Day 8 Create Reflection

Today we dove into how the create task is a vital part of the learn, create, share model. It engages the students and provides creative opportunities for them. Johnathan Neeland talked about students' needing a combination of science and art education in schools which we believe we do quite well through integrating reading with Inquiry, Science, Maori History and Arts. It was great to see Naomi highlight some of my previous create tasks such as our collaborative manu tukutuku (kite) and waka, where students removed the background and then added labels for the different parts they chose. It is humbling to know that these have been used and shared as examples to our cohort. 

Creating a One-Shot Video was a challenge because recording yourself can be a daunting and vulnerable thing to do. In saying that, I thought this would be an enjoyable task that I could incorporate into our novel study, so I have also added this to our task slides to complete in week ten when we complete the second book to The Last Wild trilogy.

I enjoyed being introduced to new websites such as Craiyon, Story Board and Pixton and I look forward to implementing these into the classroom. I have planned a task using Craiyon where the students will create an image of a character from our novel study The Dark Wild. 

One of our tasks was to create a scene from the poem Te Marama written by Kelly Joseph. I used Craiyon and searched keywords that produced an AI image of the moon shining through a window. For the task, we also had to reflect on what things were different, and similar and things I liked the most about my AI image. 

I found the document below really beneficial to complete as I was able to reflect on what create tasks I have done in the past and some that I can think about including in the future.  

RPI Day 7 - Thinking

 RPI Day 7 - Thinking

We want students to have reading competency and digital competency. We want them to be able to think about what they are learning and not just typing online. Moving students into higher-order thinking by answering not only literal questions but interpretive and evaluative questions. I have created a follow-up activity that I can use in the future with my reading groups. I looked into the issue today, should girls be allowed to play in a rugby tournament. The students will look at all the different characters and give reasons for their views and thinking. People have different opinions depending on their position or situation. 

Discussing Bloom's Taxonomy highlighted lower-order thinking and higher-order thinking. I have seen in class that having bookclub like discussions where the students lead the conversation analysing and evaluating the text is very powerful. 

We want to move on from literal questions as shown below. 

I liked the look of adding some information to the vocabulary as seen below. Students can open their text with Lumin and highlight information. 

I chose the text No Girls Allowed by Victor Roger as it has social issues around gender bias. It looks at the different characters perspectives as to why they think the way they do. 

Issue: Should girls be allowed to play with boys in a rugby tournament?
Character:	Point of view:	Possible reasons:
Riley
Callum
The tournament organisers
Zac
Jody
Riley’s dad
Riley’s mum
Aunty Tiff
Archie

Good readers think about what they know and other parts of the text and they bring it together. Multi-text helps us to understand more deeply. Students synthesising at Level 3 need to show a developing understanding of ideas within, across, and beyond texts:

I like this how it is asking the student to put the word in a sentence.