Week 10 Term 2: Manaiakalani: ITSE Live 2024 Conference Denver Colorado: Review Part ONE (July 01 - July 05)

 ITSE Live 2024

The ITSE Live Conference is a space for educators from all over the world to come together and learn new strategies and be introduce to new technology that they can use in the classroom. It is an opportunity for educators to learn from experts, other educators and those who are leading in their respective field in Education and Technology. The ITSE Live 24 Conference was help in Denver, Colorado this year. I had the privilege of attending the conference alongside 4 of my colleagues - Mr Dunn (SLT), Ms George (SLT), Mr Tuaru-Temu (BOT) and Mr Moyes (HoLA PE) - as well as a large representation from the Manaiakalani team. I am super grateful for this opportunity! 

Here is the Part ONE of my review for ITSE Live and the learnings that I was able to capture. Part ONE will detail Sunday June 23 + Monday June 24 + Tuesday June 25 + Wednesday June 26 at ITSE. 

My post will detail: 

1) Summary - A summary of what workshops I went to each day, the keynote speaker notes that I record and a brief summary of the workshop

2) Takeaway - My takeaway from the workshop that I enjoyed the most. 

2) Next steps - What are the next steps that I would like to action OR if there is no action plan, what is the learning from it OR what questions do I have to help me form my next steps/action plan. 

SUNDAY JUNE 23: Mainstage + Keynote speakers

Opening night @ the Mainstage @ ITSE Live 24 Denver, CO

Summary: The opening for ITSE took place on Sunday June 23. We had three keynote speakers who presented on the Mainstage

1. Lyla June Johnson
2. Richard Culatta
3. Sinead Bovell

Their presentations all followed a similar theme - the power of technology and how we can use technology in a meaningful way that empowers and reaches all demographics, audiences and communities. Lyla June Johnson's presentation was on that I was specifically drawn and one that I resonated with. Lyla acknowledged indigenous peoples, specifically the Denali people. She acknowledge all indigenous peoples and how they are "first technologists" and that "the greatest technology that the indigenous people carry is their compassion for the earth, their respect for the earth and their responsibility for the earth". 

Takeaway: My takeaway from this is that indigenous peoples are awesome. Their experiences and the value that they bring to the world, the communities that they live in - abroad and at home - is gold. I was particularly moved when Lyla said that "the wealth disparity is more important than technology." She continued that "we can have all the latest gadgets and top technology but if poverty still exists, if inequity in Education is dividing the opportunities for young people - the technology means nothing." 

Next steps and/or Questions: What can I do to bring in texts (oral/written/visual) that focus on indigenous people's and their impact on technology?

MONDAY JUNE 24: Workshops! 

Workshop @ ITSE Live 24 Denver, CO

Summary: I went to four workshops today, they were: 

1. We Love You Here: Reducing Chronic Absenteeism
2. Don't Fear the Data Viz: Intro to Google Looker Studio
3. Boost Literacy skills with AI Powered Reading Progress + Reading Coach
4. Google for Education App Hub

The workshops that I particularly enjoyed and felt that I could take something back meaningful into my own class and school were workshop number 1 (We Love You Here: Reducing Chronic Absenteeism) and workshop number 3 (Boost Literacy skills with AI Powered Reading Progress + Reading Coach).

Takeaway: Please see my takeaway for workshop number 1 (We Love You Here: Reducing Chronic Absenteeism) and workshop number 3 (Boost Literacy skills with AI Powered Reading Progress + Reading Coach). 

We Love You Here: Reducing Chronic Absenteeism - There were a few gems that I took from this workshop. I loved that there was a big focus on building TRUST with families and students in the hope that this will help them engage with schools and curb absenteeism. The system built is grounded in TRUST and the were four key steps that was shared that they have used to help reduce chronic absenteeism which are 1) Honor history (get to know the school community, families and work from a place of truth to heal and not place blame) 2) Increase family communications (start building positive and meaningful engagement with parents to bring them on board) and 3) reframe attendance issues to ENGAGEMENT and center the approach from this place. 

Boost Literacy skills with AI Powered Reading Progress + Reading Coach - I was really impressed with Microsoft's Reading Progress and Reading Coach program. My positive takeaway from this workshop was meeting with a colleague from Manaiakalani (Mrs Anderson from PBS). She shared a similar program that they are using at their kura and then we discussed what we can do with the current literacy tools/strategies and online apps that we are using already and making it reach what the Microsoft program reaches. 

Next steps and/or Questions: Review the system in place for absenteeism within my Whanau group and see what I can do better, what needs to go and what needs improving and then implement what I have learnt from Dr Shardae's workshop. Also get familiar with www.readworks.org and see if it has a place in our already stacked literacy program. 

TUESDAY JUNE 25: Keynote & Workshops! 

Workshop @ ITSE Live 24 @ Denver, CO

Summary: Here is a summary of the two sessions that I really enjoyed today. 

1. Keynote Speaker - Ethan Mollick
2. Setting Clear Expectations when Writing with AI

I really enjoyed the Mainstage keynote speakers today, particularly Ethan Mollick. He was very honest and real about the reality of AI generated learning and how we should embrace it even if we feel ill-prepared. I enjoyed the two options in how we as educators can approach AI. I enjoyed Alex McMillan's workshop (Setting Clear Expectations when Writing with AI). He provided some great resources that can be implemented straight away. 

Takeaway: Please see my takeaway for the keynote speaker (Ethan Mollick) and Alex McMillan's workshop (Setting Clear Expectations when Writing with AI). 

Ethan Mollick - “The only way to shape it is to use it!” I really enjoyed his message. He was very honest in that there are really two options when it comes to AI. As educators we either return to the basics, skirt around AI and use it when we want to be creative with our lesson planning (which is not a bad thing) or we can be transformative and use it in a way that is meaningful, fun and creative with our students. There is a fear that as teachers, we do not fully understand the capability of AI. Mollick encouraged the audience that that is OK. We are learning as we go and he encouraged us to 1) Experiment with AI 2) Dive into it and 3) Shape what we learn so that it makes sense for us. 

Setting Clear Expectations when Writing with AI - This was an awesome workshop. Alex spoke about the impacts of clear expectations in general and explained that clear expectations have a positive impact on student's wellbeing, their engagement in class, attendance and motivation in the class. He provided three writing processes that we can use that state clear expectations to students when writing with AI. Here is a link to the presentation and writing processes that he created - Alex McMillan: Setting Clear Expectations when Writing with AI Presentation (Canva)

Next steps and/or Questions: I want to use Process B with one of Junior classes (probably Year 9 English) in Term 3. I want to use it for our film study unit. I want to check in with management first to see what our school policy is on AI. 

WEDNESDAY JUNE 26: Workshops! 

@ Gemini @ ITSE Live 24 Denver, CO

Summary: The workshop that I went to today that I loved and really enjoyed was 'The Gemini Experience'. I really enjoyed this session as it was informative and interactive and we went through the four key areas that Gemini has to offer: 

1) Lesson Planning

2) Grading & Marking 

3) Differentiating & Personalizing

4) Emailing

We looked at each area and how Gemini can be used as a tool for teachers with lesson planning, grading student work, personalizing content and lessons for students and crafting emails. We discussed and reflected on the times that we spend on each area WITHOUT Gemini and then we gave it go through Gemini. We saw how much time is saved when we use Gemini. 

Lesson Planning @ Gemini @ ITSE Denver,CO

Takeaway: My takeaway from this workshop is that this is awesome. I really want to use it in my own practice. I know that this is going to be so useful and helpful especially in my roles as HoLA (Head of Learning Area) and as a Dean. I am excited to share this with my colleagues and in particular my English Department. 

Next steps and/or Questions: My next steps is to use this more and try and work on refining my prompts so that I can maximize Gemini to get exactly what I want without any time loss. 

I look forward to reflecting on the second half of my time at ITSE in Part TWO where I will comment and reflect on my experience at ITSE overall. 

Week 9 Term 2: Teacher Practice: NCEA Level 1 English Term 2 Unit: Reading 4 Update (June 24 - June 28)

My previous posts have outline the NCEA Level 1 English Term 2 unit, the readings that we have covered and the pre/post reading activities that the students have done. Please see the links below for my reflections on our journey so far with Term 2 unit 'Our Stories and Our Histories (through poetry)'. 

Alby's Blog Post Entry (19/05/24) - An overview of our Term 2 unit 'Our Stories and Our Histories (through poetry)'. 

Alby's Blog Post Entry (09/06/24) - Reading No.1 - Jacinda goes to the Pacific Forum in Tuvalu and my family colonizes her house

Alby's Blog Post Entry (16/06/24) - Reading No.2 + Reading No.3 - BLM and Covid in the time of Priminiscinda

We are now at the final stage of the reading and content learning of the unit. In this stage of the unit, the students have already read through three poems from Avia's 'The Savage Colonizer Book' and have completed the reading logs for each text. At this point, the students have collectively read through each poem, discussed the poem and completed the reading log for each poem. We have also spent time looking at the context for each poem. Now that this is done, the students can walk into the next stage confident in how to unpack the poem, identify language features and understand the context for each poem. I will briefly outline what the next phase will look like for the fourth poem. 

Fourth Text from 'The Savage Colonizer Book'

I will give the student's a fourth poem from Avia's collection. The poem that I have selected is 'Massacre' which details the Christchurch Mosque attack in 2019. The students will read through the poem and complete the reading independently. I will not teach or read the text with the class as the student's have already got the skills through the readings/study from the first three poems. The students will read through the poem on their own and complete the reading log on their. 

Fourth Text Context

Pre reading task

In understanding the context, I have created a document with links to articles and news clips that detail and outline the Christchurch Mosque attack. Each link has a set of questions (the same set of questions for each link) that the student will answer once they have read and/or viewed the video. The purpose of this document is help support or even develop the student's understanding of the context of the poem 'Massacre'. The most important part of the fourth text is that the student will read it, study it, unpack and close read it independently. 

Next Steps

• Monitor student work of 'Massacre' through the reading log
• Introduce the accompanying assessment: 91924
• The student's will use a text of their choice as the primary text for 91924 (they will choose from the four texts that we have looked at in class but I will try and direct them towards Massacre) 

Week 8 Term 2: Teacher Practice: NCEA Level 1 English Term 2 Unit: Reading 2/3 + Post Reading Update (June 17 - June 21)

101ENG E reading logs for Term 2 Unit 'Our Stories + Our Histories (through poetry)'

In my previous post, I documented and reflected on the progress that we have made with the Term 2 unit  for our new NCEA Level 1 English program 'Our story and Our histories (through poetry)'. In the unit we are covering three poem's from Tusiata Avia's 'The Savage Colonizer Book' and the first poem that we covered and that I reflected on in my last post was 'Jacinda goes to the Pacific Forum in Tuvalu and my family colonises her home' - you can see my reflection here - see Alby's Blog Post Entry (09/06/24) In this post I am going to document and reflect on the two poems that we covered in Week 6 and Week 7 which are BLM and Covid in the time of Priminiscinda. 

BLM

READING

After the reading of the first poem, the teaching of the context and the reading log - I asked the students to read BLM on their own. I thought that they were ready to venture out onto their own as we had an intensive course around the first reading and reading log. I found out quickly that the student's still needed guidance with independent reading, so I asked them to read it on their own and then write down their initial thoughts and first impression into their workbook. I then read through the poem a second time and asked the students to find the following language features imagery, pronoun and repetition. 

From here a few video clips from youtube that looked at the BLM movement in New Zealand, the controversy around NFL play Colin Kapernick and the North American far-right, neo-facisit militant organization Proud Boys of America. 

Click on the link to access the link to the BLM Protest in NZ video

Click on the image to access the link to the video 'Who are the Proud Boys?'

Click on the image to access the link to the video of Kapernick

I selected these three clips as I believed it gives great context into some of the points and references that Avia has made in the poem. It helps the students to understand the context around the repeption of 'I'm holding my knee to his neck' (Kapernick) and 'My ancestors standing behind me' (Proud Boys of America). Context is key and the videos (linked below) are helpful resources to give context to the students when they have read through BLM. 

READING LOGS

The students worked through the reading logs and I was really impressed with what they recorded as it it showing me that they are starting to understand how 'context' helps to develop language use in any space but especially in the context of 'The Savage Colonizer Book'. Please some of the great takeaways from my student's reading log for BLM. 

Understanding the Context - In Aotearoa the BLM movement was embraced by many. There were peaceful protests as response to the killing of George Floyd by a police officer in America. New Zealand were very supportive because of the similar treatment and discrimination that the indigenous, Pasefika and other communities in Aotearoa have experienced. Specifically the Dawnraids and land dispute wars. 

Language Features - The language features that the students identified and that they thought were effective in the poem are: 

• Repetition - 'I’m holding my knee on his neck'

• Imagery - 'White knights in a long line behind me', 'Kneel like a prayer full of lynching' and 'Crushing the head of the black man'

• Pronoun - 'My ancestors standing behind me White knights in a long line behind me I’m holding my knee on his neck This is the way that we do it'

Getting Critical - For this part in Getting Critical, the students believed that the system (justice system) and the discrimination within the organization and especially towards minority communities were now being exposed. Communities are now in a place where they have had enough of the injustices and they want justice for the innocent lives. 

Covid in the time of Priminiscinda 

READING

We read the poem three times. The student's read through the poem twice (independently). I read the last reading with them as a class. It took a while for the students to get their head around the text. They knew all about COVID and the Alert Level system but in terms of Avia's writing point of view - they were unsure if she was writing from her perspective as a poet or the perspective as a mother. It was a long read and quite complex but the student's enjoyed it. 

READING LOGS

Understanding the Context - We watched a news clip from 2020 (TVNZ) of the Alert Level System change. The clip was helpful in that it reminded the student's of the Alert Level System to which Avia references throughout the poem.

Click on the image to access the link to the video of COVID in NZ

Language Features - In our third reading, we went discussed the language features that we think were used effectively. 

• Anecdote - The references that Avia used in the text of stories that happened during COVID, we thought were effective as it helped to bring a strong sense of reality to the reader. It is a reminder to the reader that COVID was real and that it impacted many people - "remember those who have fallen: the Anzacs and the Covid cluster down the road at the Rosewood Rest Home." This is a common language feature that Avia has used throughout her poetry in the collection. 

• Imagery - The imagery of Jacinda being seen as a strong powerful presence, a pastor like image is seen through the use of imagery that Avia has used when she says "I’m waking up at five in the morning and I’m thinking maybe Jacinda has become my Krishna Hare Jacinda" referring her to the Hare Krishna.
• Hyperbole - Everything was heightened during COVID, the over exaggeration of how everyone was responding to the alert levels and the restrictions that it put in place is reflected in the poem when Avia says "Pak’nSave with six zillion other people."

• Repetition - The use of repetition in the poem is used effectively as it helps to reflect how people felt during the Alert Level Lockdown in 2020. Everything was quite mundane and repetitive. This is reflected when Avia writes "I’m telling myself: Shop normally shop normally shop normally."

• First Person Narration - We are able to get a sense of how Avia, as a mother, poet and Pasefika woman looking after two generations (daughter and elderly mother) during COVID. We see this when Avia writes "I am Jacinda I’m plugging myself in to the TV and turning the volume up" and "I’m asking my eighty-six-year-old mother to ring me half an hour before she comes into the same room as me and my daughter, so I can disinfect: the light switches and the door knobs and the cupboard handles." 

Getting Critical - For this part in Getting Critical, the students were confident in expressing the distress both in the social and political landscape in Aotearoa during COVID 19. In particular the divide in Aotearoa - with people who were against the Alert Level System and just wanted their freedom. With others who were for it and supported the government's decision. 

GOING FORWARD

• Recap on the texts and revisit 'getting critical' for each poem. 
• Go through the Post Reading Document - each student to complete by the end of Week 7
• Start looking for a fourth text from the collection. The student's are to read it, complete the reading log independently - this text will be the primary text for their assessment. 

Week 7 Term 2: Teacher Practice: NCEA Level 1 English Term 2 Unit: Our Stories + Our Histories (through Poetry) Reading 1+ Post Reading Update (June 10 - June 14)

This term for our NCEA Level 1 English program we have been working through our term 2 unit 'Our stories and our Histories (through poetry)'. In my previous post I documented on what the plan is for the unit and what each phase will look like. Please my last post detailing the outline of the unit here - see Alby's Blog Post Entry (19/05/24). Since the post, we have covered the following tasks in the unit: 

• Pre Reading Exercises (A Year in Review 2020 + the Stuff article on Tusiata Avia)
• Pre Reading Exercises for Pacific Forum 2019
• Read through two poems from the collection that are a part of our workbook - Jacinda goes to the Pacific Forum in Tuvalu and my family colonizes her house
• Working through the reading log for the poem Jacinda goes to the Pacific Forum in Tuvalu and my family colonizes her house 

I want to give a brief review on how the term 2 unit Our stories and our Histories (through poetry)' is going so far. 

PRE READING EXERCISES

Post reading for 'The Savage Colonizer Book' poem 1

The pre reading exercises was a good introduction into the 'context'. The students were around Year 5 or Year 6 when the Pacific Forum and COVID 19 took place, so their lens and perspective on the events was that of a young child. Revisiting both events through the pre reading exercises was a good move in that it almost reintroduced the events to the students. Particularly the Pacific Forum in 2019, most of the students did not know what it was about so reading the background information on what it was centered around was helpful in supporting the student's understanding. I was not expecting the students to fully understand the nuts and bolts of each event but I wanted them to see what it was and have an understanding on what it entailed. 

READING

The first poem that when looked at was Jacinda goes to the Pacific Forum in Tuvalu and my family colonizes her house. Going into the first reading, the student's had some idea on what the event was about but I will admit that Tusiata Avia's poem on it (the title alone) threw them off a little bit. We read through the poem 3 times with breaks in between and some light discussions on what the poem is about. After each reading I spoke to the students about their first initial response and it took them a while to get their head around the text. After the second reading we started to talk about the language feature of 'tone' and they were able to identify that Avia's 'tone' was built on sarcasm and frustration. 

Language features we discussed as a class

We discussed three language features that stood out from this poem which were tone, anecdote and symbolism. Identifying language features that were used well was the hook that I used to get the students engaged. The students then underlined examples of tone, anecdote and symbolism that they thought were used well. They were particularly interested in Avia's use of 'anecdote' in her writing that helps to tell her story and it helps to give her story weight. In particular they loved the anecdote that she used where she describes the crisis that many students in Tuvalu were facing as a result of climate change when she writes "And the school kids have to sit cross-legged in their classrooms up to their waists in seawater, but they still wear their uniforms proudly with that lovely shiny black hair that Island kids have" Avia mentions the Ihumatao protests - again another event where my students had little understanding of. So during the reading, we had to read up on it and understand what it was. 

My take away from the first initial reading is that understanding the 'context' with this particular text (and the text as a whole) is so important. It gives a deeper insight into Avia's frustration and dark humor that she uses in her storytelling to talk about how colonization has forced indigenous and minorities to fight for things that is rightfully theirs. I think that I will need to go through the context again so that the student's understand it and see how important it is to the text. The context of climate change, Pacific Forum 2019 and Ihumatao has influenced the language used to craft the text and the text as a whole body of work. We have just started BLM - which I will document in my next post. 

READING LOGS

101ENG E working through the reading log

We have spent three sessions on the reading logs. I walked through each part of the reading logs with the students to ensure that they knew how to complete each section. The reading logs is a good way to collect evidence from the text, reflect on the text and how the context shapes the language in the text. I went through each part: 

101ENG E working through the reading log 

Understanding the context - which asks the students about the context in the text and what the author's take on it is (as seen in the text) then adding evidence to support what their interpretation is. The context that the student's understand and can identify is 

• Pacific Forum 2019, Climate change (Referring to the references to Tuvalu and sea levels (a quote from the poem that references this is "similar to Tuvalu where their prime minister is sitting on the roof of his house")
•  Ihumato (a quote that references this is "They’re walking around and sitting down and taking over the village. Ihumatāo village.")
• The media's questioning of Jacinda Ardern's leadership (a quote that references this from the poem is "It’s a crisis all right, but it’s also tiring and Jacinda goes back to her house which she paid for out of her prime minister money")

Language Features - finding language features that were used effectively - which is where they bring in examples of: 

• Tone (Avia's sarcastic tone towards Jacinda's privileges')
• Anecdote (stories of the Prime minister of Tuvalu having to sit on the roof on his own house whilst doing press conference)
• Symbolism (the symbol of 'the house' referring to the land of Ihumatao) 

Getting Critical - discussing how the events surrounding the text have influenced the text in itself. The student's and I discussed that what this text is telling us about the times, circumstances, society and politics at the time that the text was crafted is that: 

• Aotearoa New Zealand particularly the Maori community were frustrated with the lack of support from the Prime Minister. 
• Pacific nations were in a crisis with Climate Change and world leaders, whilst it appeared that they cared, were able to have their privileges even though their neighbors were suffering. 
• Indigenous peoples were/are in a crisis with land ownership and with their homes being destroyed by climate change yet leaders and the colonist system could not support them. 

GOING FORWARD

• I want to continue this same pattern for the next two texts that we will look at from the collection - BLM and Covid in the time of Primeminiscinda
• Document the same process

Week 6 Term 2: Samoan Language Week 2024 (June 03 - June 07)

 VAIASO O LE GAGANA SAMOA: Samoa Language Week 

Totara House Au Siva 2024 

The Ministry of Pacific Peoples released this year's theme for Samoa Language Week, 'Tautua i le alofa, manuia le lumanai (serve in love for a blessed future)'. MPP explains the theme in more depth where they write:  

"The 2024 theme for Samoa Language Week is 'Tautua i le alofa, manuia le lumana’i – Serve in love for a blessed future'. This theme derives from the overarching Language Week Series theme for 2024, 'Sustainability'. What does the phrase ‘Tautua i le alofa’ mean? 

The concept of tautua focuses on the phrase – “Serve in love”. Love is the driving force of service. No matter what service looks like or who is doing it, service is accomplished through the power of love. This year’s theme aims to clearly express the significance of service that is founded on love. Tautua can only be achieved through consistent development. Similarly, the maintenance of language is also achieved through service - through our values of love, respect, and especially in the vā fealoa’i (respectful relationships) that protect Samoan people. 

Service begins in the family and continues in schools, villages, churches, in our communities and countries. Service is a practice that is not exclusive to certain people or ages, but rather, a process that begins at childhood and continues into adulthood. Our ongoing mission is the collective preservation of identity for our children into the future." 

Tamaki College Samoan Language Week Assembly 2024

I love this year's theme. In this post, I will reflect on what this year's theme means to me as a faiaoga (teacher). 

TAUTUA I LE ALOFA, MANUIA LE LUMANA'I: Serve in love for a blessed future

FAIAOGA: Teacher

Polyfest Rehearsals March 2024

Leadership in the context of fa'asamoa is more than just a label, title or responsibility. It is all about action and it is all centered around service. Tautua is service and as a teacher, I believe I have been called to serve my school, students and wider community. Tautua is a concept that is centralized in all aspects of fa'asamoa starting within the family, village, extened family, church and wider community - the idea and concept of tautua (service) is one that is an expectation that we as a community align ourselves to. All of this stems from alofa (love) - we serve because we love who and what we are serving whether it be our families, the wider village, our church community and wider community. I carry this with me as a teacher in all that I do in my classroom, as the Head of Learning of English and also as the Dean of Totara House. 

TAMAITI AOGA: Student

Totara House Au Siva 2024

As we do not teach Gagana Samoa at our school, we have found other ways to tap into the culture. Performing arts specifically through Polyfest is a vehicle that we use to introduce, explore and celebrate Gagana Samoa. The students love taking part in all of the Samoan group performances and we try to open this experience up to the whole school. The language is both verbal, visual and physical - regardless of where our students sit with knowing the language or not - having a space where they can see, hear it, perform to it, learn it and embrace it - is something we celebrate and value. This year we held our annual House Siva Samoa Dance competition for Samoan Language Week. Many of our Polyfest students returned to take part in the event and we also had a number of students from the wider school body who did not participate in the festival but wanted to take part in this school House event. It was encouraging to see our tamaitiiti aoga from across all year levels and across all cultures (Tonga, Cook Island, Fijian, Argentinian, Filipino) all take part in the event. This was their tautua (service) in celebrating Gagana Samoa. 

Totara House Au Siva 2024

Tautua i le alofa, manuia le lumana'i is a theme that resonates deeply with me. Not just a faiaoga but also as a matai, husband, father, son, brother, cousin and uncle. I believe that the pathway to leadership is through service - o le ala i pule o le tautua. I believe that service is something that we are all called to do whether we are in leadership positions or not Service is our act of helping, supporting and loving on others. Manuia le vaiaso o le Gagana Samoa!