Student Summit Blah
Tuesday, September 15, 2020
Tuesday, August 18, 2020
Book Creator
What I know about Book Creator:
On this website you can create your own book. You can add sound, pictures, text and drawings. It connects to google so you can also search up images from the internet to help your story.
Here is the link to a book I created.
What do you think I could add to my book creator?
Wednesday, July 22, 2020
What Makes a Good Comment? Read this to find out more!
Today in Cybersmart we have been working on identifying what is a good comment and what is a not so good comment. Good comments have a greeting, positive, thoughtful, helpful and ask a question. We also learnt a new shortcut - control, alt, m = write a comment on a google tool. The shortcut helped us complete the task we had to do.
Today I worked with Mr Matai. You can see his blog here.
For today’s task we had to collaborate (work in pairs) to read and create comments on comments that have been written on blog posts. We had to give the comment a thumbs up or a thumbs down depending on whether it was good or not. Then we had to leave a comment letting you know why we thought that.
I think that Mr Matai and I worked really well together, we talked about what we thought and had very similar ideas.
What do you think a good comment needs?
Wednesday, June 10, 2020
Quality Blog Post: All About Me Drawing
Hello Readers,
During Cybersmart last week we were learning about copyright. I learnt that we need to have permission for the images we use online. For this task we used the explore tool and also photographs from a website called Unsplash. We had to fill in the boxes to explain more about us. Here is the link to the slide show that helped me with my learning.
During this task it was really hard to make the photos fit into the boxes. We had to crop them and try hard to not stretch the photos. To crop an image you double click it so that instead of the blue squares you end up with black lines. These lines allow you to make the photo smaller without stretching it.
A lot of the images I have used in this post can be found on the website Unsplash (click on the word to be taken to the site).
Thank you for taking the time to read my post!
What is something you have learnt about me by looking at my DLO?
During Cybersmart last week we were learning about copyright. I learnt that we need to have permission for the images we use online. For this task we used the explore tool and also photographs from a website called Unsplash. We had to fill in the boxes to explain more about us. Here is the link to the slide show that helped me with my learning.
During this task it was really hard to make the photos fit into the boxes. We had to crop them and try hard to not stretch the photos. To crop an image you double click it so that instead of the blue squares you end up with black lines. These lines allow you to make the photo smaller without stretching it.
A lot of the images I have used in this post can be found on the website Unsplash (click on the word to be taken to the site).
Thank you for taking the time to read my post!
What is something you have learnt about me by looking at my DLO?
Wednesday, March 18, 2020
For Room 5
2020 Teaching Notes- Smart Learner
The Big Ideas: Understanding the Kawa of Care, being a digital native (shortcut keys, knowing your drive, understanding that what you do is online and can be accessed from any device, hapara is what teachers use to help keep you smart online).
The Pedagogy
Learn
Create
Share
Multiple sources of information
Scaffolding for success
Student agency / choice
Differentiation
A chance to synthesis the learning
Being original
Collaboration
Understand how to use your chromebook to collaborate with others (working on a shared doc)
Participate in positive and supportive ways online
Lesson ONE - Whole Class
Learning focus - Shortcut keys, taught through the creation of an animation.
What is an animation? (Watch clips of Mickey and Flipbook) Ask students to think about how the author created the video or moving image.
When and why would you use one for learning? (To tell a story or make a point in an interesting way)
Downside to an animation = time it takes to create
What you need to know to make one… Copy (control + c), Paste (control + v), Duplicate (control + d), Undo (control + z), how to change the background, how to insert and image, and how to add a shape.
Student task -
Create a blank slide in their Cybersmart folder (They will need to locate their drive and their folder OR they can move it once it has been created by using the little folder icon next to the title) .
Rename the slide ‘Their name Animation’.
Change background
Give title to the animation on the first slide
Add slide to begin storytelling on
Insert a character
Teacher prompts - How are you going to… ?
Make your character move from one side of the page to the other
Make your character move away and then towards the screen
Make your character do a flip
Things you could create an animation about - your journey to school this morning, something you did over the christmas break, a meal you ate or made, something you enjoy doing in your spare time, something that tells us something about you.
🤩🤩Level up by - Adding speech or story sentences (think about how long you will need to read the text and duplicate the exact slide at least 5 times).
🤩🤩🤩Level up by - Drawing or tracing your own images in google draw and then using these in your animations
Lesson TWO - Group Teaching Kawa of Care 15mins a group, Independent work on animation.
Learning focus - Shortcut keys, taught through the creation of an animation. Kawa of Care.
Recap - Shortcut and animation learning
“Today we are moving into a different kind of Cybersmart session. You are going to be split into three groups. When you are not with the teacher you will be working either in peers or independently.”
Key parts of the ‘Kawa (Protocol) of Care’ that relate to students are the top section ‘Responsible Use Agreement’ and ‘User Conditions - when using and moving your chromebook’.
Students not with teacher are continuing with animation from Lesson 1 today is their last opportunity to get this animation finished.
Group session:
Lay images of damaged chromebooks on table or display on the screen…
“Looking at these images of damaged chromebooks, I want you to discuss with the person next to you: What happened to the chromebook? Think about which part is damaged and how it got damaged in the first place.” Share back an idea from each group.
Have any of you heard of the Kawa of Care? (Have a printed out version to display) Why do you think schools and teachers created a Kawa of Care?
There are two sections which were created for students to agree to, that will ensure that their Chromebook does not get damaged. They are the ‘Responsible Use Agreement’ and ‘User Conditions - when using and moving your chromebook’.
In peers - look through this document and Highlight the sections:
Talk with your buddy and decide which ideas are:
- ‘Really Really Important/Critical for people as well as for devices” highlight these YELLOW
- ‘very important’ - highlight these GREEN
- ‘obvious when working with technology’ - highlight these BLUE
Remember that to highlight a sentence click three times.
Students will need to:
Create a copy
Share to their buddy
Put the copy into the correct folder
While students are working in peers take the time to have extended learning conversations (5 back and forward) with a couple of groups.
Next week we will be using the yellow ideas to create an animation.
Lesson Three - 3 groups - same peers as last week.
While students are not with the teacher working on “Shortcut Speed Test”. This is a speed test of your skills vs your buddies working on a collaborative document. It builds on the content some students went over in Term 4 2019, as well as, the newly acquired skills.
Once/If students have completed the shortcut challenge they can give feedback to each other on their animations. Give feedback by telling your buddy two things you like about their animation and one thing that they could improve on.
Group session:
Last week we looked at the Kawa of Care document… remind me why we did that?
Today we are going to take one of the ideas from the document and work independently to create a storyboard of it.
What is a storyboard?
When and why do we use one?
Paper or computer? (Your choice) Make sure you have some printed copies.
Students will need to:
Create a copy
Put the copy into the correct folder
Pick one idea to create a storyboard
Get their storyboard checked off by a teacher
Create an animation based on their storyboard
While students are working, take the time to have extended learning conversations (5 back and forward) with a couple of students.
Lesson Four - 3 groups - same peers as last week.
While students are not with the teacher working on their Kawa of Care animation.
Group session:
How well do you know your chromebook? Today we are going to focus on the keys that make the Chromebook and google unique. Knowing what functions your device has will help you go faster!
Think about what keys you already know as you move through this slidedeck (make a copy)
Slide 2 model using Find Bar, highlight keywords using highlighter tool.
Slide 3 read text and focus on buttons
Slide 4 Position the labels to show the location of these keys on your keyboard. Take some time to practise using each of these keys.
Slides 4,5 & 6 explore interactives. Discuss how the author uses a combination of text and animation to engage and support the reader.
Lesson Five - 3 groups - same peers as last week.
While students are not with the teacher working on their Kawa of Care animation.
Group session:
Blogs the gadgets and what they mean - Go through this slidedeck. Encourage the students to look at their blog and ask questions about what they are seeing…. This lesson should be driven by what students want to know and discuss guided by the slidedeck.
Complete the blog form about your blog, bookmark it etc.
Lesson Six - 3 groups - same peers as last week.
While students are not with the teacher working on Posting to their blogs
Group session:
Images online - who owns them, unsplash and google drawing.
Who do you think owns the images online? The images online have a thing called copyright. Who has heard of that before? What do you think it means? Watch the video here.
Using images that are copyrighted is stealing. So we need to make sure that we are being smart about how we use images online. There are some images that the author has allowed to be shared in the public domain. This means that anyone can use them. They have the copyright licence C0 and are labelled for reuse by anyone. Of course when you get older, even images in the public domain should be referenced at the end of your work (This is something I would expect of Year 6+).
Show/Tell/Explain - The best way to get an image that is in the public domain (C0) is to use the tool explore in our google docs, drawings and slides. Or you could always Draw, Take a Picture or Create an image yourself!
Go through this slide deck. Support students to make a copy of the student version and place in the correct folder. (Teacher note: that the link from the slide deck will take students directly to a prompt to make a copy - this is cutting out a step and is quicker for work flow… show how to do this)
Slide 7& 9 - students search using google images and the explore tool.
Slide 10 + - students are completing challenges for images.
Lesson Seven - 3 groups - same peers as last week.
While students are not with the teacher working on Completing the work from the previous week - slide deck and About Me Image.
Group session:
Images online - moving images - creating a gif…
Students may have already experienced what a GIF is in their own environment so ask them to explain what they think it is… See if they can make the connection between the animations that they have been making and a GIF.
The real difference between an animation and a GIF is the length of time and number of slides used. Typically a GIF will share one simple idea on repeat in contrast an animation will tell a story. GIF’s are great for explaining how to do one thing on a computer, share one math idea, make a joke etc.
Students should have an example that they can turn into a GIF from week 1. Just a simple animation of a character moving from one side to the other. This will be a great starting place. Get students to open the animation from week 1 so that they can search for the title. Follow the steps on the slide deck (slide 2). Once students have mastered this with a simple already created animation they can then move on to creating one like the Teacher example slide deck for math.
Teacher will need to ensure students know a math strategy that they can share.
Students will need to open a blank slide in the Cybersmart Folder and create a sequence to show how they solve a math problem.
The Big Ideas: Understanding the Kawa of Care, being a digital native (shortcut keys, knowing your drive, understanding that what you do is online and can be accessed from any device, hapara is what teachers use to help keep you smart online).
The Pedagogy
Learn
Create
Share
Multiple sources of information
Scaffolding for success
Student agency / choice
Differentiation
A chance to synthesis the learning
Being original
Collaboration
Understand how to use your chromebook to collaborate with others (working on a shared doc)
Participate in positive and supportive ways online
Lesson ONE - Whole Class
Learning focus - Shortcut keys, taught through the creation of an animation.
What is an animation? (Watch clips of Mickey and Flipbook) Ask students to think about how the author created the video or moving image.
When and why would you use one for learning? (To tell a story or make a point in an interesting way)
Downside to an animation = time it takes to create
What you need to know to make one… Copy (control + c), Paste (control + v), Duplicate (control + d), Undo (control + z), how to change the background, how to insert and image, and how to add a shape.
Student task -
Create a blank slide in their Cybersmart folder (They will need to locate their drive and their folder OR they can move it once it has been created by using the little folder icon next to the title) .
Rename the slide ‘Their name Animation’.
Change background
Give title to the animation on the first slide
Add slide to begin storytelling on
Insert a character
Teacher prompts - How are you going to… ?
Make your character move from one side of the page to the other
Make your character move away and then towards the screen
Make your character do a flip
Things you could create an animation about - your journey to school this morning, something you did over the christmas break, a meal you ate or made, something you enjoy doing in your spare time, something that tells us something about you.
🤩🤩Level up by - Adding speech or story sentences (think about how long you will need to read the text and duplicate the exact slide at least 5 times).
🤩🤩🤩Level up by - Drawing or tracing your own images in google draw and then using these in your animations
Lesson TWO - Group Teaching Kawa of Care 15mins a group, Independent work on animation.
Learning focus - Shortcut keys, taught through the creation of an animation. Kawa of Care.
Recap - Shortcut and animation learning
“Today we are moving into a different kind of Cybersmart session. You are going to be split into three groups. When you are not with the teacher you will be working either in peers or independently.”
Key parts of the ‘Kawa (Protocol) of Care’ that relate to students are the top section ‘Responsible Use Agreement’ and ‘User Conditions - when using and moving your chromebook’.
Students not with teacher are continuing with animation from Lesson 1 today is their last opportunity to get this animation finished.
Group session:
Lay images of damaged chromebooks on table or display on the screen…
“Looking at these images of damaged chromebooks, I want you to discuss with the person next to you: What happened to the chromebook? Think about which part is damaged and how it got damaged in the first place.” Share back an idea from each group.
Have any of you heard of the Kawa of Care? (Have a printed out version to display) Why do you think schools and teachers created a Kawa of Care?
There are two sections which were created for students to agree to, that will ensure that their Chromebook does not get damaged. They are the ‘Responsible Use Agreement’ and ‘User Conditions - when using and moving your chromebook’.
In peers - look through this document and Highlight the sections:
Talk with your buddy and decide which ideas are:
- ‘Really Really Important/Critical for people as well as for devices” highlight these YELLOW
- ‘very important’ - highlight these GREEN
- ‘obvious when working with technology’ - highlight these BLUE
Remember that to highlight a sentence click three times.
Students will need to:
Create a copy
Share to their buddy
Put the copy into the correct folder
While students are working in peers take the time to have extended learning conversations (5 back and forward) with a couple of groups.
Next week we will be using the yellow ideas to create an animation.
Lesson Three - 3 groups - same peers as last week.
While students are not with the teacher working on “Shortcut Speed Test”. This is a speed test of your skills vs your buddies working on a collaborative document. It builds on the content some students went over in Term 4 2019, as well as, the newly acquired skills.
Once/If students have completed the shortcut challenge they can give feedback to each other on their animations. Give feedback by telling your buddy two things you like about their animation and one thing that they could improve on.
Group session:
Last week we looked at the Kawa of Care document… remind me why we did that?
Today we are going to take one of the ideas from the document and work independently to create a storyboard of it.
What is a storyboard?
When and why do we use one?
Paper or computer? (Your choice) Make sure you have some printed copies.
Students will need to:
Create a copy
Put the copy into the correct folder
Pick one idea to create a storyboard
Get their storyboard checked off by a teacher
Create an animation based on their storyboard
While students are working, take the time to have extended learning conversations (5 back and forward) with a couple of students.
Lesson Four - 3 groups - same peers as last week.
While students are not with the teacher working on their Kawa of Care animation.
Group session:
How well do you know your chromebook? Today we are going to focus on the keys that make the Chromebook and google unique. Knowing what functions your device has will help you go faster!
Think about what keys you already know as you move through this slidedeck (make a copy)
Slide 2 model using Find Bar, highlight keywords using highlighter tool.
Slide 3 read text and focus on buttons
Slide 4 Position the labels to show the location of these keys on your keyboard. Take some time to practise using each of these keys.
Slides 4,5 & 6 explore interactives. Discuss how the author uses a combination of text and animation to engage and support the reader.
Lesson Five - 3 groups - same peers as last week.
While students are not with the teacher working on their Kawa of Care animation.
Group session:
Blogs the gadgets and what they mean - Go through this slidedeck. Encourage the students to look at their blog and ask questions about what they are seeing…. This lesson should be driven by what students want to know and discuss guided by the slidedeck.
Complete the blog form about your blog, bookmark it etc.
Lesson Six - 3 groups - same peers as last week.
While students are not with the teacher working on Posting to their blogs
Group session:
Images online - who owns them, unsplash and google drawing.
Who do you think owns the images online? The images online have a thing called copyright. Who has heard of that before? What do you think it means? Watch the video here.
Using images that are copyrighted is stealing. So we need to make sure that we are being smart about how we use images online. There are some images that the author has allowed to be shared in the public domain. This means that anyone can use them. They have the copyright licence C0 and are labelled for reuse by anyone. Of course when you get older, even images in the public domain should be referenced at the end of your work (This is something I would expect of Year 6+).
Show/Tell/Explain - The best way to get an image that is in the public domain (C0) is to use the tool explore in our google docs, drawings and slides. Or you could always Draw, Take a Picture or Create an image yourself!
Go through this slide deck. Support students to make a copy of the student version and place in the correct folder. (Teacher note: that the link from the slide deck will take students directly to a prompt to make a copy - this is cutting out a step and is quicker for work flow… show how to do this)
Slide 7& 9 - students search using google images and the explore tool.
Slide 10 + - students are completing challenges for images.
Lesson Seven - 3 groups - same peers as last week.
While students are not with the teacher working on Completing the work from the previous week - slide deck and About Me Image.
Group session:
Images online - moving images - creating a gif…
Students may have already experienced what a GIF is in their own environment so ask them to explain what they think it is… See if they can make the connection between the animations that they have been making and a GIF.
The real difference between an animation and a GIF is the length of time and number of slides used. Typically a GIF will share one simple idea on repeat in contrast an animation will tell a story. GIF’s are great for explaining how to do one thing on a computer, share one math idea, make a joke etc.
Students should have an example that they can turn into a GIF from week 1. Just a simple animation of a character moving from one side to the other. This will be a great starting place. Get students to open the animation from week 1 so that they can search for the title. Follow the steps on the slide deck (slide 2). Once students have mastered this with a simple already created animation they can then move on to creating one like the Teacher example slide deck for math.
Teacher will need to ensure students know a math strategy that they can share.
Students will need to open a blank slide in the Cybersmart Folder and create a sequence to show how they solve a math problem.
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