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‘Ka Whawhai Tonu Ake Ake.’

15 Nov

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We are having some discussion this week and as a result looking at evidence in literature of ‘being Māori’ in learning.  In the Ministry of Education [MOE] 2013-2017 Māori Education Strategy- Ka Hikitia, there is clear focus on Māori being Māori in their learning:

This vision means ensuring that all Māori students, their parents and their whanau participate in and contribute to an engaging and enjoyable educational journey that recognises and celebrates their unique identity, language and culture” (MOE, 2013, p.13).

This opinion is supported in much of the literature and reports that have been commissioned by the Ministry of Education.

We know that Māori do much better when education reflects and values their identity, language and culture ...” (MOE, 2013,p.6).

This vision in Ka Hikitia identifies five principles of a Māori approach to learning: the significance of the Treaty of Waitangi, incorporation of identity, language and culture, ako, a two way teaching and learning process, and productive partnerships acknowledging the connection of students to whanau.

This has linked well to our HOF Inquiry this year around collaborative leaving an dpedagogy. Collaborative approaches and the importance of relationships have also been identified in the literature (Greenwood and Te Aika, 2008, p.6) including the concept of visibility ‘kanohi kitea’ (Ferguson, 2008, p.2) Thus we start to see how Māori culture and identity (kaupapa) can be incorporated into education, part of which will be eLearning. Both eLearning and the incorporation of kaupapa Māori into eLearnng are relatively new fields of education (Tiakiwai and Tiakiwai, 2010, p.6).

‘Ka Whawhai Tonu Ake Ake.’

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He tangata, he tangata, he tangata.

16 Oct

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There is frequent comment in the literature of ‘being Māori’ in learning.  In the Māori Education Strategy- Ka Hikitia, there is clear focus on Māori being Māori in their learning:

This vision means ensuring that all Māori students, their parents and their whanau participate in and contribute to an engaging and enjoyable educational journey that recognises and celebrates their unique identity, language and culture” (MOE, 2013, p.13).

This opinion is supported in much of the literature and reports that have been commissioned by the Ministry of Education.

We know that Māori do much better when education reflects and values their identity, language and culture ...” (MOE, 2013,p.6).

This vision in Ka Hikitia identifies five principles of a Māori approach to learning: the significance of the Treaty of Waitangi, incorporation of identity, language and culture, ako, a two way teaching and learning process, and productive partnerships acknowledging the connection of students to whanau. This week I am going to look back on this document. This seems to speak clearly to our emphasis on collaborative practices in schools.

This clip also got me thinking.

http://www.edtalks.org/#/video/cultural-identity-and-community-in-whitestream-schools

 

SLT as Teacher

3 Oct

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I love being a teacher.  When I became a Deputy Principal was very worried that I would lose touch of what it was like to be a teacher.  I heard stories of SLT who had become disconnected from what really happens in the classroom, and I was determined that was not going to be me.  The first two years of being a SLT I walked through classes as much as possible and got to know the kids.  I still taught two classes as I do today and took tutorials. I wanted to stay connected and by walking through classes and getting to know kids I felt a certain level of being connected but not as much as I wanted.

Teachers would ask if I ever missed a full load of teaching and I would tell them I really did; I missed it a lot.  But I recognize now that I have many classrooms. The staff-room and the assembly hall.

I learned many valuable lessons from teaching the classes.  These are just a few:

-Teaching classes shows others that you are willing to take risks

-You gain a better appreciation for what teachers do on a daily basis

-You gain a better understanding of what teachers and students need which will help when decisions need to be made

-You can try some of the strategies that you have learned from observing other teachers

Learner Agency

9 Aug

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This year I have been exploring “learner agency” in my classes and school wide with the HOF group. In a funny kind of way, the staffroom is my classroom. Like most classes all around the world, I have had a range of abilities from dependent to independent. I believe the teachers’ role in an agentic community is not the gatekeeper: ‘the traditional, stand at the front and talk, I hold all of the knowledge and power and decision making’ type gate keeper, no. An agentic learning community needs an expert lead learner. Someone who inspires growth and challenge from within each individual learner. So, this is where I’ve developed this concept of “counting to five” or “breathe in, breathe out”.

I was introduced to something similar at my daughter’s preschool. I understood the concept it as this: The day is a series of tides: and they had moments of high tides and low tides – the activities would change depending on which tide phase they were in. Hey I really liked the concept.

So I have approached this year, with all my learners, new to ‘learner agency’ and agentic learning by ‘breathing in’: structure, goal setting, independent learning and reflection. And then ‘breathing out’: inquiry based, student decision making, goal doing (where you practise or work towards the goals you have set) and reflection. Now I must be honest I have had a range of success.

Most of my learners have flourished this year and I think it has benefited them by having the agency in to lead their learning.

IT PrObLeM and Solution

10 Jun

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I was writing reports this week and like those around me the tension was building. Errors creep in . Here is a common one and it was my learning this week. .

PROBLEM: having to retype text when you have left your CAPS LOCK on?

SOLUTION: quickly change the text typed in capitals back to the proper case without having to retype it.

If you accidentally leave your caps lock on while typing it’s not a train smash.  Thankfully it’s an easy fix.

  1. Select the text.
  2. Press SHIFT + F3 [keep the Shift key held down while you press F3 as many times as required until the text is displayed in the case you require], or from the Home tab in the Font group click the Change Case command and then select the case you require.

Don’t you love it when a plan comes together.

A Reflection: June 1

31 May

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If you have not spent time seriously exploring pedagogy, then you are going to fall into the trap of teaching the same way, just on a bigger scale.

Truly interrogating what you currently do requires some serious consideration of what is currently seen and accepted as best practice. Why is it best practice? Who decided? Is it best practice for all groups of learners? Is the numeracy project really meeting your identified student needs? Who says it is best practice? How well does it marry our curriculum? How well does it marry with BES? Is it moving your kids? Is there stages that they just roadblock at and need something different? Same for writing and reading? Where are the authentic links? Are they authentic for the actual kids in front of you? Or are they authentic in an adult’s head and world?

“Our Code, Our Standards – draft for consultation”

2 May

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This was well worth noting this week. “Our Code, Our Standards – draft for consultation”

Our Code, Our Standards articulates the expectations and aspirations of our profession, and has been crafted by teachers, leaders and teaching experts. It reflects what it is to be a teacher in Aotearoa New Zealand. This video invites learners to discuss and provide feedback on the draft. Read the document and have your say at educationcouncil.org.nz/OurCodeOurStandards Please view the video here: 

Growth Mindset

2 May

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I have been doing reading by Carol Dweck. I assume that you know what Dweck’s Growth Mindset is all about. If you don’t, have a peek at this video of her explaining its essence.

Dweck’s research falls into the category of most of the best of our research into education, in that it merely ends up confirming the eternal truths of the classroom: turn up, work hard, study, do well; work harder, do better; believe you can improve and you probably will, believe that you can’t and see what happens.

Trend Six: Change Leadership

25 Mar

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Education faces a challenge to keep pace with all of these changes, particularly given that many of our traditional leadership practices were designed for a slow-moving world with a small group of people (or even one person) making most of the decisions. The traditional ‘pyramid-style’ hierarchy that existed in most 20th century organisations still holds considerable influence over organisations in the 21st century, however newer and more agile arrangements are required if we are to successfully navigate the future.

Some excellent resources

How empowered are they to be represented in the conversation and decision-making?

Community engagement is a two-way street where the school, families, and the community actively work together, creating networks of shared responsibility for student success. It is a tool that promotes civic well-being and that strengthens the capacity of schools, families, and communities to support young peoples’ full development.

I have been thinking about some Idea ways community be involved in change leadership.

These four ideas were Idea for me:

Idea 1: Know Where You’re Going and Tell a Story around it.

Start by creating a vision – in partnership with school staff, families, partners and students, what the school could look like and develop a plan for how to get there. Ensure that diverse viewpoints are included in this process.

Idea 2: Distributed Leadership

Actively involve staff, parents and community partners in sharing leadership functions, and work closely with them in working towards your shared vision.

Idea 3: Reach Out

Be proactive in learning about the community surround the school and become actively outside the school.

Idea 4: Don’t Ignore the Elephant in the Room

Recognise, and embrace, diversity within the school and the broader community. Recognise things that have not worked and share.

These are key to leading changing consulting with the community.

I love this Ted Talk around this idea.

Trend Five: Design Thinking

23 Mar

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Design Thinking is a process that can support us to shift from improvement and reform approaches towards ways that encourage transformation and a “learning revolution” (Robinson, K, 2010). It can help us to respond to and prepare our learners for the demands of business sector and the rapidly shifting job market as technology replaces many process-driven tasks. It can also help us to empower our learners to be proactive when working with real-world complex problems. This is because Design Thinking processes help to build the skills and capabilities needed for learners to navigate multiple perspectives, to find common ground and to create “messy” solutions that haven’t been thought of before.

Design thinking encourages a bias toward action and, because of its reliance on rapid prototyping, frees practitioners to embrace the notion of failing forward because it’s OK to make mistakes — that’s where breakthrough ideas are born

There are five main stages of the design thinking process,

1. Empathize

Empathy is the foundation and the heart of the design thinking process. Everything else is built upon it. Empathy is a powerful tool to develop an understanding of others’ needs, requiring us to look beyond ourselves and see the world from someone else’s point of view. Every day, we create experiences in our schools, whether in classrooms, on athletic fields, or even in the cafeteria. Yet how often do we stop to think how our users (our students, parents, teachers, and anyone else who comes in contact with our campus) are receiving those experiences?

2. Define

When problems arise in our schools, it’s easy for many of us to give our two cents about how it should be handled. After all, we’re highly-educated, intelligent people with frequent opinions about how things should be done. How often, though, do we ask the opinion of those who are actually having the problem?

  1. Ideation.

Once a DESIGN THINKING participant is able to identify a real-world problem worth solving, the next step is to explore ways to respond. The goal is not to find a perfect solution at this point. Instead, DESIGN THINKING participants seek novel perspectives with a bias toward innovation. DESIGN THINKING values the creativity and insights of all participants, regardless of specific expertise or a need to be “right” at first blush. It encourages outside-the-box thinking, which leads to unexpected creative solutions. DESIGN THINKING relies on a creative process based on “building up” ideas (rather than the typical analytical process that looks to “break down” ideas). Key to this is the belief that there is no place for value judgments early on. The DESIGN THINKING process rewards “and, and” responses from participants, as opposed to the “yeah, but” reactions that are typical of traditional academic experiences.

4. Prototyping.

To DESIGN THINKING advocates, the idea is to help make an idea real, tangible, and accessible. Ultimately, DESIGN THINKING has a natural bias toward action. The best way to approach this—as many designers will tell you—is to use a rapid prototyping process fueled by an attitude of “fail and fail fast,” something ideally suited for learning in a complex and often messy 21st century world.

Testing.

Creativity and open minds aside, DESIGN THINKING deeply values testing all assumptions. Solutions need to work. And better yet, solutions need to work in the real world and have an observable positive impact on the human experience. Because problems are found in the real world, answers need to be agile enough to adapt over time. Such a pedagogical framework naturally provides learners with the thinking tools to respond to an unpredictable future while remaining focused on the human experience.

 

 

 

 

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