DFI - day 2

 23/1/26

Tip: To see speaker notes press /s/ or hover at the bottom and click the skinny snowman.

Hot Tip - Hāpara Teacher Dashboard

My classes (view your class) - All Classes (other classes).  They have a white star and if you turn them blue you can be attached to their classes to see what others are doing or if you are a team leader etc.

You can use the pencil to edit the name of the class.

Connecting with Manaiakalani - Dorothy
The Manaiakalani Pedagogy: Learn Create Share
Today we focus on Learn/Ako

There are three goals.

We will be looking at Learn "understand, know, and do".

Digital tools alone will not create accelerated learning without effective teaching.

Recognise (recognising effective practice)
Amplify (our practice)
Turbocharge (learning with digital tools)

Effective Practice

in the digital world of our learners.

Recognise
- We are guided by the ministry's documentation, directives, and strat plan.
www.curriculumdesign.nz

Understand-Know-Do is what learning looks like from the Ministry of Education.

-Local Curriculum.  What does effective practice look like with our tamariki and community.

- Actions that promote student learning are what going to accelerate student learning.

Amplify
- This is about OUR TEACHING
- Empowering, Connected, Visible, Ubiquitous

Check out lessonbytes.

- 

Turbocharge learning

Chalk 'n Talk - Google Meet

Google meet has the capacity to live streaming.

You can also record for rewindable session.

Or livestream events.

Can be used for students to speak to experts, other students, other schools etc.

Deep Dive - Google Keep

Note keeper

Take a note with an image.  On a phone you can take a photo with the camera.  On computer you have to use an existing photo.

Voice memos captures the audio file and then writes the text out.  If the writing is muddled because you mumble you can still listen to the audio.

You can take a photo of notes and it can turn it into a doc.

Students could make keep notes then drag them into their doc.

I'd like to have a go at this more.  Will contact Ange.

Chalk 'n Talk - Gmail

Star emails mean you can come back to them for later.

-Scheduling emails.  Helps you to be mindful about sending emails late at night but can schedule it to go out in the morning.

You can check time zones in this space in order to send it at the correct time.

You can set up a meeting time but offer times that you're free.

Google can translate an email sent in another language but be cautious as the grammar isn't always correct.

Advanced options

Templates - turn frequent messages into templates to save time.

Unread message icon showing or not.

Quick access side panel - down the side you can access other google apps.

Signature - Automatically add contact details.  You can have different signatures including having options to have it on only the 1st email or all following ones.

Useful Tools

-Undo send.  you can extend the length up to 30secs.

-Search Mail.  Use the power of google search to find your emails.

-Forwarding and POP. 

        -Forwarding.  Receive emails sent to another account.

        -Pop. set up email client i.e. outlook, apple mail.

Gmail shortcuts

-Mail Merge (New Feature)

Google Chat.  Great for messaging groups or people.  These are called spaces.  You can manage your chat settings in gmail.

Archiving emails refer to video.  You could archive into years.

Managing subscriptions - NEW FEATURE

Google Calendar

You can create new calendars, change colours etc.

You can attach documents, presentations etc.

You can embed a calendar for their class into her class site so everyone can see what's happening to that class.

Quick keys d=-day m=month etc

Booking schedule times - if you need people to book in with you.

Tasks

- similar to google keep.  You can switch between calendar and tasks.  You can get a reminder for the tasks.  Can use docs, presentations etc to tasks from side pane.

Deep Dive - Taming your tabs

Every Tab we have open uses processing power on your device and also in your own brain.

Ways to Manage This

-Using Bookmarks.  You can just have the icons instead of the words for bookmarks if you know what it means.

-Pin Tabs. 

-Grouping Tabs.

-Google's Priority Workspace.  This is in Google Drive.  Can create a "workspace" that includes all that you need for maybe a meeting, BOT, PD etc.

-Reading List. 

-Reading Mode

-Extra Tip. Right click on a tab and look at all the options.

-

-Drag tabs or groups of tabs along.

Cybersmart Snippet - Smart Footprint (personal/private)

Embedding videos into your blogpost - refer to slide deck

DFI Reflection Day 1

 Day 1

Today, I found it really interesting to gain further insights into the history of Manaiakalani, as it gave me a deeper understanding of its foundations. I was particularly fascinated to learn about the changes made in 2010, including how Fusion Networks enabled families within the cluster to access the internet in their communities. As the internet was not required at schools after school hours, it was shared with families instead. This truly highlights the perseverance and generosity of those involved and reflects a strong commitment to equity.

In terms of improving my confidence, capability, and workflow as a teacher, I found the tips around organising my Google Drive especially helpful. Using emojis instead of full words for bookmark groups is a simple but effective idea that will save space and allow me to access documents more quickly. I am also interested in using Google Groups, although I am unsure of my school’s policy, as we currently use Hero for communication.

I really appreciated learning how to use Google Docs more efficiently through smart chips and building blocks. I can see how using these same elements with students will help me create more interactive and engaging tasks, such as cloze reading activities. This will allow me to design more meaningful learning experiences.

I already use speech-to-text with my students, but seeing it used specifically to support fluency was valuable and is something I would like to incorporate more intentionally into my daily literacy programme.

As mentioned above, being able to transfer ideas I already use in Google Sheets across into Google Docs is something I find both professionally and personally beneficial. I enjoy being organised, and knowing that these tips and tricks can also support my personal organisation is a bonus — probably much to the annoyance of my husband 😅.

My Google Docs Creation

DFI - day 1

20/1/26

Day 1 of the Digital Learning Intensive

Core business doc
Session introduction

Manaiakalani - in the beginning
circa 2026
Manaiakalani is a Hawaiian word which means a constellation of stars that is shaped like a hook.  'Hook from Heaven'.  

Started with 7 schools that needed support.

Manaiakalani is about equity for all NZers.

The Why - Equity, Achievement, Hope, and 21st Century Skills.

Ipads yrs 1-3.  Chromebooks yrs 4-13.  There is a crossover period depending on schools

There has been a huge change in technology since 2026 from bebo and myspace to AI.

2006-2009: using shared devices on dial up. Booking labs etc.

2010: ppl called for more time, access, gear, and professional development.  Whānau meetings are at their most powerful when a group of children stand up and show what learning looks like.  Then ask the whānau would they like this in all classrooms.  They also asked what would parents be able to give to get their student a device.  Parents said they'd be willing to give $3.50 (the price of a happy meal) towards that.  The parents paid $3.50 a week and paid it off over 3 years.   The devices are replacing the penci,l not the book.  They started talking about cloud computing which was new.  They set up with Andrew, who had just set up Fusion Networks and created a way for the families who lived within the cluster to have internet to the community.  The internet wasn't needed at schools after school hours so shared this with families.  Manaiakalani was sent a cease and desist to stop so a family member who was a lawyer set up a trust so it was legal and met requirements.  They looked at all the cloud options and went with Google as it was the only one that was collaborative.  It was also the only free one.

2011 - 2013: roll out to 1:1 devices.  

2014: We'd only had laptop devices (netbooks) starting in yr 5.  within this last 5 years they had so much tech starting and tried some Samsung tablets, a nameless brand device, and ipads.  Ipads ended up being the winner.  

~Hāpara was invented for manaiakalani.  This was because teachers were receiving  3xmore work from children.~

Teachers worked to make their learning visible.  

The whole community was 1:1 devices in 2014.

2015: Other schools with the same equity challenges were asking to join and the Maniakalani network expanded.

Why are we doing this DFI? We did not come to school to teach teachers - Manaiakalani Learner Quote.

Chalk and Talk Session - Google Chrome

There are many browsers to use.  We use Google Chrome.  Googles own internet browser.  Because it is software it needs to be kept up-to-date.  It isn't necesarily the best but is great with the full suite and the learners chromebooks use Google Chrome.

Being a signed in member is enormous.

Benefits - Speed, Features, Devices.

Professional Profile - Should have a professional photo and name. With your personal account this doesn't matter quite so much.

CTRL-Command-Space to open up emojis.

Chalk and Talk - Google Drive

Organise your drive

Having a folder for each year.  Within that make additional folders.

Permissions - Consider making your top level folder anyone can view (e.g. 2024)

Set sharing permisisons up for access.

You can limit certain folders e.g. assessment.  You can limit access.  This can only be at folder level not file level.

You can disable options to download, print and copy.

Search or convert docs.

Colour code your folders.

Deep Dive - Google Groups

slide link

Base level - like a group email to the members of the group.

You get a set email from google to say you're in the group.

Then you can send an email using the google group.

If you reply to an email from google groups.  You can repy using google groups or gmail.

If you reply to one it will default to EVERYONE.  So if you want to send it to one person.  Make sure you change it to just the one person.

You can be an owner, manager, or owner.

In membership settings you can select a display name.

You can also change how often you want to receive those messages.

You can use labels to group posts and emails.

Why to use Google Groups?  

Great to email parents.

Go to google groups.  Click create groups.  

Chalk and Talk - Summer Learning Journey Research

Having Initials at the start of the doc title it means as the more tabs you have up you can easily identify it.

Command-Shift-V is pasting without formatting.

Creating with Docs

Cybersmart 

Kawa of care to be understood and signed.

"If you are in the right place at the right time I will see you..."

Blogging - Tips for blogging

The Autism Project - Session 5

 8/8/25

The Autism Project 
RTLB services

Emotional Learning

Are there specific PB4L lessons or Skills Streaming we could use?

Be Good People

Pig and Elephant stories

Social learning needs to be authentic and repeated.

Using an arrow (with the timetable)

Emotions impact everything.

Big Emotions - 

Code word to go in or out, depending on where you are

In a heightened state, you cannot give them consequences or negotiate.

Behaviours of concern

Don't only affect teachers, students, 'the student', parents

<insert behaviour of concern photo>

Arc of Emotional Regulation

Behaviours of concern are in the red.

Alexithymia

Alexithymia is a personality trait characterized by difficulty identifying, experiencing, and expressing emotions, both in oneself and in others. It's often described as "emotional blindness". People with alexithymia may struggle to understand and describe their own feelings, and they may also have trouble recognizing emotions in others, potentially leading to social awkwardness. 

body heat map for Alexithymia

Visuals for teaching

large eye, ear, and heart, thinking bubble.

What does it look like, sound like, feel like? What were you thinking? 

Tantrum v Meltdown

Dr Dan Siegel's model of the brain

Upstairs Brain Tantrum - if you give them what they want their behaviour stops quickly.

Downstairs Brain Tantrum (e.g. meltdown) - overwhelmed, flipped their lid, emotionally flipped. Bring them to a state of calm before we can talk.

Feelings 

Talk more/pay more attention to the "more positive" feelings than the "more negative"

Ratio: 3:1

Feeling cards or coreboards on lanyard

Strategies

• emotional coaching/commenting/descriptive narrative.
  making observations and commenting on it.
  Notice - Name
  "I can see a big smile on your face, you must be feeling happy"
  
  "I can see you're sitting at your desk with your weighted blanket and doing your learing. You're looking calm, well done"
  
  "I can see you've grabbed your putty and squeezed it.  You look calmer."
  
  You can coach by noticing and naming other students when the focus student is around them.  When your focus student does it you NEED to NOTICE AND NAME IT.
  
  
• Mirrors
  "sorry face", learning emotions, self-care
• Visual Prompts and Cue Cards - focus on a couple for the term.  Could have a lanyard of them.
• Breathing - co-regulate with your student.  Jelly Belly Breathing.  Blowing up a balloon.  Breathing whistle. Whole class teaching on this, practice regularly.
• Puppets - could use wooden dolls, paint your own wooden dolls, and high interest dolls e.g. moana.
• Themometer
• Zones - Needs to be taught explicity, is interactive.
• Calm Down Space
• Heavy Work - Sensational Brain
• Sensory Toys (hippy stick)

Equity poster

The Autism Project - Session 4

 18/7/25

The Autism Project 
RTLB services

Strategies for Success

- I need to get going on using puppets.

- Have arrow for timetable (student to move)

Social Learning

ASD children have difficulty picking up social cues.  It can vary a lot between children.  Repetitive, restrictive behaviours.

Sound, light, proximity can be a barrier.

Core Ideas

• Social difficulties are one of the core affected areas for autistic children.
• Social challenges may appear in the first few months of life.
• One of the earliest signs is a lack of physical response.
• Find joint attention difficult.
• May pay less attention and empathy to others.
• They don't lack empathy.
• Their are subgroupings of children.

1. passive
2. aloof
3. active but odd
4. over formal and stilted

Social interactions need to be explicitly taught.

Benefits

underpins 

• relationships 
• jobs 
• coping
• is universal 
• communication
• is a "toolbox for life" 
• enables potential 
• lets you be liked and included
• removes fears and concerns
• culturally responsive
• teach through social stories and role model - related to something that is relevant

{look up friendship terrace program}

Barriers

• time
• resources
• social/cultural bias/preference
• need for patience to reinforce
• expectations of teachers
• lower acceptance of societal
• crowded curriculum
• mixed messages home/school
• success is not guaranteed unless taught in context

Descriptive commenting need to continually be reinforced.  Commenting what you want to see.  Don't withdraw them - teach in context.

{see list of 50 social skills from Paul}

Strategies to Support

• A.B.C. (antecedent. behaviour. consequence) antecedent could be motivator. consequence could be outcome.  motivator give 2 choices but student has control to pick - behaviour = participates - consequence = he can go immediately.  Consequence needs to be immediate.
• Intentional Communication.  Teacher as interpreter.  "Karen, you just need to stand back a bit so others can get to the tap."  "Freddy, Sandra would like to move over a bit to give them some space."  Being explicit to help the student get across the bridge of understanding.
• Descriptive Commenting (coaching).  "I'm noticing that you are......" 3-1 ratio.  Name it.  "Well done you are waiting for your turn."
• Visuals. 
• Multiple Opportunities to Learn
• Dramatic Play
• Social Skills Taught in an Authentic Context
• Using Books to Teach Social Skills
• Working with Like Minds
• Social Story
• Peer Mediated Social Learning.

The Autism Project - Session 2

6/6/25

The Autism Project 
RTLB services

Pasifika Fonofale Model

Strengthening relationships with parents/family is very important.

7 Core ideas of communication

1. Receptive communication - communication coming in.

1. Difficulties with auditory processing

2. Difficulties with comprehension e.g. attach meaning to words, difficulty interpreting faces etc.

2. 

3. Joint attention - ability to coordinate attention between people and objects.  Once you get joint attention you’re more likely to get compliance.

4. Symbol use - use conventional gestures and understanding and using the conventional meaning of words.  Use objects in play. Make these to communicate with Sam especially.

5. Social pragmatic skills - speaking in socially appropriate ways. (difficulties with prosody - rate, rhythm, inflection and volume -intonation-)

6. Echollalia - the repetition of words or phrases spoken by someone else.  Usually an imitation in order to communicate.

7. Unconventional behaviours - children who do not develop fluent communication skills may use inappropriate or unconventional behaviours such as aggression or self-injury as means of communication. What could I replace the wall for for Sam.

Communication Checklist

beyondautism.co.uk

PECS

Social Stories

Fringes - top of the core board.

Add more from website

Importance of Visuals - Andrea RTLB

They enhance predictability, facilitates transitions including time, and helps convey expectations.

Anxiety of not knowing is many times more than a neurotypical person.

No often means no i’m not ready yet.  Visuals help with this.

There is an Autism culture - Their normal and gravitating towards others who are like them.

Don’t have an emotional response to all the labels in your classroom.

Is your class schedule eye level?

What would be better down the board or across the bottom

Individual schedules.

Visuals need to be accessible.

• Stop interrupting, wait.

Level of symbolic functioning - 1 concrete, 2 photo, 3 pictorial

Photographs for routines.

Chunking - breaking a task down.

• Step by step (for maths do…)

Example with student 

• CAOS (communication, attention, order, system) Framework and expanded curriculum and formulate goals.

• Numicon

• Colourful semantics-oral language focus moving into writing.

• Individual schedule with a timer-importance of a timer.

The New Zealand Mathematics Curriculum years 0-8 PLD - Day 2

23/5/25

The New Zealand Mathematics Curriculum years 0-8 PLD - Day 2
RTLB

Years 0-8 PLD 

Te Mataiaho

Session 1 - Planning

Plans are not set in concrete, you can modify/be flexible.

Science of Learning in Maths PLD

• We learn best when we experience a sense of belonging in the learning environment and feel valued and supported. (Relationships with maths and communication days 3&4)
• A new idea or concept is always interpreted through, and learned in association with, existing knowledge. (Progress model & teaching sequence, day 1.  Planning & explicit teaching, day 2)
• Establishing knowledge in a well-organised way in long-term memory reduces students’ cognitive load when building on that knowledge. It also enables them to apply and transfer the knowledge.  (working memory - conceptual understanding and procedural fluency, day  1) (planning & explicit teaching, day 2, communication day 4)
• Our social and emotional wellbeing directly impacts on our ability to learn new knowledge. (Relationships with maths, day 3)
• Motivation is critical for wellbeing and engagement in learning. (Rich tasks, days 1-4)

Music reduces anxiety

If you overload their emotional state their ability to retain academic knowledge goes down. A seesaw.

Important

• Organise learning coherently
• Build conceptual understanding and procedural knowledge
• Reduce anxiety and enhance well-being
• build positive relationships with maths
• Reduce cognitive load.

Year Plan

Glow (what you're doing well) and Grow (what you need to improve on)

• all statements are covered across the year
• order units to build on each other
• make connections and combine within and across strands
• revisit and consolidate (remember when we did....)
• consider school or community events for context

Maths is EVERYWHERE ALL THE TIME

Unit Plans

• understand know do
• prior knowledge
• teaching sequences by week
• learning experiences
• language and vocabulary
• materials required
• acceleration and enrichment

Make sure there are lots of repeated opportunities

Grouping

small groups/pairs for further teaching or fluency work. Teacher or self-selected small groups.  Whole class or larger groups.

Education Counts - a rapid review of grouping practices for equitable outcomes.

Unit and weekly planning

• explicit teaching
• rich tasks
• positive relationships with maths
• communication
• acceleration and enrichment opportunities
• organising for learning

Session 2 - Explicit Teaching

Assessment to inform teaching

Notice, recognise, and respond.

• Consider a student's understanding (notice).
• Understand the concept the student is developing (recognise).
• Decide how to respond to continue progress.

The important part is DISCUSSION.

Assessment evidence

• analysing responses to a task.
• observing the procedures and processes used in a task.
• conversing with students.
• using assessment tools.

ALWAYS have MATERIALS NO MATTER THE AGE

Is it satisfying? Light bulb moment.

Picture books great for language.

Explicit teaching should be highly interactive.

Acceleration

• advances students's learning rapidly
• uses targeted teaching provided just in time
• is active, fast paced, and hands-on

[RESOURCE] Accelerating learning in oral language, reading, writing and mathematics and Learning in the Fast Lane.

• year level focus
• scaffold to enable access
• build fluency and understanding
• teach problem solving skills
• monitor progress
• flexible grouping
• relevance and engagement