DFI Reflection - Day 7

 17/7/26

For me I now have a better understanding of the idea of Ubiquitous.  The A4 model made it clear and listening to Dorothy explain each of these in more detail helped as well.

Ubiquitous: anytime, anywhere, any pace, anyone.

Being able to see more of the cybersmart content and how it can be mapped out across the terms is what i've been looking for.  Knowing how I can use each part across the four terms will help me moving foward.  I liked having a bit more of a play with Google Vids as I've started using this with some of the students in my class and now can do a little more - using it across subjects.  I also want to share what i've learned about iPads with the junior teachers and be support to them.

I think using Google Vids will be great as I can use this as a way to support their learning as there are so many applications for it.

I'm not sure what I learned from this that could help me in my personal life but I'm sure something will come up.

My projects

DFI - day 7

17/7/26

DFI - Day 7 (devices)

Connecting with Manaiakalani - Dorothy (Ubiquitous)

Every student should have the opportunity to learn.  It means anytime, anywhere, any pace, anyone.

Remember you can pause/rewing/embrace subtitles/

Use other experts.  People who can come in, YouTube etc.  Tap into these people who can come in or talk over zoom and share their knowledge.

Tech is NOT just a tool.

Chalk n Talk - Manaiakalanai 1:1 journey

Chalk n talk - manaiakalani Class On Air.

Rewindable learning for students and for teachers to share.

Chalk n Talk - iPads 1:1

Apple iPads and the application explain everything were found to be the best for years 1-3.

iPad workflow for teachers

Deep Dive - Cybersmart Curriculum

Manaiakalani Assessment/Reporting PLD

 3/6/26

Manaiakalani Assessment/Reporting PLD @ Hornby Primary

Slide Show

Why are we moderating

To avoid a gut call but be informed.

Make sure to use all forms of evidence that we have. Some may be more weighted than others.

Is there a way to teach how to do a STAR or PAT?

Aspirational - set a test that will have some correct and room for error/for improvement.

What are we moderating?

Markers - what we’re expecting kids to do.

Descriptors - for parents.

Cover the progress markers if you can’t get through everything.

Progress markers help you prioritise your curriculum.

How to record obs and conversations? Some sort of physical form.

Feedback as a stream of evidence. 

Having students to self-mark/reflect.

How are we moderating?

How do I extend within this curriculum?  

What could I add for word recognition checks - recording reading.

What could I do for critical analysis - learning task (oral, video, written).

If a student is emerging - they should be marked against their IEP.

DFI Reflection - day 5

 8/4/26

For me, even though I knew quite a bit about sites and making learning visible I found Dorothy's chat very interesting. It has helped me to realise the importance of not only having your WALTs and Success Criteria visible, but also making sure your site is made so that both students and whānau can access and understand it. This year my school has made it that you can follow the GOOGLE SEARCH - SCHOOL WEBSITE - CLASS SITE instructions. Things I have already done before to make my learning visible is having WALTs, Success Criteria, Video Support, Audio Recording of instructions etc.

I have really enjoyed learning about the Multimodal and Multi-textual design. It's helping me feel more confident and have a greater understanding of how to support some of my students. It has also showed me that I already do some of these ideas. I think having a multi-text database is a great idea to improve workflow and encourage collaboration.

A lot of what I've learnt today will benefit my learners, just by me being able to make my students learning more engaging to look at by having DLO's or engaging videos for front loading or to help understand text.

To be honest I'm not sure how this will help me personally except that it will, hopefully, reduce workload which in turn will help my personal life.

Here is my site that I made today on ANZAC (still in progress).

DFI - Day 5

17/04/26

DFI - Day 5 (Google Sites)

Connecting with Manaiakalani (visible learning)- Dorothy

Make teaching and learning visible.

Can the learner/whanau/teacher actually see what they're meant to be learning?

If so much of the learning journey is hidden from them and their parents, has this meant children fail.

Is success related to the ability to read the teacher's mind?

Visibly display the intention e.g. WALTs and Success Criteria.

The intentional use of technology to make learning visible has been a game changer.

Have it upfront, visible, and accessible to everyone.

The default is visible.

We don't like surprises - we like to know what's coming.  Surprises don't support learning.

Removing password barriers.  Everything the learner need is present.  Using google sites is great for all of this.

Manaiakalani Class OnAir - every year teachers apply to be a Class OnAir and video themselves teaching.  There is a searchable data base to find over 400 episodes who are teaching in classrooms where every learner has their own device.

Hāpara Hot Tip: sharing for visibility - Stacey

Maybe not weekly but regularly

Deep Dive - Multi Modal: Amie

Multimodal communication

These all work but some are more efficient, some people have a preferred mode.

Consider your audience.

1:1 devices or BYOD was brought in they thought engagement was the biggest thing.

Having a broader bag of tricks to engage students for those times when you can't be on show.

Having something really visual is going to support in more ways than we realise.

Universal design for learning.
There are always varied learners.  UD for L is a framework.  
1. We know we need to provide lots of options on how we present material for students - Text, video, images, audio, movement.

2. The way we express what we know is different.

3. Engagement - each of us is motivated by very different things.  What's in it for me.

We are trying to personalise learning for many different children.  How can we provide these opportunities that is sustainble and visible.

- Use a video or something to front-load them before reading.

- could extend by using multi-textual resources.  Lots of different types of text to extend and deepend learning on a specific learning.

Give access to texts at different levels, and provide audio if the text is in chronological order.

Able to self-scaffold.

How can we utitlise the site for both behavioural and cognitive engagement?\

These are examples of displaying things differently to engage children and sell the learning.

Does it show multiple different text types?

Less text heavy and easily accessible.

Things I like about the multimodal sites i've looked at

• Having a slide of sunshine online books screenshot on to check out.
• You can hide a page from the navigation bar and still have a button to link to it.

Multi-text Database link

Blogging Tip - Understanding what tags are.

When they are made they can appear in quite a few different places.  With that when you click on a tag it sends it to a place where you can find any post that has been labeled with that tag.

You could use tags that match the standards and code.

DFI Reflection - day 4

8/4/26

What, so what, now what

Day 4 Reflection

I have known the importance of sharing; however, I have since learned through a couple of staff meetings, more of John Hattie's work in effect sizes. When this was brought up this morning, it reaffirmed the importance of sharing learning and how it helps with the learning experience.

What I didn't know was how having the moment of finishing is socially important as well as academically important.  I have students who struggle to complete work.  I try to have time in the week for them to finish things off, but with a very full timetable, I'm unsure if this is feasible.  I would love to know how I could help with this.

I also liked Dorothy speaking about how the Learn-Create-Share model is both linear and cyclical. 

What I found helpful was the Google Sheets session. I have been teaching myself and did know quite a few of the tips; however, finding shortcuts to do the same was great, e.g. alternating colours on the Google Sheets. I also really liked how you could turn your sheet into a table. This meant I was able to filter the information to find what I needed quickly.

I will now do a little more research and use what I've learned to streamline what my work and to continue improving my confidence.

I would love to use Google My Maps, but I would have to start very simply. So using it for things like important places to me or where we are all from, etc., would be quite good. I think using Google Forms would be great for me to get a snapshot of their learning for prior learning and as formative assessment at the end of a topic, e.g. for maths. I'd love to know an easy way to make one from what we've been learning, e.g. from Maths No Problem, so I don't have to do too much of the thinking 😄

I love Google Sheets, and I think all the extra information I have around this will help me streamline my planning and assessment recording. Not too sure how I'll use this personally, but the inner nerd in me will find a way, I'm sure.

My Examples

Google Form: All About You

Google My Maps:   Oh the places you'll go!

Google Sheets - Analysing Data - Graphs: 

DFI - day 4

8/4/26 - Dealing with Data

💡Top Tips
Command+shift+T - if it was the most recently closed (by accident)
Google Calendar for the class and embedding it on the site
Cathoven - http://cathoven.com/
Diffit - https://web.diffit.me/

🤔 Remember
Table of contents on docs and Headings.

Connecting with Manaiakalani - Dorothy

Sharing has a profound effect on academic shift.

Harnessing digitial technologies has a big effect on this as well. Create adds academic value and sharing adds to this again.

Make it intentional, not an add-on

Sharing is not a new concept it has been happening since time began. Recording our connections is key. Don't just share our wins but our failures.

Social media started in 2005. YouTube April 2005. The way we share has changed a lot since then. How do we harness technology to enable people to connect...appropriately?

Post-2005, the speed and amplification were immense.

Don't forget more traditional types of sharing - going to share with the principal, displays, yearbooks, fiafias, film festivals, performances, etc.

An authentic audience are the people who choose to listen to you.  You can be a compulsory audience or an authentic audience.

Cybersmart supports digital citizenship.  How to be positive, thoughtful, and helpful online.

Pitomata is a pilot "programme" to replace blogs.  Next year, this will be used.

It is important to share learning.  Experiencing that moment of finishing is socially important as well as academically important.

Learn-Create-Share is linear and cyclical.

You can share at the start to check prior-knowledge.  Capture this so you can refer to it at the end of hte learning.

John Hatties work on effect sizes.  Feedback and feedforward is empowered on this scale.

Children love feedback from outside their bubble, from a stranger.

Chalk n Talk - Stacey (google forms)

You can do forms or a quiz - You can then link to sheets and see your students answers as a sheet or graph.

Chalk n Talk - Hinewa (google my maps)

Google my maps is different to google maps.  

Great for classroom or personally.

When teaching this in class.  Discuss being a smart learner.  Why we don't share our address online etc.  You can do it if it is just you and your class but not if it's to go wider e.g. on your blog.

Deep Dive - Vicki (google sheets)

- Column size change. Highlight all your column and then click onto the line between two columns and change the size of a column.  This will change them all at once.
- Total all the rows. If I want to do the total for all the rows you can hover over the little circle at the bottom of a cell and scroll down and it will total all the rows.  You can also double click on the circle and it's going to put the total for all rows if you have lots.
- Make an average - double click in the cell and press = key type average and select cells.  To do the other columns select the blue circle like above.
- Decrease decimal places until i'm happy with how many decimal places are showing.
- Separate the names - click on the column header, right click and insert column to the right.  Select student data and go to data and split to columns.
- Change birthdates with words to just numbers.  Select columns, select 123 and scroll down to custom date and time.  Select what you'd like. Click apply.
- Filter function - looks like a funnel on the toolbar.  Everything goes to a green tinge.  Then you can select the lines in the headings (that look like a tornado).  I can then untick what I don't want to view e.g. 7 year olds.  I can filter by gender at the same time and you can then see maybe 8 year old females.  You can also go by ethnicity, classes etc.  This is temporary and can turn off the filters.
If you create a filter view using the calculator symbol by the tornado.  You can then save with a new title.  You can exit this view then go back into it when wanted.
- Autofill.  If I want to do say the days of the week, I could type Monday and then click the circle on the corner again and it will auto fill the other columns.  You can fill anything with an easily recognisable pattern.  If I just put a 1 and pull it down then it wont recognise but if you do 1 then 2 it will do the pattern.  If you want to skip count you do the same thing.
- Google translate words into other languages.
- Conditional Formating - Create a rule: e.g. format cells if the text is less than 1490 and it will highlight all the cells that are less than 1490 and I can choose a colour.  This is great for heat mapping.
- A spark line. in a blank cell hit the =key and start writing sparkline and select the data I want to be included in this cell.  It will create a line showing the progress (graph).