Literacy in History

As a history teacher, I’ve often felt the disconnect between the incredible stories of New Zealand’s past and my students’ ability to fully grasp them. They’re keen to learn, but historical texts, which are full of complex vocabulary and dense sentences, often using old or outdated words, can feel like a foreign language. I knew I needed to shift my approach from just teaching history to teaching historical literacy. In the past if I am honest I felt that my job was to teach history in terms, what happened, when and why. I would incorporate historical concepts such as source analysis, perspectives and causes and consequences. But something was missing. This year, I decided to design a targeted intervention to help my Year 9 students not just read about history, but truly understand it.

My approach was built on the principles of structured literacy, focusing on three key areas that are crucial for historical thinking: vocabulary, morphology, and text deconstruction. This wasn't about adding more work; it was about integrating powerful literacy tools directly into our existing lessons.

Being a teacher of an option that rotates 3 times a year. In Rotation 2, which ends this week, there was reading PAT data for 27 of the 35 Students. 11 Students were at Level 3 and below and 16 at 4 and above. My next class has a similar ratio - with 12 students at 3 and below and 17 at 4 and above

My first step was to ditch the simple glossaries and start with a Vocabulary Deep Dive. We started using key terms like 'colonisation' and 'sovereignty.' Instead of just giving a definition, we would explore characteristics, examples, and non-examples. This exercise forced my students to engage with the nuance of a term, which is vital in a subject like history.

Next, we began to study  word parts. When we came across a complex term like 'decolonisation,' we would break it down together. We'd identify the prefix 'de-' (meaning 'to undo'), the root 'colon' (meaning 'to settle'), and the suffix '-ation' (meaning 'the process of'). This simple activity transformed a scary, long word into a logical, understandable concept. I watched as students gained the confidence to tackle unfamiliar words by looking for these hidden clues.

Finally, I focused on Text Deconstruction. Many of the primary sources we read contained long, elaborate sentences that would trip students up. My solution was to pause and, as a class, break down these sentences. We'd identify the subject, the verb, and the key ideas, and then rephrase the sentence in our own, simpler words. This process demystified academic language and showed students how to find the core message in a sea of complex syntax.

The results have been incredibly encouraging. While it's an ongoing process, I’ve noticed a real difference in my students' work. Their written responses are more articulate, and they’re using new vocabulary with greater accuracy Most importantly, their confidence has soared. They no longer see a dense historical text as a barrier, but as a challenge they now have the tools to overcome. My classroom is no longer just a place to learn about the past, it’s a place where students are actively building the literacy skills to interpret it for themselves.

My goal for rotation three is to use the first four weeks explicitly teaching literacy. I will develop pre and post assessments in an attempt to quantify and assess the shift that the students have made.

 

2025 Inquiry

 

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Bridging the Gap: Understanding the Year 8 to Year 9 Transition in Aotearoa

The leap from Year 8 to Year 9 in New Zealand marks a significant milestone in a student's educational journey. It's a time of exciting new beginnings, but also a period of considerable adjustment. For many students, this transition into secondary school can feel like going from being a "big fish in a small pond" to a "little fish in a big pond," coupled with the complexities of puberty and an entirely new school system.

My inquiry aims to shed light on this critical period. We’re focusing on students in the Tamaki context, acknowledging that regional and demographic differences can shape these experiences.

The Problem at Hand

The shift from primary or intermediate school to secondary school is multifaceted, encompassing academic, social, emotional, and cultural changes. Students face new academic expectations, navigate larger peer groups, adapt to different teaching styles, and embrace greater independence. Without adequate support, this transition can be overwhelming, potentially impacting their well-being and academic success.

To truly understand this, we're exploring key questions: What challenges do students face during this transition? How do they perceive their own experience, and what do they feel unprepared for? What factors contribute to a successful transition, and most importantly, how can teachers and schools better support students through this pivotal time?

Gathering Our Insights

To gather robust evidence, we’re employing a variety of data collection methods throughout Term 2. We'll be using surveys and questionnaires for both Year 8 students and Year 9 teachers to capture perceptions of the transition and any challenges faced. Interviews and focus groups with Year 9 students, Year 8 teachers, and secondary school staff will provide deeper insights into their experiences and needs. We’ll also conduct observations of Year 9 students in their new environment to assess their adjustment, and encourage student journals/reflections from Year 8 students, comparing their pre-transition thoughts with their reflections once settled in secondary school.

Making Sense of the Data

Once the data is collected, we'll undertake both quantitative and qualitative analysis. Quantitative analysis of survey data will help us identify patterns in student experiences, while qualitative analysis of interviews and journals will highlight recurring themes related to peer relationships, teacher expectations, and emotional responses. This comprehensive approach will allow us to paint a clear picture of the transition experience.

Our ultimate goal, once the data is thoroughly analyzed, is to design effective interventions in Term 3. We'll then reflect on the impact of these interventions: Did students feel more prepared? Were their challenges effectively addressed? What role did support systems play, and how can we continuously improve support for future transitions? By understanding and addressing these challenges, we can help ensure a positive and successful start to secondary school for all New Zealand students.

2025 Lets go

 Hello, my name is Scott Mansell, and I am excited to reintroduce myself as the Across-CoL Manaiakalani Teacher for 2025. It’s a privilege to continue working within the education community of Glen Innes and Panmure, and I’m eager to build on my previous experiences while tackling new challenges that lie ahead.

In this role, I’m deeply committed to enhancing the educational journey for our students, particularly focusing on one key area: the transition from primary school (Year 8) to Tamaki College (Year 9). 

This transition can be a significant turning point for many students, as they move from a familiar and supportive primary environment into the wider, often more challenging world of high school.

Throughout my career, I have witnessed the positive impact that well-supported transitions can have on students’ success, not only academically but socially and emotionally as well. I believe it is crucial that we, as educators and community leaders, continuously inquire and research the most effective practices to ensure these transitions are as smooth and empowering as possible.

One of my main focuses for 2025 is to work closely with students, teachers, and whānau in Glen Innes and Panmure to understand the unique needs of our learners. I am particularly interested in the ways we can leverage technology, inquiry-based learning, and a student-centered approach to help ease the shift from Year 8 to Year 9. By working within the Manaiakalani framework, which emphasizes the importance of effective digital learning and collaboration, we can create seamless connections between primary and secondary schooling that allow our students to thrive.

Our students come from diverse backgrounds and face a variety of challenges, both academic and personal. By examining the transition process, I hope to uncover the best practices that can support them through this critical time. This involves fostering strong relationships between students, teachers, and the community while also implementing strategies that allow for continuity in learning, particularly as students move from one school to another.

Collaboration is at the heart of the Manaiakalani kaupapa. As Across-CoL Teacher, I plan to collaborate with educators from across the cluster, drawing on the collective wisdom of our community, to identify innovative and best-practice strategies for supporting these transitions. Together, we can enhance our students' confidence, resilience, and ability to take ownership of their learning.

Beyond just the academic side, my approach will also focus on the emotional and social aspects of this transition. Year 9 can be a time of significant change and challenge for students, and I believe it’s vital to support them in developing a sense of belonging and purpose as they enter Tamaki College. This could involve fostering connections between the primary and secondary schools, creating opportunities for mentorship, and ensuring our students have access to the right resources to thrive in this new phase of their educational journey.

Ultimately, my goal as the Across-CoL Manaiakalani Teacher is to create a smoother, more supportive transition that sets students up for long-term success. By fostering a collaborative, student-centered approach, I believe we can help our learners feel empowered and prepared as they move into their secondary school years.

I look forward to working with all of you throughout 2025 and making a meaningful impact in our community!

Reflection on Literacy-Focused Learning and Student Engagement

Beginning this term, my year 9 class shifted from a primarily content-driven approach to one that emphasises literacy in an engaging manner. This change was inspired by clear feedback from students, who expressed a strong desire for collaboration, competition, and fun in their learning experiences. Recognising these needs, we designed our current unit on government to incorporate these elements, leading to a more dynamic classroom environment.

One of the standout activities involved a compare-and-contrast task focused on different systems of government. In mixed-ability groups, students were required to unpack a text together, fostering collaboration among peers of varying skill levels. The competitive aspect of the task added an exciting layer, as groups vied for a prize. This structure ensured that every student had to contribute, which not only bolstered engagement but also facilitated meaningful interactions among classmates.

The results were promising. Engagement levels soared, and the reading component of the task was executed well across the board. The diverse class profile, which included students ranging from Stanine 1 to Stanine 6, allowed for rich peer-to-peer learning. Students at different levels supported one another, which created a sense of community and shared responsibility for learning. This kind of collaborative environment is essential, particularly in a class where ability levels vary widely. 

However, this term has not been without its challenges. Several pastoral incidents have arisen, including a stand down, which has highlighted the complexities of student behaviour during this transitional phase. The international literature supports the idea that transitions often lead to a decline in academic achievement, particularly as students navigate the onset of adolescence (Barone, Aguirre-Deandris & Trickett). This can be particularly impactful for certain ethnic and socio-economic groups who may experience these changes earlier and with additional challenges (McDonald, Simmons, Black & Zhou).

Given these findings, it is crucial to monitor our students' progress closely. I plan to use a variety of data sources, including PAT scores at the end of the year, to assess academic achievement comprehensively. Additionally, tracking pastoral incidents will provide insight into the emotional and social dimensions of the classroom environment. It will be essential to survey other teachers who interact with this class to gauge whether they have observed a shift in student behaviour and engagement, and to see if any changes can be quantified.

Student voice will continue to play a vital role in this process. While qualitative feedback can sometimes feel less measurable, it often serves as a valuable indicator of progress and sentiment in the classroom. I intend to implement regular fortnightly surveys to gather ongoing insights rather than waiting until the end of the term. This will allow us to make timely adjustments to our teaching strategies based on real-time feedback.

Moreover, parental input will be another critical component in understanding student experiences. By reflecting on whether students appear more settled, less so, or unchanged at home, we can better align our approaches with the needs of our learners. This holistic view of student progress—combining academic, social, and emotional dimensions—will enable us to provide a supportive and effective learning environment as students navigate this significant transition.

In conclusion, while this term has seen promising developments in student engagement through a focus on literacy and collaboration, it is essential to remain vigilant regarding pastoral issues and the broader implications of transition. By employing a comprehensive approach that includes data monitoring, ongoing student feedback, and parental insights, we can create a more inclusive and supportive learning atmosphere that addresses the diverse needs of our students

Year 9 Transisitions Part 2

The primary goals for Year 9 students at Tamaki College focus on Hauora (well-being), achieving 1.5 years of academic progress within a single year, and ensuring regular attendance. These goals emphasise the importance of holistic development, academic achievement, and community engagement during this critical transition from intermediate to high school.

A significant aspect of this transition is the formation of new relationships. Year 9 students must navigate social dynamics with peers and adapt to interacting with multiple teachers across various subjects. This shift can be both exciting and challenging. Observations suggest that these students retain a sense of innocence and friendliness, which can serve as a foundation for building new friendships and networks within the school environment.

The introduction of specific subject areas adds another layer of complexity. Year 9 students are exposed to a broader range of academic disciplines, requiring them to adjust their study habits and manage different expectations from various teachers. This diversity in learning can be enriching but may also lead to confusion and stress as students adapt to high school demands.

Additionally, the physical movement of students around the school represents a notable change. Unlike the more contained environment of intermediate school, Year 9s experience a dynamic setting where they must transition between classrooms. This increase in mobility can affect their sense of security and orientation, highlighting the need for effective guidance as they navigate their new environment.

Puberty also plays a critical role during this time, as students are not only adjusting to academic challenges but are also undergoing significant personal changes. This developmental stage can impact their emotional well-being and social interactions, making support systems essential for helping them cope with these transitions.

The integration of devices into learning environments is another noteworthy factor. Technology can enhance learning experiences but also requires students to develop new skills in digital literacy and self-regulation. Balancing the use of devices for educational purposes with managing distractions is crucial for academic success.

To address these transition challenges, several proactive steps have been taken. Meetings with Deputy Principal Russel Dunn provided insights into broader goals and strategies such as Akomanga Kaihanga for supporting Year 9 students, while observations in various classroom contexts offered a deeper understanding of student experiences and instructional practices.

Collating student voice has been instrumental in identifying their perspectives. Surveys conducted at the beginning of the year and midway through the second term gathered feedback from the same group of students, allowing for a comparison of their evolving thoughts and feelings about high school.

Students reported that college is significantly harder than primary/intermediate, with 76% feeling this way. They expressed concerns about forging friendships with peers they didn’t know and 44% were unsure if they were ready for the transition. Additionally, they noted the importance of basic numeracy and literacy skills, underestimated the variety of classes and subjects, and recognised the unexpected levels of interpersonal drama and rumours, which serve as barriers to learning.

In conclusion, the transition from intermediate to high school for Year 9 students at Tamaki College involves various challenges and opportunities. Understanding their experiences and incorporating their feedback can help educators create a supportive and engaging learning environment, ultimately aiding in their academic and personal development.

Year 9 Transitions

Transitioning from primary school to college is a significant milestone for New Zealand students, often marked by a mix of excitement and anxiety. While this change can be an opportunity for growth and new experiences, many students face various difficulties that can impact their adaptation to this new environment. 

One of the primary challenges is the shift in academic expectations. High school typically demands greater independence and self-directed learning. Students are expected to manage a more complex timetable, juggle multiple subjects, and meet different assessment requirements. This can be overwhelming, especially for those who are accustomed to the more guided structure of primary school. The pressure to perform well academically can lead to increased stress and anxiety, which some students may struggle to cope with.

Social dynamics also shift dramatically during this transition. The larger, more diverse environment of high school can lead to feelings of isolation for some students. Many experience difficulties in forming new friendships or maintaining existing ones, as social circles can change drastically. The fear of not fitting in can be daunting, leading to anxiety about navigating new social hierarchies and peer relationships. Bullying and social exclusion can exacerbate these feelings, impacting a student’s overall well-being. In addition the reality of emotional shifts caused by puberty can create further issues

My inquiry this year will focus on this transition, how are we as a Kura helping our year 9s to enter school, embracing all that they bring, to ensure success. 

In conclusion, while the move to high school is an exciting opportunity, it presents numerous challenges for New Zealand students. Recognising and addressing these difficulties is essential in supporting their journey and ensuring a positive high school experience.

2024 Here we go

 Hello! I'm thrilled to be here and reintroduce myself as your passionate Across Manaiakalani Scott Mansell. As we embark on this educational journey together, I want to share a bit about who I am and my commitment to fostering a love for history within our student body.

With a genuine enthusiasm for the past and a dedication to creating meaningful connections with my students, I aim to make the study of history not only informative but also engaging and enjoyable. I firmly believe that history is more than just a collection of dates and events; it is a rich tapestry that weaves together the stories of people, cultures, and civilizations.

My journey into the world of education began with a deep-rooted passion for history and a desire to share its wonders with others. Armed with 12 years of teaching at Tamaki College, I have honed my skills to provide students with a comprehensive and insightful understanding of the past. My goal is to empower students to think critically, ask questions, and develop a lifelong curiosity about the world around them.

One of the cornerstones of my teaching philosophy is the belief in building strong, positive relationships with my students. I understand that each student is unique, with individual learning styles, strengths, and challenges. By creating a supportive and inclusive classroom environment, I strive to make history accessible to all, fostering an atmosphere where students feel comfortable expressing their thoughts and opinions.

I am excited to be a part of the Manaiakalani community, and I look forward to inspiring and guiding each student on their academic journey. Whether exploring ancient civilizations, analysing pivotal moments in history, or delving into the stories of remarkable individuals, my aim is to instill a deep appreciation for the subject and equip students with the critical thinking skills necessary for success in their future endeavors.

I encourage students to approach history with an open mind, ready to uncover the fascinating narratives that have shaped our world. Let's make history not just a subject to study but a journey to experience and enjoy together. Here's to a fantastic school year filled with discovery, growth, and a shared passion for learning!

Collaberation

Teaching in a secondary school in Glen Innes it has become clear to me that collaboration among teachers is essential and can improve the educational experience for students. 

Collaboration does not need to be intimidating. Many believe that it can add to work load, and given how time poor teachers are, it can be resisted. However, the exchange of ideas, resources, and teaching strategies creates a dynamic learning environment that transcends individual classrooms. It also can empower students to see learning across different areas. This not only strengthens their subject knowledge but also promotes a culture of continuous learning, which is essential in the ever-evolving field of education.

 

As teachers work together, they leverage their collective expertise to enhance curriculum design, instructional methods, and student support mechanisms.

Traditionally, teachers often worked in isolation within the confines of their classrooms. It is this silo approach to teaching and learning that many students struggle with. Recently I asked a year 9 class their thoughts. Comments included “I think having a teacher works together will be more consistent because I will learn more each day”. One student even noted that “I like it when I feel that my teachers are all working together to make my learning more understandable and consistent.

While collaboration offers numerous benefits, it is not without its challenges. Time constraints, differing teaching styles, and logistical issues can hinder collaborative efforts. My advice is to start small, and informally. Even working with one other subject - English and Social Studies for instance, can be a good place to start. 

Inquiry 2023

 For many of our students, motivation and engagement are a challenge. Are we doing everything we can as educators to ensure that our students are best set up for success.

Consider a year 13 student doing 5 subjects.  Let's say each subject has 4 assessments. Each assessment is 1000 words (some are more). That's an expected 20,000 word output - the same as a postgraduate dissertation. Is it any wonder that so many of our kids are struggling to pass? Struggling to reach their true potential. And when you add in external factors

Is there an opportunity for teachers to collaberate around common topics, for example local curriculum, in order to both work together as well as make it easier for our students. Could the same piece of work be assessed in multiple ways?

Consider the following

"Collaboration amongst teachers provides the opportunity for collective ownership of the local curriculum, which in turn leads to a sense of belonging and purpose for both teachers and students. This sense of belonging is linked to improved wellbeing and achievement outcomes for students."

New Zealand Ministry of Education, 2020

"Collaboration amongst teachers is essential for ensuring that the local curriculum is tailored to meet the needs of all students. By working together, teachers can identify and address the unique needs of their students, leading to improved engagement, motivation, and achievement."

Dr. Rachel McNae, Senior Lecturer at the University of Waikato, New Zealand.

I look forward to exploring this as inquiry in 2023

2023 Goals Wishes and hopes

 Kia Ora, and welcome to 2023

I am excited to be back working in Manaiakalani as an Across Kahui Ako Teacher this year. As with 2022 my focus will be on the understanding of an the implementation of the Aotearoa Histories Curriculum. I do feel I come into the year with a greater focus and appreciation for not only the "lay of the land" but also more understanding of the opportunities that the new curriculum present both schools and learners.

I really enjoyed the opportunity to meet with teachers, with principals and with learners to grow historical understandings. A particular highlight of 2022 was partnering with Ngāti Paoa to deliver professional development for staff, students and local hikoi exploring the local area. I look forward to this continuing in 2023.

As we look forward to 2023 a particular focus will be growing understanding of the four strands of the curriculum. These are

1. Maori History is the foundational and continuous history of  New Zealand. This has been a focus in 2022. 
2. Colonisation is the central force of our history in the last 200 years. 
3. Power is at the centre of most that has happened in New Zealand History,
4.  New Zealand History does not occur in a vacuum. We are a connected country, and much of our history relates to how we have interacted with the rest of the world.

Also, in conjunction with this I want to enquire about how collaberation across NCEA subjects can reduce our workload of our students by using common learning themes and assessing them in multiple ways.

I look forward to working with colleagues and learners in 2023.

 

History Engagement

 In my time as a history teacher, and even reflecting on my time as a learner, students' experience of New Zealand History has resulted in boredom and a reluctance to learn or engage in local stories. There is a perception that “interesting” or “real” history didn’t happen locally

So as for my enquiry I decided to survey a year 9 class to determine their views on learning about local history.

Pre trip 61% felt local history was important. This rose to 87% post trip.

Pre trip 19% said NZ history was boring - 28% said maybe. This dropped to 6% and 6% maybe post trip.

There is evidence to suggest that an authentic engagement with local history via Mana Whenua lifts both student interest and engagement with the stories of the past. 

This is backed up by research overseas 

The merits of teaching local history: Increased place attachment enhances civic engagement and social trust

So now the challenge is to grow the learning beyond the trip itself into the classroom

Need to conduct some student interviews re their views on Local History in more depth

"Ka mua, ka muri" is a whakatauki that many will know means "walking backwards into the future" - the idea we should look to the past to inform the future.

There is emerging evidence that local historical understanding can build community pride as students become more aware of their local community.

Last day of the DFI

 Today was the last day of my journey attending the Manaiakalani Digital Fluency Intensive.

Our focus at the start of the day was on empowerment. Unfortunately many of the whanau of our learners exist with a lack of empowerment. This has been made worse by two years of Covid lockdowns and restrictions. Unfortunately that is reflected in many of the social statistics in modern Aotearoa. The challenge is to combat this and many of initatives that manaiakalani have are designed to combat these.

Our attention turned to the future of technology. In particular what does this mean for our young people. The world is shifting particually around the area of automation. Theere are break through technologies around the world such as Elon Musks' star link and even in New Zealand companies such as rocket lab are changing the dynamic as to what is possible. Increasingly, Robots are replacing humans and changing industries such as agriculture and manufacturing. The development of these technologies means that is crucial to have a conversation about whose world view is reflected in these platforms. Awareness is crucial of any biases that may exist in terms of Artificial Intelligence.

We were joined by some amazing year 6 students from Point England Primary who showed us real life examples of how the Manaiakalani Learn Create Share Kaupapa is embedded in their school on a daily basis. They were amazing ambassadors for their school.

An opportunity to explore coding software is always fun and I am going to challenge myself to find opportunities to use in my classroom.  The afternoon was spent exploring applications such as scratch to develop our coding skills. It was a lot of fun and I can see how students would enjoy engaging with this technology.

The DFI has been an amazing learning experiance and I feel more equipped as a teacher with my digital technology skills and look forward to embbedding this in my practice.  

Devices Day

 Day 7 of the DFI continued with a focus on Devices. Getting the opportunity to connect using the devices that our students use. 

Dorothy kicked things off remotely from Christchurch with a brief on ubiquitous learning. We have all become familiar with this as a result of the covid lockdowns and the need to learn remotely.  The idea of this is that students can have the barriers of time removed. The students can chose when to engage with their working. Students are empowered to extend learning at a time that works for them. It also enables students to live local and learn global. Students can learn at their on pace. Manaiakalani initatives such as the summer learning journey have shown that learning opportunities outside the traditional school day have shown to improve outcomes for students. 

We were then given an opportunity to use Chromebooks to explore their functionality. It was great to experiance how they operate and the various keyboard shortcuts. It is similiar (but different!) to the macbook that I am familiar with. We also got to experiance using a whiteboard style app on an Ipad which I can imagine is particually engaging for younger learners.

In the afternoon session we build a workspace - and learned how to make it engaging for learners. You can view it here

Getting comfortable building sites

 Day 6 of the DFI was all about google sites. 

The underpinning idea of the Manaiakalani kaupapa is the concept of Rangitamiro - being connected. The Manaiakalani Kahui Ako is a connection of different schools, primary, secondary, catholic, Kura Kaupapa and special schools. Since 2015 Manaiakalanai has expanded to involve schools from all around New Zealand. This collaberation allows for streamlineing of things like PLD. Manaiakalani runs a number of PLD connecting schools together - an example of which is the Secondary Connects that run once a term. 

Sites allow for Visible teaching. Dr Rebecca Jesson notes that if learning is visible, learning can be enhanced. There are 5 affordances of the Learn Create Share pedagogy in a digital learning environment. 1) Engagement. 2) Teaching conversations 3) Cognitive challenge. 4) Visibility and 5) Scaffolding.

There are a number of purposes of the learning site. It is a one stop hub for learning. It makes learning ubiquitous. It allows for rewindable learning. It personalises learning. It provides for visible planning and teaching. It allows parents and whanau to engage with the learning of students. It provides an overview of the learning ahead and it also, obviously, allows for distance learning while needed. Google sites allow for consistency across learning levels in schools. It is important that the sites being created have visual appeal and functionality to both engage and make it simple for students to engage with their learning tasks. 

We were given the time to explore a number of learning sites. It was good to experiance sites as a visitor and think about what works and what doesnt. This is useful for planning my site with a view to the user experiance. Following this, we shared our sites and got feedback.

We were then given the rest of the day to work on our own subject sites   

Collaboration

 Day 5 of the DFI begun with a focus on visibility. Can the learning been seen or not? Visibility for the learners is crucial, particularly in a post-Covid environment. Visibility for whanau is crucial. But also visibility to other teachers to allow for collaboration and the sharing of ideas. Teachers should consider the default setting of their learning to be "visible to anyone with the link"

We then turned our focus to Multi Modal modes of learning. The purpose of this is to engage learners in a variety of different ways, harnessing technology. Our class sites needs to be both differentiated and inclusive for our learners. This can help with diversification. A useful site can help with the engagement of our learners. Our sites need to be created in such a way so as to entise learners into their learning. It should reflect the current learning in the classroom. It is, essentially, the shop front window to the learning. 

A multi modal site should have personalised learning using the UDL framework. What engages one learner may not necessarily engage another learner. This will help with cognitive engagement of students. Designing Learning with the end in mind to get accerlated achievement. Site design needs to be framed from a pedagogical perspective.

We were given the opportunity to browse some learning sites that are examples of best practice. For me I like sites where the learning is clear and there is more than one way of the information being displayed. Following this we started to create our own site, and learnt how to create links and use the button feature on google sites.

For the afternoon session we spend the afternoon creating a multi modal site based on critical reading skills. Click here to view the result   

Dealing with Data

 Day four of the Digital Fluency Intensive kicked off with reflections on what is working well and what people need more help with. It does seem as though people are embracing the learning into their classroom practice and their daily lives.

From that we focused on the third element of the Manaiakalani pedagogy - Share. Share has become an integral part of our lives and sites such as youtube have allowed Share to occur on a wide scale. Social Media apps such as Facebook and Twitter have enabled (and commercialised) the human compulsion to share. Share is not constrained to online however, students will always look for opportunities for the human connection and using the ability to share.

Underpinning the idea of share is the concept of Audience. Students can share with each other, the school, the local community of even globally. Authentic audiences are audiences who make the choice to actively chose to view the content that is being created. Blogging is a great way for students to share their content with the globe. John Hattie notes that the feedback ability of blogging is a powerful enabler of learning for students.

Moving on to our focus for the day of Data, we looked at Google Forms. Forms are a great way of collating data, with a number of different question formats. We were given the opportunity to create our own forms. 

Google My Maps (as opposed to Google Maps) is a really cool new app that I was introduced to. I can see a lot of applications for my class - and I have created my own map (see below). Check out the cities I have been lucky to visit with my wife. 

From here we moved onto google sheets. I feel pretty comfortable with sheets but did learn about options to filter options. This tool enables data to be accessed by the users to be specific to their needs. For example if you had a class set of data and wanted to view boys reading levels, you would be able to do this automatically. There is so much functionality within Google Sheets including the ability to lock data inputting, viewing edit history and the ability to Split Data to columns.

For our afternoon session we took our learnings on google sheets to analyse a students blog. See below the chart that was created based on the analysis of a students blog at Point England School. It is clear that this student likes to blog a lot in the middle of the year, and that 2020 (COVID!) had a massive increase in blogging.