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Monday, February 20, 2017

This year I am lucky enough to have support from Mark Maddren as part of the Manaiakalani Outreach programme. Today was our first session working with the children and the main focus was to introduce the children to the Kawa of Care.

The task for the session was to read critically the expectations for looking after their Chromebooks and how to use them correctly as a tool for their learning. The children needed to go through and highlight the different points using a three coloured code for order of importance. It was a great opportunity for the children to begin expressing their critical thinking and giving reasoning for their
decisions. After re-colour coding the children were required to select what they believe to be the three most important aspects of the Kawa of Care and create a DLO (Digital Learning Object) to explain their understanding of the expectation.

Mark and I spoke briefly about giving times limits on creation tasks and encouraging children to use Google Drawing and creating their own image as opposed to simply finding an image on line. These fits in nicely with two points I have been thinking about recently when dreaming up create activities for my reading lessons. In order for the task to be worthwhile I want it to be something the children will actually complete in a timely fashion, as well as, being meaningful and fit in with some of the higher levels of the SAMR model.  A task that is not given to the children for the sake of creating but enhances and/or affirms their learning. I believe it is also making sure that the tasks doesn't take more time than the learning is worth or at the expense of other learning.


An example last week was trying to come up for a meaningful create activity about an article a group of children will read about motocross. For a similar activity in the past I got the children to design their own track but I wasn't entirely happy with the meaningfulness of this task. Simon (my work husband) suggested that the children make a track using dough and then make a video explaining why they have included different aspects of the track. By filming and explaining their creation the task itself is more meaningful and enters the transformation zone of the SAMR model. Plus at a guess the children will find this highly engaging!





3 comments:

  1. I enjoyed reading your post Kate. The Kawa of Care is a great support for our learners and as you point out, provides opportunities for critical thinking in an authentic context. Learning is a purpose for creating and creating is a purpose for learning. Well done you for identifying time limits for creating!

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  2. Interesting reflection Kate, the create can have the ability to focus more on the activity and sometimes the learning can get lost in the creation eg making paper mache the learners can sometimes think the paper mache is the learning. How do you ensure the learning stays at the front when creating the DLO? Do you use success criteria or a rubric?
    I really enjoyed our discussion the other day and can see how the create in will really enhance your learning outcome.

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  3. What a great conversation you have started here Kate. It sounds like your learners are in a very fortunate space this year! I noted your phrase "making sure that the tasks doesn't take more time than the learning is worth or at the expense of other learning." and thought Gary's remark was spot on. " Learning is a purpose for creating and creating is a purpose for learning". I suspect that creating embeds learning more deeply in our DNA.
    Mark's papier mache comment made me laugh, remembering the gossip exchanged as a kid during this activity!
    Thanks for sharing this

    Dorothy

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