Friday, 14 July 2017

Concussion Part 2 - The long and winding road



About 2 weeks ago I wrote the beginnings of this blog. It has taken a few twists and turns since then, but I thought I would write it as I did on paper, starting from where my last blog (
Part 1) left off.
After my second appointment with Insight I felt maybe I could get back to work part time before the end of term as one of the OTs suggested that was a possibility. I was very keen to get back, missing the staff and students, and to be honest, getting a little lonely being at home all day even though my children are around for some of it. I was still struggling with a lot of symptoms and they were really getting in the road and annoying me.

The frustrations (two weeks ago):

Driving: Even a trip down the road to the library is a mammoth task. It takes a lot of concentration to drive and I feel so tired afterwards.
Decision Making: I can't think on my feet. Anything sideways throws me.
Emotions: I am up and down, in tears, smiling, not knowing what will happen next.
Fatigue: I am so tired, even with sleeping long hours. Going places or being with people makes me feel like a vacuum cleaner is sucking the life out of me, I just get so tired.
Nausea: Any movement makes me feel sick. For those of you who have had morning sickness nausea, it's like that all day. I had issues with the earthquakes and my balance and I feel the same now. My balance is seriously messed up.
Cancelling things: Having to not go to things that I had planned. Having to organise not going!
Split thoughts; Wanting to do things sometimes and knowing that maybe it's not the best idea.
Noise: I am certainly sensitive to noise. One day the neighbours had their drive laid and I almost had to leave the house. Luckily it stopped before it got too much.
Lack of reading: I am normally someone who reads a lot, whether it is an article or a book, I am always keen. This has certainly slowed me down as I can only read for a short time.
Feeling like a very old person: I am quite slow and sometimes feel a bit like a fraud sitting around all day, but I really just can't do things.
No screens: Not watching TV, using a computer or phone takes a large chunk out of my normal pastime so it's hard to think of doing very little.

The positives: (yes there are some positives!)

Learning to relax and do calming things
Taking time to go for a walk each day
Writing this blog
The amazing support from other people. Having others who have been there before has been a huge help. To know that what I am experiencing is "normal". Which is the main reason for writing my blog - I am hoping this will raise awareness and help others.
I am improving all the time. It's slow, but it's happening.
Not drinking alcohol. I must say I do miss my glass of wine sometimes but I really have not felt like any alcohol at all. Can't be a bad thing.

After I wrote the above, I finished my last blog and posted it to my Facebook page and my Education page. I spent a bit of time online and watched an amazing video aboutClark Elliot who had concussion for eight years (makes me shudder just thinking about it), just about lost his job, family and life, and then was put in touch with a woman who worked with him and in 3 weeks he was back to 70% of his old self. He has written a book that I mentioned in my last blog and I looked up a few articles on neuroplasticity, thinking, I wish we had someone like that in Christchurch. Within a couple of hours I had a post that was about to change my recovery. An old school friend (Natoya Rose) posted a comment that I am sure she won't mind me quoting 
Doing nothing doesn't actually do much at all. If you think about the result of these injuries severing or damaging the neurons in the brain, meaning that information does not get processed and utilised in the same way, and a diminished capacity to perform results. Unless you do receive and appropriate therapy, which understands the mechanism of what is going on here, it can indeed take months or years, and some people never recover from them. The bottom line is that the function of neuroplasticity can be utilised in facilitating the brain to restore these severed connections. And that one doesn't take months or years. In most minor injuries profound improvements can be seen from the first therapy session.

This changed everything. I contacted Natoya Rose from Visual Perception and she came round that afternoon and I had my first session with her. Before we had finished I felt the fog lift and my fatigue basically disappeared. I couldn't believe it, it was like magic. I felt so much better. Over the next few days I could do so much more. Still not 100% but certainly felt very different. My next appointment with Insight was me telling them I wanted to work with Natoya as my provider instead, so I changed to her and also sorted with ACC to get my neck seen to. The team at Tower Junction Physio are amazing and already the headache from my neck has gone and I am sleeping better. After my second session with Natoya I am still on the improve and am managing to do a lot more in my day. The nausea is less and I am managing more time with screens. There are still frustrations of not driving too far, or lengthy reading, but I can do so much more in a day. This article from Natoya explains a bit more about the process she works through.
So I have made many steps. Each day I have been doing one more thing to see how I go. I did push it a bit far last week - went over to school to say hello. So desperate to see students and staff and feel like I was going to be able to get there soon. Unfortunately it just proved how not ready I was just yet as the next day I paid for it by not being able to do much at all. It was worth it though, in a weird sort of way. I miss my job.

So here I am, almost seven weeks down the track, still colouring in but certainly on the mend and getting there quickly with the help of Natoya. Another of my friends, Marc, commented on my last blog with this gem:
 If you consider that everything happens for a reason, then you might want to take the time to evaluate what's most important to you in your life. It clearly isn't being 'crazy busy'...hell, that's just a way of distracting yourself. To think clearly you need to empty the mind, heart and soul of all the minutiae which ultimately doesn't really matter. Take stock of where you are and where you might like to be headed. 

Indeed, having all this time at home has given me the time to reflect and think about life, the universe and everything. It has made me look at everything through a different lens. I do believe in fate and this turn of events was obviously sent to challenge and change me. It has got me thinking about what I do and why, how much I do and what for. I have thought long and hard about what I do every day and what is worth doing in this life. This has shown me a lot about myself, some of which I was not really prepared to see or to admit to. I found out who my friends are and where the support is when I need it, as well as how bad I am at asking for help. It's made me think about friendships and the different levels as well as the way those levels all work.

How often do we get weeks to stay at home and think about things? This is a blessing in disguise in a weird sort of way, a challenge and an amazing time that I have to reflect on my life. My road is looking better.

Friday, 23 June 2017

Concussion Part 1 - The Art of Doing Nothing

I am a busy person. I have a full time job teaching and 2 teenagers to run around with karate and dance as well as being involved in fundraising and organising for community groups. I have my own interests in gardening and genealogy and technology to keep up with. My life is always full on and I love it.
Then I turned to look at something going on in a room to the side and walked smack into a glass door and my life has changed for a while. I stood for a minute after hitting my head and knee, thought "that hurt - a lot" and carried on with the day at work. I went to work the next day, feeling a bit tired, but not really out of sorts. The next day I woke up and could hardly get out of bed. I felt nauseous and exhausted and had a headache. I slept most of the day and then the next day decided to go to work anyway as I felt slightly better and there were things I wanted to do. Halfway there I thought I shouldn't be driving, made an appointment with the doctor and came home with the diagnosis of concussion. It was a long weekend coming up so I was told to go back if I didn't feel any better after the weekend. Sure enough I was back at the doctor on the Tuesday and 3 weeks later I'm still at home. The support I have had has been amazing, from friends, family, colleagues and services, everyone has been so helpful, but it has been exceptionally frustrating and I thought I would share my thoughts, in the hope that maybe they would help someone down the track or at least give some insight into this strange thing called concussion.
After that first week of feeling shattered, frustration really set in. The amount of things I have on the go at any one time is huge. Rearranging, cancelling, organising and changing things takes almost as much, or more effort as doing them myself. Passing on information for the most urgent things took energy and I was so lucky that we work the way we do at school and I didn't have to do huge amounts in that area as well. It also backed up my mantra of always documenting everything at school. I have learnt in the past to make sure I have shared all the information I gather, particularly aorund communication with students. Keeping a track of those conversations is invaluable when all of a sudden you are not there and someone else has to pick up the thread. Support from my kura has been fantastic, food has been flowing in so I don't have to cook and sometimes this can be quite overwhelming - I'm not good at taking help and support from others. I've been quite humbled by the help I have received.

In the first week ACC (Accident Compensation Coorporation for those not in NZ) called me and asked lots of questions about the accident and work and what I needed support-wise and I was referred onto the Insight people, commonly known as the Concussion clinic.
The first meeting with the Occupational Therapist (OT from here on) from Insight was tiring. Many questions were asked and there was lots of thinking about how I feel. Marking scores from 1-10 is always weird for me. My pain tolerance is quite high and I know that for me I'd be very reluctant to go anywhere near an 8,9 or 10 but then, does that mean that I am playing down the pain or nausea? The biggest overwhelming feature was that they told me to do nothing. Don't watch TV, don't use a computer. Nothing. How do you do nothing? I don't have that in my DNA. Rest she said, listen to music. It could be months she said. Months!? Surely not I thought, it was just a bump on the head. They said I have to be 100% at home before I can start to go back to work, small steps at a time. I think I came out more confused and stressed than I started.

So my research started. I googled "what to do when you have concussion", "how to do nothing" and a few other choice phrases. I read as much as I could manage (probably too much) and I contacted a friend who has had a very long road with concussion and got the message loud and clear that I needed to , yes, you guessed it, do nothing! She suggested listening to audio books and podcasts and listening to meditation tracks and she also talked about Binaural beats which I went away and looked up. A book she suggested was " AGhost in my Brain" by Clark Elliott and she suggested walking in parks and green areas. A colleague from work connected me with Anna McCone who has written a couple of blogs about her journey very aptly named "The moment that changed my life" and "Concussion I would not wish it on my worst enemy". I was lucky enough to be put in touch with her and had a good conversation around the same thing, doing nothing! I think that being able to talk with other about what they went through, knowing that what I am experiencing is normal, and read about their experiences has been invaluable and part of the inspiration to write this.

After the conversations with these two amazing busy people, I heard very clearly that doing nothing was my only way forward. Not being the type of person who can do that easily, I decided I needed to write myself a timetable that gave me a plan to follow. This was version 1:
Breakfast
Check emails and do urgent things like pay bills etc. max 10 mins
Do 1 thing I need to sort or do for the day (sort transport for kids, appointments etc)
Read
Go for a short walk to the park
Listen to music/podcast
Lunch
Meditation/rest
Read
Watch 1 hour TV
Dinner
Write blog
Read

This soon changed as I realised that listening to music and podcasts also made my head hurt - I think it is partly due to my deafness - I have to work hard to listen, but also when I listen to music I tend to analyse it and listen hard, not just let it wash over me. The joy of being a music teacher.
I added colouring in to my day and this has become my go to for turning my brain off. It now takes up about 3 or 4 hours each day and I am thankful for adult colouring books!
I had a few visitors over the first couple of weeks, particularly from work. It was great but also not so great as it reminded me of what I was missing out on, a severe case of FOMO (fear of missing out). I miss the amazing conversations and the energy that I get from teaching at Haeata. The support has been outstanding from everyone there. I can't explain how wonderful they all are.

The whole problem with not being able to do things, the frustration and the knowledge that I can't do much is something I have thought about a lot and, having work always sitting in my thoughts, have related this to our students. To understand that I have to do things in very small steps has been quite a challenge but also an eye opener. I felt myself slipping into depression and having been there in my past, I was keen to not go there again! After working through why I was feeling that way, I realised it was because I couldn't achieve anything. Everything was too much for me. I felt overwhelmed and everything was out of reach. I needed to break things down and set achievable goals, very much like we need to do for our students.
Small steps are my saviour from feeling depressed and frustrated. Being able to walk to the park is huge. Making dinner without collapsing into tears is a real feat. The little steps mean I am progressing and however small and slow they are, it is forward motion. I'm keen to keep this in mind when I get back to school and show those students that even when they feel it's all too much and too hard, that those little steps can be a gamechanger. Little steps. Every day.

This is the first part of a few blogs that I think will get written. I have been writing them on paper and typing up in short bursts as I can manage (being on the computer I'm not meant to be on...). Part 2 coming in a week or two.

Any suggestions on how to do nothing will be gratefully received.

Monday, 1 May 2017

Holiday thoughts

Time to recharge the batteries

Often we hear people talk about the amount of holidays teachers get. I certainly needed mine this time around. A new school, plenty of travel and courses and lots of learning meant that by the time I got to the end of term I was ready for a break. I spent the first few days just reading and baking (something I do to procrastinate) and felt I needed those few days to get myself into a frame of mind where I could do some work, both for school and for home. A large karate tournament for my own children took out a few days in the middle of the holidays, so time went very quickly. I know there was so much more I wanted to achieve, but sometimes you just have to accept it won't get done. Rome wasn't built in a day.

Prep for Term 2

Working on resources for students and looking at ways of getting information and work out there takes time and thought. I have been setting up OneNotes for topics and learning more about some standards I either haven't taught yet, or taught a while ago. Keeping up to date with changes is important and new versions of standards are fairly frequent so even thought I taught some of these a while ago, there were some changes to look at. Rewriting tasks for the cohort I have this year is fun, I enjoy looking at different scenarios and working with ākonga to support their learning.

MLEs

Modern Learning Environments - those huge spaces with lots of students in them. So many teachers really dislike them and find them difficult to work in. I get it. If you try and teach the way you have always taught, they would be a nightmare. They are not made for teaching large groups of students with a teacher led style of learning. The environment has changed and the teaching has to change to reflect that. Breakout spaces are there for staff to be able to take a group of students in and teach them specific content if required. The open spaces are for students to work in and for staff to roam and be facilitating the learning. This is a whole different mindset and requires students and staff to learn new skills to enable them to get the most from the space and the learning. Many of the conversations I have with teachers start with "but how do you teach in those spaces" and the answer is, we don't - well, not in the way they are thinking.

Reading

I am always reading new articles around education and learning.  This is continual Professional Development for me, along with Twitter and Facebook groups that I subscribe to. I am continually searching out articles and watching talks. There are some fascinating schools out there doing different things including a school learning through roleplaying. I looked this up further as I was keen to find out more about LARPing! You can read more on Sue's Education Page on Facebook where I post a lot of my articles so I can refer back to them, but also to share ideas with others and get people thinking.

Term Two

I am spending some time in the other hapori this term in my role as the Specialist Classroom Teacher (SCT) and am looking forward to seeing how learning is delivered in the younger age groups. This is an area that I have a lot to learn about and I am keen to get started. I have been doing some reading around National Standards and Bilingual Provisions in schools and am finding it very interesting. I am looking forward to learning more.
Musically there is a lot going on this term, with many competitions and groups keen to rehearse. I am working on getting more performances around the kura and in the community by our students. Getting groups motivated and organised can be a real challenge and there is pressure to get things done for a specified date. 
Our work in Ihutai (the Year 11-13 hapori) is developing every day and we have a great team who are motivated to support our ākonga. I am really lucky to be part of this group and working alongside these kaiako and kaiawhina is a real joy. We learn so much when we work together and I can't believe how different it is collaborating with others as opposed to the traditional single cell classroom. This can take some time to get used to for some people and can have it's challenges but I'm in boots and all and would not want to go back to working on my own again. Collaboration is awesome!

Loving it at Haeata - bring on Term Two.  

Monday, 3 April 2017

EduIgnite 3rd April 2017

EduIgnite is new thing for me. I read more about it on this site and was excited about attending my first evening. Speakers are given 5 minutes to get through 20 slides and share their ideas. This was the first EduIgnite for #ChchEd this year and was held at Haeata Community Campus. A lovely spread of drinks and nibbles was provided beforehand (thanks to Mark Osborne form Core-Ed and Emerging Leaders) which gave us the opportunity to chat with other educators. I know I made a great contact with someone in that first 30 minutes and I recommend that you turn up early to the next one (follow #EduigniteChch). Andy Kai Fong opened the evening then everyone introduced themselves. Many connections were made, and there were a few laughs as we went around. These are my notes, so my apologies for any mistakes and sometimes disjointed comments. The 5 minutes goes past very quickly and my typing skills are not that fast so I hope I got all the information right. For those that spoke, please feel free to add in the comments below if I missed anything!

Tara O'Neill (@Aratoneill) - A case for play

Play allows for curiosity and for relationships to be built. If students don't play and be curious they get turned off learning. In playbased learning, the child learns through their own effort rather than being directed.
Play is the child's natural way of learning skills and teacher direction needs to be learnt at the right stage.
Motivation = autonomy + a sense of competence
She talked about a student who didn't know purpose of writing. One of the learning scenarios she talked about was playing firemen and the students took notes after a fire callout. A good example of the purpose.
To do this we need to be providing a playbased learning environment plus integrate learning, for example using a student biking and doing skids turned into a maths lesson by using the skids and deciding which is longer and estimating lengths.
One book she mentioned was Free to Learn by Peter Gray and I managed to find this pdf  of it which I will have a read of later.
During the short changeover, someone asked about what was needed to teach this way. You need to see learning in what children are doing and find the learning within it. It is a different way of approaching learning, not standing in front and delivering. When asked about when we should move on from play-based learning, Tara explained that we still all play, with our gardening and our hobbies.

Matt Nicoll (@mattynicoll) - Proof

Matt introduced us to a unit he has been doing at Rolleston College?? based on solving crimes. They have selected times - 2 x 100 min blocks that they opt into, some multi disciplined,  some specialised, and this unit is one on forensic science, the legal system and what justice is. They start with a fake crime scene - staff have
set up a site with video evidence, synopsis and pictures of the crime scene. They used SOLO rubric and did reflective writing. They used Padlet for exploring the learning they wanted. Could they find people to run things? Used SOLO to get down to specifics like fingerprinting. Staff wrote a new crime scene - what next? Crime scene, murder mystery? Used SOLO Assessment rubric. They wanted students to solve a crime using evidence, be collaborative and write about this. Only problem they had was in finding mentors for students.
Matt kindly shared his slide deck on Twitter.

Tom Bijesse - Code club

Code Club Aoteoroa is a nationwide network of after school coding clubs. Volunteers run it - some are developers who know how to write code, not always the best teachers, but they learn from each other.
Can students be volunteers - yes
They learn Scratch, HTML/CSS, Python, and Sense Hat (Raspberry PI). They also use CSUnplugged.
I liked the explanation of the Emotional Learning curve where they start at the top thinking they will be able to make Halo then go to the bottom when they realise they can't make Halo, then rise to the top again when they realise they can make Snake.
Most of their projects are from the UK but they have one in Scratch to teach Matariki which looks great.
Would you recommend it for teachers - yes
Codeclub.nz - yes you can volunteer/ yes you can host one - put venue on the website. They can help recruit. Kids can join as well.
Mondays 4-5.30 New Brighton library
Tues 4-5.30  Upper Riccarton Library
Wed 4-5 Halswell Library
Here is the link to the flyer for the Code Club 4 Teachers courses in term 2 and the link to a Tech Week event - an info session on Code Club 4 Teachers, being held at Haeata or you can email Tom at tom@codeclub.co.nz

Lex Davis (@lexynz) - NCEA in FLEs

NCEA is silo heaven - trapped in one for years. I liked his slide when he had a beanbag in the middle of the room to show the change to modern environments with the title: MLE/FLS/ILE/FLE/LOL.
He reminded us of this quote "The era of qualifications as we know it is over" by Sue Suckling at the Singularity Conference this year.
Seen many schools in the last 6 months:
Templestowe College - doing amazing things in some areas, then they have classes for their assessments separate.
Hobsonville - amazing - big rocks and small rocks to get through
Rototuna - cross curricular modular based learning
How do we want to run at Haeata? NCEA is the spanner in the works. Constrained by qualifications and the more walls we build, the more complex it becomes. Want to push down the walls. Want individuality. How do we manage the admin of NCEA?
V1.0 - tried a careers based module system.
V1.1 - broke learning and standards into kete so they could pick up and go
V2.0 - portrayed by the harakeke - versatile. Long and short courses. Self-management is an issue - we want them to, they don't want to - they love classes.
External Providers - have lots at our fingertips and we need to create relationships with them.
Communicating this to whanau - they are scared, need to assure them that we are authentic and credible.
Early days, nice to share our journey.

Karyn Gray (@karyngra) - Changes

Karyn started with this quote: "The definition of insanity is doing the same thing and expecting a different result."
We know serious changes are needed in our system. We know there is a culture of assessment learning in schools. Need to change. What is success - in life not in school and grades. To get from one form of success to another is a great leap. Dispositional curriculum - are we modelling that?
Every assessment procedure should match your purpose. Sometimes schools do assessment driven work.
Need to show leadership and have a sense of urgency. If we all stand up and stand together we can change. We join groups and get involved. Twitter is educational - huge amount of contacts and information from Twitter - I agree with Karyn that Twitter is the best PD I could ever ask for. If you are not part of it, you should seriously join. Check out #EdChatNZ, #ChchEd. #eduignitechch and if you are up early #bfc630nz (or if you are like me and can't make 6.30a.m., you can read it later!).
In Korepo (one of Haeata's hapori) a different teacher is blogging every week. We have a responsibility to do this and share our practice. As leadership we need to encourage people to move out of their comfort zone. We need to challenge people on why school should be the same as it was 20 yrs ago.
She left us with this quote (of which I found many slightly different versions and 2 different authors attributed so spent time trying to find the original - hoping this is it!)

Come to the edge.
We might fall.
Come to the edge.
It's too high!
COME TO THE EDGE!
And they came
And he pushed
And they flew.

by Christopher Logue

#e2 Toronto Day 3 and home

Day 3 – The final day

Another day and I got up to have another amazing breakfast while talking with educators from around the world. I sat next to a woman from Armenia who communicated that she spoke no English. She could say only a few words and we chatted via our cellphones and photos. She showed me her school and some of her students and what they were doing and I did the same. We managed to work out ages and shared a bit about our own families. It reminded me how important it is to spend time making that effort – it could have been so easy to just let her be and sit silently as she was hesitant to try to communicate. I’m pleased that I persevered and we sat for quite a while chatting (with occasional online translator tools being used).
Our Keynote this morning started with David Lopez (@DavidzepoL), from Actiontec talking about classroom agility and how to use technology to maximize classroom management.  At the Tech showcase on Wednesday night (see previous blog) we were given a Screenbeam device when we went to that booth. He described the use of the Screenbeam to enable teachers to have agility to move around the classroom with the students and what effect this can have on both the environment, behavior and learning. He talked about classroom agility being formative assessment, being a constant presence in the classroom. 
Megan Lawrence, 
PhD, accessibility technical evangelist at Microsoft (see her TED talk), talked about the importance of accessibility and usability of products and services, and shared accessibility best practices while professional learning specialist Martha Jez demonstrated some of the the latest apps and tools that help students with disabilities. 
She talked about the types of disabilities and said that around 70% are invisible either due to families not disclosing them, or them being undiagnosed altogether. One quote she used that I liked was:
“The foundation of inclusive education is the educator’s belief that all students belong and are valued members of the classroom.”
Martha Jez said when students with disabilities are at the centre of your design then you are creating meaningful experiences for all of your students. You can use the Skypetranslator to remove language barriers and can use it to have conversations with students that arrive in your class from other countries. The app currently supports live voice translation in English, Chinese Mandarin, French, German, Italian, Portuguese, and Spanish.
Office Lens now has immersive reader within it so you can scan any document and have it read to you (then send it to OneNote). Word has lots of accessibility tools within it. Clarity and conciseness is one and you can access this in the Review tab, and go to Accessibility Checker.
Microsoft will give you the tools but you have to make it happen in the classroom.
Every student deserves a fair chance at learning. She made it very clear that the teams were there to help and wanted feedback as well as questions from any teacher, students or families using the tools. I encourage everyone to do this as they will only make things better if we tell them what we need.
Lakesha Kirkland from Shaw High School in Columbia talked about preparing her students for employability through Microsoft Imagine Academy and industry certifications.  For about $1500US a year all students can access the resources and then sit the exams. This includes 30 staff from the school as well, so could be good PD for them as well. There are some great stories on http://mycertiportstory.com/ and she talked of using gmetrix for different languages.
I mentioned before about giving feedback and there had been a few times over the conference where we could meet with Microsoft staff and talk about what we want in the tools. I took the opportunity in the next session to have a chat with Ari Schorr and Safiya Bhojawala about teacher’s primary goals as well as tasks and tools/work arounds that we use to achieve them. I was the only teacher there for a while and it felt a bit overwhelming to start with as they fired questions at me, but I felt they really wanted to hear from teachers about what we do and what tools we need to do our jobs better. It’s important to give feedback if we want improvements, they can’t do it all without us!
We then had some time to set up for the Learning Marketplace. This was the time where we could all present something we are doing in the classroom.  It was great to be able to share and to look at what others were doing. I presented on using SurfacePro and StaffPad to create lessons for students that they could watch and therefore learn at their own pace. Many people hadn’t seen StaffPad before and I enjoyed telling them about it as it is a great tool for music teachers. I had some great conversations with others around learning and spent some time chatting with Anthony Salcito (Vice President for Education for Micorsoft) about Microsoft and Music software.
One of the tools I learnt about from one of my group was Rubistar. This is a great site for making rubrics. Really quick and easy. Thanks to Jorge Francisco Sierra-Perez for this. I also read this blog about different uses of rubrics which was useful.
The Awards Ceremony and Closing Ceremony were at the Muzik EventCentre and it was a great way to celebrate the end of an amazing few days. Many awards were given out for the group challenge and although our group didn’t make the top awards, there were many kiwis being celebrated for their innovative ideas.

Day 4

Last chance for a bit of sightseeing on Friday morning before heading to the airport. A group of us went up the CNN Tower. What a fantastic view - even with the cloudy day. A bit scary for those with  a fear of heights (including me) but well worth it. I then went to Ripley's Aquarium which was just beautiful. I have a bit of a thing for jellyfish and anemone walls! On my wandering back to the hotel I found this gentleman on a seat - Glenn Gould who was an amazing musician. Back to the hotel via the underground shops and then out to the airport for the long trip home.
That’s it. Three days of innovation, education and collaboration. A couple of days of sightseeing and spending time with amazing people. I am so thankful to Microsoft and Anne Taylor, Microsoft NZ's Schools and Academic Programs Manager, for giving me this opportunity. I would encourage all teachers to join the MicrosoftEducator Community and become an MIE which is where this all started for me. From listening to others, and hearing about innovation in other countries, I feel that New Zealand is well ahead of the game and we are doing amazing things in our schools but we still have an opportunity to push the boundaries. Keep learning and challenging yourself to make education better.

Wednesday, 29 March 2017

#E2 Toronto Day 2 continued

After the Keynote (see previous blog) we had a very short break and then a group of us went and sat our Microsoft Certified Educator (MCE) exam. This exam gave us a number of scenarios of schools, classrooms, and students and we had to answer questions about each to show our technology literacy competence. It covers:
·        Education policy
·        Curriculum and assessment
·        Pedagogy
·        ICT/technology tools
·        Organization and administration
·        Professional development
I was relieved and pleased when the word Passed popped up at the end. I’m not a great test taker and I think we were all a little worried about whether we would make it or not!

After lunch (the food was superb each day) we had another breakout session and this one had been talked about widely over the few days – luckily it was on a few times so lots of us could get an opportunity to have a go.
Jacqueline Russell is a program manager on the Microsoft MakeCode team and she let us loose on using a micro:bit, and Microsoft’s brand-new product, Microsoft MakeCode (formally known as “Project PXT” to build a bracelet that we coded ourselves. Firstly, she talked about Constructionism vs Instructionism which is about project based, student led learning vs textbook based and teacher led.

She talked us through our micro:bit and how it worked then a quick session on programming in https://pxt.microbit.org/ and we were off. What I liked was that if you hover over the blocks, you got the javascript code and you could also export it to Visual Studio if you want to so there is another step to just the block coding.
Much fun was had decorating our wristbands and then wearing them and showing others what we had made.
She had the following sites as references and these are all worth looking through:

The next session was the last minute panic of finishing our group project and making a presentation to submit. Our group took a while to get together, but eventually managed to finish our project and submit it on time. I really enjoyed working with these amazing educators from other countries and I know that there will be some that I continue to keep in touch with.

The early evening was spent in the Technology Showcase and Hacking STEM experience where we could build a bionic hand using the Hacking STEM curriculum, or chat with product teams and partners of Microsoft. I went around every booth and got totally overwhelmed by the amount of information and the opportunities that are out there for us as teachers and for our students. It was fantastic.

After that I was shattered and ended up going to my room and was fast asleep by 8.30 which probably wasn’t the best option, as I woke at 1a.m. and then spent the next couple of hours completing Monday’s blog as I was wide awake I did end up getting a bit more sleep later which was lucky as Day 3 was even longer.
Getting the blogs written and up was difficult over the conference, hence the later finish of Day 2. It was good to spend time on the plane to get these written and edited and then had to find more time (see my blog on Time) to get the photos and links in. Day 3 to follow soon.






Monday, 27 March 2017

#E2 Toronto Day 2 Keynote


I was so excited this morning. We arrived in the conference room and our OneNote Avenger capes were on the chairs! I know this sounds odd, but I have wanted one of these capes ever since I saw them a couple of years ago. I am a real OneNote fan and this just made my day!
Yet more notes today from some great sessions.

The Keynote was live around the world this morning and I know there were some crazy kiwis up at 2a.m. to watch it! Anthony Salcito (Vice President of Worldwide Education, Microsoft) was first to speak and he started by talking about there being four Industrial Revolutions, with the fourth being the Digital Revolution and then he related these to four digital ones.
1st revolution of digital tech: Fuelled by passionate pioneers. Brought devices into classrooms and created comp labs. Saw potential in technology.
2nd revolution was fuelled by the first group. Countries saw tech as part of future. Device to each student. Led to lots of disconnect between pedagogy and the classroom.
3rd revolution reassessing what is most important. How do we reduce risk and prepare teachers?
Some schools still in 1st or 2nd revolution stage
How do we fuel student passions? How can we drive better learning outcomes in the classroom?
4th revolution. Making tech invisible in and out of the class. Shifting tech around skills. Think collaboratively, using creativity prepares them to make things real and make an impact.
He likened schooling to travelling on a train, everyone's view is the same. Everyone was going to same stop. The only variable was the grade. Technology enables students to travel any way. Resources are limitless. Time is the variable. Mastery of skills is the progression point.
We need to get students on a personal learning path for their own future.
The role of an innovative educator is to expand their knowledge and embrace the learning of life beyond the classroom. Microsoft is working to lower the price of technology and make it easier to support. They are also keen to push the upper end with devices such as the Surface Studio (I so want one), improving tools for creativity. He says we are on the precipice of real change.
The WE team works on embracing service based learning and how youth can change the world. So far there are over 10,000 schools involved. Students are given tools and inspiration to take action and make a difference. Watch WE are one. There is also a We Are One OneNote to help with this initiative. This looks really interesting and I am certainly going to look into it further to see if Haeata could or should become a WE school. One school that has embraced this is Queen of Heaven Elementary School where their students are working to help improve access to education for young people in developing countries.

Some of the things Microsoft has been working on recently:

Minecraft has been an amazing tool that has been worked on and he mentioned Meenoo Rami’s book called Thrive. See notes on her talk later in this post.

This is a programme that helps support thinking in 3D. There are tools to help with 3D printing and to plug in IED software as well. Looks amazing!

Index Content for search engines
Search engines are natural for kids so they are looking to make this even easier by indexing the content, which you can see some examples of in Bing and it’s use in Word.

Word and cognitive services
They have already improved in this area by adding more features to Ink to Word. The replay feature is great, being able to watch what has been added in order. You can circle text and right clicking will bring up a menu to use with that text. You can also right click a highlighted word and choose smart lookup which is a research tool that embeds Bing into Word. Love this feature! He gave us an example of a document about the Bay of Pigs, highlighted the word pigs which brought up research on the Bay of Pigs rather than the animal. Yet in another document on animals when the word pigs was highlighted, it brought up the animal. Very clever. You can also right click on a word and go to spelling which gives spelling, synonyms, and can read the word aloud.

PowerPoint
They have introduced Quick Starter technology where you can choose a topic such as the solar system and then you choose starter slides from which you can create work to present quickly. References automatically come in as you select pictures or text to import.

There is now a help button that enables you to find the content you want quickly. There are always new courses being put up and lots of lessons that are shared. There is also a Make What's Next badge – the theme of E2.

You can ask questions and get answers from the website right away without having to search.

An open flexible cloud-based platform.

When using video it can often be too large. Need to be able to index content. With this, you can find relevant places in the video, it recognises people so you can search for them and it creates a transcript. You can index key words and it has speech sentiment built in so you can get an idea about how the speaker is feeling. He showed us a video of International women's day 2016 what are you going to make1080 which asked students about famous inventors. They all named males and when asked to name females, the speech sentiment changed. It was really interesting for negative vs positive recognition.
His closing remarks summed up all of this really well:
Change is happening incredibly fast
MeenooRami from Microsoft’s Minecraft team, spoke to us about how educators can motivate, inspire and ignite a passion for learning in every student by using Minecraft. The world that our students inhabit is shifting rapidly and she asked how do we help our students become the leaders and learners in this moment?
She gave examples of some educators using Minecraft in innovative ways:
John Miller inCalifornia. Took folk tales and recreated moments in Minecraft. The students recorded the retelling of the stories on video. Students get to communicate across states.
Katja Borregaard and MikkelMadsen is teaching communication, collaboration and critical thinking in Minecraft.
She said the best educators never stop being learners. They are not afraid to meet what the students are doing. They take passion and turn it into powerful learning.
Steve Isaacs never stops trying new things. He turned Rapunzel into a quest. Minecraft a tool to allow students to show their thinking and their imagination. We learn best when we learn in communities and people around us push us to be better.
Minecraft is great for trying to solve a problem. Students place blocks and break blocks in a visual way to solve problems. This immersive 3D world creates a buzz with students sharing and learning.
Daniel McDuff, a researcher at Microsoft who spoke at TEDx Berlin, told us about affective computing. This is where technology can understand facial expressions and read student emotions. This can help educators gain an understanding of student experiences via moment-to-moment tracking of cognitive and emotional states. Typically we interact through keyboards but great experiences are multi sensory and multi modal. Capturing information about memory, decision making, communication, and wellbeing is important. Faces convey the experience people are having and they are working on automatically coding this info. Look at a face, analyse and interpret. They look at gestures, the physiology, facial coding acknowledging  as well that it is important to understand context and who the computer is working with. This software means they can tell if facial expressions change so you can tell if the work is boring, exciting or if the student is happy or sad.
It gives the ability to provide people who teach remotely the feedback of how people are taking the information if they switch on their webcam to capture responses during content delivery. This means teachers can make changes as they teach if the student is puzzled or confused. It could also help with the flipped classroom, as you can tell if students have got it and can move ahead. Also, you could pick up anxiety about it. This also means that it can capture aspects of your emotions and tailor the experience for you. They have been working with Hololens to visualize information in real time and I managed to see this in action later in the day. Another thought I had was around students with difficulty reading expression, where one day they could maybe have some glasses that can help read other peoples emotions.
Mike Tholfsen (aka Mr OneNote) then spoke about his top 10 tips for OneNote. His presentation is here.
OneNote is free on every device and every platform and is an amazing programme saving time, helping with organisation and collaboration. I am a big OneNote fan and they just keeping improving it all the time. These were his top 10 things he likes:

1:  Class notebook - class notebook works with a range of LMS around the world so that grades can be put straight in.
2:  Added stickers for teachers to use
3:  You can embed cool things such as geogebra, quizlet, soundcloud, sway
4:  A quick hack. How to quickly make pages – make a table, right click and choose “link to page” and it will automatically make pages for each name in list
5:  Staff notebook – they have a vision for Professional Learning Criteria in this. They have also created help for your Professional Learning Community (PLC). It is in the waffle. If you go to New Group in office 365, create group and choose PLC group you get a notebook with templates.
6:  Export class notebook – really handy when you want to save a copy - right click in your list of notebooks and “save a copy”.
7:  Learning Tools are now built into the online version, also free with word online. Love the Learning Tools!
8: Windows 10 version of OneNote has rainbow ink, fun with ink and reversible ink where you can playback the order of what they did. It’s called Replay when you are looking for it.
9:  Ink to Math – this is great and can even generate graphs automatically.
10:  Writing prompts – this is brand new out this week – aka.ms/writeideas – A great tool for students wanting ideas for their writing.

Some other great things about OneNote (I could go on forever):
- students self-assessing with templates in one note
- give feedback and give support from parent educator like a teacher aid. Don't have to sit next to them if they get embarrassed by that, they can work on the same book at the same time
- Giving feedback by video


What a session – only 2 hours into the day and we were filled with ideas and possibilities. I loved that this was streamed live so other educators around the world could drop in on a part of #E2. Hopefully this will inspire them to be the best they can be and maybe be a part of the Microsoft Innovative Educator network.