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Rich Create Tasks

&

Extended Discussion

11th June 2024

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Learn | Ako

“Access and engage with existing (own and others) knowledge.”

Create | Hanga

“Combine existing knowledge with original ideas in new and imaginative ways to create a new outcome.”

Share | Tohatoha

“Connecting and collaborating with others. Building new knowledge.”

Our Pedagogy

Last time …

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Georgie Hamilton

georgie.hamilton@manaiakalani.org

Kiri Kirkpatrick

kiri.kirkpatrick@manaiakalani.org

Dr Naomi Rosedale

naomi.rosedale@manaiakalani.org

Let’s Dive in …

Rich Create Tasks

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Learners Create to:

Engage
Apply their understanding
Exercise choice
Collaborate with peers
Make connections with learning intention

Teachers Empower learners:

Through

Choice
Information l Knowledge
Developing skills
Building capacity
Scaffolding

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Practise

Engaging

Key ComP

What is a

Rich Create Experience?

Fun

Extending

Agency

Create tasks can be fun activities or use cool apps, but need to extend learning, not just be busy, fun work.

Create tasks should engage the individual and should build on their preferred learning style.

In create, students should be practising the skills and knowledge from Learn.

The create tasks extends the learning experience.

Don’t forget about these. Consider how your task builds on these skills/values too.

In create, students should have empowerment to choose.

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One message not 2

SUBSTITUTION

“Substitution” means replacing traditional activities and materials—like in-class lectures or paper worksheets—with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there’s no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you’re holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can’t attend. You can also create your own instructional videos for students to view at their own pace.

AUGMENTATION

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards—using an app like Padlet—where students can post questions, links, and pictures.

MODIFICATION

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels—alternative conversations that can run alongside instruction—that encourage participation.

Zoom’s text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

REDEFINITION

Learning is fundamentally transformed at the “redefinition” level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it’s with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback—and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems—like investigating the water quality of a nearby river—and invite members of the community to assess their digital proposals.

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Students read a digital textbook in class and take notes in their paper reading books.

Students design a cart to transport the school’s iPads around the classes. In teams they create drawings in Explain Everything, then build a prototype.

Having read the book Black Beauty, we identify words to describe the setting and use CANVA to create a presentation about them and then record audio talking about the presentation and the words & phrases that have inspired it.

Read a book and create a presentation to record predictions and responses and share with class/teacher so that classmates can comment.

Students read a digital textbook in class and take notes and highlight directly in the book. They then make digital flashcards of ideas that they have highlighted and email.

Students use cameras to take photos of squares and rectangles around the school. They then record a video of themselves explaining how to calculate area of the shapes.

Students read a digital textbook in class and take notes in their paper notebook.

Conduct research online about drought conditions around the world. Using a design tool like Canva, they then create a flyer about ways to save water in the home and school.

Conduct a survey of students about their favorite school lunch choices. Use graphing software to create a bar graph to display the data.

I can add two groups of materials together to find how many there are by counting them all. Students collaboratively create a video with voiceover to teach other students.

Use a leveled math game on a computer to practice single digit multiplication.

Teacher to have set up a google doc with text (variety of sentence openings and closing) and the coordinating conjunctions in shapes. Students to drag the ‘FANBOY’ words that match the sentences.

Watch the short movie - Dust Bunnies, and create your own dust bunny. Record yourself talking about the choices the brown dust bunnies made.

Students use a PDF/Google Slide version of their maths textbook and work through the fraction problems 1-20 on page 12.

Group 1

Substitution

Augmentation

Modifcation

Redefinition

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