Notes from Day Two of the hui
Building
Inclusive Learning experiences - Becky Keene
A lot
going on with Microsoft
Make sure
students have access to the tools they need
"Students
would rather go without than stand out. We need to move from assuming access to
ensuring access in classrooms" Robin
Lowell
Don't
always think of all the barriers - includes emotional barriers
Today's
learning tools should be:
Free
Built in
Mainstream
Non-stigmatising
Mike
Tholfsen
Write an
accessibility success on sticky notes
Write a challenge
Not
inclusive activity - if had a physical activity couldn't move, some people
didn't have materials, some can't write/spell, processing can't do that
quickly, didn't label spaces of where to put them
Some of the things we do are not inclusive at all.
Need
universal design for learning
Reading
highlighter for line focus
Run
accessibility checker on anything you use (built into all office products):
Alternative
text
Reading
order
Slide
titles
Header
rows
Text
contrast
Use Style
sets available
Get into
the habit so when you have a student who really needs it you are using it
Computational
thinking skills in Immersive reader
Decomposition
- syllabification
Pattern
recognition - sentence structure
Line
focus - abstraction
Theme
selection - algorithmic thinking
Course
taken by over 100000 educators - basic understanding of dyslexia
Writing:
Launch
immersive reader view while writing
Use
dictation
Massive
gains by allowing students to dictate
Weight
off shoulders when write. Can lift weight if the writing is an issue
Improved
spell checker in word - definitions and synonyms and also have it read aloud
Editor
in word - pulls out inclusive speech corrections - inclusivity checker
Will flag
these and ask you to change to more inclusive language
Inclusive
math:
Challenges: Dyslexia,
Dyscalculia, mobility impairments
Maths
tools in OneNote
Can use
immersive reader to read the equations as well
Can also
have practice quiz on an equation
Lots of
students will do this at home
Presenter
Coach in Power point online - Rehearsal
mode
Example: - picked up "you guys"
Report
at end of presentation
Powerpoint
captions
Especially
if you are teaching deaf students
Real time
meeting captioning in Teams is coming
Watch TV
with captioning on - need text support for some people
Translator
Multi
lingual parent nights in own language
Thought
he was doing well hiring interpreters but then a woman from Russia came and he
didn't have one. He felt he had done everything but still not enough - started
using translator
Used to
do them after the other nights- better to be real time in the moment
Having
parent nights in real time
Make some
noise about languages for here - Māori, verbal
refugee languages
Tweet to
MS translator - ask for Māori
Got
Tongan and Samoan
Zoom in -
use magnifier - figured it would be there because it's windows
Don't
know what you need until you need it
Edge
browser - try for specific things, read aloud any website with any text
Office
lens - scanner in your pocket
Seeing AI
- only on iOS
25 yr old
woman with black hair looking happy - male female/ageist
What
matters with inclusion
Agency
Differentiation
Personalisation
Expression
Inclusive
software to use:
Flipgrid
Minecraft
- immersive reader built in - press i on keyboard for reader and picture
dictionary
Immersive
reader built in to many apps now
What
matters:
No one
should have to ask for access, it should just be there
Use this
chat/tweet @MSFTEnable
Race
against the machine - Trent Ray
How do we
use tech in the classroom to build future capable learning?
What did
you want to be when you grow up?
User
experience designer - had to hire someone to know how people interact with
websites
Data
miner - can manipulate data
Social
media manager
Cloud
services specialist - 100% increase for these roles in Linkedin
Avatar
manager - look after avatars while they can't attend to them
Skills
needed to branch out of teaching:
Do
teaching for the love not the money - started a side thing of Kids Disco
Parties - had 12 Djs, over 350 parties a yr in Melbourne
Entrepreneurial
mindset
Started
Collective Education - supporting schools
Cyber
Safety Project - in schools - do a show
How to
find time in a day to do all of that
Future
exciting - lots of learning to be done
Life -
you will continue to learn
Stop
asking what they want to be but what problems do you want to solve
Making it
real
Nephew an
inventor Joshua Ray
Creative
ideas - looking for problems and way to solve them
1:1
School
How does
he use the technology at school?
The
teachers not really using the power of the tech - use for creation rather than
just consumption
If a
visitor to your school walks into a typical classroom what might we see
students doing with technology?
2009-2012
data - how much has this changed?
If asked to
develop an animation on a skill you need:
Understanding
of tech
What an
animation is? Which would be the best?
Who is
your audience? How do you best communicate?
Purpose -
how will it support?
Then why?
Move from
consumption to creation
Student -
where he will learn in the future?
Online -
too much communication, too little, distractions
Chat
quality an issue
Needs:
Technical
platforms, self regulate, communicate
Where he
will work?
When he first started working at Microsoft he was told: you know
that Microsoft is not a place you go, it's a thing you do.
Structure
to being totally flexible but really hard. Manage self, communicate and
Collaborate. Lots of challenges
What will
he do?
Bringing
together digital physical and biological systems
What is
the value of humans in a high tech world?
3D
printing:
What can
we do with one
Building
empathy - limbs
Titanium
3D printed hip
Mixed
reality -
Hololens, Virtual reality
Exported
Minecraft - export into 3D paint
AI and
machine learning:
Advancing
accessibility features
Think
about it as Augmented intelligence. Tech will become part of the biosphere.
How will it improve our lives
Talk
about ethics with young people as well
How might
we access AI to create a better world?
Software
that helps improve gender bias
AI forgood challenge - ways we can promote AI as positive
Does
every human need to learn how to code? No - but will need to know how to edit and
work with code
Check
these out - emotions API - can develop apps that can detect emotions
Age app -
predict how old you are
Really
cool and fun to play with tech
Those
that are innovators love this stuff
Does
putting a gadget in the hands of a
student automatically mean that they are engaged in learning?
How do
you expect these technology trends to impact on learning?
Won't
impact unless teachers embrace and guide and actively manipulate it to impact
learning. It won't unless teachers do something
Have to
think about the pedagogy around it
How will
it impact on cognitive thinking? Think about the calculator. Immersive reader
is reading so do we need learn to read?
If the load
of learning how to read is removed, do we need to look at deeper comprehension instead?
It's a
choice to use immersive reader
What is
it that students really need to learn?
Innovation
hubs popping up everywhere
Tinker
toys - which ones should we buy
Student
looks up on youtube how to use things
Engagement
or Edutainment - technology engages students - is it just edutainment? We need
purposeful engagement.
Why do we
want this tech in the hands of kids, then what teachers need, then spaces, then
which tech
Teachers
are in the drivers seat - need skills and mindset to do this
65% of
teachers said lack of PD was barrier to implementing STEM
1 in 10
teacher had recent PD to help students develop future capabilities
How can
we inspire educators to shape future capable learners?
What does
it mean to be future capable?
Enrol to
join the future learning academy
Evidence
how he worked collaboratively with others using tech
Integrate
tech and purposeful pedagogy
Sharing session 1 - Integrating Minecraft across yr 4-6 - Kelsie Laing and Adele Warburton
This is
your for Minecraft for play - and this is your Minecraft for learning
Benefits
Creativity
- 8 and 9 year olds so fast and can explain everything
They also
like to teach the teachers
Digital
fluency and collaboration
Training
for staff - get students to run this
Creation
not necessarily consumption
Uses 21CLD
skills: Critical
thinking, Creativity, Collaboration, Communication, Flexibility, Leadership, Initiative, Productivity, Social
skills
Sharing
devices - not 1 to one
Yr 4
examples:
Story
recreate
Multiplication
and division problems - signs and solve
Empathy
Arrays
Story
creation
Story
re-create - for literacy
Plan -
make sure they are on the tool for learning
Reading
in Minecraft is great - reading for a purpose, understanding of story as well
Set up
the world and then students get them to join your world
Teacher
dashboard - can get all to finish at once
Highlight
key words, then design a building for the family
Arrays -
different way to teach multiplication and division
"I
thought I was playing but I was actually learning new things"
Starting
to see how it is impacting their learning
Yr 5/6
Tutankahmun
- started as literacy but morphed into social science and maths
Tomb
building
Booby
trap the tomb
Clear set
of rules they co-construct together, otherwise you get a whole heap of pandas
spawning or crazy things happening. If they don't then they have whole class out for a week.
Fraction
action
Percentages
make tower with 35% of one colour
Modelling
different fractions - making fractions, ordering common fractions
Use
camera
In my
world - teleport to someone and chat with them
Can model
decimals
Roller
coaster through digestive system
Skills
you need kids said: Listening,
respect others, creative, sharing, put ideas together, have to think
about thinking
Physically
sit on hands so don't do it for them
Don't rip
up book in real world so don't destroy others work
Kids come
up with manifesto together - link of theirs going into OneNote
Minecraft challenge cards - on website
Sharing
2 - Implementing Digital Tech Curriculum - a cross curricular approach - Cathy
Quigan
Only DT kaiako in school. Doing the implementation herself
Modules
in tech/art/languages
Meeting
prog outcomes up to yr 9, Yr 10
it's an option
Brought
in microbits - Making
micropets
Why need
to change - not transferring the skills
Got CORE
PLD
Had full
staff meeting about what it was and why, then broke into smaller hubs
General
why, CT, DDDO
Digital
curriculum in other subjects
Asked for
volunteers to progress it further
"If you
don't know something about how computer systems work and how you can program
them at some elementary level, you run the risk of being programmed
yourself"
Initial
reaction was terror from staff
Got
together again and looked at how
Can
create a chatbot, build a minecraft world - need to know of other options for
assessment that cover DT curriculum
PLD in CT
and DDDO
PE
teacher in CT workshop - need a nudge sometimes
Opportunities
outside school
Codeclub
for teachers outside of school
Minecraft
in Education workshops as well
Full day
of PD for Leaders of Learning
People
from industry came in to talk - they would
employ barista over graduate
Can teach
anyone anything, but the barista can interact with people
Workshops
on CT and DDDO
Rubbish
bin - put in and spits out something useful - looking at the problem that it
would solve
Then went
into real problems
Thinglink
- put in picture, links to help people know each other
Met with
each Leader of Learning - looking at their units yr 7-10 and look at ways DT
curriculum to their units.
If it
doesn't add value there is no point adding
Many
leaders excited by the end of it
Yr 9
science - soil health - use microbits
Interactive
map
Minecraft
in Religious studies- looking
at audience and making sure it is appropriate
Lessons
Learned:
Know what
you want to achieve
Set the
change in context, be clear about why
Time to
get staff comfortable
Time to
listen to concerns - triangle, square and circle
Time to
work with small groups
If it's
not adding value, don't do it
Supporting
PE dept to write and teach them how to run orienteering unit
Not
forcing students, can still do poster but there are options
Target,
every student in yr 7-10 will engage with the DT curriculum in some way
Q - time
for leaders to get this
Has half
a unit to do this, not much time
Be good to have a
digital type of SCT - make that a position - at the moment it is anything to do with computing see
Cathy
Tied into
a COL role possible
For staff
to deliver it more important shouldn't just be Mathletics or note
taking and research
SAMR -
getting off substitution level
Making
it real with Microsoft - Challenge - Trent Ray
Practical
toolkit that teachers can pick up
Learning
canvases to help students engage
What do
you want to be when you grow up? changing to: What problems do you want to solve
when you grow up?
Prepare
them to be ready to do this
Design,
Evidence, Assess, Report 21CLD
In Aus
teachers have to report on their student's critical thinking and collaboration skills
Empathy
map
When
students are working on REAL projects what does it look like? - answer
this on empathy map in groups
If they
are going to be successful in this learning environment - what capabilities or
skills do they need?
Computational
thinking
Augmentation
Inclusiveness
- allocate roles
High
level collaborators - how are we fostering that level of collaboration
Need to
work with them to be ready for that type of learning
Self
regulation - manage self, focussed on what needs to be done
Active
listening - communication skills - respectfully disagreeing
Able to
fail - resilience - failure is a learning opportunity
Character
qualities
Speak and
listen effectively
Technical
skills - may be able to use with different things
Critical
thinking - able to critique, take on feedback and apply it
REAL
projects are opportunities to build multiple capabilities
Wicked
problems - multi faceted and multi layered
Computational
thinking - able to split into smaller parts
Young
people cannot solve global warming on their own - but could have an impact in their
local community.
How can
we break down and get students to break this down - want to be able to see the
impact.
What will
some of the wicked problems be:
Climate
change
Deforestation
Food
Employment
Nature of
humanity - AI
Wellbeing
Global
Sustainability goals are wicked problems. Can all play a role but together we
achieve more
Too big
from a class perspective
What if
we could build artificial forests? What if we could share our sustainable
energy?
Have
actionable ideas students can action in the local community. Or even look
closer to themselves.
How
authentic and accessible are your real world challenges?
How do we
connect students to problems - maybe look at the local perspective - shower too
short for his height
Not one
thing in the school that showed who was here before them on that land. Now
houses have names of people before them
Cultural
Narrative for us - can see visibly who was here before us
We have
nothing to cook with - design a local garden. Can't cook in kitchen until have
sustainable food they have grown themselves
What is
the relationship between problem solving and real world problems?
Step 1:
What is a
problem? What is a challenge
Empathy
map
Step 2:
Start
with using survey data from forms, statistics in the community
Define
the problem
Step 3:
Crazy 8s
- fold paper into 4 and can only draw - stand up to do it - more creative
Relational
diagram for critical thinking
Might
have 3 ideas but want to evaluate on set of criteria. So what idea meets all
criterias the best
Step 4:
Prototype
Small
group of participants
Solution
evaluation feedback form
Step 5 -
take action and reflect
Reflect
and progress template
These
steps will guide our design in teams
What
Microsoft tech might we use along the way?
Best
links to community
Sustainability
Innovative
tech
Wows and
wonder feedback
Came up
with the whole project in 90 mins - really enjoyed the process for this project plan
Technology
as part of the process not always the end product
Winners - plans are in the OneNote
Innovation
Group 16
- isms of the world
Problem -
low level isms of student speech - 360 immersive video to experience isms
Community
Group 4 -
melting pot
Sense of
identity - very different communities
Establishing
a community and what we share in values
Ākonga to
decide how to identify themselves and connect them together
Inspired
by who's come before us and looking at who comes after us
Sustainability
Group 9 -
turn me off
Affordable
energy
What does
it take to power a school
Student
agency on where to take this
Wrong - Fear of change, lack of flexibility, not future focussed, lack of understanding around future job opportunities
We had a question session and they outlined the trip to the USA we are doing in April. It sounds amazing. We will be visiting IDEO, the June Jordan School for Equity, have a workshop with David Clifford from the Stanford d.school and more (more details later). Very exciting!
