha is peketahi. Hotumatuea was the grandson of the great warrior, Matoumoewe.

Whakatupu Kai (Growing Food)

• Kahikatea - tawa forests were important landmarks for Ngati Wairere, who gathered berries and hundred native birds many forests have since disappeared
• Used to get fish here that is now extinct, may be a result of the introduction of trout
• Kahikatea Red Koroi berries raw ripe, were stored in grounds for a brief period
• Tawa & hinau berries were gathered and placed in woven kits in fresh slowing streams or springs to remove the toxins
• Taro and kumara - The taro grown inside Te Parapara is believed to have been brought on board the Tainui Waka planted by Hoturoa and Whakaotirangi at Hawaiki iti Aotea Harbor. There used to be over 100 different names for the various varieties of Kumar. DNA origins have been traced to Peru and Asia.

The banks and terraces of the Waikato River were developed to enrich fertile soils for the growing of crops over centuries  - provided wealth and trade along the Waikato River and further afield.

TOD led by Anaru Morgan

Anaru showed a short video - The Legend of Birds and shared a number of karakia he has written which relate to a variety of birds and their differing environments.

He then shared Pepeha o te Kura - explaining the links to HES school and whenua

Ko wai koe? Where are you from?

It is especially important that Maori students know where they are from, and I think as equally important for everyone to have that sense of identity and belonging.

Whakapapa Celebration - Anaru highlighted the need to help students walk in two worlds - Ka Hikitia and to celebrate everyone's roots…. In order to grow a sense of  “who Í am” Ko wai au?

Korero tuku

Resources to note

Maori maps - put in area, will show marae, give hapu, iwi etc

Te Puni Kokiri - Te Kahui Mangai - iwi maps

% of Maori died in land wars  - was more than in WWI - Te Takanga o te wa - Maori history (refer doc)

Role Models - displayed...Maori, Pasifika, all cultures, future focus

Something for us to think about how we would like to include in our classrooms in 2019 is:

The Classroom Paepae (child led)

Tchr - Kia karakia tatou

1st Karakia/prayer/blessing

2nd kaikorero - pepeha

All sing waiata - roll…

As well as to use that time to welcome any new students, a welcome waiata (remembering to involve family who can introduce their child, child to speak)

This followed by

Pippa’s pepeha

Turangawaewae Planning

Nature trail - protected space

Art Exhi - Maori & Pasifika T3

e-asTTle

e-asTTle

This year I was introduced to the e-asTTle online learning and assessment tool as a form of assessment to assess students’ achievement and progress in writing. I’ve always been interested to see what e-asTTle was as I had heard good things about it from other teachers’ who I consider to be experts in literacy and writing.

The main drawback I was concerned about is that I had read on an online teaching site that many teachers found that it took a long time to mark, and there also seemed to be frequent problems with entering data and information being lost and frozen.

Our school has administered the e-asTTle assessments twice, once in Term 1 as a test run and then in Term 2 as an assessment to be formally entered. I can appreciate the way that the e-asTTle is a measure of what students can do independently without teacher scaffolding and support.  I agree that E-asTTle is a good way of measuring student progress over time. While we often make an OTJ based on student work, I have often wondered to myself what about what students are actually capable of…..by themselves. I feel that this tool is more of an accurate assessment of student’s ability and capability when determining what they can do independently.

However, I did find that it took me a while to mark. The first time I marked a class lot I did a few at a time over a few days,  then later on I wondered if my own OTJ levelling was the same over a period of time! While the second time I marked a class lot, I did it all in one go (and yes it did take me hours) but I still found it better than dragging it out. Also, I felt that my assessments were more on an equal par. I also probably added to my workload by making the marking take longer as I tend to write Next Learning Steps on the sample itself, as I find this helpful for informing my teaching as well as when it comes to writing individual student reports. I haven’t experienced any problems with entering data or logging in.

So while I may find it time consuming to mark, I still feel that it is a good tool to measure writing by. One aspect of our writing assessment which I don't find as beneficial is highlighting Reading and Writing progression forms per student twice a year. Not only is it time consuming, but I believe that I know the Literacy Learning Progressions enough to know if students' are working towards, at or above standard and that it adds to my workload with highlighting individual forms. Feedback from other teachers has been that my OTJ's and NLS's which I often list on the forms are what they have found to be more valuable. I like making my own judgement and not necessarily following the previous teacher's highlighting. Another good benefit of e-asTTle samples is that they are easily moderated within the team and across school levels.

I am still deciding whether I think e-asTTle results link that well with the Writing Standards and Literacy Learning Progressions regarding curriculum levels. However, it is good that it takes into consideration students' ideas in writing and it does serve to highlight individual student strengths and weaknesses. The Progression sheets place a lot more emphasis on phonological spelling issues while the e-asTTle has it as one area out of a number of areas.

IT in the Classroom - Chapter Chat

Class Twitter @ PonderersRoom8

A primary focus for my teaching inquiry this year has been to introduce IT more into my teaching and to the students in my classroom. In Term 1, I started a new reading project called Chapter Chat. Chapter Chat is a Twitter based book club for New Zealand kids. Our class follow the Year 3 & 4 Chapter Chat group. What happens is that each term a chapter book is selected and during the week I read 3-4 chapters aloud to my class according to a set reading schedule. At the end of the week, all the Chapter Chat classes that follow each other come together to discuss the chapters. Questions are posted on twitter every 10 minutes for students to tweet answers to. I keep up to date with reading activities through a shared teacher Facebook and Twitter group.

In Term 1, we read Tuesday's at the Castle, and in Term 2, we read Matilda and in Term 3, we are going to read The Sasquatch Escape. This has been my first foray into Twitter. The students' all really enjoy Chapter Chat; they have learned to tweet and respond to other students online. It has also been an excellent way of sharing work and collaborating with other classes throughout New Zealand.

I found the students were engaged with responding to what they had learned through their reading, and the use of twitter appealed to all students. The questions encouraged students to think critically and be challenged by vocabulary that would have been otherwise overlooked. Tweet guidelines need to be followed and questions answered properly in full sentences with punctuation. 

Twinkle are also very supportive of Chapter Chat, and provide free resources to support the reading of weekly chapters. The shared questions and optional tasks mean that resources are easily available. I find that there is total engagement by my class in Chapter Chat. The students are motivated to complete tasks, which are often added to our weekly Home Learning as a optional extra. However, many of the students who may not necessarily normally complete their reading, spelling and math...often complete the assigned Chapter Chat tasks! Often if they don't have time at home they will happily complete these before school or during their recess breaks.

Something that I hadn't anticipated by our involvement with Twitter was the impact of my students enjoying seeing the work which other students and classes have been completing. They are  positive and generous with their feedback towards the completed work of others. Chapter Chat provides an authentic audience to students individual ideas and opinions. We really love it and it has added so much to my reading programme.