A little about me...

Kia ora!
My name is Juliana Treadwell and I have the privilege of being a part of the MDTA 2016 crew! During my first year of this course I will be a part of an awesome year two/three class at Tamaki Primary School with my highly knowledgeable mentor Sally Barlow. I'm super pumped for this crazy adventure and through this blog I hope you can live and learn vicariously with me and enjoy the experience as much as I am!

Friday, 25 November 2016

"Never stop learning because life never stops teaching" - Unknown.

Today we were set the task of creating a site that could act as a digital Curriculum Vitae. Initially I assumed it was a fairly simple task that would't take too long, however turns out we have done a lot of learning this year!

The learning journey that I have come along this year:


  • A range of apps that I have become competent at using:




  • Google Sites experience:



  • Professional and class blogs: 



  • Movies and animation creation: 



By completing this CV it gave me a chance to reflect upon what I have learnt this year and how much I have developed my digital skills.  I look forward to being able to use these digital skills in my own class next year and continue to develop each of these skills!

Friday, 11 November 2016

"Technology gives the quietest student a voice" - Jerry Blumengarent



Today we had the 9th annual Manaiakalani Film Festival. It ran from 9am-9pm at Silva Park Hoyts, across three theatres including the massive Extreme theatre. As MDTA's our job was to organise each school coming through making sure they made it to the right theatre at the right time. The best part of this job was the fact we got to whichever screening we were helping out with, basically we spent the day running around like crazy then taking a breather to watch some epic movies. 



The Film Fest is a perfect opportunity for the Manaiakalani cluster to show case their "learn, create share" model. The majority of the videos created are student driven and were required to have a component of learning from the New Zealand Curriculum. The share aspect I believe is the most important for this festival, to have a genuine audience and for learner's to see their movies on a massive screen is so exciting and inspiring. The night screening is open to the public and was a complete sell out, family, friends, sponsors and researchers all showed up for a two hour screening of top movies and was completely buzzing.

Another way this festival can be used is to advocate for a cause. These are the videos I found most powerful and completely captured the audience. A couple of the stand out films can be viewed below:


One from Stonefields School about the importance of pronouncing names and words correctly can be seen here:
http://stonefieldslh52016.blogspot.co.nz/2016/11/film-festival-2016.html

My personal favourite from Sommerville Special School about the respect for parking for people with a disability. 
http://sssnicolah.blogspot.co.nz/2016/11/disability-parking-manaiakalani-film.html

You can check out all the videos here, feel free to leave comments on any of the videos, leaners and teachers have put so much effort in so let them know how epic their efforts are! I'm definitely inspired for 2017!

https://sites.google.com/a/ptengland.school.nz/film-festival-2011/view-films/2016-Films


Friday, 4 November 2016

"We don't learn by doing, we learn by reflecting on what we have done" - Unknown

Todays digital immersion session was dedicated to ensuring our PRT site was up to date. We were lucky enough to have Anne Sinclair to support us with the content required for our site. I remember back to the beginning of the year and one of the past MDTA's advising us to not leave it all till the end of the year, just to slowly eat away at it constantly throughout the year. Generally I'm more of the classic last minute person, take time to think things through and then scramble to put it all together with a day to go. However, for once, I actually decided to seriously take on this advice. Each time I have had PRT release I have spent 15-20 minutes just updating minutes, observations, feedback, PTC's ect, and somehow I actually have manage to keep on top of the workload!

One of the main things I think it is most important to remember is to include reflection as well as evidence for the Practising Teacher Criteria. You can include all the evidence you want to show what you are doing, but without saying why, or what has manipulated or changed your thinking the evidence doesn't mean a whole lot.


The aim is to stay on top of my PRT site for the next year or so to make sure it doesn't become huge ordeal when it comes time to get registered! 


Friday, 28 October 2016

"The more we share, the more we have" - Leonard Nimoy

Google Class OnAir has always been a uncomfortable idea for me, no matter how confident you are as a teacher it must still be intimidating to put your practice fullscreen for the whole world to see. I have always misinterpreted the focus of class OnAir as a way to critique a teachers style and pedagogy, which is mildly scary, especially as a first year teacher.

However after todays MDTA session, I realised the focus is the incorporation of technology in the OnAir episodes as opposed to the actual teacher. I often forget how lucky we are in our cluster that technology is so embedded in what we do that it is often easy to forget that there are other schools that are just starting to incorporate technology into their daily teaching. I now realise the purpose of Class OnAir is to give teachers around New Zealand, and overseas, ideas of how technology can be used to further students thinking. Instead of using technology as a substitution for a text book actually enhancing how we view technology and how it can be used to redefine education and the way we teach our learners.




Although the video is a major aspect of the Class OnAir, it's not the only component, the purpose is to show the whole learning process. Therefore the episodes include detailed teacher notes, planning, reflection and students learning.

https://sites.google.com/a/ptengland.school.nz/goodwinonair/home/term3-lesson2https://sites.google.com/a/ptengland.school.nz/goodwinonair/home/term3-lesson2


Now that I correctly understand the purpose for the Class OnAir, not only do I have much more admiration for the people who are creating the episodes but I can also see the benefits of being a part of a project like this. Therefore over the next couple of weeks I will be starting to plan an episode of my own and ideally by week six I should be able to film and edit. I think this will be a interesting experiment, it requires a lot of self reflection on my teaching and they way I am using technology with my learners. Stay tuned to see how this develops...


Friday, 21 October 2016

"The secret of change is to focus all of your energy, not on fighting the old, but on building the new" - Socrates

Today we kicked off the day with an intriguing chat based around future focus learning. We focused on what direction technology was going and the effect this would have within our class. We complied a list of new technologies that would have an educational impact, and I was amazed at how close the future seemed.



Virtual reality, Google glasses, smart homes, fridges that order food, biometrics, geocaching, it all seems like classic Futurama, but in reality it so close. One of my favourite recent discoveries is augmented reality (AR). Apps such as Animal 4D, Anatomy 4D, Blippar and Elements 4D take an ordinary piece of paper and brings it to life so you can explore and manipulate different aspects.


The potential for use in the classroom is extraordinary, it makes everything easily accessible. For example if you don't have access to any fluorine or  or sodium, this app allows you to explore both of these elements, what they look like, each elements composition, as well as being able to witness the reaction between them.




One other aspect that we explored deeper is the world of coding. Coding and being able to program is becoming a fundamental skill for our next generation. We gave 'hour of code' a go and played around with the different levels of coding. It's not all HTML and complicated screeds of a foreign language it can be as simple as dragging 'blocks' that have the required code for different commands. I don't have a whole lot of coding experience but within 30 minutes I was able to make my own Star Wars game! This is something I am very keen to start in my classroom next year, if it is going to be so fundamental to society I want my learners to be prepared and capable of understanding this change. I can't wait to see how my students could explore this tool and where their imagination take them. 







"If you judge a fish by its ability to climb a tree, it will spend its whole life thinking it is stupid" - Albert Einstein

Today we had the privilege of connecting with the majority of beginning teachers within our cluster. One focus of the day was to  reflect on the year that has been and to share the Manaiakalani vision for the term to come. 


The focus on visible learning brings with it many challenges, but the main one main focus is the incorporation of multi-modal learning.  After doing a quick survey of our group we reinforced what we already knew.. people like learning in many different ways. 



Often as teachers we revert back to the way we enjoy learning or what think is 'the best' way to learn. There was always the classic read the text then show what you have learnt, however the concept of text has adapted due to the advances in technology. Text can now include videos, audio, dance, music, oral, movies, written and images. If we have all these options available why would we simply rely upon one way of teaching? 



Google sites is a good platform to experiment with multi-modal learning, you can embed video, audio, songs, articles, stories, audio books and images that students can select and use a range of texts to develop their learning. I have been using google sites throughout this year with my class, however one aspect that challenged me was the student selected texts. Making sure I am giving students control over their learning not just prescribing a workload. Instead collaborate with students to discuss what types of text they want included and resources they find beneficial. This will give students some control over their learning and make sure they are not being disadvantaged by what I define as 'the best form of text'. 

Thursday, 6 October 2016

"Ehara taku toa i te toa takitahiengari he toa takimano // my strength is not that of the individual but that of the collective" - Maori proverb

uLearn Breakout One: Kiwi - Iwi




This breakout was a thought provoking start to my uLearn journey, it made me question the way I view hapū, iwi and Marae contribution in our school and classroom. What do I believe their role is? Am I ensuring that there is a connection between school and marae? What should this connection look like? What is the expectation of whānau, tamariki and iwi?

So many questions. However overall I realise this is not something that I have been consciously trying to develop this year and therefore have not created these relationships.  This is something I am very keen to change and the first thing I need to identify is who I am trying to engage with and what I am trying to connect them into.


This cultural landscape tool is the perfect scaffold for starting my journey to connecting with Iwi in our community, I need to discover who I am trying to connect to, about their whenua, reo, waiata, tupuna. There are many things that specific to each individual Iwi and I need to discover these different aspects to be able to cater to them specifically.  The only  way to discover this is to go to the people, ask them what do they want for their tamariki? Engage with their leadership team, who are the people that need to be involved?

Once I start to answer some of these initial questions then I can start to think about how togther we will connect the curriculum to the Iwi. Connecting to marae run programs, connecting to specific Iwi traditions, waiata, dance, haka, legends which can all link back to the curriculum. Being able to make student learning relatable to their lives gives their learning purpose which I believe will maximise students engagement.