Reflections form the week gone:
Google groups:
Having set up a google group and talking my department through how to use it, I feel like we have a good process set up that will continue on, as long as we regularly use it and do not forget! Google keep is still something I am working through making a real thing for me, as it is going to be useful, I just haven't had the time yet to fully apply myself to it. We introduced remove.bg as a way of extending how and what we teach for photomontage and that is still probably my number one tool I have taken away. It is very cool and super fun.
Toby mini is great for collecting up my seven markbooks worth of blog tabs, soo that has been worth the effort, thought I am still torm as to whether I could be benefitting from OneTab.
I want to continue to keep in mind RATE -
R = Recognise - what you do that is plain good teaching no matter what - content that is meaningful.A = Amplifying effective practice.
T = Turbo charging effective practice things that weren't possible in the analogue age. It's the new stuff that impacts our teaching.
E = Effective practice.
Google Keep, Google Groups and Toby Mini would come under Amplifying effective practice. Remove.bg would be turbo charging what we are able to do.
Dorothy's Session at 9am - My reflections
HHS mission statement is 'Centre of Creative Excellence'. Create is our focus today - hook.
During lockdown - we all had our moments of renewed creativity; mine was vegetable gardening and making pickled vegetables. Everyone took their passion and did something with it. When I did my training, it was not considered a 'good' lesson plan unless we had actively planned how to "catch'em, teach'em and learn'em", which was our tutor's colloquial framework for creating a meaningful lesson. As a specialist Art teacher, the one given we were taught to, was that we werent going to be relying on students being forced into our subject, as Art is not a 'core' subject. So how are you going to justify your job? Maths, Science and English - your school community is generally going to expect you to do those... Art, Music, Drama, not so much. "catch'em, Teach'em, Learn'em" is not particularly different to Learn create share. Our process was always to:
During lockdown - we all had our moments of renewed creativity; mine was vegetable gardening and making pickled vegetables. Everyone took their passion and did something with it. When I did my training, it was not considered a 'good' lesson plan unless we had actively planned how to "catch'em, teach'em and learn'em", which was our tutor's colloquial framework for creating a meaningful lesson. As a specialist Art teacher, the one given we were taught to, was that we werent going to be relying on students being forced into our subject, as Art is not a 'core' subject. So how are you going to justify your job? Maths, Science and English - your school community is generally going to expect you to do those... Art, Music, Drama, not so much. "catch'em, Teach'em, Learn'em" is not particularly different to Learn create share. Our process was always to:
Catch'em: hook the learner and activate their prior knowledge (Learn)
Teach'em: provoke a 'wow' moment, demonstrating how, while talking about why - heavily reliant on exemplar teaching (Learn and create)
Learn'em: before giving them time to learn the techniques (Create)
Share what we were learning, before moving on to solidify the learning.
We did this because it worked. It engaged the learner and helped us key into their passion, see Art the way we did. yet for whatever reason, this was not a format applied across college, it was jus the Visual Arts teachers who were trained like this.
Why have we left 'create' as learning to early childhood teaching for so long? High school should be embracing this, 'play-based' shouldn't need to be a thing, it should just be? HHS is on a journey.
Creativity was once our point of difference in education in NZ. It wasn't national standards that made creativity fall away, it was Tomorrows Schools.
Oruaiti school is worth knowing about and I will research some more information around this
https://www.oruaiti.school.nz/
Create is doing. Making connections. So we have activated prior knowledge with Learn/Ako, and then new connections form when we get to put things together.
From an e-learning leadership point; create document, relook at this and make it a stronger part of our e-learning process at HHS, we haven't embedded it enough yet.
https://docs.google.com/document/d/1FLqJiqIjQt-xzzbloW4hfboA09DG2o0-eC6czb1DXSs/edit
Why have we left 'create' as learning to early childhood teaching for so long? High school should be embracing this, 'play-based' shouldn't need to be a thing, it should just be? HHS is on a journey.
Creativity was once our point of difference in education in NZ. It wasn't national standards that made creativity fall away, it was Tomorrows Schools.
Oruaiti school is worth knowing about and I will research some more information around this
https://www.oruaiti.school.nz/
Create is doing. Making connections. So we have activated prior knowledge with Learn/Ako, and then new connections form when we get to put things together.
From an e-learning leadership point; create document, relook at this and make it a stronger part of our e-learning process at HHS, we haven't embedded it enough yet.
https://docs.google.com/document/d/1FLqJiqIjQt-xzzbloW4hfboA09DG2o0-eC6czb1DXSs/edit
Media deep dive
Nike ad is a very good example of rich multi media juxtaposition with a purpose.Off task students are likely to be on some form of engaging media - youtube, tiktok etc. That is how enticing it is, so how to we harness it for hooking our students?
SISOMO Sight, sound and motion. Screen/media is most powerful when all of these are present. I would prefer it to be tempered however, as high stimulation isn't necessarily engaging, but passively feeding, when it is used too often - and this doesn't allow the creativity we want. Time and place is important and it is a possibility that it can be overwhelming to some learners with high sensory needs. We have had a staff member embed moving, blinking, gifs on their google site at one point. We have two epileptic students, along with many others who are adverse to high stimulation, for whom this wasn't suitable. I can see the point, but I would prefer a good teacher were the sound and motion for the most part, with minimal reliance on incorporating SISOMO digitally. I read while I was looking this concept up that 'research says 70% of people push play when they go onto a website with a video on it'. I'm not one of the 70%, and I couldn't find any references on the website to justify the statistic, nor on a google search. I tend to push pause if a video automatically plays when I open a site and will often move onto a site where there is word and picture content over video. It is just more than I want. I recognise that I lose myself in the media and don't create if I am enticed by media that plays me with SISOMO. Is this a part of our critical literacy challenge with our learners too?
Tools: Screencastify, Adobe Spark, We-video are all free. You do not need to create an account in Adobe Spark.
iMovie, clips, quicktime are apple products.
You can get a qualification from We-video if you like. we have been given We-video tutorials to have a play around with - as I'm one of the few mac users, its probably useful for HHS.
Point England News Network (PNN) is something that is still running and is a successful example of using media to create with students. It is a model for what we could be doing with hurumanu in years 7, 8 and 9 or even Wānanga time.
Live streaming through Meet, live-streaming school assembly - we tend to use facebook so that its available to the whānau easily. Should we be live-streaming all assemblies? Using a drone to film and live stream? Film festivals. Could be a hurumanu; introduces Media Studies early! Have a strict limit on time - 3 minutes.
Podcasting; our students could be podcasting. its not a podcast until its feeding. pushing out updates. useful for literacy?
SISOMO Sight, sound and motion. Screen/media is most powerful when all of these are present. I would prefer it to be tempered however, as high stimulation isn't necessarily engaging, but passively feeding, when it is used too often - and this doesn't allow the creativity we want. Time and place is important and it is a possibility that it can be overwhelming to some learners with high sensory needs. We have had a staff member embed moving, blinking, gifs on their google site at one point. We have two epileptic students, along with many others who are adverse to high stimulation, for whom this wasn't suitable. I can see the point, but I would prefer a good teacher were the sound and motion for the most part, with minimal reliance on incorporating SISOMO digitally. I read while I was looking this concept up that 'research says 70% of people push play when they go onto a website with a video on it'. I'm not one of the 70%, and I couldn't find any references on the website to justify the statistic, nor on a google search. I tend to push pause if a video automatically plays when I open a site and will often move onto a site where there is word and picture content over video. It is just more than I want. I recognise that I lose myself in the media and don't create if I am enticed by media that plays me with SISOMO. Is this a part of our critical literacy challenge with our learners too?
Tools: Screencastify, Adobe Spark, We-video are all free. You do not need to create an account in Adobe Spark.
iMovie, clips, quicktime are apple products.
You can get a qualification from We-video if you like. we have been given We-video tutorials to have a play around with - as I'm one of the few mac users, its probably useful for HHS.
Point England News Network (PNN) is something that is still running and is a successful example of using media to create with students. It is a model for what we could be doing with hurumanu in years 7, 8 and 9 or even Wānanga time.
Live streaming through Meet, live-streaming school assembly - we tend to use facebook so that its available to the whānau easily. Should we be live-streaming all assemblies? Using a drone to film and live stream? Film festivals. Could be a hurumanu; introduces Media Studies early! Have a strict limit on time - 3 minutes.
Podcasting; our students could be podcasting. its not a podcast until its feeding. pushing out updates. useful for literacy?
Are we 'hooking' the students, or using it as a teachable moment, that the enticement needs to be critically analysed? What is Nike's true purpose with the ad? Selling shoes or betterment of humanity?
Best not to store your videos on youtube, stick with the drive. Also check that video you play is actually allowed to be played to a class. Are they able to access it themselves when you aren't showing them it? if not, then they probably shouldn't be seeing it in class. I do notice that when I attempt to insert a video into my blog post however, I only have a choice of inserting it from youtube or uploading it from my computer, which adds to the time it takes to potentially finish this post!
Subscribe to playlist: this is in the google certified educator level one preparation
I like that you can stop recommended videos playing after one you embed on your site - slide 19 on marks presentation - add code to the end of your video code before embedding. That's also why we don't use youtube for our own content as it means that we would have to add that code every single time. Both using the code, or only sharing videos from your google drive are important in managing the control required for not slipping down the rabbit hole - b oth for students and adults alike! (I did when making the play list...)
Google draw is something we use extensively already. We apply it in Senior Art - our Photography and Design folios are created over the year on a google draw, as the work is generally digital. Students customise the size of the doc to be 62cm x 82 cm which is a folio panel. It also means they can tinker slightly with images on the board using the tools under format options. students then transpose their images from this document to print documents for folios to be sent away at the end of the year. its clean and means the rangatahi has to take control of their process in getting their work ready for NCEA assessment. Printing docs can be made PDF or printed from google directly onto our Epsom inkjet. The whole process mimicks the same systems a commercial printer uses in printing work for Artists, so it is a really useful set of steps to have the students work through.
We also use google draw in making digital photomontages with remove.bg now too. Again students are in control. we download as a JPEG rather than a PNG as it inserts onto students blogs, whereas PNG doesn't. PNG is great for a transparent background, but once the images are finished, the students don't need this on their blogs.
Mark's session for youtube.
Google drive is our default for storage and access of videos.Best not to store your videos on youtube, stick with the drive. Also check that video you play is actually allowed to be played to a class. Are they able to access it themselves when you aren't showing them it? if not, then they probably shouldn't be seeing it in class. I do notice that when I attempt to insert a video into my blog post however, I only have a choice of inserting it from youtube or uploading it from my computer, which adds to the time it takes to potentially finish this post!
Subscribe to playlist: this is in the google certified educator level one preparation
I like that you can stop recommended videos playing after one you embed on your site - slide 19 on marks presentation - add code to the end of your video code before embedding. That's also why we don't use youtube for our own content as it means that we would have to add that code every single time. Both using the code, or only sharing videos from your google drive are important in managing the control required for not slipping down the rabbit hole - b oth for students and adults alike! (I did when making the play list...)
Google draw is something we use extensively already. We apply it in Senior Art - our Photography and Design folios are created over the year on a google draw, as the work is generally digital. Students customise the size of the doc to be 62cm x 82 cm which is a folio panel. It also means they can tinker slightly with images on the board using the tools under format options. students then transpose their images from this document to print documents for folios to be sent away at the end of the year. its clean and means the rangatahi has to take control of their process in getting their work ready for NCEA assessment. Printing docs can be made PDF or printed from google directly onto our Epsom inkjet. The whole process mimicks the same systems a commercial printer uses in printing work for Artists, so it is a really useful set of steps to have the students work through.
We also use google draw in making digital photomontages with remove.bg now too. Again students are in control. we download as a JPEG rather than a PNG as it inserts onto students blogs, whereas PNG doesn't. PNG is great for a transparent background, but once the images are finished, the students don't need this on their blogs.
(Picture is a hyper link BTW)
In setting up Google keep more effectively, I wonder if I just need to do it? I'm not learning anything magically new with my research currently, I just have to get used to doing it.
Google slides learning:
I found I did learn something new with aligning a group of shapes neatly. I also found Peardeck completely by accident. The Peardeck add-on could be useful. Not covered by the DFI, but found accidentally. I have added it to my add-ons along with the powerup version so this week will see if I actually use it and if it is useful at all.
A lot happened on today's course, and I am still processing a lot of it. Again it was thought provoking and invigorating and ZI am thoroughly enjoying it. I would also recommend Michael's for coffee on Innes Road, the barista is lovely.
Kia ora Rowena,
ReplyDeleteIt is a poor reflection on our society that Art, Music, Drama is not seen as valuable as literacy and maths. Sir Ken Robinson is always advocating for the arts and I hope the Learn Create Share pedagogy leads to more hands on creating.
I have always connected SISOMO with student learning and the content they put up on their blog. Thinking about their audience and making content that is more engaging than just a slide deck or text.
When putting a video on your blog from Drive I would embed it, if your are interested here is a short video explaining it. It should take a couple of minutes to do it.
Nga mihi,
Mark