tag:blogger.com,1999:blog-49422442122587693742024-02-01T21:45:59.716-08:00curiosity catalyst: “One’s mind, once stretched
by a new idea, never regains its original dimensions.”
Oliver Wendell HolmesAnonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.comBlogger16125tag:blogger.com,1999:blog-4942244212258769374.post-11989221393928585772017-03-18T13:21:00.003-07:002017-03-18T13:21:53.990-07:00My Changing Practice!<div class="MsoNormal">
<span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%; mso-ansi-language: #0481;">Week 32<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Arial",sans-serif; font-size: 14.0pt;">Titiro whakamuri, kokiri whakamua<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Arial",sans-serif; font-size: 14.0pt;">Look back
and reflect, so you can move forward<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 14pt;">The lead statement on the NZ Education Council website declares that “Teachers
play a critical role in enabling the educational achievement of all
ākonga/learners.” (NZ Education Council,
n.d.) This is one of four overarching criteria,
which teachers need to meet to renew their registration. The 12 criteria depict the fundamental knowledge,
understanding and capabilities expected of all teachers in their professional
practice. The criteria are aspirational
and meeting them will enable quality teaching within the New Zealand education
system.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 14pt;">For the past three years, I have run a STEM class where I gathered
together groups of mixed ability children for a term and we developed and
completed individual projects based on science.
The learning was integrated and we used the mathematics and the literacy
skills that were needed to help us complete our projects. I loved working this way and for the most
part, my students loved working this way.
I am the first to admit that it did not work for all students; some
prefer the routine of a regular classroom but for many of our indigenous and
Pasifika students. This type of learning fitted well. Engagement increased and children became
enthusiastic about their learning in a way that I had rarely seen in my ‘regular’
classroom.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; vertical-align: baseline;">
<span style="font-family: Arial, sans-serif; font-size: 14pt;">This year, I have moved back into a year three and four class. I have re-engaged with the more traditional
ways of teaching numeracy and literacy but the lessons of the past three years
have come with me. Alongside this is my
learning from the past thirty-two weeks at MindLab.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 14pt;">I have begun to appreciate more fully, the ideals of twenty first
century learning and the tools with which to achieve these ideals.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 14pt;">The first criteria to focus on for making effective changes in my
teaching is </span><i><span style="color: #0070c0; font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Criteria 4: </span></i><i><span style="color: #0070c0; font-family: "Arial",sans-serif; font-size: 14.0pt;">demonstrate commitment to ongoing
professional learning and development of personal professional practice.</span></i><span style="color: #0070c0; font-family: "Arial",sans-serif; font-size: 14.0pt;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; vertical-align: baseline;">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">This
is further broken down: <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -36.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Arial;">i.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">identify
professional learning goals in consultation with colleagues<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -36.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Arial; mso-fareast-language: EN-NZ;">ii.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">participate
responsively in professional learning opportunities within the learning
community</span><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -36.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Arial; mso-fareast-language: EN-NZ;">iii.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">initiate
learning opportunities to advance personal professional knowledge and skills</span><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; vertical-align: baseline;">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">I am
learning to work in a modern learning environment, team teaching with another ‘Mindlabber.’ We challenge each other and reflect on our
learning through this programme and how to best implement effective change for
our students. I will continue learning
from my peers, my students and through exploring future professional
development opportunities, which come my way.
Design thinking is now on my radar and I will be seeking opportunities
to upskill in this area.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; vertical-align: baseline;">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Working
in a highly multicultural school the other criterion for me to focus is on
criteria 9: </span><i><span style="border: none windowtext 1.0pt; color: #0070c0; font-family: "Arial",sans-serif; font-size: 14.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">Respond
effectively to the diverse and cultural experiences and the varied strengths,
interests, and needs of individuals and groups of ākonga</span></i><i><span style="border: none windowtext 1.0pt; color: #339966; font-family: "Arial",sans-serif; font-size: 14.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">.</span><o:p></o:p></i></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; vertical-align: baseline;">
<span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">Again,
the criteria is further broken down:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -36.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Arial;">i.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;">demonstrate
knowledge and understanding of social and cultural influences on learning, by working
effectively in the bicultural and multi-cultural contexts of learning in
Aotearoa New Zealand<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -36.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Arial; mso-fareast-language: EN-NZ;">ii.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"> ii. select teaching approaches, resources,
technologies and learning and assessment activities that are inclusive and
effective for diverse ākonga</span><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; margin-left: 54.0pt; margin-right: 0cm; margin-top: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -36.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: Arial; mso-fareast-language: EN-NZ;">iii.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 14.0pt;"> iii. modify teaching approaches to address the
needs of individuals and groups of ākonga<span style="border: none windowtext 1.0pt; color: #404040; mso-border-alt: none windowtext 0cm; padding: 0cm;"> </span></span><span style="font-family: "Arial",sans-serif; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; line-height: 16.8pt; margin-bottom: 12.0pt; vertical-align: baseline;">
<span style="border: none windowtext 1.0pt; color: #404040; font-family: "Arial",sans-serif; font-size: 14.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">I based my literature review on the question: How do traditional
methods of ako position Māori as 21<sup>st</sup> Century learners. I have a long way to go in my journey to
speak Te reo fluently and to become competent in the use of appropriate tikanga
in an educational setting. I love the
explanation of ako – a reciprocal learning and teaching process where the
teacher is the kaiako, the learner is the ākonga and the roles are continuously
exchanged. The literature review has
provided me with the reasons to change my practice and the research to support
the changes.<o:p></o:p></span></div>
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<span style="border: none windowtext 1.0pt; color: #404040; font-family: "Arial",sans-serif; font-size: 14.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">So as I finish this 32 week roller coaster journey I leave you
with a whakatauki.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9QYaScoxpL4ML2k3GICmp7HD3bIU691NTHCy_OlfCvjpLsouZJZ-Nt4hqBhso4hJnBkehaEeqRWnEI0fLBD-jUAqp0w0tGYo2I9Z7GGoQIlk0PWD0ornzbeVzJ2D-uflDXT7tbWl9/s1600/Capture+22.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9QYaScoxpL4ML2k3GICmp7HD3bIU691NTHCy_OlfCvjpLsouZJZ-Nt4hqBhso4hJnBkehaEeqRWnEI0fLBD-jUAqp0w0tGYo2I9Z7GGoQIlk0PWD0ornzbeVzJ2D-uflDXT7tbWl9/s640/Capture+22.PNG" width="419" /></a></div>
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<span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%; mso-ansi-language: #0481;">References<o:p></o:p></span></div>
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<span style="color: #404040; font-family: "Arial",sans-serif; font-size: 14.0pt;">Ministry
of Education (nd).<span class="apple-converted-space"> </span><em style="box-sizing: border-box; font-weight: inherit; outline: 0px;"><span style="border: 1pt none windowtext; padding: 0cm;">Practising teacher Criteria and e-learning</span></em><span class="apple-converted-space"> </span>. Retrieved from<span class="apple-converted-space"> </span><a href="http://elearning.tki.org.nz/Professional-learning/" style="box-sizing: border-box; font-style: inherit; font-weight: inherit; outline: 0px;"><span style="border: none windowtext 1.0pt; color: #444444; mso-border-alt: none windowtext 0cm; padding: 0cm;">http://elearning.tki.org.nz/Professional-learning/</span></a><o:p></o:p></span></div>
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<div style="background-color: rgba(255, 255, 255, 0.952941); box-sizing: border-box; margin: 0cm 0cm 0.0001pt; outline: 0px; vertical-align: baseline;">
<strong style="box-sizing: border-box; font-style: inherit; outline: 0px;"><span style="border: none windowtext 1.0pt; color: #404040; font-family: "Arial",sans-serif; font-size: 14.0pt; font-weight: normal; mso-bidi-font-weight: bold; mso-border-alt: none windowtext 0cm; padding: 0cm;">Image:<o:p></o:p></span></strong></div>
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<span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Rachelfaithcox.com <span style="color: #404040;">Retrieved
from </span><a href="http://rachelfaithcox.com/tag/words/">http://rachelfaithcox.com/tag/words/</a><o:p></o:p></span></div>
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<span style="font-family: "Arial",sans-serif; font-size: 14.0pt; line-height: 107%;">Looking back: Retrieved from <a href="https://jemima.wordpress.com/2012/02/20/looking-back/">https://jemima.wordpress.com/2012/02/20/looking-back/</a><o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com2tag:blogger.com,1999:blog-4942244212258769374.post-26164864894128366172017-03-17T01:39:00.000-07:002017-03-17T01:39:00.253-07:00Impacts of my Interdisciplinary Connections<div class="MsoNormal">
<span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: #0481;">Week 31: </span></div>
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<span class="apple-converted-space"><span style="color: #333333; font-family: "Arial",sans-serif;"> “</span></span><span style="color: #333333; font-family: "Arial",sans-serif;">As with any boundary crossing, expanding our ideas about ‘who
belongs’ presents challenges to the existing culture.” (Stoll et al 2007)<o:p></o:p></span></div>
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<span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: #0481;">My interdisciplinary
connections map looks like a map of the London Underground. What I find most interesting is the relative
sizes of the branches of this tree. The ‘regular’
classroom learning branches of literacy, numeracy and science are relatively
small but the social media branch is huge in comparison. The Putaiao / science stem is also
significantly enlarged representing my recent journey of teaching through a
STEM based curriculum with a project based learning focus. I
think this gives a valid visual representation of the way in which my personal
learning and interactions with others has grown over the past few years.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: #0481;">I have used my growing
understanding of the benefits and challenges of interdisciplinary learning to
change the way I teach in the classroom.
<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: #0481;">I have moved to a more
project based learning environment and I have tried to enable students to
become empowered learners. I have done
this through basing my teaching on science, technology and enviroschools as
thematic focii.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: #0481;">Jones (2009 p 76)
states that “interdisciplinary techniques allow students to see different
perspectives, work in groups and make the synthesizing of disciplines the
ultimate goal.”<o:p></o:p></span></div>
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<span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: #0481;">My experience has been
that students do begin to see different perspectives and they do work in groups. As a primary teacher, the synthesis of
disciplines is not my ultimate goal for my students, my ultimate goal is to
engage them fully in their learning using real world contexts that have meaning
for them. To this end, cultural
perspectives need to be incorporated into the learning. Magga (2004) describes quality education for
indigenous people as being based on their own culture, knowledge, languages and
learning and teaching traditions. “From
this platform we will be able to reach for the best in the global garden of
knowledge.” (cited in King and Schielmann, 2004:10) My learning from my MindLab studies has shown
me that in Te Ao Māori, interdisciplinary studies were the norm. </span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Geographic and genealogical
locations were taught, as were important social and cultural icons. There was no separation between these areas
as the more extensive a person’s knowledge and understanding of these things,
the more mana they derived from this.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Teaching in a school with more than 50% Māori and Pasifika
students, I need to move forward with this tradition making links with the NZ
Curriculum. In this way, the voice of my community is heard while the learning
experience of the students both links back to tradition and forward with 21<sup>st</sup>
Century learning skills and habits. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">Our world is interdisciplinary in nature and becomes more
so each day. As education moves in this
direction, we need to ensure we have systems in place to
support culturally democratic learning and to develop effective assessment
strategies to record success and progress for students.</span><span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: #0481;"><o:p></o:p></span></div>
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<span lang="mi-NZ" style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-ansi-language: #0481;">References:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #333333; font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages,
and the future benefits of interdisciplinary studies. <i>ESSAI, 7</i>(26),
76-81. Retrieved from </span><span style="color: #1aaf5d; font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><a href="http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai"><span style="color: #674ea7;">http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai</span></a></span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #333333; font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Mathison,S.. & Freeman, M.(1997). <i>The logic of
interdisciplinary studies.</i> Presented at the Annual Meeting of the American
Educational Research Association, Chicago, 1997. Retrieved from <a href="http://www.albany.edu/cela/reports/mathisonlogic12004.pdf"><span style="color: #1aaf5d;">http://www.albany.edu/cela/reports/mathisonlogic12004.pdf: </span></a><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 15.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-family: "Arial",sans-serif;">Stoll, L &,
Seashore Louis, K. (Eds.).(2007). Professional Learning Communities:
Divergence, Depth And Dilemmas. New York, NY: McGraw-Hill <o:p></o:p></span></div>
<div class="MsoBibliography">
<span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%; mso-no-proof: yes;">Thaman, K. (2016, December
6th). <i>Culture Matters in teaching and learning.</i> (K. Thaman, Performer)
Aronui Lecture Series, Wellington, New Zealand.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-8259143852853045162017-03-08T00:14:00.000-08:002017-03-08T00:14:05.293-08:00Using social online networks in teaching and professional development<div style="background-color: white; color: #333333; font-family: open_sansregular, "helvetica neue", helvetica, helvetica, arial, sans-serif; font-size: 13px;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaeuegczJEM7RFUsWYGQSnfQ6VeuXKkkdcnEdEAQkWFQM-aT_XQb1KjFm2zyHAi1f1pGdu52cEdfvqcOn2_WgLikYHI5hlqIUCGPUnia5gLqJovcsr2q3ISVUx0gfbfUV5GzvyW10C/s1600/Capture.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="540" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaeuegczJEM7RFUsWYGQSnfQ6VeuXKkkdcnEdEAQkWFQM-aT_XQb1KjFm2zyHAi1f1pGdu52cEdfvqcOn2_WgLikYHI5hlqIUCGPUnia5gLqJovcsr2q3ISVUx0gfbfUV5GzvyW10C/s640/Capture.PNG" width="640" /></a></div>
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<span style="font-family: "Helvetica",sans-serif; font-size: 11.5pt; line-height: 107%;">Melhuish (2013)<w:sdt citation="t" id="1850903870"><!--[if supportFields]><span
style='mso-element:field-begin'></span><span lang=mi-NZ style='mso-ansi-language:
#0481'> CITATION Sha16 \l 1153 </span><span style='mso-element:field-separator'></span><![endif]--> <span lang="mi-NZ">(Sharples, 2016)</span><!--[if supportFields]><span
style='mso-element:field-end'></span><![endif]--></w:sdt> hypothesizes that
educator engagement in the Virtual Learning Network (VLN) provides a system of
participation where educationalists are able to be informally involved in
professional development. Such
involvement is immediate and contextual to the teaching and leadership of those
individuals. My belief is that this is
true across many social media platforms.
I have found that many of the specific twitter chats (e.g. #scichatnz) are
an excellent form of both informal professional development and building a
personal learning network that is both national and international. In my own teaching, this had led to my
classes’ involvement in many collaborative initiatives. Examples are ‘The Travelling Rhinos Project,’
both the NZ and Global Read Aloud projects and Maths Pirates. My understanding
from reading research on this topic is that sharing of resources, development
of both content knowledge and professional reflection are common outcomes of
the professional use of social media. Other outcomes, which are unintentional,
can include deeper pedagogical understanding, increasing competence with
technology and the growth and development of professional leadership, identity
and recognition<o:p></o:p></span></div>
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<span style="font-family: "Helvetica",sans-serif; font-size: 11.5pt; line-height: 107%;">This diagram summarises my perception of benefits from
participating in social media as an educator.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnr9912kyQa8BFSlHK1z5P2G7DAAGPyIjeaMqgq42TRNyW5bAk8IRIZcyNFQwMbkXbiX4wTce-NkTjAmgMZbUxPZyJh3DKeP9CvHIJ_vmdaGPhe6GKP-7sECeRBooy0Q0lLr7LxY7-/s1600/Capture.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="430" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnr9912kyQa8BFSlHK1z5P2G7DAAGPyIjeaMqgq42TRNyW5bAk8IRIZcyNFQwMbkXbiX4wTce-NkTjAmgMZbUxPZyJh3DKeP9CvHIJ_vmdaGPhe6GKP-7sECeRBooy0Q0lLr7LxY7-/s640/Capture.PNG" width="640" /></a></div>
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<span style="font-family: "Helvetica",sans-serif; font-size: 11.5pt; line-height: 107%;">Through being a connected educator, we are modelling to
our peers and our students that we are lifelong learners. </span><a href="https://www.youtube.com/watch?v=riZStaz8Rno"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #7c7c7c; font-family: Helvetica, sans-serif; font-size: 11.5pt; line-height: 107%;">Kathy Cassidy (2013)</span></a><span class="apple-converted-space"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; font-family: Helvetica, sans-serif; font-size: 11.5pt; line-height: 107%;"> </span></span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black; font-family: Helvetica, sans-serif; font-size: 11.5pt; line-height: 107%;">believes classrooms need to reflect the connections happening out of
school. Children of today have grown up with internet and are surrounded by
devices.</span><span style="font-family: "Helvetica",sans-serif; font-size: 11.5pt; line-height: 107%;">
Students are often highly connected at home, playing games with multiplayer
options and often using Facebook via a parental account. This can lead to challenges involving the use
of social media in the classroom. Time
and effort needs to be spent on teaching internet safety and etiquette. . Frequently, young children do not think
clearly about the information they give out online. This is a definite teaching point addressing privacy
issues and access. How to be cyber safe,
how to respond appropriately and what information is OK to give out needs to be
taught and retaught<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: black;">.</span><o:p></o:p></span></div>
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<span style="font-family: Helvetica, sans-serif; font-size: 11.5pt;">In my current class, I use a variety of social media sites. Most often, I am in control of these and use
them to supplement lessons. Facebook,
Twitter, Class Dojo and Skype would fall into this category. The reason for this is that my Year 3 / 4 students
would be vulnerable on these sites combined with the fact that there are age
guidelines set for these sites.<o:p></o:p></span></div>
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<span style="font-family: Helvetica, sans-serif; font-size: 11.5pt;">To enable collaboration with others, I have used Edmodo. This platform is safe for children as it is
set up to link only to other classrooms around the world. It enables the students to collaborate with
others and to learn the etiquette of interacting on a social networking site.<o:p></o:p></span></div>
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<span style="font-family: "Helvetica",sans-serif; font-size: 11.5pt; line-height: 107%;">Within class we are currently learning to use Microsoft
Classroom. Students are able to
collaborate with each other and with me. Also a ‘safe’ environment, it facilitates
collaboration and connection with this small group. Class Dojo is similar but involves whanau and
can be used to support positive behaviours.
<o:p></o:p></span></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; line-height: normal; margin-bottom: 0.0001pt;">
<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #666666; font-family: Helvetica, sans-serif; font-size: 11.5pt;">Melhuish, K.(2013). <span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0cm; padding: 0cm;">Online social networking and
its impact on New Zealand educators’ professional learning</span>. Master
Thesis. The University of Waikato. Retrived on 6/3/2017, from </span><a href="https://app.themindlab.com/media/32455/view"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 1pt none windowtext; color: #1c7c7c; font-family: Helvetica, sans-serif; font-size: 11.5pt; padding: 0cm;">https://app.themindlab.com/media/32455/view</span></a><span style="color: #454545; font-family: "Helvetica",sans-serif; font-size: 11.5pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; line-height: normal; margin-bottom: 0.0001pt;">
<a href="https://www.youtube.com/channel/UC3N_1qJJKfUQu8GzW5Lrh2g"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #1aaf5d; font-family: Helvetica, sans-serif; font-size: 11.5pt;">Office
of Ed Tech</span></a><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-family: Helvetica, sans-serif; font-size: 11.5pt;">. (2013, Sep 18). Connected Educators. [video
file]. Retrieved from https://www.youtube.com/watch?t=216&v=K4Vd4JP_DB8</span><span style="color: #454545; font-family: "Helvetica",sans-serif; font-size: 11.5pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; line-height: normal; margin-bottom: 0.0001pt;">
<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-family: Helvetica, sans-serif; font-size: 11.5pt;">Seaman, J., & Tinti-Kane, H. (2013). Social
media for teaching and learning. Retrieved from </span><a href="http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0" target="_blank"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #1aaf5d; font-family: Helvetica, sans-serif; font-size: 11.5pt;">http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0</span></a><span style="color: #454545; font-family: "Helvetica",sans-serif; font-size: 11.5pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">
<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-family: Helvetica, sans-serif; font-size: 11.5pt; line-height: 107%;">Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C.,
Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M.,
Wong, L. H. (2016).<em style="box-sizing: border-box;"> Innovating Pedagogy 2016: Open University
Innovation Report 5</em>. Milton Keynes: The Open University. Retrieved
from </span><span style="font-family: Helvetica, sans-serif; font-size: 11.5pt; line-height: 107%;"><a href="http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf" style="box-sizing: border-box; line-height: inherit;" target="_blank"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #1aaf5d;">http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf</span></a><o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com1tag:blogger.com,1999:blog-4942244212258769374.post-13674115520139980652017-02-27T17:31:00.003-08:002017-02-27T17:31:43.314-08:00The Use of Social Media in School<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoL8RwEUvYVUVP2_c-CUbG9UR0cTdoMuLQgY-g2ImjWDzcT-sn2lkgZrH88uDTgmVHRV3E3Of9LHWTSK1_0VZ4yK0QCgBMNYxX_F33DF665y79P-rj0oUUi4W_RKGGB1hxW6MyakfE/s1600/Capture.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoL8RwEUvYVUVP2_c-CUbG9UR0cTdoMuLQgY-g2ImjWDzcT-sn2lkgZrH88uDTgmVHRV3E3Of9LHWTSK1_0VZ4yK0QCgBMNYxX_F33DF665y79P-rj0oUUi4W_RKGGB1hxW6MyakfE/s320/Capture.PNG" width="320" /></a></div>
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As a teacher it is imperative to make conscious moral
decisions to ensure my practice meets the ethical standards of conduct and
responsibility set by the New Zealand Teacher’s Council. The use of social media is an area filled
with pitfalls. Finding the balance
between professional life and personal life can be a very delicate balance. “Today’s teachers are frequently confronted by
ethical choices in situations that did not arise, or were relatively
unproblematic for their counterparts 30 years ago.” (Hall, A. 2001 p 1)<o:p></o:p></div>
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There are four fundamental principles we are required to
abide by:<o:p></o:p></div>
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<span style="background: white; font-family: Arial, sans-serif; font-size: 10.5pt; line-height: 107%;">“Application of the Code
of Ethics shall take account of the requirements of the law as well as
the obligation of teachers to honour the Treaty of Waitangi by paying
particular attention to the rights and aspirations of Māori as tangata whenua.</span>”
(Education Council, n.d.)<o:p></o:p></div>
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These principles then should guide, influence and inspire
educationalists throughout New Zealand. “<i><span style="background: white;">It should be recognized that high ethical standards are most
fully achieved by practitioners when those standards are also observed by
employers, parents, students and community”.</span>(Education Council, n.d)</i><o:p></o:p></div>
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It can be hard to manage this on social media.<o:p></o:p></div>
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Issues that have arisen at various times within our school
include:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Inappropriate personal postings by
teachers. The social network is wide and
although a teacher may not be friends with a parent of the school, another
contact may be. In this way, posts which
involve alcohol, personal beliefs or inappropriate behaviours can really be
ticking time bombs. <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Inappropriate comments from within the wider
community on school Facebook posts or classroom blogs. These can often be personal and addressed at staff
members or children.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Posting of photographs of children when they do
not have permission for this from their family / whanau.<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Community members venting on a public forum.<o:p></o:p></div>
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At present we have a closed community Facebook page for our
school. We have recently deleted all
members who are not currently involved in the school. This caused a firestorm within the local
community webpage. In deleting people we
were following our school protocol and despite the rage, we have stuck to this
protocol believing it to be appropriate.
It will however, be up for review by the current community members later
this year. The Facebook page is
transitioning to be a repository for reminders about trips and sporting events,
links to school newsletter and other day to day information only. All members can post to this page.<o:p></o:p></div>
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We are also in the process of building our school
webpage. As a staff we have agreed that
this is a better forum for photographs and descriptions of school activities
and the appropriate place for friends and whanau to make links with student
activities and achievements. Only staff
and through them, students can post to this site. It includes class blogs to celebrate the work
of our students. Comments are allowed on
this page but are vetted by staff before publication.<o:p></o:p></div>
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In summary then, to adhere to our professional and ethical
responsibilities we need to be constantly aware that all actions on social
media may be visible to students, parents, whanau and employers. Social
networking can be an incredibly powerful tool for both classroom use and the
development of professional learning networks but it is in our own best
interests to use social media and privacy settings responsibly.<o:p></o:p></div>
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<span style="background: white; color: #333333; font-family: "Helvetica",sans-serif; font-size: 11.5pt; line-height: 107%;">Connecticut’s Teacher
Education and Mentoring Program. (2012).<span class="apple-converted-space"> </span></span><em style="box-sizing: border-box;"><span style="font-family: "Helvetica",sans-serif;">Ethical and
Professional Dilemmas for Educators: Facilitator’s Guide</span></em>. Retrieved from<span class="apple-converted-space"> </span><a href="http://www.ctteam.org/df/resources/Module5_Manual.pdfEducation/" style="box-sizing: border-box; line-height: inherit;">http://www.ctteam.org/df/resources/Module5_Manual.pdfEducation/</a>
<o:p></o:p></div>
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<span style="background: white; color: #333333; font-family: "Helvetica",sans-serif; font-size: 11.5pt; line-height: 107%;">Education Council.
(n.d).<span class="apple-converted-space"> </span></span><em style="box-sizing: border-box;"><span style="font-family: "Helvetica",sans-serif;">The
Education Council Code of Ethics for Certificated Teachers</span></em>. Retrieved from<span class="apple-converted-space"> </span><a href="https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0" style="box-sizing: border-box; line-height: inherit;">https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0</a><o:p></o:p></div>
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<i><span style="background: white; color: #4e2800;">Hall, A.
(2001). What ought I to do, all things considered? An approach to the
exploration of ethical problems by teachers. Paper presented at the IIPE
Conference, Brisbane. Retrieved from <a href="http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-ought-I-to-do-all-things-considered">http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-ought-I-to-do-all-things-considered</a><o:p></o:p></span></i></div>
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Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com1tag:blogger.com,1999:blog-4942244212258769374.post-64790820690382801322017-02-27T16:22:00.000-08:002017-02-27T16:22:14.466-08:00Critique and evaluate how indigenous knowledge and cultural responsiveness inform practice<div class="MsoNormal">
<br /></div>
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There are many tensions between the New Zealand Curriculum
document and indigenous educational philosophies. In culturally responsive teaching, three
concepts of importance are:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Ako<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Whanau<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Māori succeeding as Māori (and Pasifika
succeeding as Pasifika)<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: 18.0pt;">
These three aspects link to the 21<sup>st</sup>
C skills of:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Collaboration<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Knowledge construction<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Self-regulation<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Real-world problem-solving and innovation<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]-->Skilled communication <o:p></o:p></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin: 0cm; vertical-align: baseline;">
<span style="font-family: Calibri, sans-serif; font-size: 11pt;">There is overwhelming agreement that recognition
and implementation of culturally-based methods of teaching and learning (Berryman
2014, Thaman 2003, Chu et al 2013) provide an effective learning context for
all students. Differentiating the
learning to effectively include all cultures is an expectation within the New Zealand
Curriculum and is expressed within the principles. “</span><i><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">The curriculum reflects New Zealand’s cultural diversity and
values the histories and traditions of all its people.” “…it ensures that
students’ identities, languages, abilities, and talents are recognised and
affirmed and that their learning needs are addressed</span></i><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">.”
(Ministry of Education 2007, p9) That this
expectation is often not met, results in the ineffectual learning and high
failure rates of Maori and Pasifika students. (Thaman 2016)<o:p></o:p></span></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin: 0cm; vertical-align: baseline;">
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;"> ‘Ako’ is a formative
concept in indigenous education (both Māori and Pasifika) and formal recognition
of this concept within our school champions the following methods of teaching:<o:p></o:p></span></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Reciprocal learning centred relationships between teacher
and student linking to the 21<sup>st</sup> C learning skill of collaboration. The project based learning and STEM (science,
technology, engineering and maths) focus in my class supports this aspect of
ako in my current class.<o:p></o:p></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJGhRQmAYtnWdNAY7JlkVOnFGdHhe9lP7eOtFjbMfNSZALFc4E4ntDZT33nx8BhQL4hRRjmT1rnxeinUv12TYJhu40HjHWSK2UbwyYe-Od28hO22PTOCMhRmYSrVbEufo543ha9bH7/s1600/12742137_1262565323770434_3489076838869761892_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJGhRQmAYtnWdNAY7JlkVOnFGdHhe9lP7eOtFjbMfNSZALFc4E4ntDZT33nx8BhQL4hRRjmT1rnxeinUv12TYJhu40HjHWSK2UbwyYe-Od28hO22PTOCMhRmYSrVbEufo543ha9bH7/s320/12742137_1262565323770434_3489076838869761892_n.jpg" width="320" /></a></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Whakawhanaungatanga (building strong relationships) is a key
factor supporting indigenous students. <o:p></o:p></span></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;"><br /></span></div>
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhypTThlhvEcTxlWaybqVX9zyjDJkTOaAUTSgVXzI9aX3uDqjquIIvwORICFMocc650rzkmCSrdZiV1q2vuK0zOB_fksus7itTHT0etdmVN7aTYJ5DVxMJJwDrEcLuhbrH2nLR4M7mr/s1600/Capture.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhypTThlhvEcTxlWaybqVX9zyjDJkTOaAUTSgVXzI9aX3uDqjquIIvwORICFMocc650rzkmCSrdZiV1q2vuK0zOB_fksus7itTHT0etdmVN7aTYJ5DVxMJJwDrEcLuhbrH2nLR4M7mr/s320/Capture.PNG" width="320" /></a></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;">Whanau: learner and whanau cannot be separated. This is an important aspect. In my experience, it can be the most
difficult barrier for a pakeha teacher to cross. <w:sdt citation="t" id="1960527722"><!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>CITATION Mac09 \l 5129 <span
style='mso-element:field-separator'></span><![endif]-->(Macfarlane, 2009)<!--[if supportFields]><span style='mso-element:
field-end'></span><![endif]--></w:sdt> proposes that to develop an effective
partnership between educators and whanau, consideration must be given to both
recognition of the balance of power and consideration of the effective
empowerment of whanau in determining educational outcomes for their children. When these outcomes differ from the outcomes
prescribed by the Ministry of Education, there must be a compromise. Russel Bishop in his discussion of educational
disparities in NZ education suggests that agentic teachers who can weave
together a context which allows indigenous students to bring themselves
authentically to the learning conversation are the key to educational success. This
skill of self-regulation, initially as
cultural self-regulation later as individual self-regulation is seen within a
primary context when the language and culture of a race are loudly and proudly
in evidence. <o:p></o:p></span></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_9pOl5pjOxbrtNsXU40dehvPkilfNt5VMtxTyu82L7idyJNeu2-HoBD8xiw08hkS2PPWL1jJQtyy9JS1E_y4VdhzlqW2Gh4ercxNqcX6UYzkBW3yQ1KY1uldy_QDphg8RsNBoqwRd/s1600/Capture.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_9pOl5pjOxbrtNsXU40dehvPkilfNt5VMtxTyu82L7idyJNeu2-HoBD8xiw08hkS2PPWL1jJQtyy9JS1E_y4VdhzlqW2Gh4ercxNqcX6UYzkBW3yQ1KY1uldy_QDphg8RsNBoqwRd/s320/Capture.PNG" width="320" /></a></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div style="line-height: 19.65pt; margin-bottom: .0001pt; margin: 0cm; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal">
At Koraunui we are fortunate to have a staff who journey
together to develop positive outcomes for all students. For many of us, this has meant significant
hours of professional development, learning new languages, new tikanga and
opening our eyes and ears to the history of our country that is not
taught. The history of oppression and
colonisation and the lingering effects or debts that have been the result of
this.<o:p></o:p></div>
<div class="MsoNormal">
For Māori to succeed as Māori we need to address the concept of
cultural deficit theory. This is a model in which the failure of indigenous students
to succeed within a westernised education system is attributed to social
characteristics rooted in their cultures and communities. Stewart (2016) suggests that under this
model, teachers hold low expectations of success for their students and this
results in poor student achievement. He describes deficit theory as a “barrier to
a culturally responsive pedagogy.”<o:p></o:p></div>
<div class="MsoNormal">
Change is slow. Small
steps make a difference. Using the home
language of a student, pronouncing their name correctly, acknowledging and
accepting their culture and celebrating their stories, songs and art are all
ways to develop ourselves as agentic teachers.<o:p></o:p></div>
<div class="MsoNormal">
<span style="background: white; color: #333333; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Toi tu te kupu, toi tu te mana, toi
tu te whenua</span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<h1>
<span lang="EN-US">Works Cited<o:p></o:p><w:sdtpr></w:sdtpr></span></h1>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]--><span lang="EN-US">Berryman, M. S.
((2014, 4:2).). Culturally responsive methodologies at work in educatio
settings. <i>International Journal for Researcher Development,</i>, 102-116.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Bishop, R. (2010).
Changing power relations in education: Kaupapa Māori messages for 'mainstream'
education in Aotearoa New Zealand. <i>Comparitive Education 39: 2</i>,
221-238.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Chu, C. S. (2013).
<i>Educational practices that benefit Pacific Learners in Tertiary Education.</i>
Wellington: National Centre for Tertiary Teaching Excellence.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Education, M. o.
(2007). <i>New Zealand Curriculum.</i> Wellington: Learning Media.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Macfarlane, S.
(2009). Te Pikinga ki runga: Raising Possibilities. <i>Set (2)</i>, 42-45.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Stewart, G.
(2016). Indigenous Knowledge and education policy for teachers of Maori
Learners. <i>Knowledge Cultures 4:3</i>, 84- 92.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Thaman, K. (2003
15:1). Decolonising Pacific Studies: Indigenous Perspectives, knowledge and
wisdom in higher education. <i>The Contemporary Pacific</i>, 1-5.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Thaman, K. (2016,
December 6). <i>Culture Matters in teaching and learning. .</i> (K. Thaman,
Performer) Aronui Lecture Theatre, Wellington, New Zealand.<o:p></o:p></span></div>
<w:sdt docparttype="Bibliographies" docpartunique="t" id="-554541297" sdtdocpart="t">
<!--[if supportFields]><b><span style='font-size:11.0pt;line-height:107%;
font-family:"Calibri",sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-NZ;mso-fareast-language:EN-US;mso-bidi-language:AR-SA'><span
style='mso-element:field-end'></span></span></b><![endif]--></w:sdt><br />
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="mso-ansi-language: EN-US; mso-no-proof: yes;">Thaman, K. H.
(2003). Culture, teaching and learning in Oceania. In K. Thaman, <i>Educational
ideas from Oceania</i> (pp. 3-12). Suva: University of the South Pacific.<o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-74697027494397179202017-02-26T23:28:00.001-08:002017-02-27T13:46:57.228-08:00The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. (Alvin Toffler)<div class="MsoNormal">
<i><span style="background: white; color: #222222; font-family: "arial" , sans-serif;">The illiterate of the 21st century will not be those who
cannot read and write, but those who cannot learn, unlearn, and relearn. (Alvin Toffler)<o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 9.0pt; mso-outline-level: 3;">
<span style="color: #373737; font-family: "arial" , sans-serif; font-size: 16.5pt;">Week 27-Activity 3-Practice-Broader Professional Context<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Implementing effective strategies to support priority
learners in our school.<o:p></o:p></div>
<div class="MsoNormal">
Working in a low decile school, we have many students
arriving at school without the traditional European knowledge of reading,
writing and arithmetic. Many also have a
limited vocabulary and are passive learners. “<i>Priority learners are groups of students who have been identified as
historically not experiencing success in the New Zealand schooling system. These include many Maori and Pacific
learners, those from low socio-economic backgrounds and students with special
education needs. (Education Review Office 2012 p4)<o:p></o:p></i></div>
<div class="MsoNormal">
<span style="background: white; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">The Education Review office (2012) discusses
trends in education relating to Priority learners. They identify three
aspects, which they recognise as ways of narrowing the gap between these
learners and other students. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background: white; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">These are: student
centred learning, <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="background: white; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">knowledgable implementation of a rich and responsive curriculum, <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-indent: 36.0pt;">
<span style="background: white; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">effective use of assessment. </span><span style="background: white; font-family: "lato" , sans-serif; font-size: 13.5pt; line-height: 107%;"> </span> <o:p></o:p></div>
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<span style="color: #1f1f1f;">In my class we are trying to
narrow the gap through blended learning with a STEM basis. In other words, science, technology,
engineering and maths (STEM) taught through both a project based learning
environment and a discovery based inquiry.
This provides authentic learning experiences for the students. “</span>Authentic
learning is seen as an umbrella for several important pedagogical strategies
that have great potential to immerse learners in environments where they can
gain lifelong learning skills.” (Adams Becker et al 2016 p 26) The result is student centred learning in a
rich and immersive curriculum.<o:p></o:p></div>
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<span style="color: #1f1f1f;">Assessment in our STEM class has
used SOLO taxonomy with students peer and self-assessing. Initially students struggled with the concept
of SOLO taxonomy but gained confidence in their self-appraisal by also using a
peer assessment strategy. Peer review
forms a huge part of the world of science and teaching students to effectively
assess / discuss / query work rather than the person has made a positive impact
on both collaborative learning and class culture. Students began to recognise each other’s
skill sets and ask peers for help and support to overcome personal challenges. Again this links to traditional assessment
practices of p</span>eer assessment, whanau assessment and teacher assessment,
appropriate behaviour and performance in context-specific situations as
identified by Mahuika (2008). <span style="color: #1f1f1f;"><o:p></o:p></span></div>
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<span style="color: #1f1f1f;">In traditional M</span><span style="color: #1f1f1f; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">ā</span><span style="color: #1f1f1f;">ori education, </span>inter-relationships between
learning areas were embraced. STEM
learning brings this cultural practice into the classroom but with a 21<sup>st</sup>
C agenda. It prepares our students for a
world of collaborative work teams, of problem solving and innovating solutions. <span style="color: #1f1f1f;"><o:p></o:p></span>. It also addresses
issues of social justice and equity as scientific literacy and critical
thinking support students in tackling the ‘wicked problems’ and opportunities
currently faced by our society<br />
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<h1>
<span lang="EN-US">References<o:p></o:p></span></h1>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]--><span lang="EN-US">Adams Becker, S.
F. (2016). <i>NMC/CoSN Horizon Report: 2016 K-12Edition.</i> Austin Texas: The
New Media Consortium. .</span><span lang="EN-US" style="font-size: 12.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-no-proof: yes;"><o:p></o:p></span><w:sdtpr></w:sdtpr></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Johnson, L. A.
(2015). <i>NMC Horizon Report: 2015 K-12 Edition.</i> Austin Texas: The New
Media Consortium.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Mahuika, R.
(2008). Kaupapa Māori theory is critical and anti-colonial. . <i>Mai Review</i>,
1 - 16.<o:p></o:p></span></div>
<w:sdt bibliography="t" id="-573587230">
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mso-no-proof:yes'><span style='mso-element:field-end'></span></span></b><![endif]--></w:sdt><br />
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US" style="mso-ansi-language: EN-US; mso-no-proof: yes;">Office, E. R.
(2012). <i>Evaluation at a Glance: Priority Learners in New Zealand Schools.</i>
Retrieved from http://www.ero.govt.nz: from
http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf<o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-33949136543486678052017-02-11T21:34:00.000-08:002017-02-11T22:03:50.811-08:00Current Issues in My Professional Practice<div class="MsoNormal">
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<b><u><span style="background: white; color: #333333; font-size: 12.0pt; line-height: 107%;">Critically
analyse issues of socio-economic factors, school culture and professional
environments in relation to practice</span></u></b><b><u><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></u></b></div>
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<i><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">“School culture is one of the most complex and
important concepts in education”</span></i><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">
(Stoll, 2000 p9). Almost anyone who has
walked into a school will agree with this statement. Each school has a defined character that
meets a visitor head on. At Koraunui we
are unashamedly a multicultural school which celebrates difference and
inclusiveness.<o:p></o:p></span></div>
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<strong><span style="font-family: "calibri" , sans-serif; font-size: 12pt; font-weight: normal; line-height: 107%;"> <span lang="EN">“<i>School culture is influenced by the school’s pupils and their social
class background.” </i>(Stoll 2000 p 10)
<o:p></o:p></span></span></strong></div>
<div style="vertical-align: baseline;">
<span style="color: #1f1f1f;">The Education
Review Office (2013) listed the following as important factors, which have an
impact on learning at our kura: <o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f; font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">Students come from a
diverse community<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f; font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">Students are taught
in either English or bi-lingual Māori mediums<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f; font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">There is a high
level of parent participation in the school
<o:p></o:p></span></div>
<div style="vertical-align: baseline;">
<span style="color: #1f1f1f;">All three points
are true but there is more. We are a
decile 3 school and poverty is a very real issue for us. We have families who cannot afford to feed
their children and live in damp, overcrowded housing. A hungry child cannot learn and so the basic
needs must be met. We have normalised
the issue of food, providing for all who come but poor housing creates health
issues. <o:p></o:p></span></div>
<div style="vertical-align: baseline;">
<span style="color: #1f1f1f;">We have 45% Maori
and 12% Pasifika students. The diversity
brings life and joy to our school. We
learn from each other and celebrate our wide variety of cultures. We run the Hutt Valley Polyfest, which
involves all staff and in 2016 had 30+ schools participating. Although a HUGE
effort, this brings our community together and working hard towards a common
goal brings cohesion, recognition and appreciation for each other’s
strengths. We are a beacon school for students with
special needs. The families love the
inclusiveness and the students learn to accept and acknowledge difference.<o:p></o:p></span></div>
<div style="vertical-align: baseline;">
<span style="color: #1f1f1f;">It is not all a
bed of roses though; there are cultural divides, misunderstandings, occasional violence
and widely differing expectations from our parent community.<o:p></o:p></span></div>
<div style="vertical-align: baseline;">
<span style="color: #1f1f1f;">We need to look
carefully at the cost of schooling, $5.00 is the maximum we can charge for a
school trip and the idea of 1:1 devices or a trip to Mindlab are out of reach
unless we can access alternative funding. Gargiulio identifies that a teacher
who is an educated person is unlikely to “<i>understand
the perspective of a child from an impoverished background</i>”. I am still
learning this lesson and am regularly confronted by issues of inequity within
our society. So how do we then develop students who will become competent 21<sup>st</sup>
C learners and citizens?<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f;">1.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">We work hard to
build positive relationships with our students and their whanau<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f;">2.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">We empower ourselves
with professional development which then leaks out into our classroom and into
the wider school community.<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f;">3.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">We are a ‘Glasser’ school
basing our behaviour management systems on Choice Theory.<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f;">4.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">We have recently
picked up PB4L and KIVA to support behaviour management.<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f;">5.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">Teachers walk the
talk. We have staff meetings on our
local marae, we learn te reo and other Pasifika languages and we use them. Through this we role model learning, risk
taking and mistake making to our students.<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f;">6.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">We trust each other
and we support each other through our differences. <o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #1f1f1f;">7.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: #1f1f1f;">We expect our
students to succeed.<o:p></o:p></span></div>
<div style="vertical-align: baseline;">
<span style="color: #1f1f1f;">The children are
at the centre of our world. They are our
priority and we hold high expectations for them. We try to expose them to experiences and
ideas beyond their immediate environment.
When your family is multi-generational unemployed, or your next-door
neighbours are a gang, your life experiences differ from those of children in
more affluent suburbs. Providing hope,
belief, love and opportunities then becomes critical to foster the possibility
of future change. In relation to
practice, this makes you a social worker, a teacher, a friend, a trusted adult
or an untrusted adult (depending on the situation).<o:p></o:p></span></div>
<div style="vertical-align: baseline;">
<span style="color: #1f1f1f;">When I look at
Stoll and Fink (1996) Norms of Improving Schools. I would tick every box on
this list. We create shared goals annually, we take shared responsibility for
success and we measure the success in multiple ways. We believe we can improve our academic
results and work collegially to achieve this end. Gargiulio (2014) alludes to
the importance of education in alleviating poverty in society and to the
crucial role low decile, multicultural schools play in achieving high
educational outcomes for their students. The BOT and management team support us
to take risks in our teaching. We model
ourselves as lifelong learners and we celebrate achievements. Best of all, we are open to change; we talk
with each other when there is a problem and try to come up with a resolution
together. (Stoll, L. and Fink, D. 1996)<o:p></o:p></span></div>
<h1>
<span lang="EN-US">References<o:p></o:p><w:sdtpr></w:sdtpr></span></h1>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]--><span lang="EN-US">Gargiulo, S.
(2014). <i>Principal Sabbatical Report.</i> Auckland.</span><span lang="EN-US" style="font-size: 12.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-no-proof: yes;"><o:p></o:p></span><w:sdtpr></w:sdtpr></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Office, E. R.
(2013, November 04). <i>Koraunui School 04/11/2013.</i> Retrieved from
Education Review Office:
http://www.ero.govt.nz/review-reports/koraunui-school-04-11-2013/#1-context<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Stoll, L. &. (1996).
<i>Changing our schools: Linking school effectiveness and school improvement.</i>
Buckingham: : Open University Press.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Stoll, L. (2000).
School Culture. <i>Set</i>, 9 - 14.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com2tag:blogger.com,1999:blog-4942244212258769374.post-82269657358024244902017-02-11T19:27:00.000-08:002017-02-11T19:27:26.322-08:00My Community of Practice<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="background: white; font-family: Calibri, sans-serif; letter-spacing: 0.6pt;">I am currently a
classroom teacher and leader of science in a small urban school in Stokes
Valley, Lower Hutt. In describing my “community of practice”, I reflected on
Wenger’s definition: “<i>communities that share cultural practices
reflecting their communal learning</i>” (Wenger 2000 p 229) and </span><i><span style="background: white; color: #333333; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">“groups of people who share a concern or a passion or about a
topic, and who deepen their knowledge and expertise in this area by interaction
on an ongoing basis” </span></i><span style="background: white; color: #333333; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(Wenger,
McDermott & Snyder, 2002<i>, p.4). </i>Using
this definition, I have an affiliation to a large number of Communities of
Practice</span><span style="background: white; font-family: Calibri, sans-serif; letter-spacing: 0.6pt;">. Looking only at education these include: my
teaching colleagues, the students, the science teaching community, the
enviroschools community, the Mindlab community, the twitter community...... All
of these groups have their own unique beliefs, practices and educational
relationships. </span><span style="font-family: Calibri, sans-serif;">As described by Knox (2009) these are groups
of people who have the passion and purpose that leads to an exchange of knowledge
and professional development.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: Calibri, sans-serif;">Using the first definition of
community of practice </span><span style="background: white; font-family: Calibri, sans-serif; letter-spacing: 0.6pt;">(Wenger 2000 p
229) I can see that in our school which has both a bilingual whanau unit and a
Pasifika class, some cultural practices are shared while others are not. This does not stop us being a community of
practice, but it does bring into question, the validity of the definition. I find that the second definition </span><span style="background: white; color: #333333; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-font-style: italic; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(Wenger, McDermott & Snyder,
2002<i>, p.4) </i>resonates better for my own situation in our school. A cultural divide arises from a lack of
knowledge of the traditional tikanga of each group. While we work hard to address this, it is a
constantly moving target as families and staff move into and out of our kura.</span><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Wenger (2000) describes three
essential elements of these communities of practice as<o:p></o:p></span></div>
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<b><span style="font-size: 12pt; line-height: 107%;">The domain</span></b><span style="font-size: 12pt; line-height: 107%;">: <span class="apple-converted-space"><span style="background: white;"> </span></span></span><span style="background: white; color: #2a2a2a; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> Within
Koraunui, this is to give our students opportunities to develop the knowledge
and skills required by 21st Century learners. Learning forms the core of our domain. This
includes aspects such as learning about ourselves, about each other, about our
multicultural community, academic learning and culminates in providing rich
opportunities for our students. <o:p></o:p></span></div>
<div class="MsoNormal">
<strong><span style="border: 1pt none windowtext; font-family: Calibri, sans-serif; font-size: 12pt; line-height: 107%; padding: 0cm;">The community: </span></strong><span class="apple-converted-space"><span style="background: white; font-size: 12pt; line-height: 107%;"> </span></span><span style="background: white; font-size: 12pt; line-height: 107%;"> </span><span style="background: white; color: #2a2a2a; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Our
community has a foundation of mutual respect and trust. That said, there are communities within the
larger school community. Our whanau
community, our Pasifika community and our Aoraki community. Each has its own focus and develops its own
purpose. From these groups we then move
together to design the purpose of our school community working collaboratively
to ensure that it meets the needs of our children. Sometimes there is conflict and dissonance
within these communities but we routinely reflect on our practice and continue
to address issues and further develop our skills and competencies. </span><span style="background: white; font-size: 12pt; line-height: 107%;"><o:p></o:p></span></div>
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<strong><span style="border: 1pt none windowtext; font-family: Calibri, sans-serif; font-size: 12pt; line-height: 107%; padding: 0cm;">The practice: </span></strong><span class="apple-converted-space"><span style="background: white; font-size: 12pt; line-height: 107%;"> </span></span><span style="background: white; font-size: 12pt; line-height: 107%;"> Within the various Koraunui communities there is sharing of capabilities
and opportunities. </span><span style="background: white; color: #2a2a2a; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">We grow
our skills, knowledge, and understandings collectively, through face-to-face
and online discussions, sharing, encouraging and supporting each other. This collaboration is enhanced by reflection,
both self-reflection and team reflection.
<o:p></o:p></span></div>
<h1>
<span lang="EN-US">References<o:p></o:p><w:sdtpr></w:sdtpr></span></h1>
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<!--[if supportFields]><span style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]--><span lang="EN-US">Knox, B. (2009,
December 4). Cultivating Communities of Practice: Making Them Grow. </span><span style="color: #333333; font-family: "Helvetica",sans-serif; font-size: 11.5pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Retrieved from </span><span style="color: #333333; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><a href="https://www.youtube.com/watch?v=lhMPRZnRFkk" target="_blank"><span style="color: #46db6e; font-family: "Helvetica",sans-serif; font-size: 11.5pt;">https://www.youtube.com/watch?v=lhMPRZnRFkk</span></a><o:p></o:p></span><span style="font-family: "Cambria",serif; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><w:sdtpr></w:sdtpr></span></div>
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<br /></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Wenger, E.
(2000). Communities of Practice and Social Learning Systems. <i>Organisation</i>,
225-246.<o:p></o:p></span></div>
<div class="MsoBibliography" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span lang="EN-US">Wenger, E. M.
(2002). <i>Cultivating Communities of Practice: A Guide to Managing
Knowledge.</i> Cambridge MA: Harvard Business School Press.<o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com3tag:blogger.com,1999:blog-4942244212258769374.post-72676312949147472502016-07-22T20:34:00.000-07:002016-07-22T20:34:21.570-07:00Mindlab Week OneWhat a great group of educators to begin this journey with. We were asked to reflect on two questions?<br />
What is knowledge?<br />
What is the purpose of education?<br />
<br />
It has been interesting to see the results on our Google plus community. There are many similarities and I am left asking myself if this is a result of how we have been educated? Do we all really believe the same things or are we, as teachers, confined within the box of pedagogy?<br />
<br />
I am hopeful to find the answer to this question over the next year as we take this journey together.<br />
<br />
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Tony Wagner in his talk on "7 skills students will need for the future" provokes us to think about the capabilities that students will need in the future; for a successful career, for continuous learning and for active and informed citizenship. How do we re-imagine education for the future? <br />
1. Critical thinking and Problem Solving<br />
2. Teamwork and Networking. Skills: Understand and respect differences and lead by influence<br />
3. Agility and adaptability. Skills: Being able to work across areas<br />
4. Initiative and entrepreneurism. Be willing to set stretch goals.<br />
5. Effective oral and written communication. Use analytical thinking and personal voice for persuasive writing.<br />
6. Ability to <u>access</u> and <u>analyse</u> information.<br />
7. Curiosity and Imagination<br />
<br />
These skills dovetail beautifully with the aspirations of the NZ curriculum. They also fit with key competencies and science capabilities. <br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-58019584063342112822016-07-22T20:29:00.001-07:002016-07-22T20:29:56.104-07:00MindLab Session 2Reading Nicholas Tuleb, The Black Swan about bringing past experiences into the future.<br />
<br />
What is the difference between knowledge and wisdom? Wisdom is knowledge plus experience where you use judgement to value the knowledge.<br />
<br />
What is the purpose of education? What are 21st C skills?<br />
<br />
Grant Lichtman, what did he find out? Lack of collaboration between schools. If we want self evolving Ss we need to be self evolving establishments. The anchors, the dams and the silos, the three things that stand in the way of learning.<br />
<br />
Solutions:<br />
Teach into the unknown<br />
Self evolving learners<br />
Self evolving organisations<br />
<br />
How 20th C and 21st C skills differ? Do we need both?<br />
<br />
20th C Literacy and Numeracy<br />
21st C Adaptive, collaborative, <br />
<br />
How well do our thoughts align with the ITL research results? Innovative teaching and Learning with Microsoft PIL<br />
identifying the characteristics of strong and innovative teaching. Connection between design of teaching activity and skills students are learning<br />
<br />
<br />
Video<br />
Three act structure required. Movies that encourage empathy are more effective than those that objectify problems. Worst type of video is slides with music, it needs human participation e.g. your voice or your classroom shots<br />
<br />
Tools Tag Cloud<br />
<br />
Tips and tricks for filming and editing:<br />
<br />
<br />
How do the Key Competencies relate to 21C skills?<br />
Are real world problems and ICT for learning implicit in the KC's?<br />
<br />
How do KCs apply in a leadership context? CORE video<br />
<br />
In assignment think about practice and apply KCs or 21C skills to our own practice.<br />
<br />
How much do we know about leadership theories, styles and attributes?<br />
<br />
What did you gain from reconceptualising Leadership?<br />
<br />
Do people want to lead or administrate and manage?<br />
Teacher Agency? How does this fit with teacher agency?<br />
As we move to ILEs does teacher Agency diminish?<br />
<br />
Leadership is not about administration and managing. <br />
<br />
Think about area of practice you want to focus on first, then come up with solutions. <br />
The issue that i have is.....<br />
What areas of digital and collaborative practice could i use that would help to solve this issue.<br />
<br />
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<br />Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-29111302181312970712016-07-22T20:29:00.000-07:002016-07-22T20:29:01.609-07:00Saturdey July 23rd MindlabAdaptive Competence<br />
<br />
SAMR and TPACK models allows you to evaluate where technological innovation sits. Is it innovation or substitution.<br />
TPACK, technological, pedagogical and content knowledge TPACK in 2 minutes<br />
Content is the what<br />
Pedagogy is the how direct instruction, inquiry<br />
Technology is the partner, what tool will make the content more accessible to Ss<br />
<br />
Substituition, tech acts as a direct substitution<br />
Augmentation, direct substitution with functional improvement<br />
Modification tech allows for significant task redesign<br />
Redefinition: Tech allows for creation of new tasks, previously inconceivable. SAMR in 120 seconds<br />
<br />
Google Maps, Google Earth or Tour Builder. Create a Google Doc where you can design a learning activity to last 20 minutes. Go for an integrated approach. Inform it with SAMR and or TPACK<br />
<br />
What are the limitations of using a map compared to using google maps.<br />
<br />
Article: <br />
Technology proficiency of teachers plays a major role in classroom technology innovations<br />
<br />
Knowledge of the enabling conditions for a technology.<br />
<br />
Knowledge of whats out there<br />
<br />
Doesn't align pedagogically with the way teachers are.<br />
<br />
What is the difference between being innovative and creative? There is a difference, to be creative is the process of ideas but as an innovator you are doing something with your ideas. <br />
<br />
APA referencing check out Daves screencasting on blogging and learning theories and check out the referencing.<br />
<br />
Qualities of an innovator: risk taker, confident, not fragile, curious, open to new ideas, persistent, collaborative<br />
<br />
References can be got through google scholar.<br />
<br />
Are dispositions as important as skills? What is an innovation video.<br />
<br />
Disruptive Technologies, advances that will transform life, business and the global economy. A paper check out google scholar.<br />
<br />
Gada, K. (2014) The education disruption: 2015 retrieved from http://wwwsingularity2050.com/2014/07/the-education<br />
<br />
Google Project Loon for internet accessibility with balloons.<br />
<br />
Google expeditions accessible if kids have a device.<br />
Tilt Brush by google, virtual reality art concept.<br />
<br />
<br />
What are the potential uses of virtual reality in education?<br />
Minecraft Gallipoli in Minecraft. Map and topography Made for schools and teachers to use in education. (use this in fish passages work)<br />
<br />
See things through other eyes and in a new way.<br />
The Sims<br />
<br />
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<br />Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-86516576756350623422016-07-09T16:38:00.000-07:002016-07-09T16:38:09.408-07:00I have been thinking about peer review and how this fits in with NOS in the classroom. I have been attending weekly team meetings where one person presents their work and there is an open discussion about it.<br />
It is not personal, and it is definitely helpful to the presenter. How can I replicate this in my classroom? As Andrea Benwell said in her post on NOS, we are surrounded by it in all aspects. <br />
Under the values section of the curriculum we are asked to help students "develop their abilities to discuss disagreements that arise from differences in values and negotiate solutions." <br />
It seems to me that science might just be the perfect vehicle for this. How do you all go about this in your classes?Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-84109469492346051002015-02-14T21:28:00.001-08:002015-02-14T21:28:34.075-08:00Nature of Science in ActionWeek Two is over and Week Three about to begin with a chemistry lecture and lab. The Wellington Group are getting together on Wednesday so i am looking forward to catching up with everyone.<br />
<br />
Week Two had some excellent experiences.<br />
There were a couple of science communication and science writing workshops with students from Lewis and Clark College in Oregon. It was pretty affirming to see similar group work being encouraged in a tertiary setting and also that there is still an emphasis on narrative structure for science writing.<br />
<br />
There were more sessions with the biology dictionary. Being in that space of uncertainty in my learning certainly places me in the realms of a student. It is a good space to inhabit as I think it shows that I am walking the talk when I ask my students to be risk takers. I tell them that we learn from failure but this gives me a clearer understanding of how scary putting myself in that position can be.<br />
<br />
The week ended up in the field in Gisborne. Only one bee sting to report. Working with so many stakeholders means that clear communication and a good understanding of my own role is vital. <br />
<br />
The NOS objectives are easy to see in the field.<br />
The project started because of observations which were made. <br />
I think the cycle then moved to understanding in science, could the observations be explained by what was already known?<br />
Next came communicating in science where all the parties got together and discussed their observations, plans and ideas.<br />
It seems that investigating comes after all of these others and then probably circles around again. At least, that is the thinking for today.<br />
<br />
Going out with the beekeepers was great. So much practical knowledge and careful observation which was shared so willingly.<br />
I feel very lucky to be able to work with such an interesting group of people.<br />
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Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-50142980754974397982015-02-08T14:37:00.003-08:002015-02-14T21:31:27.866-08:00Finding inspiration in the NZ CurriculumI had never before noticed the inspiring quote from Oliver Wendell Holmes at the front of the curriculum.<br />
“One’s mind, once stretched
by a new idea, never regains its original dimensions.”<br />
<br />
The nautilus shell which adorns the curriculum is described as a metaphor for growth. I see that growth as recognising the unlimited potential of all our learners.<br />
<br />
I am reminded of the beautiful whakatauki<br />
Ko te manu e kai ana i te miro, n<span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">ō</span>na te ngahere.<br />
Ko te manu e kai ana te m<span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">ā</span>tauranga, n<span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">ō</span>na te ao.<br />
<br />
The bird that partakes of the miro berry reigns in the forest.<br />
The bird that partakes of the power of knowledge, has access to the world.<br />
<br />
Each curriculum area has a whakatauki associated with it. The above whakatauki is used in the M<span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">āori section of the curriculum but it applies to all learners.</span><br />
<span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;"><br /></span>
<span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">The following whakatauki has been selected to represent science;</span><br />
<br />
M<span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">ā te whak</span><span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">ā</span><span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">aro nui e hanga te whare:</span><br />
<span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">m</span><span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">ā te m</span><span style="background-color: white; font-family: Verdana, Arial, Helvetica, sans-serif; line-height: 18.2399997711182px;">ātauranga e whaka</span><span style="background-color: white; color: #333333; font-family: 'Raleway Medium', Raleway, 'Gotham Book', Gotham, arial, sans-serif; line-height: 20px; margin: 0px; padding: 0px;"><span style="margin: 0px; padding: 0px;">ū</span></span><br />
<em style="background-color: white; color: #333333; font-family: 'Raleway Medium', Raleway, 'Gotham Book', Gotham, arial, sans-serif; line-height: 20px; margin: 0px; padding: 0px;"><b style="margin: 0px; padding: 0px;"><br /></b></em>
<span style="background-color: white; color: #333333; font-family: 'Raleway Medium', Raleway, 'Gotham Book', Gotham, arial, sans-serif; line-height: 20px; margin: 0px; padding: 0px;"><span style="margin: 0px; padding: 0px;">Big ideas create the house;</span></span><br />
<span style="background-color: white; color: #333333; font-family: 'Raleway Medium', Raleway, 'Gotham Book', Gotham, arial, sans-serif; line-height: 20px; margin: 0px; padding: 0px;"><span style="margin: 0px; padding: 0px;">Knowledge maintains it.</span></span><br />
<span style="background-color: white; color: #333333; font-family: 'Raleway Medium', Raleway, 'Gotham Book', Gotham, arial, sans-serif; line-height: 20px; margin: 0px; padding: 0px;"><span style="margin: 0px; padding: 0px;"><br /></span></span>
<span style="background-color: white; color: #333333; font-family: 'Raleway Medium', Raleway, 'Gotham Book', Gotham, arial, sans-serif; line-height: 20px; margin: 0px; padding: 0px;"><span style="margin: 0px; padding: 0px;">As I read through the curriculum I am inspired by the thought that lies beneath it. It is a document that promotes high aspirations for our tamariki and for ourselves as teachers. </span></span><br />
<span style="background-color: white; margin: 0px; padding: 0px;"><span style="line-height: 20px; margin: 0px; padding: 0px;"><span style="color: #333333; font-family: Raleway Medium, Raleway, Gotham Book, Gotham, arial, sans-serif;">E whakawhetai ana ahau ki nga kaituhi o tenei tuhinga.</span></span></span><br />
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Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-31548346479253663492015-02-07T15:17:00.000-08:002015-02-07T15:17:55.535-08:00The EdgeAs I start my journey within the Science Teacher Leadership Programme, I can only reflect on the links between science and all other curriculum areas. <br />
At the present time, I feel as though science places you on the edge. The edge of dreaming where you create possibilities in your mind and also the edge of logic where the rational minds assess the dreams. So for me, science forms a boundary between the soft and the hard and I see that reflection in the people I am fortunate to be working with, here at the university.Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0tag:blogger.com,1999:blog-4942244212258769374.post-36794948643863371432015-02-07T15:16:00.001-08:002015-02-07T15:17:03.668-08:00STLP Week OneScience Teacher Leadership Programme<br />
Reflection on Week One<br />
<br />
Nature Of Science Aims<br />
<br />
<ul>
<li>Understanding about science</li>
<li>Investigating in science</li>
<li>Communicating in science</li>
<li>Participating and contributing</li>
</ul>
<br />
<br />
Being hosted by the School of Biological Sciences has allowed me to attend a variety of lectures and seminars. <br />
<br />
I have been noticing links to the Nature of Science strands within our NZ Curriculum.<br />
In a lecture by Prof Phil Lester his advice to the students was to "always question science, ask how significant an effect really is". <br />
This links to the participating and contributing and the communicating in science NOS strands. <br />
It was during a discussion on the effects invasive wasps are having on NZ beech forests. The students needed a basic understanding of NZ ecology to appreciate the effects wasps are having in our forests and the natural food-webs. <br />
How do we develop this understanding of a food-web and local ecology in our students? <br />
Perhaps by involving them in the ecology of the school and the neighbourhood. Developing a sense of kaitiakitanga in them and modelling this same care-taking role in our daily lives.<br />
<br />
It is very easy to link this to Kouzes and Posners Five Practices of Exemplary Leadership (The Leadership Challenge by James Kouzes and Barry Posner).<br />
<br />
<ul>
<li>Model the way</li>
<li>Inspire a shared vision</li>
<li>Challenge the process</li>
<li>Enable others to act</li>
<li>Encourage the heart</li>
</ul>
<br />
Looking at this list, I believe I do model the way and work towards inspiring a shared vision. The area I fall down on, is teaching the children to challenge the process. We don't need to educate everyone to be a scientist but we do need people to have a questioning attitude where they will ask about how science can either bring benefits or damage to an area of research and the wider community.<br />
<br />
At a community meeting where a scientist was presenting to an interest group about his research, I listened to the community members disengaging from the science. They did not believe it held relevance for them and were disinclined to participate in any research. These people held so much collective practical knowledge yet were unwilling to engage in science. The question is, Why were they unwilling to challenge the process? If they did challenge the process would it enable others to act? Why did they not value their practical knowledge on equal terms with the knowledge of a scientist?<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/04861641256069049479noreply@blogger.com0