Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
Ellaboration -
• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice.
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.
2.3.20
Bilingual Hui @ Rānui Primary
Kei hautūtanga - Agentic learning, learner in control, self-determining
Rangatiratanga - leadership, ownership
Make sure tamariki know their āheinga - capability
Key purpose of assessment is for further learning
Stage 1 - clue-less, lost, floundering, haututū (distracted because of lack of understanding)
Stage 4 - strong foundation, making connections, engaged, familiar with routine, high order
Have learning groups/rohe around that room that have children of like ability
Utilise tuakana/teina
Visual or written instructions to refer back to
Checking in
Whakamana our tamariki - endorse
Whakaiti - belittle, look down on, diminish
Shared language in kura - the reo of formative practise
We need to discuss why - our tamariki need to make curriculum connections, but also life connections
What am I learning?
Why am I learning it?
How will I know when I've learnt it?
Do I know what will help me to learn it?
Make use of 'teachable moments'
Scaffolded, small chunks
Specific + fewer criteria = more achievable = more motivation = more success
26.9.19
Starting from the beginning of next year, Blair has encouraged me to offer opt in sessions on Tuesday mornings to help staff with their inclusion of Te reo me tikanga māori into our programmes. I'm happy to run with it as a way of getting more in front of our students and supporting staff to feel equipped to take it to the next level. I envisage it will be a 15-20 minute session each week where staff will add to their kete of knowledge and understanding with things like lesson ideas, games, sentence structure, resources, waiata, tikanga, whakatauki and so on. I think that learning little snippets together will be consistent and manageable for everyone (if they choose).
27.6.19
Tonight I went to a reading PD session that was offered to parents. It was really eye-opening about the approach to teaching reading that I use as a teacher and as a mother.
Things have got to change. Liz did such a great job and explaining how we need to explicitly teach 'the code'. Whole language learning is too much about memorisation and looking for visual cues. That's not reading. I'm going to do some more fishing around on the internet so I can help Dallin more. And then I'll add that to my strategy toolkit for the classroom.
https://littlelearnersloveliteracy.com.au/
https://fivefromfive.org.au
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| No more of this! |
17.6.19
Kahui Ako o Waitakere Wananga at Ranui Primary School
Aromatowai o te ako, mo te ako
Assessment of learning, for learning
-Understanding the meaning and importance of Assessment
-Knowing the importance of sharing practise to improve teaching and learning
-Understanding the importance of collecting baseline data
-Exploring research to deepen our understanding of aromatawai
Advocating vs. Inquiry - flowing between the 2 by using our professional judgement.
Ngā mātāpono o Ruhuhia Rārangahia
Specifically, in relation to aromatawai, given that
assessment provides only a snapshot of the impact of
a learning experience, it should not be the reason for
learning.
Important in this process is the need for
kaiako and ākonga to understand each other in ways
that go beyond the science of learning and teaching.
Like pā harakeke, pā tangata flourish better in
conditions that are normal and natural to them.
However, existing in familiar conditions does not
exclude the acceptance of new conditions or new
information that might help growth. Moreover, it
suggests the presence of a conscious decision-making
process that needs to take place in order to consider
how new material might contribute positively or
adversely to growth.
Four parallels have been drawn between pā harakeke
and pā tangata:
1. in order to flourish the young require nurturing
and care
2. success and growth are dependent on the
provision of some key conditions
3. practices that are mindful of the local
environment will have a greater likelihood of
success
4. positive growth provides for future generations
that are strong and resilient.
The local curriculum not only strengthens personal
identity, but also collective identity, which serves
as the basis upon which other knowledge/s can be
built. In this way mātauranga Māori is living, fluid,
dynamic, and evolving.
While mātauranga is generally learnt from external
sources, from one person to another, or from
an experience, if it is valued by the ākonga, it is
more likely to be internalised by them. Moreover,
mātauranga which is learned and taught and becomes
internalised generally goes on to shape the cultural,
social, and intellectual character of the learner. If
Māori thought processes and practise/s underpin the
learning, it may be said that mātauranga Māori may
have found a place in the lives of ākonga, and ākonga
succeed in ways that are cognisant of who they are.
We are reminded
therefore that there are multiple ways of knowing, of
being, and of understanding.
The purpose of knowledge, it would seem, is to
enhance one’s life, to contribute to understanding the
world, who you are in it, where you are in it and how
you are in it.
The focus of the teacher therefore is not on
measuring knowledge but rather fostering learning
as a way of life. Fostering learning is the development
of a taste for learning that can be acquired both
intuitively (through utilising tairongo) and by being
taught explicitly, or by observing and doing.
Ako is naturally occurring in all humans, that is, we are
born with a natural instinct of how and what to learn.
For teachers capturing the essence of what triggers a
student’s natural inclinations is important.
Teaching using the concept of ako as a way of framing
how to teach and what to teach is sharply focused on
learners, their desires, inclinations, dispositions and
motivations. For kaiako this means knowing their
learners in quite intimate ways, for example, who they
are, their whānau, their interests, their desires, their
dreams, their passions, their learning needs, and their
natural talents. It makes sense that if kaiako know all
or at least some of the above they will know how to
engage learners in ways that are personal to them. If
planning for learners is truly based on “who they are”
the practice of aromatawai will occur naturally as an
integral part of teaching. The practice of ako in the
classroom is as much about the detail of learning to
read, write, and do maths, as it is about transforming
and inspiring generations of Māori to enjoy life
as Māori.
What is tairongo?
The word tairongo refers to a part of the human body
that is able to sense something, either by listening,
looking, touching, tasting, smelling, or feeling. While
the first five senses are physical and are associated
with particular organs, such as ears for hearing and
eyes for sight, the sixth sense is more related to a
feeling sense, sometimes referred to as intuition. Some
would argue that feelings or intuition are connected
to the heart, whereas others believe that intuition is
extra sensory, where the reception of information is
sensed with the mind. Whichever part of our body
or mind, our understanding of tairongo is important
in that tairongo contribute to our feelings of being in
the world, and to our ability to function in it. What
is more, tairongo can affect our understanding of the
world and ourselves within it. This is an important
idea for teachers because their understanding of
themselves and their role as teacher also relies on
their ability to hear, see, touch, taste, smell, and feel
the world as their ākonga might. Perceiving the world
through ākonga lenses is a useful tool to develop
because it can give kaiako insights into ākonga
learning different to that acquired from a piece of
work for example.
In developing a teaching practice that acknowledges
the use of tairongo as valid ways of perceiving
learning, it will be necessary for teachers to have well
developed observation, listening, and communication
skills, along with an increased ability to relate to
learners, in ways that are sometimes intuitive and
sometimes reasoned. Within the teaching culture, we
have learned to believe that rationality is what should
prevail when making decisions about learning and
ākonga, from what we should teach next, to why it
is important to learn. But what of that “inner voice”,
that gut feeling, that little something instinctual from
within that tells us how we feel beneath those layers
of logic?
āta titiro
Look for ākonga learning by watching their growth.
āta whakarongo
Listen for ākonga learning by hearing their growth.
āta hī
Be sensitive of ākonga development.
whakamātauhia
Use scientifically developed tools as well as the tools of
intuition to help understand ākonga learning.
te whāwhā atu
Touch ākonga and whānau in ways that embrace who
they are.
whakamanahia te tairongo wairua
Listen to the inner voice that speaks from the heart and
is filled with passion for learning and compassion for
ākonga.
Finally, information about the following is an
important addition to using tairongo as an approach
to understanding learning and ākonga:
• the impact of the physical classroom environment
on ākonga (for example, is it inviting?)
• the emotional climate of the classroom (for
example, is it ākonga friendly?)
• language is not a barrier to learning
• ākonga-based inquiry is promoted
• potential learning opportunities and experiences are
explored from ākonga perspectives too
• ākonga engagement and/or disengagement is
understood.
Aro, is “to take notice of ”,
or “pay attention to”, and matawai is “to examine
closely”. Within the learning context aromatawai is
literally a way of focussing on the learner, what they
can do, their learning journey and experience, the
relationship between kaiako and ākonga, and how
that information can support learning, instantly, and
over time.
If ako is about learning meaning, aromatawai is a way
of understanding how well that meaning has been
learnt. An effective aromatawai approach utilises both
tangible and intangible processes, by incorporating
the use of tairongo to understand what, how, and why
learning has occurred.
20.5.19
Megan just shared this website with me
https://nzareblog.wordpress.com/tag/maori/
It should be good for some night time reading
20.5.19
Bi-cultural Hui @ Henderson Intermediate for CoL about 'Clarity in what is to be learnt'
Be clear as mud so kids know particularly why and how.
Explicitly talk through what we are doing, why and how. How will I know when I've done it?
Do I know what to do?
Check in with the kids. Thumbs up or thumbs down. Repeat back to me what we're doing
Try
How did you do? What was difficult? What do you need to try again? How could you make it better? How could you improve it? Are you happy with it? Mastering a skill.
Student needs to have ownership. Teacher has mana to check in and question. Find the point of partnership
What could I do from here?
Be more specific
Fewer criteria
More achievable
More motivation
More success
No hands policy. All students can be called upon
Whakamana te tamaiti - Empower the child
O te ako, mo te ako - Learning for Learning
12.3.19
Yesterday I attended the Maramataka workshop facilitated by Rereata Makiha. I found it fascinating again to find out about long established matuaranga (knowledge and wisdom) that has been passed on through whanau that informs habits and practise. I'm unsure as yet about how I would use this in the classroom or in my role in the Māori Academy.
1.3.19
Just dropping in to note down that I've signed up for the Ara Reo Māori 2 Course through Te Wananga o Aotearoa this year. It starts next week and runs through the year for 36 weeks.
I've also just registered to attend a Matariki/Maramataka lecture in May and I've got another Maramataka workshop to attend at school on the 11th of March. Off to a good start!
Wednesday 10th October - uLearn18
https://ngaitahu.iwi.nz/te-runanga-o-ngai-tahu/chief-executive/
Notes.....
Māori Success in our Education system - is ‘school’ safe for our whānau? - Wharehoka Wano
Are schools culturally safe? Are we talking past each other about what Māori success looks like? What changes do we all need to make?
Confiscation of land, reo, culture - leads/led to poverty, addiction & violence.
Māori student struggles
Peer Pressure
Struggle to be themselves
Kura kids come to mainstream schools don't want to speak reo
Opportunities to be themselves
Scholarships
Proud to be themselves
Māori Privilege v Pākehā Privilege
This is a thing - our kids, our people are subject to this every day as we try to deal with the equity issue
Culturally Safe
What do we mean by culturally safe schools? What does a culturally safe environment look, smell, feel like?
What are our experiences?
-Having whanau hui at a time that suits the school isn't enough. The families who come to that are regular and already engaged
-Can't just put in māori signs, art etc. Needs to be back story, meaning, significance
-Interviews/meetings in children's homes. Take bite to eat.
-Caring and putting effort into pronunciation
-build manaaki and mana in your own environment
Can't have everything resting on one person. It can't finish if one person resign. Students need to see staff value and get involved in all things māori. Learn waiata, mihi whakatau (speech of greeting). All of us need to be there, sit at a tangi, clean a hundred dishes.
Holiday programmes, reo wananga. Walk our maunga, visit awa. Contextual education. Make it real rather than just talking about it at a pōwhiri. Make connections!
Keep trying and working on whānau engagement. Don't give up on it. Without it, we can't make the traction we need to make.
Māori success and equity in our education system
Normalise te reo, culture, protocols, ceremony, waiata, stories, names,
Values - manaakitanga, whanaungatanga, aroha ki te tangata
'Just being us'
Put money where our mouth is. Invest in māori resources, training, kapa haka uniforms
Don't hit our mana whenua up for token visits. We bring time, knowledge, experience. It's a value added interaction....both ways.
Iwi are looking at the best way to inject ourselves. We are having our own educational conversations, We will lead our education initiatives
Get our children out into the natural environment. Days don't have to be spent in classrooms
Teacher Kapa Haka - brings teachers into a beneficial and perhaps uncomfortable space.
Māori day? What could we commemorate/celebrate in our area on an annual basis?
Ako - Sabrina Nagel
https://www.akospace.com/
-Creative, joyful, compassionate, lifelong learnings, courageous, innovative, harmonious, sustainable, active and valued members of society
-Future focused, play-based, immersed in nature. Children at the centre of their own learning.
-Make the school fit the child rather than the child fit the school.
-Ample play time to experiment, fail and try new thing. Parents deeply involved and supportive
-Democratic governance. Children treated as equals and teachers are helpers not judges.
-Mixed age learning
-Individualised learning that caters to different styles and interests
-Arrive between 9am-10am
-Around 10am - whānau hui
-We believe everyone is a learner and everyone is a teacher
-Around 10:30 - Off to the bush
-Around 12-1 Indoor creativity
Play based environment
Let go of learning intentions
Let the space get messy
Provocations might be used or ignored. Either is ok.
Look for support in your community
Make contact with ECE teachers
School Gen
Mark Herring (Using technology better)
School gen manager - Jessica Roger
https://www.akospace.com/
-Creative, joyful, compassionate, lifelong learnings, courageous, innovative, harmonious, sustainable, active and valued members of society
-Future focused, play-based, immersed in nature. Children at the centre of their own learning.
-Make the school fit the child rather than the child fit the school.
-Ample play time to experiment, fail and try new thing. Parents deeply involved and supportive
-Democratic governance. Children treated as equals and teachers are helpers not judges.
-Mixed age learning
-Individualised learning that caters to different styles and interests
-Arrive between 9am-10am
-Around 10am - whānau hui
-We believe everyone is a learner and everyone is a teacher
-Around 10:30 - Off to the bush
-Around 12-1 Indoor creativity
Play based environment
Let go of learning intentions
Let the space get messy
Provocations might be used or ignored. Either is ok.
Look for support in your community
Make contact with ECE teachers
School Gen
Mark Herring (Using technology better)
School gen manager - Jessica Roger
Genesis Energy's education programme
A suite of exciting educational materials, experiences and resources
Energise young minds to help create the energy innovators and leaders of tomorrow
What does school gen offer?
digital technology ideas eg. maker projects
educational games and e-books
solar data management
effortless STEM and sustainability teaching and learning
Inquiry Learning - It all starts with a hook!
Presented by Racheal London and Nathan Crocker
Hook in and then take it further. Measure, theorise, categorise....
Share knowledge
So what, now what?
Thursday 11th October, 2018Pasi Sahlberg - If you don't lead with small data, you'll be led by big data.
https://pasisahlberg.com/
Big Data? "Extremely large data sets that may be analyzed computationally to reveal patterns, trends and associations, especially relating to human behaviour and interactions."
Impersonal, presumptuous
Data mining? The process of sorting through large data sets to identify patterns and establish relationships to solve problems
Learning analytics? The measurement, collection, analysis and reporting of data about learners and their context.
"Correlation supersedes causation, and science can advance even without coherent models, unified theories, or really any mechanistic explanation at all."
Big trends, processed by machines, algorithms,
What is small data?
We need a marriage of small and big data to make things work.
Small Data written by Martin Lindstrom
Small, human data right in front of us reveals everything. Extraordinary. It's the key.
Why do so many children not like mathematics?
Research Question - What does a mathematician at work look like?
What can you do? Be part of things happening. Get in there. Don't just observe from a distance.
-Build trust based professionalism.
-Professional wisdom as evidence. 'Where's the evidence?' 'It's just my experience''
-Lead with small data. As a teacher, as a leader. Not just occasionally, but always.
Very personalised. Concept true for parenting as well. Not one size fits all. Don't assume anything. Needs to be personal, tailored. Look for insights and clues. Talk about feelings, reasons, understandings, impressions.
Equity for Male Learners - Kerri Sullivan (Kaiapoi High School)
Raising the expectation for everyone not making things easy for everyone
Challenge longstanding beliefs and stereotypes....MALE
repression of feeling, stoicism, laconic utterance. Hardly show emotion, certainly not grief, endure pain and hardship without sign, and they generally talk little
Are we focussing on the right things to engage young men in their own progress
Prison population, road fatality, suicide = predominantly men
How can we address the academic deficit evident in male learners whilst avoiding a dependency on traditional 'male' stereotyping?
Replace 'stereotype' with 'self worth' Support self-awareness, self acceptance and self progression
Female streamed education
Digital Badges - Megan
1. Become an issuer
2. Create badges
3. Award badges to kids
http://digitalbadgeed.com/
Innovation Symposium - Teacher Led Innovation Fund (TLIF)
Part A - Justin Hickey (Cobden School - Decile 3)
Well-being Committee
Hapu groups
Trust your community: students, staff, whānau, community. If you want to know something, ask those people who it affects.
Let them share their ideas and listen to what they have to say.
This is how to get authentic voice. Follow by data analysis. Pull out themes.
Wellbeing Matrix. One for students, one for teaching staff.
Trust, play, friendships, caring for self and others, identity, happiness.
Contribution from early childhood centre
Interview children. Analyse results
Find trends. Trust issues. Only 1/3 of children find it easy to make new friends.
Solutions - What can we do about these results?
Work on the easiest one first. Happiness. Trust a harder, more long term one to tackle.
Compliment tag, Fruit Salad, Hop Scotch
Reflections - How was it? Why?
Kids want to do something positive in their schools. They want to have a positive impact in their own environment for each other.
What now? Re-do well-being survey. Process and analyse data. Look at reflection cards and plan to move forward.
"We're independent and we know how we're doing"
On Tuesday 31st July I attended a professional learning session called 'Maramataka' about the māori lunar calendar. It was about how we can incorporate this māori thinking into our classroom programmes (eg. quiet days, movement days, giveback days, meditation, nature etc.)
This is something that I can consider when planning.
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