DFI - week 2

Today was an interesting day, although a little frustrating at times with my technology not doing what it should!!   I do feel however, at the end of the day, that I have lots to take away and put into practice - so many things that can be used in Google to make my life easier. 

In terms of what I have learnt to increase my understanding regarding the kaupapa and pedagogy of Manaiakalani just continued from the previous weeks learning.  The reality of every student having access to digital learning, in an environment where it is deliberate and authentic is a huge advantage growing up in a digital era.  The research to support what this looks like has been strongly embedded in the Manaiakalani pedagogy, allowing our learners the best opportunities. 

There was a lot of learning today around how to use Google apps to make my teaching life (and personal life) much more organised.  These functions are so available and it is a matter of me becoming more familiar with these through frequent use of them.    I was not familiar with the videoing of a 'meet' so it was great to have practice with this and see how it works, i.e. the owner being the one who has the ability to record this etc.  It was also great to have the opportunity to figure out all the potential problems and work through these under the guidance of a Manaiakalani expert :-). The 'taming the tabs' workshop was awesome - my tabs are often commented upon by others so it will be great to have them organised and therefore more easily accessible!  I was also not aware of Google Keep.  What an amazing app to have - I will need to play round with this to see how I can best use this but look forward to it.  

All of the above learning I journeyed through today could be shared with my learners.  Due to the age group, Year 6 and 7, they are very tech-savvy and keen to learn more.  I feel that the Keep app would be great to assist with their research as well as the Meet recordings - it might even encourage some out of school learning!!  

The whole day's learning could be easily transferred to my personal life due to the organisation aspect of it.  There are so many shortcuts that have been introduced today, which although will take time to set up initially, will definitely be time savers in the end.  I am going to focus mostly on the Keep and continue to organise my tabs at this stage as I feel that if I take on too much, I end up doing everything very averagely!  I would rather perfect these areas and then start on the others.

Because our video hasn't yet come available for downloading, I have embedded this one just to see that I can do it!!  



Comments

  1. Amy Tofa16 May 2021 at 19:32

    Kia ora Cindy, it is awesome to have you in our little bubble of eager and keen learners. We can definitely utilise what we learn in DFI in our personal lives as well as our professional lives. Oh taming the tabs is always a popular learning experience for a lot of teachers because we are often guilty of not letting tabs go so we just have a lot open. Great you are putting this into practice. See you on Thursday. Amy

    ReplyDelete

Post a Comment

Popular posts from this blog

Day 3 RPI

Image
I have learnt a lot today in regards to the entire reading programme and some new resources to access reading material for my learners.  It was great to have my teaching practice both affirmed and challenged with some great ideas about how to be inclusive of new resources within a well resourced/well rounded reading programme.   I did feel really frustrated however as when I struggled to find reading material that was appropriate for the group I had hoped to ‘target’ in today’s RPI.  They are readers of approx 7-7.5 years and there didn’t seem to be a lot available.  I found the journal surf offered a huge range for more able readers and I found it difficult to negotiate the TKI website.  I did persevere with this after our day had finished and managed to find some appropriate leveled books.  Although we had hoped to find ‘sets’, I managed to find 3 texts which could ‘loosely’ be grouped based on experiencing emotions and how different experiences make...
Read more

Day 4 RPI

Image
Day 4 The day was a little frustrating as my device wouldn’t allow the camera or mic, but it certainly did give me the chance to reflect on how kids must feel (particularly now that I am teaching Year 4’s and 5’s who are just learning how to use chrome books!)   The day went really quickly with lots of learning.  There was lots of reiterating of what I already knew but this was really good as just because I know it, doesn’t actually mean that it is always what I do!!   One thing that I really haven’t done in my practice and really liked and think I need to be inclusive of is the prior knowledge through the use of videos etc.  I really enjoyed seeing the clip about how this was beneficial and although I usually try to select texts that the children have some familiarity with, this is another way to ensure I am exposing them to things that they are not familiar with as well as this allowing me to access a lot more texts.   I don’t always record obse...
Read more

Day 5 RPI

 Day 5 RPI What an amazing day full of such great resources that although I did know about, didn’t know about the extent of what they could do!   Sometimes I forget about JUST using images to begin discussions, particularly in regards to inferencing.   Great way to use reading for writing and vice versa.   Good reminder to be aware of splitting the timetable to be inclusive and the rationale behind this.  I liked the idea that Georgie spoke about, of swapping times to ensure that those that are withdrawn don’t miss out but am grateful that in my class, withdrawal is the same time each day so I am able to avoid doing this.  This is great for my class learners as they are so much productive when routine is maintained!  I also struggle with the possibility of not offering choice for learners in order for them to take some agency over their learning and think that sometimes timetabling takes this away from our kids.  It was great that t...
Read more