This document provides ideas for using the Kidpix software to support learning across various subject areas in a classroom setting. Some examples include:
- Creating a food pyramid in Kidpix to reinforce nutrition concepts in health class.
- Having students design costumes and learn about cultural differences of India to support learning about tikanga-ā-iwi.
- Using Kidpix for students to storyboard and plan a reenactment of local history stories they are learning about.
- Having students illustrate sound waves and life cycles to support science concepts.
- Designing book covers, presenting poems, and creating video projects to support writing skills.
- Using Kidpix for self-portraits, photograph editing, and website
Ngā rauemi hāpai i tā mātou rangahau me te toi mō ngā tuna me ngā hīnakiRuth Lemon
In term 1, the year 6-8 rūmaki reo Māori class were preparing for camp and for art exhibition. We found out that there were eels in the river by Kōkako Lodge, so we decided to design our own hīnaki and to explore tuna.
Ngā rauemi hāpai i tā mātou rangahau me te toi mō ngā tuna me ngā hīnakiRuth Lemon
In term 1, the year 6-8 rūmaki reo Māori class were preparing for camp and for art exhibition. We found out that there were eels in the river by Kōkako Lodge, so we decided to design our own hīnaki and to explore tuna.
Boek over hoe creatieve vouwlijke professionals de weg kunnen vinden door hun hart te volgen en te volharden in de keus uiteindelijk met hun passie en talent geld te gaan verdienen.Vaak zijn er veel drempels te nemen voor rechterbreiners in deze linkebreiner wereld. Dit boek spoort aan om door te zetten en geeft tips van andere heldinnen die hun doel bereikt hebben. Auteur Peter de Kuster
You had me at Hello: 7 mostly not crazy ideas to make sure you’re making the most of new supporter relationships
So you've got a bunch of new names from somewhere...Facebook, a contest, a progressive social action network, (ahem) Care2. Now what?
Well, you could start with "hello." Or, actually, anything. Kinda nuts, but sometimes it can take organizations too long to make any sort of proper introduction. And then your new joins are all like "who are these people?" when you finally send that renewal or call to action. But never fear! We have all kinds of smart, easy, and even automated tactics and techniques to let your newest list members know how glad you are to meet them.
Watch this AWESOME webinar with Madeline Stanionis (principal at M+R) and Justin Perkins (Senior Director Brand Engagement and Business Development at Care2) to learn about the best way to handle all of that acquisition you're bound to do in 2015. You'll learn about various case studies and walk away with cold-hard-tactics to make sure your ROI is astronomical (or at least, you know, positive).
Как выявить резервы повышения оборачиваемостиОльга Правук
Вебинар Как выявить резервы повышения оборачиваемости
Бесплатная базовая диагностика http://uppravuk.net/uslugi/besplatnaya-ekspress-diagnostika.html
Анализ оборачиваемости
Анализ причин отклонений оборачиваемости
Рекомендации по улучшению
Базовая диагностика проводится бесплатно, в формате интервью с ключевым специалистом в сфере закупок.
Длительность базовой диагностики 1-1,5 часа. Существует два возможных формата проведения экспресс-диагностики:
Встреча в офисе заказчика, г. Москва;
Конференция в Skype.
Сайт Управление запасами&Планирование http://uppravuk.net/
For my programming course at University of Berne I had to shortly talk about dependencies and how we handle them. I features some Inversion of Control methods and the DI framework Guice from Google.
Boek over hoe creatieve vouwlijke professionals de weg kunnen vinden door hun hart te volgen en te volharden in de keus uiteindelijk met hun passie en talent geld te gaan verdienen.Vaak zijn er veel drempels te nemen voor rechterbreiners in deze linkebreiner wereld. Dit boek spoort aan om door te zetten en geeft tips van andere heldinnen die hun doel bereikt hebben. Auteur Peter de Kuster
You had me at Hello: 7 mostly not crazy ideas to make sure you’re making the most of new supporter relationships
So you've got a bunch of new names from somewhere...Facebook, a contest, a progressive social action network, (ahem) Care2. Now what?
Well, you could start with "hello." Or, actually, anything. Kinda nuts, but sometimes it can take organizations too long to make any sort of proper introduction. And then your new joins are all like "who are these people?" when you finally send that renewal or call to action. But never fear! We have all kinds of smart, easy, and even automated tactics and techniques to let your newest list members know how glad you are to meet them.
Watch this AWESOME webinar with Madeline Stanionis (principal at M+R) and Justin Perkins (Senior Director Brand Engagement and Business Development at Care2) to learn about the best way to handle all of that acquisition you're bound to do in 2015. You'll learn about various case studies and walk away with cold-hard-tactics to make sure your ROI is astronomical (or at least, you know, positive).
Как выявить резервы повышения оборачиваемостиОльга Правук
Вебинар Как выявить резервы повышения оборачиваемости
Бесплатная базовая диагностика http://uppravuk.net/uslugi/besplatnaya-ekspress-diagnostika.html
Анализ оборачиваемости
Анализ причин отклонений оборачиваемости
Рекомендации по улучшению
Базовая диагностика проводится бесплатно, в формате интервью с ключевым специалистом в сфере закупок.
Длительность базовой диагностики 1-1,5 часа. Существует два возможных формата проведения экспресс-диагностики:
Встреча в офисе заказчика, г. Москва;
Конференция в Skype.
Сайт Управление запасами&Планирование http://uppravuk.net/
For my programming course at University of Berne I had to shortly talk about dependencies and how we handle them. I features some Inversion of Control methods and the DI framework Guice from Google.
Presentation used at the IV CIEB Conference in Madrid, 2017. It raises a number of points about the use of David Perkins' Thinking Routines in CLIL settings in Primary Education
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
A presentation and workshop about collaborative design with children in the Étui project, made by Richard Millwood and Dai Griffiths at the Contagious Creativity conference held by FutureLab in Bristol June 2002.
Worked through this unit plan with an Intermediate level class. The experiment rotation before identifying individual science fair questions was highly successful! Helped students develop creative and exciting hypotheses over a range of the Science curriculum strands.
When I taught year 6-8, we went to Kōkako Lodge for our camp. Charades happened to be one of the planned activities, but we found out that the majority of the class had never played this game before. I decided to start a draft of the game, but I really wanted some feedback... He aha o koutou whakaaro? He pai, rānei ngā kaupapa? He aha ngā painga? He aha ngā āhuatanga ki te whakapakari?
Anansi me ana mahi toa nā Verna Aardema te paki, nā Lisa Desimini ngā pikitia...Ruth Lemon
I te tau 2004, i tū tētahi wīki whakanuia pukapuka i te Kura-ā-rito o Newton. Ko taku hiahia ki te pānui i tētahi pukapuka mīharo me te hou ki ngā tamariki rūmaki reo... Nō reira, i te tango whakaahua o tētahi pukapuka mīharo me te whakamāori - Ahakoa he mahi roa tēnei, he mahi whaihua!
Our concert this term had the theme, Celebrations, so we explored a range of celebrations through our weekly shared poems, from Chinese New Year, to Eid Mubarak, to Saint Patrick's Day. The poems were selected from: Let's celebrate! : festival poems from around the world / edited by Debjani Chatterjee & Brian D'Arcy ; illustrated by Shirin Adl.
We went through the history of the British Isles through nursery rhyme, which supported the extensive work that we did exploring the histories of the peoples and the land (from the Iron Age Celts, through to Victorian England).
Bicultural Histories - British Isles Term 2 2014Ruth Lemon
Unit Two follows on from the Māori foundation laid in unit one by exploring the complex histories and contexts that lead to the wants/needs of the peoples in the British Isles to migrate to Aotearoa / New Zealand... This is a plan for section one of the unit.
With year 7-8 rūmaki students, we explored the continuation of the cube, rod, flat pattern, by by chopping carrot models. This sheet was a practise sheet after the activity. Focus on place value consolidation.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
This swimming/aquatics unit plan contains a sequence of activities (thank you Water Safe - http://www.watersafe.org.nz) that are easily adapted to a range of ability levels, incorporating things like: hypothermia and its effect on the body; rip education in the swimming pool and life-jackets.
We were studying character descriptions in class. I selected a section of a piece that I had written about a māeroero and we then dissected the language features (āhuatanga reo) used in the text.
Te waihanga kēmu Game design with a bilingual classroom
Ideas for how to use kidpix in the akomanga
1. 1 Kidpix
Ideas for how to use Kidpix in the akomanga
Hauora
· Food Pyramid – I made a template and asked the tamariki to make their own
food pyramid. Reinforcement of Hauora in class the previous week, where the
Food Pyramid had been introduced and extension – to see where the tamariki’
understanding was at. 1 hr 30 mins = wä mahi
tauira Tau 1
Tau 2
· Other Ideas:
Tau 3
Tau 3
- Tinana – drawing and labelling parts of the tinana to reinforce understanding
- Cycles – looking at hapütanga, what stages does the baby grow through?
- Responsibilities – making up an individual chart which reflects the mahi you
are responsible for at home, could lead into a group effort and/or be made into
a slideshow, where the tamariki could look at the different things their whänau
do around the home
- Diets or menus, could be group work, to extend on from the food pyramid,
where tamariki plan a healthy diet for a day / the 3 meals.
2. 2 Kidpix
Tikanga-ä-iwi
· Inia – A series of mahi.
Step 1 was to reinforce the takotoranga whenua. The tamariki had spent
classroom time exploring this and started making a mural also.
Step 2 was to introduce some of the languages and get the tamariki to write
their name using Hindi characters (an Internet download). No w or wh
characters in Hindi, so tamariki problem-solved to choose the closest
equivalent – B or V...
Step 3 was to bring in a picture of themselves and dress themselves up in the
clothes of India, sari, bindi etc. Reinforce cultural differences and probe for
some of the thoughts that the tamariki have about where the differences come
from / why?
45 mins = wä mahi for each step.
Tau 3
Tau 1
Tau 2
Tau 1
When we were preparing for a marae haerenga to Taranaki, we started to look at what
we thought the whenua was like. In class, the tamariki explored some of the history
and stories – they also started working on a whakaari, to retell the stories ä-tinana.
Te mahi tuatahi = what would Parihaka Pä have looked like, with Taranaki maunga
behind?
Te mahi tuarua = after the tamariki learnt the story of the maunga, they drew what
they thought the fighting would have looked like.
45 minute sessions in the ruma rorohiko.
Tau 2
Tau 1
3. 3 Kidpix
Tau 1 Tau 1
· Other Ideas
- To storyboard the whakaari at the same time as it is being written in the
classroom – to work on choreography and awareness of performance for an
audience – maybe to record some of the korero, go into the Powerpoint side of
Kidpix and make a video of their planning.
- To make a booklet, maybe for tourists, about a new whenua, including a
mahere whenua, some of the reo, some of the famous places...
-Map skills – to make a map of the ruma rorohiko with key, to look at maps of
home, of kura.... always with keys.
Tau 2
me 3
Tau 3
Tau 1
Tau 2
Tau 3 Tau 2
4. 4 Kidpix
Pütaiao
· Oro – We had just started the unit in the classroom and the tamariki had been
introduced to soundwaves and done a couple of experiments about how sound
travels. In ruma rorohiko, we aimed at finding out what the tamariki’
whakaaro was about how different sounds would look, as the soundwaves
travelled to the ear.
Tau 3 Tau 1
· When we were looking at Poraka as a kaupapa, it carried over into momo tuhi,
where the tamariki wrote a report on frogs. We used wä rorohiko to look at
publishing this work as a booklet.
· When the tamariki were studying Ngä Parekura-ä-Taiao, an integrated 10
week unit, the tamariki produced a video in Kidpix that incorporated their
tuhinga for momo tuhi, their reo, the photos taken of their mahi building the
shelter and weaving the plates, making the cups and gathering the manuka for
bedding, and we aimed at readability and relevance.
· Other Ideas
- Designing experiments, making a ‘Powerpoint’ that contains the design, the
steps taken and the results
- Looking at life cycles – showing each stage of the cycle and labelling
- Looking at habitats
Tau 1
Tau 2
5. 5 Kidpix
Momo Tuhi
· Rotarota – the tamariki wrote a series of poems in class. Together, we wanted
to find ways of presenting these using Kidpix. 3 sessions used, mainly due to
keyboard familiarity.
Tau 2 Tau 3
· Narrative writing – Designing a cover for a narrative piece written in class.
Aiming at having the artwork be relevant and not just ‘pretty’.
· Käri Poroporoaki – done with seniors and juniors – one session. With
nohinohi, usually supported by written message in the final poroporoaki book,
but seniors write their message in Kidpix. 1 session.
Tau 1
Tau 3
Tau 3 Tau 1
Tau 2
6. 6 Kidpix
Tau 1 Tau 2
· Other Ideas:
– Storyboarding – could support playwriting or scripting.
- Cartoons – could be used to strengthen concepts, or as a ngohe pänui
Tau 3
Tau 4
Tau 5 Tau 6
7. 7 Kidpix
Toi
· Ngä Kanohi Whaiaro – could have been used to support just about any
kaupapa for mahi toi, but when the tamariki were looking at self-portraits in
class, we looked at this also in Kidpix.
Tau 1 Tau 3
· Photography – we are looking at photography at the moment and using Kidpix
to frame / showoff the work that we are doing. Aiming at progressing to a
stage where there is an understanding of the focus, which you want to be the
actual photo, so trying not to distract the viewer’s attention. Also looking at
titles for the photo.
Tau 2
Tau 3
Tau 1
Tau 2 Tau 1
8. 8 Kidpix
Hängarau
· Designing an obstacle course (started off as a mainstream senior students’
project) – The nohinohi got excited one day when they came in and saw
the models that the senior students had built from their Kidpix designs, so
we decided to look briefly at the kaupapa. First, are the mainstream
examples.
Tau 5
· Pae Tukutuku – after the tamariki had finished their rangahau, they went
into Kidpix as individuals, to lay down their whakaaro about what the
website page layout could be. This was then taken back to the röpü, where
ideas were incorporated from each member to create a collective design,
this is in the process of being revised / polished before starting work on
making the actual webpages – to focus the thoughts, so that I can see
which tamariki might need more support / time to explore websites.
Below, there is a sample of the individual work, how the group’s first draft
looked and a revised draft for some – to show some of the process.
Tau 1
Tau 2
9. 9 Kidpix
1st group
draft
Tau 6
Tau 5
2nd group
draft
Tau 4
Tau 4
Tau 4
1st group
draft
1st group
draft
Tau 5
Tau 5
10. 10 Kidpix
When I first started in the classroom, Kidpix was something the kids were
used to and that I had never seen before. At first, I stressed and spent a
long time tutuing and trying to figure out what stamps were where etc.
But then, I noticed that the tuakana teina system was strongly in place. I encouraged
tamariki to answer each other’s questions and learnt a lot from them. In the beginning,
the focus in Kidpix was really on how to publish some writing or to make an
illustration for something being done in momo tuhi. Over time, this whakaaro has
changed. Kidpix is a strong and useful tool for visualising, for designing, to use as
part of a larger process.
Over the last couple of weeks, I have tried for the first time with the juniors to use the
tool itself as part of the aromatawai whaiaro process. I wanted the tamariki to share
how they thought they were doing, on one side, with photography and, on the other,
how comfortable they felt with their pukenga-ä-Kidpix.
Tau 2
Tau 3
Tau 2
Tau 1