WEEK 14 - LEADERSHIP - DESIGN THINKING IN LEADERSHIP

• Before: View the video 'Design Thinking as an Educator'
• In Class: Evaluate one of the elements of the TMLBU Design thinking process, record your thoughts and publish to the Google+ Community with the #designthinking and #phasename hashtags (e.g. #ideating or #testing etc.)
• In Class: Choose one of the Mindsets related to Design Thinking.View the video from http://www.designkit.org/mindsets of that mindset and write down reflections and goals about why and how you could rehearse that mindset as part of your LEADERSHIP 2 plan.
• After: Could Design Thinking help you to design your LEADERSHIP 2 Change initiative or how to lead it?

WEEK 14 - DIGITAL - DESIGN THINKING IN THE CLASSROOM

• Before: Bring 5 useless items in class, such that you would love to upcycle. We'll use those as prototyping materials.
• In Class: Complete a Design thinking challenge
• After: Consider ways in which design thinking can be used to enhance students' 'real-world problem solving' abilities.

WEEK 13 LEADERSHIP - TEACHING AS INQUIRY

• Before: Investigate the Teaching as Inquiry model you use in your school/kura
• In Class: Plan the focussing inquiry phase of a teaching as inquiry project
• In Class: Analyse assumptions and thinking underlying some sample teaching as inquiry questions
• After: Make sure to keep your 'Teaching as inquiry' plan safe, so that you can reflect and possibly build on it on the RESEARCH part of the course

WEEK 13 - DIGITAL - INQUIRY LED LEARNING

• Before: Prepare for next week's session by sharing the model you (or your school) use for Inquiry learning. Add it to the shared slides at: http://tinyurl.com/inquirymodels (as a picture, text or links)
• Before: If possible, download and install mBlock (version 3.2.2 for Windows from http://tinyurl.com/TMLmBlock or version 3.2.1 for Mac from http://tinyurl.com/TMLmBlockMac) to your laptop. Once installed please do NOT update the software to the latest version!
• In Class: Decide, as a class, what inquiry model you will adopt for this week’s activity and make it visible
• In Class: Apply the chosen inquiry model to the question "Will robots/AI reduce the need for human teachers?"
• In Class: Program a robot
• After: Revisit the shared slide deck and see if there are any useful inquiry models that would work in your context.

WEEK 12 - LEADERSHIP - INNOVATIVE LEARNING EXPERIENCES

• Before: Prepare for next week's session by gathering survey data about how teachers and students feel about their learning spaces. Please fill in the form and, if possible, ask your class to fill in also: http://tinyurl.com/yourlearningspaces. You may have to guide younger students, perhaps do it as a collaborative class activity?
• In Class: During the Station work / In-Class flipping choose at least one of the Leadership focused stations (1, 3 and 5)
• After: As mentioned on the Station 5, maybe your LEADERSHIP 2 assignments change initiative involves changes into the learning spaces? If so, look at the Station 5 materials in detail.

WEEK 12 - MAKER MOVEMENT

• Before: View the '3D Printing in Education / Catalyst to Learning' video, and consider how might you use 3D printing in your teaching? If possible bring a laptop and mouse to the weekly session. You can also choose to download Sketchup for your computer before the class.
• In Class: During the Station work / In-Class flipping choose at least one of the Digital and Collaborative learning related stations (2, 4 and 6)
• After: Glance through the stations materials and consider if there is some that you would like to do after the class by yourself?

WEEK 11 - LEADERSHIP - AGILE AND SERVANT LEADERSHIP

• Before: Read the excerpt from Greenleaf's essay on 'Servant Leadership' and look for links to your own experiences of leadership and followership
• In Class: Reflect on self-organising teams and leadership with the ball point game improvement kata
• In Class: How might this experience offer insights into how the teams you operate in at school (can) self-organise?
• In Class: Apply agile leadership concepts to your school's planning processes. Present your ideas as a digital artefact and upload it to Google+ community
• After: How could you apply agile leadership to a change initiative?

WEEK 11 - DIGITAL - AGILE BASED LEARNING

• Before: Prepare for the lesson by viewing the video ‘Lean Education’, which discusses how lean concepts from manufacturing and the software industry might be applied to education.
• In Class: How would you rewrite the agile manifesto to apply to teaching and learning?
• In Class: What does planning process look like in your school?
• In Class: Create user story cards, use the 3 'c's and add them to a Trello board
• After: Reflect if Lean digital tools, such as Trello, could help you in your practice or upcoming assessments?

WEEK 10 - LEADERSHIP - ENTREPRENEURIALISM & CROWD FUNDING

• Before: Go to Pledgeme and view how crowdfunding works. Can you find any education related pledges? What makes them appealing?
• In class: Play Marketshare – A game to support the development of entrepreneurial skills (HB will have Frances visiting instead)
• In class: Fill in The Mind Lab by Unitec Lean Form with your own DIGITAL 1 Innovation. Share with a peer and critique together.
• After: In what ways you or your school has encouraged the development of business skills, budgeting or entrepreneurship? In what ways these activities could be enhanced for greater understanding?

Go Pledgeme was an interesting site.
I found that there were heaps of education crowdfunding related pledges
Some were interesting 

Te Whare Hukahuka o Tangaroa incubator business - education for iwi to grow their businesses
what is the difference - Maori philosophy... idea that it must benefit other people

Lean canvas as a planning tool

Social Lean Canvas

Tom's Shoes

WEEK 10 - DIGITAL - REAL WORLD LEARNING & CROWDSOURCING

• Before: View 'An Interview of Riley, the Young Ocean Explorer' and consider are your assessment practices real world learning based? Think about: How could we use our students’ real-world (in/outside school) learning experiences as proof of their learning? Publish then an example of an inspiring #realworldassessment to the G+ Community. It can be yours or someone else’s, and if you don’t have a story to share you can comment on those others have published.
• In class: Share stories on what sort of Have you tackled Real World Problems with your students? Or what have you heard others have done? #realworldproblemsolving and/or How have you educated for enterprise? Any Start-ups? #educationforenterprise
• In class: Try a digital tool that might help you or your students to get started on a new real-world problem solving project?
• In class: Analyse real world data and give feedback in G+ Community with the #zooniverse and #nameoftheproject
• After: Reflect in what ways could the problem solving in your practice be more real-world based? How could you help your students to find their passion? Could you also contribute to Wikipedia?

The Ocean Clean Up

Crowdfunding - time constraints

Think about rewards to give to those people who give you $$

WEEK 9 - LEADERSHIP - MULTICULTURAL AND INTERNATIONAL PERSPECTIVES

• Before: View the 'PISA - Measuring student success around the world' video to learn what the results are based on.
• In Class: What are your daily Rituals, Relationships and Restrictions? A very different picture of your life in local context, of your identity as a set of experiences, may emerge.
• In Class: Think about which local communities do you belong to? Which do your students belong to? Are they same as yours?
• In class: Participate in an online Quiz about Finnish Education System – using Kahoot!
• In class: Think about how do you define an Education System’s success? What do you think success means on a personal level?
• Reflect: Would Cultural Intelligence be one of the factors you want to focus on in the future? Or could the change initiative you want to plan in LEADERSHIP 2 be even a nation wide?

WEEK 9 - DIGITAL AGENCY, ASSESSMENT & ENGAGEMENT

• Before: Familiarise yourself with the rubric that Harry Walker has developed to evaluate the quality and effectiveness of an app in terms of how it may impact on student achievement. Use the rubric to assess a formative assessment related tool you could use in your classroom.
• In class: How would you define agency?
• In class: Make a blog post or web site where you explain to the wider audience your analysis of assessment. Post link to G+ Community.
• In class: How would you define engagement?
• Reflect: Do you measure what you value? Do technologies present new opportunities for drawing out and leveraging student agency? How did you plan to assess in your DIGITAL1 plan. Could the student assessment/agency aspect of that plan be ones to criticize on?

What (Digital, Collaborative, Engagement, Diversity and/or Student Agency related) parts of my assessment practices am I wanting to change in my assessment practices and why?

Our group came up with this 

What we are proud of....
- Opportunities to collaborate (sharing ideas especially across different year levels)

What we would like to change....
- diverse opportunity for students to submit work, students are given choices - using different media and tools; and allowing for more student agency in relevant ways (real-life experiences)
- Focusing on the engagement of our students during assessment

Paige, Alex, Sam, Keri and Veronica
#howweassess #aucklandsouth #millamadeusdoit

WEEK 8 - LEADERSHIP - LEADING CHANGE

• School Vision Statement

Our Vision (When our students leave our school they are)

Productive and contributing citizens practicing our values showing our principles in the way they learn, achieve and interact confident in their identity, language and culture

Coggle Introduction - This is a great way to mind map

In class: Critique the 'principal's letter' from the perspective of change management (Didn't do in class)

Collaboratively create a change management strategy for a topic of your choice
Change Management Strategy

After class: Ideate how could you use these suggested models and theories in your LEADERSHIP 1 and 2 assessments?

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WEEK 8 - DIGITAL - 3D MODELLING AND PRINTING

• Before class: Watch the Tinkercad Tutorial Video and bring (if possible) a laptop with a mouse to next week’s class
• In class: Work with Tinkercad to create a tool
• In class: Work with SculptGL to experience clay style 3D modelling
• In class: Work with Tinkercad to design something that could revolutionise your classroom
• After class: Try out a 3D modelling tool with your class

Tinkercad Tutorial

WEEK 7 - ONLINE & DISTRIBUTED LEADERSHIP

• Before: Take the 7 step Twitter Challenge! There is 1 for new users and 1 for users who may have already had a go at tweeting
• In Class: Use Twitter to find tweets that are relevant to your change initiative.
• In Class: What is a wicked problem that you have in your practice? Create a mess map on a sheet of A4 paper
• In Class: How many Jellybeans are in the jar? Individually add your answer to the google form. Do do not share your guess with others. Answer on http://tinyurl.com/TMLJellyBeans
• In Class: What is Distributed Leadership?
• In Class: Using your mess map, analyse where distributed leadership might apply.
• After: Reflect on what ways could you use Online discussions in your classroom.

7 Step Twitter Challenge taken!

I haven't been a prolific twitterer or tweeter or twit! LOL.

I bowed to my mother's insistence and joined Twitter about 3 years ago, but I haven't done anything for a few years.

My mum, who is in her 70's, is always tweeting etc and I crack up at her all the time. How up with the play is she aye?!

So time to upgrade to the Twitter world again for me.

I am following the #MindLab educators.

I have searched for growth mindset and will search for leadership theories in the next few days.

WEEK 7 - DIGITAL - ONLINE ENVIRONMENTS - BLENDED LEARNING

• In Class: Collaborate and respond to the questions re Flipped Classroom - post responses on Google+
• In Class: Explore the four rotation models of blended learning.
• In Class: Create a lesson for your students using Blendspace, TEDEd or Edpuzzle
• After: Reflect how you could incorporate a Flipped or Blended approach into your classroom. What tools could you use, who could you collaborate with to make it easier?

Flipped Learning video : 

There is so much going on in my brain about how to implement flipped learning and how to turn it into reality. 

There are some road blocks at the moment with no devices, no internet for whanau at home, and integrating the Quick 60 resources (my sole Literacy programme). 

Growth mindset would have me add on the roadblocks statement with 'yet' and I am excited about the possibilities for learning for my children. 

WEEK 6 - LEADERSHIP - THEORIES AND STYLES

• Flipped preparation (required): Read through the Leadership Assessment 1 rubric.
• In class: Choose a leadership theory, identify key aspects and present a set of resources.
• In class: Complete a leadership styles questionnaire.
• In class: Create three images that portray emotional intelligences.
• In class: Provide official student feedback on the first five weeks of the programme.
• After class: Consider how you might harness a number of different leadership theories in leading a change initiative involving multiple stakeholder groups.

WEEK 6 - DIGITAL- CONNECTED LEARNING AND CONNECTIVISM

• Flipped preparation (required): View 'The Essence of Connected Learning' video and complete: "In my school 'connected learning' means ..."
• In class: Define connected learning in your school.
• In class: Create a representation of your thoughts around using connected learning with your students
• In class: Create a visual presentation of your colleague's learning network.
• After class: Reflect on ways in which you might design learning to incorporate connections and networks, rather than being siloed in learning areas and year groups.

WEEK 5 - LEADERSHIP - DEVELOPING A GROWTH MINDSET

• Reflect after (optional): Reflect on how you think a growth mindset could affect the change initiative you investigate in your LEADERSHIP 1 assessment.

I spent the weekend completing Assignment 1, had left no time to prepare for the week ahead. So at lunchtime (only 35 minutes) I watched, watched and watched. Didn't take notes, so will have to re-watch and take note.

Did the Mindset Quiz - Came out with a mostly growth mindset... For someone who has had a mostly fixed mindset in the past - this was most certainly a surprise... Perhaps I am finally letting the good stuff in. I wonder if I took the quiz again whether I would have the same result.  http://tinyurl.com/tmlmindset 

Sam, Indira and I critiqued the growth mindset resources together and we came up with the Angry Birds analogy. We looked at the fixed mindset phrases we could use and the growth mindset phrases we could use. We played with plasticine, vivids, markers, pipe cleaners, glue sticks and coloured paper. We really thought about what we wanted the video to look like. I got onto making the Angry Bird faces, while Sam and Indira chose the phrases. We used i-movie. Upon reflection we didn't really master the Stop Motion thing. I hadn't installed any suitable apps on the i-pad prior to coming to class. NOTE to SELF: Really read the NEXT WEEK's tasks, so that I can be prepared. 
Here's our video SouthSide Crew's Growth Mindset Video

Reflection: 

WEEK 5 - DIGITAL - COMPUTATIONAL THINKING

• Flipped preparation (required): View the TED Talk by Linda Liukas 'The poetry of programming'
• In class: Pair programming - Use Scratch to create and evolve shapes
• In class: Pair programming - understand the Scratch drawing context
• In class: Apply computational thinking to real world problem solving
• Reflect after (optional): Reflect how and why would you use Computational Thinking in your classroom?

Really enjoyed Linda Liuikas's talk - took heaps of notes. I think because I teach 5 and 6 year olds I could relate on some level to what she was talking about with Ruby's book. It resonated with me how she linked practicing pattern recognition with conjugating French irregular verbs, following a sequence of symbolic commands with loops inside of them with knitting, I had to take photos while I was watching this video as I didn't want to forget her message.

 OMG - I love SCRATCH! I love SCRATCH even more after pair programming with Sam. We taught ourselves so much

WEEK 4 - LEADERSHIP - RESEARCH INFORMED PRACTICE

• Flipped preparation (required): Do another group's activity (#samr or #tpack) then rate it against a SAMR/TPACK rubric. Write your feedback, justifications and ideas to the Google Doc as comments.
• In Class: Complete Google Form: Educational Researchers
• In Class: Complete Google Form: How useful is research to you?
• In Class: Explore Reference Manager Tools.
• Reflect after (optional): Reflect on how leading a research team might be similar to / different from leading a teaching team

WEEK 4 - DIGITAL - COLLABORATIVE, CONSTRUCTIONIST, CONSTRUCTIVIST

• Flipped preparation (required): View the video 'Top 10 Learning Theories for Digital and Collaborative Learning'
• In class: Use the video on the portal 'Top ten learning theories' and / or online resources to identify aspects of collaborative, constructionist and constructivist learning in the activity you have just completed.
• In class: Use the ITL Rubrics for ‘Collaboration’ and ‘Use of ICT skills for learning’ to assess the level at which these 21st Century skills have been addressed by this activity. Discuss ways in which the activity might be adapted, using principles of collaborative, constructionist and constructivist learning, to address these 21st Century skills at higher levels on the relevant rubrics.
• In class: Work collaboratively to use computer coding and electronics to create your own personalised musical instrument

MAKING MY 21C SKILLS VIDEO

That was so much fun... NOT the videoing myself part, but the actual creation of a text, a video, making a movie using i-movie, then editing, adding some start slides and music even. I consider myself quite clever now. LOL 

It took a while to really settle on the script as I had so much to say and only 3 minutes to say it all in. Then I discovered at the end that my video was over 3 minutes long... a NO NO... so back to the editing suite I went.

Then it took over an hour to upload to YouTube. OMG - I thought I'd lost it. No stress - it is there somewhere, somewhere!

Ta daaaaaa! Here is is

Keri's 21stC Skills Learning Journey