tag:blogger.com,1999:blog-50175466761085019972024-02-19T15:02:41.938+13:00In My Ele_mentI'm fascinated by the possibilities of what we are still calling e_learning...triggered by a desire to engage learners as I am engaged. I went to a workshop a few years ago and on returning to school, the principal asked me what I thought. "Like a hog in mud," I enthused. E_learning isn't just about using digital tools. It's about developing a whole new way of learning and starting to see that we don't have to stick with current models of education. The possibilities are exciting!Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.comBlogger91125tag:blogger.com,1999:blog-5017546676108501997.post-704844328600054812016-10-30T21:51:00.005+13:002016-10-30T21:54:56.662+13:00Open for Learning<br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;"><a href="https://twitter.com/Mrsmeganpete/status/791565250742984704" target="_blank">https://twitter.com/Mrsmeganpete/status/791565250742984704</a></span></td></tr>
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<br />
It's one of those topics that seems to be on everyone's radar right now: appraisal.<br />
<br />
Not just because of teacher registration and the Practising Teacher Criteria.<br />
Not just because it is one of ERO's foci.<br />
But because we are all aware that teacher professional knowledge and pedagogy needs to keep improving and we want to do it the best way possible for all the parties involved.<br />
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Like other schools, we are trialing, reviewing and refining how it's done at "ours".<br />
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I missed a very good Twitter chat last Thursday, that thanks to Storify, I could capture to enjoy today (see below). The educators who shared did so with honesty and generosity; there is a wealth of ideas and resources to read and mull over.<br />
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Not least, Chief Executive of Evaluation associates, <a href="https://twitter.com/annasontour" target="_blank">Anna Sullivan's</a> blog post, <a href="http://www.evaluate.co.nz/blog/1020/how-to-make-the-most-of-teacher-appraisal/" target="_blank">How To Make the Most of Teacher Appraisal</a> (also printed in the current issue of the <a href="http://www.edgazette.govt.nz/" target="_blank">NZ Education Gazette</a>.)<br />
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The key points I gleaned from the discussion between some very thoughtful educators are good ideas to measure your system against:<br />
<ul>
<li>It can't be tokenism</li>
<li>It must be robust</li>
<li>It should be vision and values based</li>
<li>It needs to be warm and demanding at the same time</li>
<li>There needs to be a climate of trust</li>
<li>There must be open to learning conversations</li>
<li>There must be clarity at the onset</li>
<li>There need to be courageous conversations</li>
<li>The basis should be student learning, not achievement</li>
<li>Learning includes something more holistic than achievement; being a good citizen or growing in the Key Competencies</li>
<li>Critical friends and peer appraisal feature rather than a hierarchical system</li>
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And what about senior leaders? What are they appraised against and who appraises them?<br />
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For a number of years I've kept this blog, tagging my posts against the Registered, now <a href="https://educationcouncil.org.nz/sites/default/files/Practising%20teacher%20criteria%20English.pdf" target="_blank">Practising Teacher Criteria</a>. </div>
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I've just filled in a document I created, based on the PTCs, the <a href="http://www.education.govt.nz/assets/Documents/School/Collective-Employment-Agreements/Primary-Teachers-Collective-Agreement/PTCA-2016-2018.pdf" target="_blank">criteria for APs and DPs in the Collective Agreement</a> and our own annual plan. I used a simple Google doc as I didn't want to put all my time into creating the tool. It also fitted Anna's criteria of being owned by me, using media I was comfortable with (online) and not within the school domain. </div>
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What do you do? I'd love to continue the conversation...</div>
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<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/mrs_hyde/appraisal-on-ldrchatnz/embed?header=false&border=false&template=slideshow" width="100%"></iframe><script src="//storify.com/mrs_hyde/appraisal-on-ldrchatnz.js?header=false&border=false&template=slideshow"></script><noscript>[<a href="//storify.com/mrs_hyde/appraisal-on-ldrchatnz" target="_blank">View the story "Appraisal on #ldrchatnz" on Storify</a>]</noscript></div>
Mrs Hydehttp://www.blogger.com/profile/02684877786952444980noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-66454062147283332042016-10-24T13:41:00.000+13:002016-10-24T21:07:18.454+13:00Cultural Responsiveness - Not Just A Tick Box<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.picserver.org/c/culture.html" target="_blank">Creative Commons Attribution</a></td></tr>
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<i>(This post is for a Connected Educator 2016 <a href="http://edbooknz.wikispaces.com/book" target="_blank">Edbooknz project</a> on education buzz words, facilitated by <a href="https://twitter.com/vanschaijik" target="_blank">Sonya Vanshaijik</a>.)</i><br />
<i><br /></i>
“Cultural responsiveness” is one of <i>those</i> terms: if you gathered a whole pile of current Ministry of Education documents and put them through the word cloud mincer, “cultural responsiveness” would stick out of the group like a neon billboard.<br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://commons.wikimedia.org/wiki/File:Captainjamescookportrait.jpg" target="_blank">Captain Cook - portrait in public domain</a></td></tr>
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I’ve just processed the Education Review Office’s <a href="http://www.ero.govt.nz/publications/school-evaluation-indicators/" target="_blank">School Evaluation Indicators</a> (July 2016) and naturally, it’s right up there like today’s special. And it needs to be. We only have to look at the news apps to see the conflicts world wide, even in this enlightened age, which are about cultural conflict. Aotearoa New Zealand too. We are still working through issues in New Zealand that began when Captain Cook and his crew landed in New Zealand and <a href="http://nzetc.victoria.ac.nz/tm/scholarly/tei-NHSJ05_01-t1-body1-d2.html" target="_blank">a party was slaughtered in a cove in the Marlborough Sounds</a> because their actions were insulting to the host people.<br />
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The problem is, that our need to identify with a group is, if not innate, then certainly nurtured in our early experiences of life. We look for similarities, and for the most part, we do our best to be accepted by a group of humans who speak, act and think along the same lines. Even the non-conformists are conforming to the group of other non-conformists.<br />
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The problem we are finding though, is that the group known as “New Zealand education” has been recognised as being too based in Western European culture. An effect of this is seen to be underachievement in New Zealand’s indigenous Māori people because they don’t recognise their own culture in the content and pedagogy of the classrooms they attend.<br />
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I’ll mention - but not spend much time on - the issues New Zealand educators also see as having an effect: the effects of poverty. Yes, it is a vicious cycle leading to more disadvantaged Māori; we know that we can’t engage students who are more worried about <a href="https://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs" target="_blank">Maslow’s pyramid</a> than Bloom’s.<br />
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The deficit thinking that has been blamed for Māori underachievement is documented in archives quoted in <a href="http://www.oag.govt.nz/2012/education-for-maori/part3.htm" target="_blank">a parliamentary paper from the Auditor General’s office (2012)</a>. Older Māori have anecdotes of being disciplined for using their own language at school; indeed, a national policy discouraged its use. Even earlier, the missionaries saw the “anglicising” of Māori children and their communities as a way of becoming less like heathens and therefore closer to God.<br />
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A report from 1862 has a school inspector reflecting the belief at the time that:<br />
<i>"a refined education or high mental culture"</i> would be inappropriate for Māori because <i>"they are better calculated by nature to get their living by manual than by mental labour"</i> (Auditor General’s paper).<br />
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In 1915, it is noted that Māori were discouraged from entering <i>“learned professions”</i> and even as late as 1960, <a href="http://www.teara.govt.nz/en/document/3570/the-hunn-report" target="_blank">the Hunn Report</a> saw integration into the Western system as the key, leading to a huge reduction in Māori speakers. This attitude to original culture was engaged by all non-English immigrants of the time; as a child of the sixties with a Dutch parent and extended family who emigrated to New Zealand, I know none of my ancestors’ language. It was more important to be accepted by the dominant white New Zealand, English speaking culture.<br />
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Only three years later, <a href="https://researchspace.auckland.ac.nz/handle/2292/2283" target="_blank">the Currie Report</a> highlighted Māori underachievement. From that point on, <a href="http://www.oag.govt.nz/2012/education-for-maori/part3.htm" target="_blank">researchers and education initiatives</a> have battled to reverse a well embedded deficit model of education that has hampered many Māori students.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFUTv6SAHFxc-xDZThJa2TJKFzajvcpM8RzTLYOFNwL07TfFReDlMl6HBH9DvszfJ8psvcDO2VzSBOIe5b3OCyX1Eud72ysF6D5x21CTEFND1IRhbesuTkuw7sW63AWs_Ouj1465SaL44/s1600/marae2.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFUTv6SAHFxc-xDZThJa2TJKFzajvcpM8RzTLYOFNwL07TfFReDlMl6HBH9DvszfJ8psvcDO2VzSBOIe5b3OCyX1Eud72ysF6D5x21CTEFND1IRhbesuTkuw7sW63AWs_Ouj1465SaL44/s320/marae2.JPG" width="320" /></a></div>
So back to 2016. The mistakes of two preceding centuries continue. The attitudes, though we hate to admit to it, continue. I live in Rotorua, a city regarded by many, to be the heartland of Māori culture. Daily I hear the mispronunciation of Māori language, even by educators I work with, who have the best intentions. Take the word “whānau.” I remember a Māori colleague in the late 1980s, at another school in a town not far from here, who stood up and chastised our principal for not only mispronouncing the school’s name, but for saying “far-now” when the word is “far-know”. I cringe when I listen to a principal in a Ministry video talking about the work his school has done to link with their “far-now”.<br />
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Other people are quite blatant in their determination to use English vowel sounds; I continually have to explain myself and stand up for the Māori vowels, even with members of my own family. And they should know better. My name, originating from European ancestors, has a pronounced “e” in the middle that should result in four syllables but is often given three and a hyphen. I empathise completely with those Māori who think others are either not listening or don’t care enough to remember. <br />
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Then there is the principal who just wanted to rename me Heidi, as that was easier. How many of our Asian students have changed their names for similar reasons? My name is my identity. I was named after two people: my paternal grandmother and a Swiss caregiver my mother had as a child, who she was very fond of. My name reminds me of my heritage.<br />
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Language is identity. That’s why it is so important that Māori learners see and use it. And that schools embrace it. But the danger is in thinking that having a bit of Māori language on the whiteboard is enough. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsX4ExtJbfKTmvgdmCyDaf6giX5mUMsRGXlhvNiPsnDmvWAFQvXIEo2jUErDBAGSdpVnyYFReERRWCpCOJ0rvZnbKrPSADoczZ4k6T8aId_ZeLwXkUDv0hbtoCsPGM6BMcnh_2yU2j-Uk/s1600/marae3.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsX4ExtJbfKTmvgdmCyDaf6giX5mUMsRGXlhvNiPsnDmvWAFQvXIEo2jUErDBAGSdpVnyYFReERRWCpCOJ0rvZnbKrPSADoczZ4k6T8aId_ZeLwXkUDv0hbtoCsPGM6BMcnh_2yU2j-Uk/s320/marae3.JPG" width="241" /></a>Culture goes deeper. Language is a key but in order to be responsive to culture we need to do a lot more. The second thing is to take heed of the that other key competency, “relating to others.” As <a href="http://www.nzcer.org.nz/nzcerpress/key-competencies-future" target="_blank">Hipkins et al</a> remind us, relating to others is much more than paying lip service to another group, it’s about delving deeply into the understandings, attitudes, values and beliefs, in order that we can walk alongside this group and not judge them according to our own cultural lens. <br />
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For example, Māori themselves, do not regard themselves as one group called “Māori.” In Rotorua, mistakes were made even recently, by well meaning folk, who dealt with the wrong haukāinga or sub-tribe; there are many such groups even in our city, and their particular stories, links and ties to the land must be acknowledged. The third thing to acknowledge is that it is important to listen to the voice of that haukāinga. Our haukāinga, Te Roro o Te Rangi is having a greater voice and agency, in our school: sitting on the Board of Trustees, and in appointing teachers, in the creation and in the gifting of a school pepeha, our cultural umbilical cord to our place. One of our haukāinga talked about our tamariki (children) as the tamafreakies, who need to know they are connected and that they belong in our school. I love the analogy of that cultural umbilical cord, a strong image in much of our indigenous culture.<br />
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I’ve talked about the deficit model that has injured Māori student achievement from the mid nineteenth century. Our propensity is to generalise cultural beliefs into a formulaic interpretation of all members of that culture. While we do have a need to identify with a group, we also, as humans, enjoy being identified as individuals. We don’t want to be seen as all the same. “Love me for being me!” we cry on social media. “Culture is not merely a question of ethnicity, but also beliefs, spirituality, age, gender, and sexual orientation.” (Shaw, White & Deed, 2013, p. 6-7) I love the <a href="https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_from_ask_where_i_m_a_local?language=en" target="_blank">Ted Talk by Taiye Selasi</a> who asks not to be identified by her perceived ethnic origins. Macfarlane, <a href="https://vimeo.com/49992994" target="_blank">Bishop</a>, <a href="https://www.youtube.com/watch?v=Ikgd-HRfTuQ" target="_blank">Durie</a>, Hattie and others point to the need for relationship building to improve educational outcomes. <a href="https://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60180/BES-Leadership-Web-updated-foreword-2015.pdf" target="_blank">Best practice</a> continually points out the need for us as teachers to know how our students tick so that we can guide them with not only what they need, but in what they want to learn, and utilising the ways they best learn. <a href="https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?language=en" target="_blank">Rita Pierson famously reminded us </a>that students don’t learn from people they don’t like.<br />
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What I’m questioning are three things:<br />
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Can we in fact be culturally responsive when our lens is so coloured by our own upbringing? New Zealanders who can’t pronounce vowels correctly and use English pronunciation, and judge manners on their own often English tradition?<br />
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Are we being responsive to the individual needs of students or paying lip service to what we see as an ethno-cultural generalisation?<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9I5xA0rk_9YTNpwkMaoTsUYnCAIsL3kvd_uYapw5xy5va5HcrPGw6pTq8JIME5XmnL4G2q1n_2Z75LlyHlT5rG7IiUmUfIbYKLY5EBOE2nHq6h1hCW0_GFg2e0hB3Dl5iZRqhxOZVnV0/s1600/NZC+vision.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9I5xA0rk_9YTNpwkMaoTsUYnCAIsL3kvd_uYapw5xy5va5HcrPGw6pTq8JIME5XmnL4G2q1n_2Z75LlyHlT5rG7IiUmUfIbYKLY5EBOE2nHq6h1hCW0_GFg2e0hB3Dl5iZRqhxOZVnV0/s320/NZC+vision.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum" target="_blank">Vision of the New Zealand Curriculum</a></td></tr>
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The third, which I’ll suggest now, is can we be culturally responsive when we haven’t got a mandate to change the educational landscape in New Zealand? The ERO School Evaluation indicators suggest that the path to achievement is for students to be self regulating learners. Many teachers battle with that when National Standards have focused our teaching on a narrow set of skills which have been predetermined for all to mean “achiever” or “non-achiever.” <a href="http://www.events.core-ed.org/ulearn/blog/micheal-fullen-keynote-early-lessons-implementing-new-pedagogies-deep-learning" target="_blank">Michael Fullan</a> reminds us that we must<br />
<i>“...ensure that you’re not obsessing with targets and assessment in order to make room for the things that really matter in educational transformation."</i> <br />
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This post is about how jargonistic the term “cultural responsiveness” is - but let’s be fair. If schools are making an attempt to be culturally responsive, let’s acknowledge that they are making an effort. <br />
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The New Zealand <a href="https://educationcouncil.org.nz/content/registered-teacher-criteria-1" target="_blank">Practising Teacher Criteria</a> begin with overarching statements assert the rights of all students to have equitable learning outcomes and the importance of the Treaty of Waitangi. Criteria 3 and 10 point to the importance of our bicultural partnership and criterium 9 highlights the need to respond to our diverse learners (ākonga).<br />
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The question I leave you is one that was posed to me and my senior leadership team by another principal: What is it about your classroom that makes a Māori child - any child - feel welcome? How have you adapted the contexts and pedagogy of the programme and environment of your learning space to make it theirs?<br />
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<b>He iti hoki te mokoroa nāna i kakati te kahikatea.</b></div>
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<i>The mokoroa (grub) may be small, but it cuts through the Kahikatea (whitepine).</i></div>
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<h4>
Acknowledgements:</h4>
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Thank you to my critical friends, <a href="https://twitter.com/Edk8R" target="_blank">Ximena Aitken</a>, <a href="https://twitter.com/AKeenReader" target="_blank">Philippa Antipas</a> and <a href="https://twitter.com/vanschaijik" target="_blank">Sonya Van Shaijik</a> for your thoughtul critique.<br />
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<h4>
More opinion on cultural responsiveness:</h4>
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By me - <a href="http://likeahoginmud.blogspot.co.nz/2016/06/cleaning-our-cultural-lenses.html" target="_blank">Cleaning Our Cultural Lenses</a> June 2016</div>
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<br /></div>
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Gully, Nicole. (October 2016). Engaging Māori students and whānau in future focused education - review of Janelle Riki Ulearn 16 keynote. Retrieved from <a href="http://www.events.core-ed.org/ulearn/blog/engaging-m%C4%81ori-students-and-wh%C4%81nau-future-focused-education">http://www.events.core-ed.org/ulearn/blog/engaging-m%C4%81ori-students-and-wh%C4%81nau-future-focused-education</a></div>
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<h4>
References: </h4>
Bishop, R, Berryman, M., Cavanagh, T. & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5)734–742.<br />
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Controller and Auditor General. (August 2012) Education for Māori: context for our proposed audit work until 2017. Retreived from <a href="http://www.oag.govt.nz/2012/education-for-maori/part3.htm">http://www.oag.govt.nz/2012/education-for-maori/part3.htm</a> <br />
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Education Review Office. (July 2016). School evaluation indicators: effective practice for improvement and learner success. Wellington: Crown.<br />
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Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.<br />
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Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.<br />
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Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key competencies for the future. New Zealand Council for Educational Research (NZCER) Press.<br />
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Hunn, J. K. (1961). Report on department of Māori affairs with statistical supplement. RE Owen: Government Printer.<br />
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Macfarlane, A., Glynn, T., Cavanagh, T., & Bateman, S. (2007). Creating culturally-safe schools for Māori students. The Australian Journal of Indigenous Education, 36, 65-76.<br />
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Ministry of Education. (2011). Tataiako: cultural competencies for teachers of Maori learner. Wellington: Crown.<br />
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Robinson, V, Hōhepa, M, and Lloyd, C (2009), School leadership and student outcomes: identifying what works and why – best evidence synthesis iteration, Wellington, page 16. Retrieved from <a href="https://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60180/BES-Leadership-Web-updated-foreword-2015.pdf">https://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60180/BES-Leadership-Web-updated-foreword-2015.pdf</a><br />
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Shaw, S., White, W. & Deed, B. (2013) (Ed.). Health, wellbeing and environment in Aotearoa New Zealand.South Melbourne, Australia:Oxford University Press.<br />
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Sweeney, Rebbecca. (October 2016). Michael Fullan Keynote: Early lessons from implementing new pedagogies for deep learning. Review. Retrieved from <a href="http://www.events.core-ed.org/ulearn/blog/micheal-fullen-keynote-early-lessons-implementing-new-pedagogies-deep-learning">http://www.events.core-ed.org/ulearn/blog/micheal-fullen-keynote-early-lessons-implementing-new-pedagogies-deep-learning</a><br />
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<br />Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-79835018328249518922016-09-20T00:17:00.000+12:002016-09-20T00:17:26.185+12:00The Road to Our School Community of Learning<div class="separator" style="clear: both; text-align: center;">
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We are on our way...and it’s a great feeling. <br />
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We’ve had a full on year so far, but the difference is that the tiredness is bearable because we are building something positive.<br />
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After six years in this school, the difference is palpable. Why does it feel so different?<br />
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<h3>
Staffroom talk</h3>
A lot of discussions in our breaks are now centred on learning. We are sharing the excitement of a fab learning experience. Teachers get together informally to plan or to moderate a piece of writing. Staff get to the staffroom on time and the room doesn’t empty out when the meeting is over. A two minute catch up turns into a two hour strategic discussion and we smile because we’ve solved an issue or come up with a great idea while “chewing the cud.”<br />
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<h3>
Sustained PLD</h3>
Our professional development doesn’t consist of one off disconnected staff meetings led by the senior leadership team. Last year our <a href="https://likeahoginmud.blogspot.com/b/post-preview?token=i2gMRFcBAAA.Z0AEK_UMn6tuLLRIgOCebLuknovA-pU9xQrZ0enVqLQG0c4tZe3bG-QyYkb6_2shd1RpwFijLVcBG1sskLMvCA.8lDPK68aeNKlSP-ne-jbJQ&postId=8012679668362099158&type=PAGE" target="_blank">ALL initiative</a> didn’t take off because it wasn’t given priority or time allowances in the school calendar. This year, after a well facilitated meeting on accelerating literacy, the literacy leader and I came back to a school with an action plan to discuss and made sure that our fifteen week initiative was given the time allowances needed to meet its goals of building a literacy learning culture and community engagement. Teachers were grouped into PLGs of four teachers and given in school release for peer discussion of their inquiries. The message was made clear that their development was important enough to give it in school time. <br />
<h3>
<br />Distributed Leadership</h3>
The literacy lead teacher is a staff member who isn’t an expert in her field, but has a number of qualities that make her a great leader. She shares these with the maths lead teacher.<br />
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<ul>
<li>Love of learning and a desire to keep learning and keep looking at how others learn and what they might learn</li>
<li>Listening to the needs of others </li>
<li>Learning to deflect and filter negativity</li>
<li>Creativity</li>
<li>Ability to keep up with the paperwork</li>
<li>Understanding of the need for data to drive an initiative and to help filter particular needs</li>
</ul>
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<br />
<h3>
Middle leadership development</h3>
It’s important that middle leaders understand their importance in ensuring that syndicates of teachers are improving their teaching and learning and not just that their role is about administration and behaviour management. This year has seen more input into the role, including targeted professional development opportunities.<br />
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We’re on our way...but there are still pot holes to navigate and a few learning pits to climb out of.<br />
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<h3>
Teaching As Inquiry</h3>
The ALL and Maths development this year have both focused on learning through teaching as inquiry. This hasn’t been an automatic success. Teaching as inquiry requires a desire to trying something new in order to improve teaching and learning; it means dedication to being a data gatherer, a researcher, a risk taker and reflective practice. No more nor less than we are required to do to meet the <a href="http://likeahoginmud.blogspot.co.nz/p/practising-teacher-criteria.html" target="_blank">Practising Teacher Criteria</a>, no more nor less than we expect from our students. No more or less than the values and attributes embodied in the <a href="http://nzcurriculum.tki.org.nz/Key-competencies" target="_blank">Key Competencies</a>, themselves an evolution of the future thinking of groups like the OECD, who last century began to discuss the need to change education to meet the aptly called wicked problems of our present and future.<br />
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It’s new for some. They might not like “one size fits all” professional development, but they find it very hard to operate when given the freedom to follow their own learning path. It means disruption to “doing it as we’ve always done it”. It means leaving our comfort zones.<br />
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<h3>
Listening to Student Voice</h3>
In our inquiries we are getting better at gathering student voice and sharing what we hear. We’re discovering that it’s not what they say, but rather what they don’t say that is most indicative of learning. What we aim to hear is ownership of the learning process; we’re not there yet.<br />
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<h3>
Self Regulated Learning</h3>
What we aim for is self regulation, where akonga are engaged in what they need to learn and how they want to learn. To do this, they need to understand how best they learn and the reason for that learning. We need to all realise that these learning dispositions need to be taught. <br />
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What we need to come to terms with is that akonga, the term used for learners in the Practising Teacher Criteria, is not just about meeting the needs of our child charges. Teachers are akonga too. When we as teachers - and teacher leaders - understand that we must keep growing our pedagogy, we will be better equipped to role model self regulated learning to our students.<br />
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<br />
<i>OECD. (2005). The definition and selection of key competencies: Executive summary. Retrieved from <a href="http://www.pisa.oecd.org/dataoecd.org/dataoecd/47/61/35070367.pdf">www.pisa.oecd.org/dataoecd.org/dataoecd/47/61/35070367.pdf</a></i><br />
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-85831130660920881752016-06-26T13:59:00.000+12:002016-06-26T13:59:26.396+12:00Reflective Practice: So here we are...<div dir="ltr" style="margin-bottom: 15pt; margin-top: 0pt;">
<i><b><span style="background-color: transparent; color: #333333; font-size: 16px; font-variant: normal; line-height: 1.92; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Week 32 - Applied Practice in Context: </span></span><span style="color: #333333;"><span style="line-height: 30.72px; white-space: pre-wrap;">Reflective Practice - Putting it all together</span></span></b></i></div>
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<span style="color: #333333; font-family: inherit; font-size: 16px; line-height: 1.92; white-space: pre-wrap;">So here we are, at the end of the Mind Lab certificate course in applied technologies and collaborative learning and I’m a wee bit sad.</span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I think about how I shut myself into a bedroom for a weekend to complete the very first assignment for Digital and Collaborative Learning in Practice and the disappointment when my mark was not indicative of the work I felt I’d put into the submission. Part of the problem was not having a routine to study, one that I now feel I’ve managed and mastered.</span></span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">There was surprise that we had to write essays and frustration on two accounts: the word limit and the lack of feed forward. While I agree that being succinct is a necessary skill (let’s face it, we all ended up skimming and settling on the summary in our literature review research, right?) I’ve been reflecting on an assessment system that has to fit in with the requirements of a traditional tertiary qualification system.</span></span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">There was total brain preoccupation with the topic of my literature review for weeks, maybe months. And the pile of books that stayed on the dining room table like a semi-permanent monument to the pain of having it hang over me. </span></span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">But, there was the satisfaction of actually getting into those tomes and finding out about an area of pedagogy that had worried me for ages: how can we make students self regulating learners as they need to be if we are going to engage them in a new iteration of school? How will we ensure they are making the best of their interests and skills to cope in the world of wicked problems they are going to move into? </span></span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I loved the collaborative learning in our workshops and that we weren’t given the solutions. “He who does the work does the learning,” kept popping into my head (a quote attributed to Doyle, but I think, much older). Yes, clever. No one rescued us. </span></span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I love the online community; I’ve embraced online discussion for a number of years. As I said in a comment on </span><a href="http://fourseasonsinonekiwi.blogspot.co.nz/2016/06/social-media-connected-educators-utopia.html?m=1" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Stephanie Thompson’s blog</span></a><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span></span></div>
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<tr><td style="text-align: center;"><img alt="blog 32.JPG" height="49" src="https://lh6.googleusercontent.com/Kucz_mMlK0YvidDutGgI5eeB12RtUufm-mzkWZ-U69HxRq7Mr1dxuOZUpaEooMMdNdJRKVujy-nWqj9gO3S0HNROWZcJWwCkzLbFFWiA9tfdT2qSck4ip8CeIT-q2v7P6F89TCZY" style="border: none; margin-left: auto; margin-right: auto; transform: rotate(0rad);" width="640" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: #333333; line-height: 30.72px; text-align: left; white-space: pre-wrap;"><span style="font-size: xx-small;">- comment, June 24, 2016.</span></span></td></tr>
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<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"></span></span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">This Applied Practice in Context paper has been my favourite. I’ve relished the bites of different topics I’ve digested each week: reading the class notes at the start, reading the set and other references, and finally writing when I’m sure I can do it in one sitting, because my thoughts have been chewed over for long enough.</span></span></div>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 15pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This blog has been the vessel of my reflection for a while. I label each post against the </span><a href="https://educationcouncil.org.nz/content/registered-teacher-criteria-1" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Practising Teacher Criteria</span></a><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. I can match my learning over this course to most of these criteria, but I will reflect here on two:</span></span></div>
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<span style="font-family: inherit;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-9" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Criteria 9</span></a><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: Respond effectively to the diverse and cultural experiences and the varied strengths, interests, and needs of individuals and groups of ākonga.</span><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> This has been my drive since I first became aware of the term </span><a href="http://likeahoginmud.blogspot.co.nz/2014/10/modern-learning-environments.html" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">modern learning environments</span></a><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, which have morphed into</span><a href="http://elearning.tki.org.nz/Technologies/Innovative-learning-spaces" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> innovative learning environments</span></a><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. How has learning practice innovated? Do we need to scaffold self regulated learning? Can we and should we if we are still in a tradition single cell classroom? Is this the answer to engagement and student achievement? Will greater awareness of individual learning needs ensure that schools are culturally responsive? I plan to follow through with my inquiry plan on this topic and it preoccupies my thoughts about our own school’s pedagogy.</span></span></div>
<b id="docs-internal-guid-ec949f72-8a60-55c6-741c-e4abf3beec1a" style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
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<span style="font-family: inherit;"><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning/Criteria-5" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Criteria 5</span></a><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: Show leadership that contributes to effective teaching and learning.</span><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> We have two main professional development foci at my school in literacy and numeracy. Interestingly it’s difficult getting some teachers to embrace reflective practice. </span><a href="https://www.youtube.com/watch?v=r1aYWbLj0U8" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Dawson (2012</span></a><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">) reminds me that reflective practice and self regulated learning is the same thing. Here’s a quandary: the senior leadership team have recognised through our data that writing and mathematics have a large number of under achievers. So have the teachers. We need to look at and change what we do. We recognise that teaching as inquiry is the most effective method of changing our practice, and for teachers to own the change. But the big issue is workload. We need to look at how we support our teachers to ensure they can complete rigorous, evidence based change. The </span><a href="http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/PLDAdvisoryGroupReport.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Professional Learning and Development Advisory Group’s 2014 report</span></a><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> acknowledges this lack of time as one of the issues (p.11). </span></span></div>
<b style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">We tried an “in school” approach: groups of teachers released and allowed to determine their own discussion topic for this time; we predetermined that that was how it should be run. Feedback was that it was worthwhile, but also that some did not think they had time to be out of the classroom. </span></span></div>
<b style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
<div dir="ltr" style="line-height: 1.92; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Self regulated learning and teacher development are my ongoing goals. I’ve completed one paper towards my Masters in Educational Leadership and now this Post Graduate Certificate in Applied Learning. I want to keep studying and my next decision is which pathway will I follow. I am a self regulated learner and love that digital technologies and collaborative learning have enabled that to happen.</span></span></div>
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<span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">References</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Davis, M. (2003). </span><span style="background-color: white; color: #333333; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Barriers to reflective practice: the changing nature of higher education</span><span style="background-color: white; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Active Learning in Higher Education, 4(3), 243-255. doi: 10.1177/14697874030043004</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Dawson, P. (2012) </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Reflective practice</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Retrieved from </span><a href="https://www.youtube.com/watch?v=r1aYWbLj0U8" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.youtube.com/watch?v=r1aYWbLj0U8</span></a></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Doyle, T. (2008). </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Helping students learn in a learner centered environment: A guide to teaching in higher education</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Sterling, VA: Stylus.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Hobbs, V. (2007). </span><span style="background-color: white; color: #333333; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Faking it or hating it: can reflective practice be forced?</span><span style="background-color: white; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Reflective Practice, 8(3), 405-417. doi: 10.1080/14623940701425063</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ministry of Education (nd). </span><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Practising teacher criteria and e-learning </span><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Retrieved from </span><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning" style="text-decoration: none;"><span style="background-color: transparent; color: #1aaf5d; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning</span></a></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ministry of Education. (August,2014). </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Report of the professional Learning and development advisory group</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Retrieved from </span><a href="http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/PLDAdvisoryGroupReport.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/PLDAdvisoryGroupReport.pdf</span></a></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Osterman, K. & Kottkamp, R.(1993).</span><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Reflective Practice for Educators</span><span style="background-color: transparent; color: #333333; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 from </span><span style="background-color: transparent; color: #1aaf5d; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf" style="text-decoration: none;">http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf</a></span></span></div>
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-35947890717778628462016-06-19T21:05:00.000+12:002016-06-19T21:32:30.319+12:00Crossing Boundaries*<br />
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<span style="font-family: inherit; font-size: x-small;">Week 31 - My seventh post for Applied Practice in Context: My interdisciplinary connection map</span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I believe in the NZ Curriculum. It is a forward thinking document that encompasses future thinking, local context, and learners not only as individuals but as citizens of the world.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: small;">Which connections will I address first?</span></span></h3>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My literature review was about </span><a href="https://drive.google.com/open?id=0B82YWHWNYNoaVUF6SEhURkY2UlE" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">self regulated learning</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (SRL) because we are now trying to develop innovative learning practices to meet these aims. It’s time for a shift from passive learning (or lack of learning) of reluctant school goers, to active, owned learning. While I see all the connections on my diagram as intrinsic to the whole, I need to talk about two that are near future goals. Embracing </span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">digital technologies</span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> is one of the connections from the map. Enhancing what we do in </span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">positive behaviour for learning</span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, is another. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I listened to a webinar this morning: a chat with </span><a href="https://twitter.com/GrantLichtman" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Grant Lichtman</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, author of “</span><a href="http://www.grantlichtman.com/edjourney-a-roadmap-to-the-future-of-education/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">#Edjourney: A Roadmap to the Future of Education</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">”. He talked about the need to reinvent the current school model and that many schools are behind the times in thinking about the world their students are growing up in. </span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><img height="164" src="https://lh5.googleusercontent.com/tFWQ4JxmrAzQoLDRW5-TXls18hkCc3n0oSx2kSAXVbaKphZifWCQATzdgvxt3c_rtDLbjGE1utDyGadxYLAU3spSyY3zv6DaT5jE-iVWnHACXHZDOuX-4f6TvDhe4yaF1e-wYJPm" style="border: none; transform: rotate(0rad);" width="400" /></span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Our students have been born this century, when the world wide web and computers were already very much in use. They don’t know a time without computers and don’t understand teacher hesitation in using available technologies. I use my smartphone, ipad and laptop for research, collaboration, connection, and publication; and I want instant results because I can have instant results. My students have similar expectations. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Besides teacher reluctance,the other issue is available funding. I do my best to advocate, educate, assist and innovate wherever I can. I’ve got our executive officer applying to trusts and our technician installing </span><a href="http://www.techrepublic.com/article/chromixium-a-new-linux-distro-with-a-chrome-os-twist/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Chromixium</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> into some old laptops that have passed their use by date.</span></span></div>
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<span style="font-family: inherit;"><a href="http://pb4l.tki.org.nz/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Positive Behaviour for Learning</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> is a values programme that our school has been involved with for seven years. Like all programmes, there comes a point where you inject more time and energy - and even funds - into it, or you start over. At the start we gathered community, teacher and student voice on what our key values should be and developed the statement: “Mokoia is a community which values respect, relationships and honesty for learning.” Reading Hipkins et al’s “Key Competencies for the Future” has made me think more deeply about how we view these values and what attitudes our students really hold. I am acutely aware of what we call cultural responsiveness and whether we can embrace what Hipkins et al call the range of “discourses” we encounter and need to be comfortable with; can we adapt and appreciate cultural values that differ from those we are born into? Are we good digital citizens? Are we respecting our environment?</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit; font-size: small;">Working in an interdisciplinary environment</span></span></h3>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">We now understand that we learn when two conditions are met:</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Firstly, we want to learn. We have an authentic reason for taking on board new knowledge or skills.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Secondly, we can make connections with our previous knowledge. We make better sense of the new learning. We get that “aha!” moment.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">It makes sense then that learning does not happen readily when knowledge and skills are taught in isolation. It’s why we realise that we need to look at the authentic use of literacy and numeracy across the curriculum when we decide how literate or numeric a learner is. Can they select from their knowledge and skills to solve problems? Real life problems usually involve a range of disciplines or learning areas, and we need to be able to select appropriately. Life events do not occur in siloed subject areas, and we are realising that we need to give learners authentic situations to practice with.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">However, as our class reading emphasises, each discipline has its particular literacy. We depend on expert knowledge for some problems and situations. We depend on the development of that expertise too, so it’s important that our learners are exposed to the full range of disciplines. You never know when your class harbours the next Einstein. Take a look at this:</span></span></div>
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/CVa_IZVzUoc/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/CVa_IZVzUoc?feature=player_embedded" width="320"></iframe></div>
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<span style="font-family: inherit; line-height: 1.2; white-space: pre-wrap;">The education model that most of us are familiar needs to change to ensure we have engaged learners prepared to solve today’s issues with today’s tools, and able to adapt and learn for the issues of tomorrow. It seems clear that we need to engage our learners in authentic situations and an interdisciplinary model is the one that fits best.</span></div>
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<span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">* "creating something new by crossing boundaries" - definition of "interdisciplinary" from https://en.wikipedia.org/wiki/Interdisciplinarity </span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">References</span></span></h3>
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<span style="background-color: white; color: #222222; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key competencies for the future. New Zealand Council for Educational Research (NZCER) Press.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. </span><span style="background-color: transparent; color: #333333; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ESSAI, 7</span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(26), 76-81. Retrieved from </span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai">http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai</a></span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Lacoe Edu (2014, Oct 24) Interdisciplinary Learning [video file]. Retrieved from </span><a href="https://www.youtube.com/watch?v=cA564RIlhME" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.youtube.com/watch?v=cA564RIlhME</span></a></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Lichtman, G. (2014). # EdJourney: A roadmap to the future of education. John Wiley & Sons.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mathison,S.. & Freeman, M.(1997). </span><span style="background-color: transparent; color: #333333; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The logic of interdisciplinary studies.</span><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from </span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: black;"><a href="http://www.albany.edu/cela/reports/mathisonlogic12004.pdf" style="text-decoration: none;">http://www.albany.edu/cela/reports/mathisonlogic12004.pdf</a></span></span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">TEDx Talks (2001, April 6). TEDxBYU - David Wiley - An interdisciplinary path to innovation. [video file].Retrieved from </span><span style="background-color: white; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="https://www.youtube.com/watch?v=5ytjMDongp4" style="text-decoration: none;">https://www.youtube.com/watch?v=5ytjMDongp4</a></span></span></div>
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<span style="background-color: white;"><span style="color: #333333;"><span style="line-height: 17.6px; white-space: pre-wrap;">TEDx Talks (2015, March). TED2015 - Neri Oxman - Design at the intersection of technology and biology. [video file].Retrieved from </span></span></span><span style="color: #333333;"><span style="line-height: 17.6px; white-space: pre-wrap;"><a href="http://www.ted.com/talks/neri_oxman_design_at_the_intersection_of_technology_and_biology?utm_source=twitter.com&utm_medium=social&utm_campaign=tedspread">http://www.ted.com/talks/neri_oxman_design_at_the_intersection_of_technology_and_biology?utm_source=twitter.com&utm_medium=social&utm_campaign=tedspread</a></span></span><br />
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-30316235280215072042016-06-15T23:17:00.000+12:002016-06-15T23:17:48.174+12:00Getting a “Handle” on Social Media<h4>
Week 30 - My sixth post for Applied Practice in Context: Professional Online Social Networks </h4>
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<i>I've written about my involvement with social networks before, especially with Twitter. This latest post, to meet my post-grad requirements, outlines my use of a range of networks for professional learning, as well as giving you some great reasons to be involved yourself.</i></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHvKvBTE-DPASAb2LO4MbQqe3n3JqS8nV8D4rdD9wHzQBscF58-f8MSJHwSRZTC9kTdcAQoIbGGJuW17Wm-wkLRfO91m4RcNNYEEyw67JXDRCGZttofPxMhO26Cm7wTAH5OADvd7dKj3c/s1600/hat.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHvKvBTE-DPASAb2LO4MbQqe3n3JqS8nV8D4rdD9wHzQBscF58-f8MSJHwSRZTC9kTdcAQoIbGGJuW17Wm-wkLRfO91m4RcNNYEEyw67JXDRCGZttofPxMhO26Cm7wTAH5OADvd7dKj3c/s200/hat.jpeg" width="200" /></a></div>
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It can be tough for some educators in New Zealand. Many of us live outside of the main cities and it’s a major effort, time-wise and cost-wise, to access the courses and workshops we see advertised on the web or in the Education Gazette. That’s why the online networks I engage with have become my “lifelong learning” lifeline.</div>
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Twitter </h3>
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I like being <a href="https://twitter.com/mrs_hyde" target="_blank">@mrs_hyde</a>; she is embraced by a learning community which has similar values about teaching and learning. Literally; hugging and shrieking has become the norm for edutweeps who meet for the first time. When we meet face to face, chances are we have discussed, assisted, debated, laughed and empathised with each other already.</div>
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I follow global educators on Twitter who share their own and others’ ideas and articles. This provides me with a wealth of education readings about the latest pedagogy. In addition, I can directly contact the experts who I would never feel I could approach in real life. I’ve had conversations with some of my education heroes like <a href="https://twitter.com/timbuckteeth" target="_blank">Steve Wheeler</a>, <a href="https://twitter.com/richardgerver" target="_blank">Richard Gerver</a>, <a href="https://twitter.com/NigelLatta" target="_blank">Nigel Latta</a> and <a href="https://twitter.com/GrantLichtman" target="_blank">Grant Lichtman</a>. </div>
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I’ve been able to engage in webinars, like <a href="https://storify.com/edchatNZ/edchatnz-and-keri-facer" target="_blank">last week’s discussion</a> between <a href="https://twitter.com/Kerileef" target="_blank">Keri Facer</a> and our <a href="https://twitter.com/hashtag/edchatNZ?src=hash" target="_blank">Edchatnz</a> star, <a href="https://twitter.com/MissDtheTeacher" target="_blank">Danielle Myburgh</a>. I read some of Keri’s work on futures thinking for my literature review and it was a bonus to hear her speak on the same topic. This one was at 7.00pm on a Wednesday night; I’ve been known to sit up in my pyjamas to listen and contribute to a northern hemisphere webinar at 3am!</div>
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I’ve got a wealth of knowledge about other schools in New Zealand. My classroom really doesn’t have walls. I feel like I am part of a virtual staffroom and know “who does what” in New Zealand: innovative learning environments, makerspace, Minecraft… This has led to school visits or online question and answer sessions.</div>
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I’m a regular participant in educator chats like <a href="https://twitter.com/hashtag/edchatNZ?src=hash" target="_blank">#edchatnz</a>, <a href="https://twitter.com/search?q=%23AussieEd" target="_blank">#aussieED</a> and <a href="https://twitter.com/search?q=%23ldrchatnz" target="_blank">#ldrchatnz</a>. These Twitter chats are fast moving discussions between global educators. Using <a href="https://storify.com/" target="_blank">Storify</a>, and the hashtags, I curate these chats into slideshows to read later, save links and serve as evidence against the <a href="https://educationcouncil.org.nz/content/practising-teacher-criteria" target="_blank">Practising Teacher Criteria</a>. There’s usually a <a href="https://twitter.com/edchatNZ_Devil" target="_blank">Devil’s Advocate</a> - I’ve had a turn at that - to challenge our thinking.</div>
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I’ve used Twitter as my “<a href="https://twitter.com/search?q=%23lazyweb" target="_blank">lazyweb</a>” to use the collective personal professional knowledge of others to quickly glean information. Or advice. Other leaders on Twitter are great help mates.</div>
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Google+</h3>
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While I’ve dabbled with Google+ in the past, I have put it to good use during my postgrad studies with MindLab. We share a community with our cohort, to share links, discuss assessments, ask questions and reflect on each others’ blogs. I have two accounts: <a href="https://plus.google.com/u/0/113037682497222272555" target="_blank">one is for school</a>, <a href="https://plus.google.com/u/0/+AnnemarieHydeNZ" target="_blank">one I keep separate</a>. In each one I have set up collections to curate readings I find on the internet. I am a member of other communities too: coding, Google Apps, Literacy, Minecraft. It’s been useful for setting up a study group community too, especially for our literature review. </div>
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The Virtual Learning Network</h3>
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I first started using this because I was the ICTPD facilitator for our cluster, and the <a href="http://www.vln.school.nz/" target="_blank">VLN</a> was the platform for sharing learning and recording evidence for our milestone reports. I found that I could connect with other cluster facilitators and elearning experts for advice; what <a href="https://twitter.com/virtuallykaren" target="_blank">Melhuish</a> calls “group genius”. I was one of the people who responded to her survey for her <a href="http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y" target="_blank">thesis</a>:</div>
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<i>“Two areas where participants felt the site most successfully met their needs were the ability to explore topical issues and being able to connect with other colleagues". (p.95)</i></div>
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I had my turn as guest speaker in webinars and enjoyed participating in forums. My most active group is our <a href="http://www.vln.school.nz/groups/profile/849259/connected-rotorua-teachers" target="_blank">#connectedrotorua</a> group page.</div>
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Facebook</h3>
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While my aim has been to keep Facebook for social interaction with family and friends, an addition last year meant that I changed my mind. Two teachers from Auckland began the <a href="https://www.facebook.com/groups/1390088457960727/" target="_blank">NZ Teachers (Primary) group</a> which has in turn spawned a number of other professional teacher groups. These are great help sites for locating resources and creating discussion.</div>
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LinkedIn</h3>
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Although I am a member and “link” with a range of professionals, I don’t venture into the discussions as I do on the other platforms.</div>
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Blogger</h3>
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I love Blogger because I love writing. This is my reflective portfolio, where I make sense of the ideas from my discussions and readings. I tag my posts with the Practising (Registered) Teachers’ Criteria. I then use my other social networks to share my posts, using the hashtags #edchatnz, <a href="http://edblognz.blogspot.co.nz/p/about.html" target="_blank">#edblognz</a> and #MindLabED. I encourage students to have blogs and share these using the #comments4kids hashtag. </div>
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Key features of social media that are beneficial for teaching and learning:</h3>
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<b>Ubiquitous personalised learning.</b> I love that I can organise where and when and how I want to learn. Social networks are always awake, even if it’s somewhere else in the world.</div>
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<b>Multidisciplinary and cross sector.</b> I remember a time when secondary teachers and primary teachers kept to their corners. Now we are found in the same virtual staff rooms. Social media has helped to de-silo learning.</div>
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<b>Equitable.</b> Learning does not belong to those who are able to pay. It is available to all. Besides the free availability of googlable information, many structured courses are free. The <a href="http://www.edchatnz.com/mooc.html" target="_blank">Edchatnz Mooc</a> is an example.</div>
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<b>Ako.</b> "Ako" means having a mutual teaching and learning relationship. Wellburn and Eib (Veletsianos, 2016) talk about the different roles we can take in social media; at different times we can play the “expert, amateur, audience, author, learner, and educator” (p.65). <a href="https://www.youtube.com/" target="_blank">Youtube</a> is another example of this in action. </div>
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<b>Interactive and creative</b>. Rather than just receiving content, we are expected not only to interact, but to make content. </div>
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<b>Authentic.</b> Teachers are harnessing social media not only for their own learning but to engage students. Students blog for real audiences who can provide feedback and feedforward in their comments. They are participating in <a href="http://www.vln.school.nz/groups/profile/806819/quadblogging-aotearoa" target="_blank">quadblogging</a>, and Twitter chats like <a href="https://newzealandreadaloud.wordpress.com/" target="_blank">#NZreadaloud</a> and <a href="http://kidsedchatnz.blogspot.co.nz/" target="_blank">#kidschatnz</a>. </div>
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<b>Key competencies</b>. Social media engages us in the competencies. We must learn how to operate in each environment; they each have their own literacy. Twitter, for example forces us to be succinct. Thinking, relating to others responsibly, managing self and participating and contributing with others are all encapsulated in these networks.</div>
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The vision of the New Zealand Curriculum is for “young people who will be confident, connected, actively involved, lifelong learners” (p.7). The “older” people need to model these attributes too. Social networks provide a rich, attainable arena for professional discussion and development to enable this vision.</div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://creativecommons.org/licenses/by/2.0/" target="_blank">https://www.flickr.com/photos/marc_smith/4311427445 - cc license</a></td></tr>
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Related Blog Posts</h3>
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Having A PLN - <a href="https://dougpete.wordpress.com/2016/06/13/having-a-pln/">https://dougpete.wordpress.com/2016/06/13/having-a-pln/</a></div>
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A Fly on the Wall of Virtual Learning - <a href="http://likeahoginmud.blogspot.co.nz/2015/03/a-fly-on-wall-of-virtual-learning.html">http://likeahoginmud.blogspot.co.nz/2015/03/a-fly-on-wall-of-virtual-learning.html</a></div>
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Species Twiducatus Edchatnz (No Birds Were Harmed in the Making Of This) -<a href="http://likeahoginmud.blogspot.co.nz/2014/08/species-twiducatus-educhatnz-no-birds.html" target="_blank"> http://likeahoginmud.blogspot.co.nz/2014/08/species-twiducatus-educhatnz-no-birds.html</a></div>
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Reporting and Interviews...subtitled "I wasn't going to tweet tonight." -<a href="http://likeahoginmud.blogspot.co.nz/2014/08/reporting-and-interviewssubtitled-i.html">http://likeahoginmud.blogspot.co.nz/2014/08/reporting-and-interviewssubtitled-i.html</a><br />
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It's All About Connecting - #connectedrotorua - <a href="http://likeahoginmud.blogspot.co.nz/2014/08/its-all-about-connecting.html">http://likeahoginmud.blogspot.co.nz/2014/08/its-all-about-connecting.html</a><br />
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#Edchatnz - Speed Dating With Twiducators - <a href="http://likeahoginmud.blogspot.co.nz/2013/11/edchatnz-speed-dating-with-twiducators.html">http://likeahoginmud.blogspot.co.nz/2013/11/edchatnz-speed-dating-with-twiducators.html</a><br />
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Attwicted to Learning - <a href="http://likeahoginmud.blogspot.co.nz/2013/10/attwicted.html">http://likeahoginmud.blogspot.co.nz/2013/10/attwicted.html</a><br />
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Using Microblogging: Twitter and Other Tools to Facilitate Teacher and Student Learning - <a href="http://likeahoginmud.blogspot.co.nz/2012/03/using-microblogging-twitter-and-other.html">http://likeahoginmud.blogspot.co.nz/2012/03/using-microblogging-twitter-and-other.html</a><br />
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References</h3>
Joosten, T.( 2013. October 22). Pearson: Social Media for Teaching and Learning. Retrieved from <a href="http://www.slideshare.net/tjoosten/social-media-for-teaching-and-learning-27456257?ref=http://professorjoosten.blogspot.co.nz/2013/10/pearson-social-media-for-teaching-and.html">http://www.slideshare.net/tjoosten/social-media-for-teaching-and-learning-27456257?ref=http://professorjoosten.blogspot.co.nz/2013/10/pearson-social-media-for-teaching-and.html</a><br />
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Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’professional learning. Master Thesis. The University of Waikato. Retrieved from <a href="http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y">http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y</a><br />
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Silius, K., Miilumäki, T.,Huhtamäki, J.,Tebest, T., Meriläinen, J., & Pohjolainen, S.(2010). Students’ motivations for social media enhanced studying and learning. Knowledge Management & E-Learning: An International Journal, 2(1), 54-67. Retrieved from <a href="http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/55/39">http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/55/39</a><br />
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Veletsianos, G. ed. (2016). Emergence and Innovation in Digital Learning: Foundations and Applications. Edmonton, AB: Athabasca University Press.<br />
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-39764912986329198552016-06-06T22:48:00.001+12:002016-06-06T23:29:51.647+12:00Teaching the Teachers About Online Ethics<i><span style="font-family: inherit;">Week 29 and the fifth post for Applied Practice in Context:</span></i><br />
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<tr><td style="text-align: center;"><span style="font-family: inherit; margin-left: auto; margin-right: auto;"><a href="https://pixabay.com/en/selfie-photo-self-photo-woman-465563/" target="_blank"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTOQoacSsHp9IC5-enDkr7O0LSFj2Do6dMCwrjxQQU6NXTpicXHtTaNk1Pm_kX8DBReKLznZIC83ibpEh59V61St8E0xTjya5BKXgXaH11wavRf7oVAydrbe6WH0CrqY4X9VZiYs2cc_E/s320/selfie-465563_640.jpg" width="320" /></a></span></td></tr>
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<span style="font-family: inherit;"><span style="font-family: inherit;"><span id="docs-internal-guid-79a3c3b6-254c-36b4-61e7-93d081971613"><span style="font-family: inherit;"></span></span><br /></span>
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<span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Everyone has a right to privacy, right? Even teachers. So what I put on Facebook is my business. Wrong.</span></span></div>
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<span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I hear more about Facebook abuse than any other social networking tool, and as my community of practice is an intermediate, our method of controlling its use - or rather, abuse - is by blocking it. Yes, I know - education is better than control, and hopefully we will get there. But right now, it’s easier to stop our students accessing it at school, especially as half of them are underage according to Facebook guidelines.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The issue is partly that adults don’t get it either. Some parents are blissfully unaware that Samantha is posting posed shots of herself with pouty lips; or that she has collected friends like Weetbix cards, people she less than barely knows who can read about her every move. They come to us when Samantha receives insulting putdowns from Jessica and Alana. You see, it’s easy to be a big brave bully online, not having to look your victim in the eye and waiting for adulation from other kids in the peer group. </span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(NB I realise that the person is bullying, not the tool, so we work on that too, with programmes like PB4L and Kia Kaha.)</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We counsel parents and their children about security settings and making sure that the former are aware of their offspring’s online life. I hold regular assemblies where I gather student photos from nonsecure accounts and display them across the screen (nothing risque of course). I let the student body know about the ease of access, lack of control and right that I have to view their images, just as any stranger might. It’s a strong message with desired results, based on a Learning@School conference keynote, from Australian cyber cop, </span><a href="http://www.iness.com.au/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Brent Lee</span></a><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></span></div>
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<span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Remember I said that adults don’t get it either? Well, teachers are adult. They forget how networked we are. I suggest that they don’t need to be friends with me as deputy principal, but we have mutual friends so a comment on a photo could turn up on my feed. And they sometimes forget that some of their “friends” are parents or people who have friends who are parents. A comment can be misconstrued or turn into gossip very quickly.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With this in mind, the Board of Trustees decided to put together a </span><a href="https://docs.google.com/document/d/1QgTeA4fmijaBNM9J4jEoEVwLSp9mDXjxx_hTrT3-rDQ/edit?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">social media policy</span></a><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, gathering documentation from </span><a href="http://www.netsafe.org.nz/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Netsafe</span></a><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, from the</span><a href="https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> Code of Ethics</span></a><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and from the</span><a href="http://teachersandsocialmedia.co.nz/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> Teachers and Social Media</span></a><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> site. We held a staff meeting on social media and the staff looked at the Code of Ethics and the draft social media policy more closely. There was a lot of learning. Many of them had no idea that they could not ethically post photos of their students working without specific permission or that there were dangers in publishing named student images.</span></span></div>
<span id="docs-internal-guid-79a3c3b6-2579-5a6c-344f-1b602f82b3cb"><span style="color: #333333; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">We now have our Mokoia Matrix which is our digital citizenship and cybersafety hub, for all members of our community. All teachers need to teach digital literacy. That way they learn too.</span></span></span></div>
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<span id="docs-internal-guid-79a3c3b6-254c-36b4-61e7-93d081971613"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCMVB2dCZxADRsHzWUokzgplQSikNtvkS4g4JuWxqshiDEdJG6h-Vm1XQ3F8VQkb1K9Zfw1DfYhPHFQu1TkSEzpo0aRqhlZP1-pFo4z75_KKENAuwg5wkNCLEFMQ6NOTdQwQJZXWFViNA/s1600/Teachers+and+social+media.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCMVB2dCZxADRsHzWUokzgplQSikNtvkS4g4JuWxqshiDEdJG6h-Vm1XQ3F8VQkb1K9Zfw1DfYhPHFQu1TkSEzpo0aRqhlZP1-pFo4z75_KKENAuwg5wkNCLEFMQ6NOTdQwQJZXWFViNA/s400/Teachers+and+social+media.JPG" width="283" /></span></a></span></span></div>
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<span style="color: #333333; font-family: inherit; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;"><b>References</b></span></div>
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<span style="font-family: inherit;"><span style="color: #333333; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;">Education Council. (nd). </span><span style="color: #333333; font-size: 15.3333px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Code of Ethics for Certificated Teachers</span><span style="color: #333333; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;">. Retrieved from </span><a href="https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0" style="line-height: 1.92; text-decoration: none;"><span style="color: #1aaf5d; font-size: 15.3333px; vertical-align: baseline; white-space: pre-wrap;">https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0</span></a></span></div>
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</span></span>Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-74351272693559633022016-06-06T11:22:00.000+12:002016-10-24T20:57:53.125+13:00Cleaning Our Cultural Lenses<div dir="ltr" style="margin-bottom: 15pt; margin-top: 0pt;">
<i><b><span style="font-family: inherit; line-height: 1.2;"><span style="background-color: transparent; color: black; font-size: 16px; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My Week 28 and fourth post for Applied Practice in Context: i</span></span><span style="line-height: 19.2px; white-space: pre-wrap;">ndigenous knowledge and cultural responsiveness in my practice.</span></b></i></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYR0qTGx2NbqiwUsJ-zzymCXwC5_VCW9abLPYcvEGIfJoyeBFwKdGSR4SZbmjX0wsWBy6xgla2kE2o-XBJ38s0Xss_HVHcIVQlhlLerR9xFW1S-oCUjhMLgv66rAS6yGyYLRM8sgb7Ncg/s1600/eye+and+lens.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYR0qTGx2NbqiwUsJ-zzymCXwC5_VCW9abLPYcvEGIfJoyeBFwKdGSR4SZbmjX0wsWBy6xgla2kE2o-XBJ38s0Xss_HVHcIVQlhlLerR9xFW1S-oCUjhMLgv66rAS6yGyYLRM8sgb7Ncg/s1600/eye+and+lens.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">cc attribution</td></tr>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It’s pretty hard to keep your cultural lenses clean of preconceptions and your own cultural beliefs. I know that because I try and either get flack from some others in my inner circle (including family), or pull myself up when I realise that even though I haven’t said it out loud, I'm thinking something that is at the very least, thoughtless and at worst, </span><a href="http://www.merriam-webster.com/dictionary/xenophobia" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">xenophobic</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There, I've said it. But I know I'm not alone. It’s pretty much how humans have been right through history, dividing and conquering each other on the basis of difference and dominance, and now, in this new era of </span><a href="https://en.wikipedia.org/wiki/Globalism" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">globalism</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> we are only allowed to play out these innate feelings on the sports field. It’s about our need to belong and why we kowtow to fashions in clothes, sayings and activities. </span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I remember when I learned that it was polite to belch after your meal in Burma. That was pretty much my first acknowledgement, in Form 2 Social Studies, that people didn't do things all the same. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">But don’t judge me as a white middle class, middle aged pakeha female from the suburbs. Because yes, I’ve been a victim of that. I loved listening to </span><a href="https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_from_ask_where_i_m_a_local?language=en" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Taiye Selasi’s Ted Talk</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> about being judged by her ethnic origins instead of as an individual. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I'm a first generation Kiwi with and English mother and Dutch father, who lived in Jamaica for four years; at ten, my parents split and my mother, a sickness beneficiary, moved us in with her elderly mother in Christchurch. I benefited from a free education and subsidised university. Most of all I believed I would go to university because my parents did. I believed that was my path.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I can’t speak Dutch because my father believed that it was more important to be accepted as an enzed European, as many immigrants in the sixties did. I've listened - and laughed - when others have told me that Dutch people are all tight with money and have poor table manners. Did I mention that my father’s mother was German, had an illegitimate child and a brother who was potentially a Nazi? </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I moved from the South Island to Kawerau in the mid 1980’s and it was like moving to a new country; instead of school houses called after the first four colonising ships, they were called after <a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=maunga" target="_blank">maunga</a> (what?) and I was in Maungawhakamana. Panic; I couldn’t say it. People played guitars at parties and the dialect was way different. When someone died, the whole school closed for the <a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=tangi" target="_blank">tangi</a>. I was in culture shock. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">So I'm an individual with a rich cultural background, no better or worse than any other. I share some things with those around me, and I bring some differences to the table. And I bring those differences into the learning environment. My new learning is built on my previous experiences and it is the varied experiences that we must think about when we design learning activities for the class of individuals trusted to our care. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Jacqueline Jordan Irvine, in the video, </span><a href="https://www.youtube.com/watch?v=nGTVjJuRaZ8" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Teaching Tolerance</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, reiterates that our students are not “blank cultural slates” when they come to us. Geneva Gay, in the same video, reminds us that, like Taiye Selasi, they are individuals with a range of experiences, local and socio-economic, that they bring to the classroom.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Like Russell Bishop, in his </span><a href="https://vimeo.com/49992994" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Edtalk</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> on cultural responsiveness, they remind us that relationships are “paramount to education”. We must care about people and care that they learn; that is culturally responsive pedagogy. Māori students, like other ethnic minorities world wide, have suffered from “deficit theorising;” the idea that some ethnic groups are less intelligent than others. It’s time to throw that nonsense out.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">So what does cultural responsiveness look like in my school? We are an intermediate school in Rotorua, that draws from a mix of schools in the eastern suburbs. Our student body is predominantly bicultural with a pretty even mix of Māori and pakeha and the full gamut of socio-economic backgrounds. We also have students who identify with at least eleven other ethnic groups - probably more.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In the last five years that I have been there, work has been done to ensure that our strategic goals and “how we do things” match our vision, which includes the phrase: “</span><a href="http://tekotahitanga.tki.org.nz/About" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Te Kotahitanga</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> concepts as key to facilitating effective student engagement and achievement.” </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This </span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=mahi" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">mahi</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> includes time spent talking with local elders from our </span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=haukainga" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">haukāinga</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, Te Roro O Te Rangi, as a staff and Board, about </span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=maori+world+view" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">tiro ā-Māori ki tōna ake ao</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and our local stories. At our <a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=marae" target="_blank">marae</a> at the beautiful Hinemoa Point, we were gifted a </span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=pepeha" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">pepeha</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> for our school and learned about the importance of our children understanding their connections and relationships so they don’t feel adrift as “tamafreakies”; the concept of </span><a href="http://appraisal.ruia.educationalleaders.govt.nz/Inquiry-cycle/Identifying-professional-learning-needs/What-to-use/Tataiako" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">tangata whenuatanga</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. It is no coincidence that placenta is also “</span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=whenua" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">whenua</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.”</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As a staff we unpacked “</span><a href="http://appraisal.ruia.educationalleaders.govt.nz/Inquiry-cycle/Identifying-professional-learning-needs/What-to-use/Tataiako" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Tātaiako: Cultural Competencies for Teachers of Māori Learners</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.” We discussed the concept of </span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=manaakitanga" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">manaakitanga</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in detail and talked about the protocols we wanted to have in place, like always welcoming guests with a </span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=powhiri" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">pōwhiri</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> or</span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=welcome" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> whakatau</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Our </span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=rumaki" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">rumaki</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> teacher, with students, demonstrated the </span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=kaupapa+Maori" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">kaupapa Māori</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> of her room and the students talked about the elements that confuse and frustrate them when they go into other learning environments: people sitting on tables, food placed under chairs. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I shared my learnings from my </span><a href="http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/Aspiring-principals-programme" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">NAPP2012</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> inquiry on <span style="line-height: 19.2px;">Māori</span> student achievement: </span><a href="http://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-a-tuakana-teina-relationship" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">tuakana teina</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and the importance of being able to revisit new learning as is done in </span><a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=kapa+haka" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">kapa haka</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxmOQURlVHZLeA0mDQhdgUeTtcStvRBUb4_GDhRIt28L4oykmDg-m5nX4Sywo5st-AJ__bOcLSt65BNpFWda6_gUIaW0qF7wyzhw-g2GNKgrmoWh3iOXEGcfMNsR5P1Z6SoC3zIO0lGlY/s1600/Kiel.jpeg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxmOQURlVHZLeA0mDQhdgUeTtcStvRBUb4_GDhRIt28L4oykmDg-m5nX4Sywo5st-AJ__bOcLSt65BNpFWda6_gUIaW0qF7wyzhw-g2GNKgrmoWh3iOXEGcfMNsR5P1Z6SoC3zIO0lGlY/s320/Kiel.jpeg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Whakapapa right back to Ranganui and <br />
Papatuanuku on which every rumaki student <br />
can find their ancestoral line</td></tr>
</tbody></table>
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Most important is respecting the language and learning correct pronunciation, essential when building relationships with students. I get this completely. My name is Annemarie, pronounced Ann-eh-marie, but I have people tell me I'm wrong! They have no idea how important this is to me, because I have inherited this name through my European origins from people who meant a lot to my parents. Twenty six years ago I remember a colleague standing up in a staff meeting to challenge the principal who continued to pronounce </span><a href="http://whanau/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">whānau</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> as “far-now”, rather than “far-know”. We hear these mispronunciations daily; ironically, even Mike Hogan makes this error in his </span><a href="https://vimeo.com/43097812" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Edtalk</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> on cultural responsiveness.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">This year when we appointed the new rumaki teacher we called on Te Roro o te Rangi <a href="http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=kaumatua" target="_blank">kaumatua</a> to help with the selection. They are represented on our committees and on the incoming Board as a coopted member.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Are we doing as well in our classrooms? We have had a large staff turnover in the last year and obviously we need to revisit our previous learnings. While we include certain kaupapa as “the way we do things here”, I know that there is a lot of variation within the staff because of the cultures they come from. We include </span><a href="http://hereoora.tki.org.nz/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">He Reo Tupu He Reo Ora</span></a><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in our learning programme and I believe our teachers are good at making relationships with students. I love what our rumaki teacher is doing but there are Māori students in other classes and those from other ethnicities, including those with little English, in the school. This term we held a whanau engagement meeting to bring in families of our target writers so they could create shared learning maps. We are on a journey.</span></span></div>
<b id="docs-internal-guid-bb82570d-22ce-3187-321f-f7ceba110852" style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
<br />
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<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">This statement from Milne should make us stop and think: </span></span><br />
<span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><br /></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRcN_VoxCsr4AORXgDN0ao3clc_JrnWKvJ6GqDgXnjOWjh5XkK4Q51jVNsUd7B_SLyTwE7GU4_GGP4QwR7JcmredeQJuEq6xnSZy6EmHsqYP5Z0C_-Gm_k-_v2SeUdXLY9p07APeDStj0/s1600/cultural+responsiveness.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRcN_VoxCsr4AORXgDN0ao3clc_JrnWKvJ6GqDgXnjOWjh5XkK4Q51jVNsUd7B_SLyTwE7GU4_GGP4QwR7JcmredeQJuEq6xnSZy6EmHsqYP5Z0C_-Gm_k-_v2SeUdXLY9p07APeDStj0/s320/cultural+responsiveness.png" width="320" /></a></div>
<span style="font-family: inherit;"><br /><br /><span style="font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">The model of education that exists in New Zealand is that white page. It is important for our children that we start to create our own “colouring books” in our communities. We come to the conversation with the lenses of our own cultural background. We need to try to clean those lenses and focus clearly on each of the students in our care.</span></span><br />
<span style="font-family: inherit;"><span style="font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"><b><i><br /></i></b></span></span>
<span style="font-family: inherit;"><span style="font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"><b><i><br /></i></b></span></span><br />
<span style="font-family: inherit;"><span style="font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"><b><i>References</i></b></span></span><br />
<div dir="ltr" style="line-height: 1.2; margin-bottom: 15pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Bishop, R, Berryman, M., Cavanagh, T. & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. </span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teaching and Teacher Education, 25</span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(5)734–742.</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 15pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from </span><a href="https://vimeo.com/49992994" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://vimeo.com/49992994</span></a></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Edtalks.(2012, May 30). Mike Hogan: Culturally responsive practice in a mainstream school. [video file].Retrieved from </span><a href="https://vimeo.com/43097812" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://vimeo.com/43097812</span></a></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Findsen, B. (2012). </span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Older adult learning in Aotearoa New Zealand: Structure, trends and issues</span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Presented at </span><span style="color: black;"><a href="http://www.waikato.ac.nz/php/research.php?mode=parent&doc=Adult+Community+Education+%28ACE%29+Conference" style="text-decoration: none;"><span style="background-color: transparent; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Adult Community Education (ACE) Conference</span></a><span style="background-color: transparent; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 15pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Gay, G. (2002). Preparing for culturally responsive teaching. </span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Journal of Teacher Education, 53</span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(2),106-116.</span></span></div>
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<span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Savage,C, Hindleb, R., Meyerc,L., Hyndsa,A., Penetitob, W. & Sleeterd, C.(2011) Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum .Asia-Pacific Journal of Teacher Education, 39(3), 183–198</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Shaw, S., White, W. & Deed, B. (2013) (Ed.). </span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Health, wellbeing and environment in Aotearoa New Zealand</span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.South Melbourne, Australia:Oxford University Press.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://www.youtube.com/channel/UChjsO5_4DPm88v4BriGRncA" style="text-decoration: none;"><span style="color: black;">Teaching Tolerance</span></a><span style="color: #1aaf5d;"> </span></span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">( 2010, Jun 17).</span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Introduction to Culturally Relevant Pedagogy</span><span style="background-color: white; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.[video file]. Retrieved from </span><a href="https://www.youtube.com/watch?v=nGTVjJuRaZ8" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.youtube.com/watch?v=nGTVjJuRaZ8</span></a></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ted Talk. Selasi, Taiye. Retrieved from </span><a href="https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_from_ask_where_i_m_a_local?language=en" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_from_ask_where_i_m_a_local?language=en</span></a></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Unitec. (n.d). </span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Unitec Learning and Teaching Booklet</span><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. </span><span style="background-color: transparent; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf">http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf</a></span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Image retrieved from </span><a href="https://pixabay.com/en/soap-bubbles-eye-glare-stains-light-1192339/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 15.3333px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://pixabay.com/en/soap-bubbles-eye-glare-stains-light-1192339/</span></a></span></div>
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<span style="font-family: inherit;"><span style="font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span>Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com1tag:blogger.com,1999:blog-5017546676108501997.post-79163074303504350882016-06-04T10:20:00.000+12:002016-06-04T10:20:55.695+12:00Current issues in my professional contextMy second post for the Mind Lab paper: "Applied Practice in Context":<br />
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<span style="color: #cc0000; font-family: "georgia" , "times new roman" , serif; line-height: 1.92;"><b><span style="background-color: transparent; font-size: 15.3333px; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>"Stoll (1998) defines school culture as three dimensions, the relationship among its members; the organisational structure including the physical environment and management system; and the learning nature."</i></span><span style="background-color: transparent; font-size: 15.3333px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - </span><span style="background-color: transparent; font-size: 15.3333px; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>Mind Lab Class Notes, Week 26.</i></span></b></span></blockquote>
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<span style="color: #cc0000; font-family: "georgia" , "times new roman" , serif;"><span style="font-size: 15.3333px; line-height: 29.4399px; white-space: pre-wrap;"><i><b>"Culture describes how things are and acts as a screen or lens through which the world is viewed." - Stoll, 1998</b></i></span></span></blockquote>
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<b><i><span style="color: #cc0000; font-family: "georgia" , "times new roman" , serif;"> “the way we do things around here” - Deal & Kennedy, 1983</span></i></b></blockquote>
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<span style="color: #cc0000; font-family: "georgia" , "times new roman" , serif;"><b><i>“a real school is what I attended when I was a child” - Metz, 1991</i></b></span></blockquote>
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<b>“The force is strong in this one…”</b></div>
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Our school is typical of many schools in New Zealand and probably the Western world. Built in the 1970’s, it was open plan, with four classrooms, sans doors, which opened out onto a central space with a work area, art supplies, benches, storage and sinks - an early “maker space”. </div>
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When I got there at the start of the millennium as a trainee primary teacher, it was still like this, but teachers stayed in their cells and there was a lot of self consciousness and irritation when the neighbour’s noise and activity intruded on others. Once a gimme that all contributing schools contributed to the annual intake, this decade was one when a lot of students headed into town to the Catholic College; a “grass is greener” syndrome, which I have to say, I was part of.</div>
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Roll on August 2010 and I returned to the school, this time as Deputy Principal Curriculum. There was a different principal, and an interesting dichotomy: staff who had been with the school for a while, several since its inception, and another group which had been there for only six months. They, like me, were still trying to find out “how we do things around here.” And change was difficult to bring about. There was one change that stood out: doors on the classrooms and transformation of the central space away from the shared work station to an open common room.</div>
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I’d already learned in my first assistant principal position, that the folk who populate a community of practice don’t necessarily appreciate the breath of fresh air you bring when you open the door to new ideas. Stoll (1998) talks about the importance of understanding the school’s culture, and the important roles of history, socioeconomic status, location and national education policies. “The way we do things here,” is a very strong force. I pinned a poster to the notice board above my desk:</div>
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“God gives you the people you want, not the people you need, to make you into the person you need to be.” (Unknown)</div>
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There were some divisions on the staff. National Standards had not been taken on board (some would say that was a good thing). The assessment system lacked robustness. Teaching was more about the teachers than the learners. Too many students were driving into town to school away from one of our local schools. </div>
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There were some strong and noble traditions: a belief that intermediate education is an important area; that sport and fitness is intrinsic to the well being, physical and academic, of the emerging adolescent. That students need to be exposed to a range of subjects before they get to high school. That independence, fortitude, leadership a teamwork are important qualities and are to the fore in the week long camp in Term 4, where students are under canvas, and in Term 4 when the students opted for an alternative education activity. The school was also renowned for its kapa haka success.</div>
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I saw my place as strengthening the academic side of things; well, it was what my title said I did. We have made a lot of progress on improving teacher knowledge and pedagogy; we still have a way to go. I learned that even a small step is still a small step forward. </div>
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This year has seen another large turn over of staff; some have retired, some moved on to their own greener pastures. A principal who takes over a school inherits teachers and “the way things are done around here.” It takes time to build a shared set of values in incumbent staff; it’s easier when you get to choose the staff who will carry forward the vision you have for your community of practice. </div>
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The local community has returned to the school as has regard for the quality of our education.</div>
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A shared vision is the key: it becomes the internal driver from “the way we’ve always done it,” or “this is how we do it here,” to “this is what we want and need for deep learning to take place” and that strong force for change. </div>
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Innovative learning environments and practices are the topic du jour in the educational world. Digital technology is no longer a novelty. These are our next challenges. There is an old saying now, that while the world has changed technologically, should Rumplestiltskin awake after a hundred years, he’d still feel at home in a school.</div>
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As an early adopter, I’ve had to learn patience. And it’s not just with my colleagues’ rate of uptake of new technologies. It’s about how difficult it is to ensure there is equity for all students, especially when our catchment includes each end of the decile system.</div>
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Our new teachers have made an interesting change to the scales. They’ve come from communities of practice where cloud based learning is the norm. Suddenly, it’s “how we do it around here,” and the force for change has swapped directions.</div>
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<span style="font-family: "helvetica neue light" , , "helvetica" , "arial" , sans-serif;">The next step will be to see what happens to those classroom doors as teachers begin to collaborate more. One of our electives is a makerspace. It’s time to return to looking at that vision and deciding how we want to write the next chapters in the reflective journal of our community of practice. </span></div>
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- Stoll and Fink (cited in Stoll, 1998) identified 10 influencing cultural norms of school improvement including:</i></div>
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“1. Shared goals - “we know where we’re going”</i></div>
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2. Responsibility for success - “we must succeed”</i></div>
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3. Collegiality - “we’re working on this together”</i></div>
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4. Continuous improvement - “we can get better”</i></div>
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5. Lifelong learning - “learning is for everyone”</i></div>
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6. Risk taking - “we learn by trying something new”</i></div>
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7. Support - “there’s always someone there to help”</i></div>
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8. Mutual respect - “everyone has something to offer”</i></div>
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9. Openness - “we can discuss our differences”</i></div>
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10. Celebration and humour - “we feel good about ourselves”” (p.10)</i></div>
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<span style="color: #cc0000;">References</span></h4>
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Hongboontri, C., & Keawkhong, N. (2014). School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices. Australian Journal of Teacher Education, 39(5), 66-88. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2332&context=ajte</div>
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Lave, J. (1991). Situating learning in communities of practice. In L. Resnick, J. Levine, and S. Teasley (Eds.). Perspectives on socially shared cognition. [E-reader version](pp. 63-82). Retrieved from http://www.ecologyofdesigninhumansystems.com/wp-content/uploads/2012/12/Lave-Situating-learning-in-communities-of-practice.pdf</div>
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Stoll (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture</div>
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com6tag:blogger.com,1999:blog-5017546676108501997.post-19516630090076206172016-06-04T10:16:00.000+12:002016-06-06T11:02:13.880+12:00Something Wicked This Way Comes <span id="docs-internal-guid-1dd1ce0e-1145-6c1a-e337-6463e06cee38"></span><br />
<h4 style="margin-bottom: 15pt; margin-top: 0pt;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtbBUk2r5J63gXAAvpL8WZIv7e9ujopRUb1jgluAYnIPIx8P5vUFBXK6vbyj7MmOocW09LfgLcZ1tKVz76hrZCdhvMPQevIpf0gYl0AeSyz4C_L0tZFSXWE6gFR7ikKtjm85vXwzT8G3Y/s1600/Wicked+Problems2.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtbBUk2r5J63gXAAvpL8WZIv7e9ujopRUb1jgluAYnIPIx8P5vUFBXK6vbyj7MmOocW09LfgLcZ1tKVz76hrZCdhvMPQevIpf0gYl0AeSyz4C_L0tZFSXWE6gFR7ikKtjm85vXwzT8G3Y/s320/Wicked+Problems2.JPG" width="320" /></a><span style="font-family: "calibri";"><span style="line-height: 19.2px; white-space: pre-wrap;"><div style="margin-bottom: 15pt; margin-top: 0pt;">
<span style="font-family: "calibri";"><span style="font-family: inherit; font-weight: normal; line-height: 19.2px; white-space: pre-wrap;">My third post for the Mind Lab paper: "Applied Practice in Context":</span></span></div>
<span style="font-family: "calibri"; font-style: italic; font-weight: bold; line-height: 19.2px; white-space: pre-wrap;">Week 27: Contemporary issues or trends in New Zealand or internationally</span></span></span></h4>
“Shut the door please...we’re not trying to heat the world!” I call, as yet another student rushes from the hall without making sure that the door closes. The heaters are on; the first day of winter has hit with a vengeance. “Global warming,” another teacher jokes. <br />
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And I think about how teaching has changed. We’re not just sweating the small stuff like teaching kids to shut doors, we've now got to think about them as the lifesavers that we are throwing out to our future selves. Global warming is now one of the wicked problems that our children are facing.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHw7HDRuvpsd3aG9owMYqqD5ZmzphklgzEyC8b2Y_8R3q39FluPBy2uj8ICz4Ne_gdhUwTn5U6clQEXNfSbCNyJ79ZFo59_gvu8um6XSr2LRF-MFWA8STD7SqH0WeJXqJLZ8ljuGtdmQQ/s1600/Wicked+Problems.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHw7HDRuvpsd3aG9owMYqqD5ZmzphklgzEyC8b2Y_8R3q39FluPBy2uj8ICz4Ne_gdhUwTn5U6clQEXNfSbCNyJ79ZFo59_gvu8um6XSr2LRF-MFWA8STD7SqH0WeJXqJLZ8ljuGtdmQQ/s320/Wicked+Problems.JPG" width="315" /></a>Wicked problems are shaping education in New Zealand and internationally. Documents like <a href="http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf" target="_blank">Future State 2030</a> highlight issues that will change the world of work and mean that our children will need to create solutions to issues that we have not experienced ourselves: demographics, the rise of the individual, the rise of technology, economic interconnectedness, public debt, economic power shift, climate change, resource stress and urbanisation.<br />
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The educational model, often referred to as the <a href="http://calculemus.org/lect/07pol-gosp/arch/proby-dawne/materialy/waves.htm" target="_blank">factory model</a>, which we and our parents “survived” can not prepare our youth for a future career that no longer conforms to a narrow classification of job descriptions; we can’t promise them that effort and a university degree will lead to a secure future. Ken Robinson elaborates on this paradigm shift in his <a href="https://www.ted.com/talks/ken_robinson_changing_education_paradigms" target="_blank">Ted talk</a>.<br />
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I'm tasked, in this blog post, to identify and evaluate two contemporary issues or trends that are shaping education nationally and globally, but I'm finding that tricky; they all blend into the cauldron of wicked problems that require the current model of school to change: what teachers are and what they do and what learning and the student’s role in the learning process needs to look like.<br />
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I remember when all I was tasked to do as a teacher was make sure the content of the end of year exam was presented and absorbed. I remember debating with my HOD in 1990 about knowledge versus skill. She firmly believed her role was to teach them material as their heads were empty. Over the last three decades professional development on the science of teaching has transformed to the art of learning. Digital technologies and the world wide web started to transform the possibilities open to us in the last two decades of the twentieth century.<br />
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In the nineteen nineties, organisations like UNESCO and the OECD, started to look at how we needed to change education to deal with the issues that were predicted to feature in the twenty first century.<br />
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The result was to move from a content based curriculum to a competency based curriculum; our own key competencies are based on the four pillars of the UNESCO Delors Report of 1993: learning to be, learning to know, learning to do and learning to live together; and the four competencies of the OECD 2005 report, which look much like what we now have: thinking, relating to others, understanding language, symbols and text, managing self and participating and contributing. <br />
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In their highly readable text, <a href="http://www.nzcer.org.nz/nzcerpress/key-competencies-future" target="_blank">Key Competencies for the Future</a>, Hipkins et al show how important these are for a future beset with wicked problems and show how “good” teachers scaffold learning opportunities where students are encouraged to involve themselves more deeply in critical and creative problem solving.<br />
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And therein lies the rub. Our international and national education system is slow to change from that old factory model to one which embraces a desiloed curriculum, available technologies, authentic problems and design thinking. Political decision makers are at odds with educationalists about what our students need. Parents view a good education as the one which they understand and which worked in past decades.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV-hVaVmWeRNXX726B-BcNAQXqpIfaxrL52Mf2RADS7GGGl03kD_VfH1h6TgtQECLzglzYtlYgkKXnji5l_TXXGFijRcduVrI20r0WigmIxddPy_afkNMSVE18E0H2ot4Wa5OyMgL5oIw/s1600/pablo+%25281%2529.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV-hVaVmWeRNXX726B-BcNAQXqpIfaxrL52Mf2RADS7GGGl03kD_VfH1h6TgtQECLzglzYtlYgkKXnji5l_TXXGFijRcduVrI20r0WigmIxddPy_afkNMSVE18E0H2ot4Wa5OyMgL5oIw/s320/pablo+%25281%2529.png" width="320" /></a><br />
The teaching profession itself needs a shake up. Teacher training institutions are accepting students with literacy and numeracy levels below what they need. Digital technology use and inquiry thinking need to be much better developed. Our children deserve the best and the brightest teachers with growth mindsets who see the importance of creating different models of education.<br />
<br />
We need learners who are engaged, motivated and self regulating. How we create self regulated<br />
learners is the core pedagogical process needed in <a href="http://elearning.tki.org.nz/Teaching/Innovative-learning-environments" target="_blank">innovative learning environments</a>, the current “bright and shiny thing”. It’s important that we get students engaging in the learning processes they need to work out how to attack those wicked problems. Research suggests that different contexts need different solutions. It’s the subject of my literacy review and my <a href="https://ownmylearning.blogspot.co.nz/" target="_blank">inquiry</a>.<br />
<br />
What we need to do is keep engaging the naysayers at all levels. As educators we need to keep asking, how can we do this better? We need to keep our eyes focussed on the future, fuzzy though it may appear. We need to develop in ourselves those learning dispositions we need in our students.<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghfrddOSpVRS7thYvQAy3BofWOkrusZyynf_yT2NZHdBnDHi2bYJ9JqemNon0kZZDXhftLLsbsOohW5XV-InCo_CMb85ugioixQd79L2ogd3uJubt4GQbd1CYO0F-4w_5CEux_2Bmt-JI/s1600/Wicked+Problems3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghfrddOSpVRS7thYvQAy3BofWOkrusZyynf_yT2NZHdBnDHi2bYJ9JqemNon0kZZDXhftLLsbsOohW5XV-InCo_CMb85ugioixQd79L2ogd3uJubt4GQbd1CYO0F-4w_5CEux_2Bmt-JI/s320/Wicked+Problems3.JPG" width="320" /></a></div>
<br />
<h3>
References</h3>
Delors, J. ed. (1993). Learning: the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century (Highlights). UNESCO Publishing.<br />
Retrieved from <a href="http://lllp.iugaza.edu.ps/Files_Uploads/635087182222401677.pdf">http://lllp.iugaza.edu.ps/Files_Uploads/635087182222401677.pdf</a><br />
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<br /></div>
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<div>
Dumont, H., Istance, D., Benavides, F. (ed.) (2010). The nature of learning: using research to inspire practice. Educational Research and Innovation. OECD Publishing. <a href="http://dx.doi.org/10.1787/9789264086487-4-en">http://dx.doi.org/10.1787/9789264086487-4-en</a>.</div>
</div>
<div>
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Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, from<a href="http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N" target="_blank"> http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N</a><br />
<br />
Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key competencies for the future. New Zealand Council for Educational Research (NZCER) Press.<br />
<br />
KPMG International. (2014). Future state 2030: the global megatrends shaping governments”. KPMG International Cooperative: USA. Retrieved from <a href="http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf">http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf</a><br />
<br />
Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.<br />
Retrieved 10 August 2009 from <a href="http://nzcurriculum.tki.org.nz/the_new_zealand_">http://nzcurriculum.tki.org.nz/the_new_zealand_</a><br />
<a href="http://nzcurriculum.tki.org.nz/the_new_zealand_%20curriculum/the_school_curriculum_design_and_review" target="_blank">curriculum/the_school_curriculum_design_and_review</a><br />
<br />
Ministry of Education (2016). Enabling E-Learning: Teaching: Innovative Learning Environments. Retrieved from <a href="http://elearning.tki.org.nz/Teaching/Innovative-learning-environments">http://elearning.tki.org.nz/Teaching/Innovative-learning-environments</a><br />
<br />
National intelligence council.(2012). Global trends: Alternative Worlds. National Intelligence Council: US. Retrieved from <a href="https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf">https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf</a><br />
<br />
Toffler, A. (1981). The third wave (pp. 32-33). New York: Bantam books.<br />
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com1tag:blogger.com,1999:blog-5017546676108501997.post-18477287844419909782016-05-13T00:13:00.000+12:002016-05-15T00:33:03.516+12:00My community of practice<h4>
<span style="font-weight: normal;"><i>I've been absent from my blog since February, instead posting in Google + in the Mind Lab Ed community, as part of a postgraduate qualification. From tonight I'm returning to my blog with a series of posts aligned to the paper:“Applied Practice in Context.”</i> </span></h4>
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" style="height: 160px; margin-left: auto; margin-right: auto; margin-top: 0px; width: 241px;" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://en.wikipedia.org/wiki/Juglans" target="_blank">Creative Commons Image</a></td></tr>
</tbody></table>
<h4>
<b><span style="background-color: white;">Etienne Wenger first coined the concept of “communities of practice”, which are defined as “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></b></h4>
<b><i>(Wenger, McDermott et al; Snyder, 2002, p.4 cited in Mind Lab class notes, Applied Practice in Context: Week 25).</i></b><br />
<br />
I'm Annemarie and for thirty three years I've been Mrs Hyde, by marriage and by professional choice in the schools where I have been employed. Since 2004, I've chosen to be “mrshyde” or “<a href="https://twitter.com/mrs_hyde" target="_blank">@mrs_hyde</a>” online, because that’s what my students know me by - as do the online community I affiliate to.<br />
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My professional community of practice is the community of teachers, but as <a href="http://org.sagepub.com/content/7/2/225.short" target="_blank">Wenger</a> says, we also belong to sub-communities, and I can think of a few: the learning community of my school, the local association of assistant and deputy principals, Connected Rotorua, the Twitterati of the #edchatnz community and since November, the cohort of educators who are working together in Mind Lab on the post graduate certificate course.<br />
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Schools are interesting places. In fact, I've paused to ponder whether they fit Wenger’s definition. Yes, we meet on an ongoing basis, and yes we are getting better at interacting to improve pedagogy rather than just talking about who organised the buses for the field trip or whether the everyone is meeting their duty obligations. And yes, I think we are moving towards having that shared concern or passion for the learning of our students. But we can all think of individuals in our staff rooms who aren't in that conversation. We discuss fixed and growth mindsets because we experience this duality in our associates all the time.<br />
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I have to say, it feels good to hear teachers talking about maths ideas that make a difference, or teachers meeting to help each other out on the first day of the holidays, or sharing Google doc ideas any time of day or night. (It wasn't always like that where I am.)<br />
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It’s that word passion that pings out of Wenger’s definition. And the interacting on an ongoing basis. For me the community of practice that I primarily identify with are the folk I fondly call the Twitterati. I've written a <a href="http://likeahoginmud.blogspot.co.nz/2013/10/attwicted.html" target="_blank">post about them</a> before. Not located in a particular place or time zone, these are the educators who swim in the Twitter stream. What they have in common, besides an online presence, is a deep concern and passion about education, which they discuss together on an ongoing basis, in formally organised chats or casually and ubiquitously as issues arise. It surprises me how much in common we have. For the most part they are the early adopters, the enthusiasts and sadly, the lone nuts. Or were. I've seen change as schools embrace cloud learning an innovative learning practice. Ideas seen as crazy and too hard suddenly make sense.<br />
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Fascinated by the possibilities of new technologies and how they could change my learning, I jumped into the stream at a conference in 2010, attracted by the back channel discussion about the ideas in the keynote. I never looked back. I've met and associate with a large number of these edutweeps nationally and internationally, because the learning and collegiality continues to meet my needs. I think I've learned more from these people and their retweets than in any other forum. I am a very active participant in the discussions, enjoying the debate and making long lasting connections.<br />
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Leadership fascinates me. As a deputy principal I experience the dichotomy of leading and managing people everyday, and I constantly reflect on how to lead more effectively. I share the concerns and ideas with other leaders in the local association and with those leaders I associate with in online forums, like #ldrchatnz tonight. Leadership is about sharing a vision, and in this profession, it should be about improving the lot for learners. Wenger talks about the necessity for communities of practice to engage, and to be able to imagine the place they want to be, in this case at a point where students - and teachers - are self regulated learners. I believe that the point of leadership is to facilitate this shared vision and create a desire to align practice so that the shared goal of student motivation and personal achievement is reached. I think too, that actually we all want to belong and feel part of a group with a common goal.<br />
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Wenger talks about organisations needing to design themselves as social learning systems. It’s about building that mutuality of vision and the sense of belonging. No more lone nuts? Hmm, but maybe we need them... <br />
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<i>Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf</i><br />
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<i>Wenger, E.(2000).Communities of practice and social learning systems.Organization,7(2), 225-246</i><br />
<br />Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com6tag:blogger.com,1999:blog-5017546676108501997.post-8197148432595652822016-02-27T22:05:00.001+13:002016-02-27T22:08:03.388+13:00Tired but Inspired <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1NsilwumdE8yhnmKktHUjopu8LG3ATd-kyEUk6bqYjWX-kkL1qVeaZbRe_j_e2AIfu2JtrebRguakdDUel_TybpqnA765Xgl_dBBZaKsppWsZ6d37gTTk8w6zQuz13begQv8UdHigstw/s1600/collage.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1NsilwumdE8yhnmKktHUjopu8LG3ATd-kyEUk6bqYjWX-kkL1qVeaZbRe_j_e2AIfu2JtrebRguakdDUel_TybpqnA765Xgl_dBBZaKsppWsZ6d37gTTk8w6zQuz13begQv8UdHigstw/s320/collage.JPG" width="317" /></a>What a day. As I do after an event like Educamp Rotorua, I scan the Twitter feed for the reflections and retweets from participants. A link from <a href="https://twitter.com/gcouros" target="_blank">George Couros</a> slides down the screen: <a href="http://georgecouros.ca/blog/archives/6084" target="_blank">Giving 100% When You Are Running on Empty</a>.<br />
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<i>"Teaching is an insanely hard job when you are full of energy, let alone tired. I appreciate those educators that not only spend their days inspiring kids, but so much of their own time doing things so that they can be better for those same kids. Although teaching can seem like a thankless job, there are so many people, like myself, that appreciate what great teachers do for kids daily, even when it is extremely (especially) hard to do so."</i></div>
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That's what Educamp is all about. Teachers give up their Saturday and travel, today as much as 320km (<a href="https://twitter.com/RaPeters4" target="_blank">Ra Peters</a>!) so that they may improve their practice. Yes, they are an inspiring bunch of people, and not an ego in the room. New participants talk about feeling included and not overwhelmed. </div>
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I think it is the passion that we feed off, because everyone comes away feeling full to the brim with new ideas and renewed energy.<br />
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-25984306453865060122015-12-09T22:27:00.002+13:002015-12-09T22:52:48.465+13:00Growing the Grey Matter (Being Mindful About Mindset)<h3>
Week 5 LDC: Developing a Growth Mindset (Leading change)</h3>
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The Week 5 session at MindLab was about <a href="https://www.youtube.com/watch?v=_X0mgOOSpLU" target="_blank">mindset and Carol Dweck’s work</a>. If you haven’t heard about or read about her theory, it goes like this:<br />
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Someone with a fixed mindset doesn’t see that they can improve their intelligence. “I’m bad at maths because my mother was bad at maths; I’ve always been bad at maths,” is a common expression of this state of being. You were born this way and that’s that. Give up now.<br />
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Someone with a growth mindset believes that you can change and improve. The brain is flexible and able to grow new connections. “I’m not so good at maths but I can work at it and improve.” Environment is more important than genes.<br />
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In the former, a FAIL is an indication of lack of aptitude. It’s a reason to stop and give up. It’s about acceptance of the status quo. In the latter it is punctuated: F.A.I.L. means “first attempt in learning”. It’s about perseverance.<br />
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This is demonstrated with a video on experiences with a backwards bike: a bike that operates against how we expect it to work. Sure enough, after a period of practice, the narrator gets the hang of it.<br />
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So, I hear you say, I just need to tell myself I can do it? It would seem so, but I believe there are a few more factors that need to be thrown into help us “fail forward”.<br />
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<b>High expectations</b> - I always knew I could succeed academically because those I was surrounded with had a high opinion of my ability. Not everyone needs this to succeed, but my parents and grandparents had been to university so I always thought I would.<br />
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<b>Early success</b> - No one ever told me I was below, or well below a standard. I got lovely written feedback from my first teachers. I can’t remember being given a level or a grade until high school.<br />
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<b>A love of competition and challenge</b> - However, I did like being in the top group so did the work when it came to learning multiplication facts or spelling words for those daily tests.<br />
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<b>A love of learning</b> - We didn’t have money, but we had books. And we had a mother who was totally immersed in helping us to learn. She did things with us. She went to parent interviews. She helped with projects. I still have the old chest of drawers that was used solely as a vertical file of current events material and resources to help us with homework assignments.<br />
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<b>Great relationships</b> - My mum was so supportive. And I had some great teachers who loved learning themselves and created exciting activities that I remember decades later.<br />
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I can relate to feeling a failure and not good enough in at least one regard: ball sports. I’d lived in Jamaica as a child, and came back to New Zealand in standard 4 (Year 5) when my peers were already accomplished at the school sporting codes: netball and softball in those days, if you were a girl. Funnily enough, riding a bike was something else I’d never had an opportunity to do, as we had lived on a dirt road and my kitset bike had arrived off the ship without all of the necessary parts.<br />
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I was short, plump and not particularly spatially aware. It could be that my myopia was already apparent. Or just that I hadn’t had a lot of experience with ball sports. It wasn’t something that my parents exposed me to. My teacher used a common method for choosing two teams: nominate the two sportiest kids as captains and get them to take turns at choosing people.<br />
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You guessed it: I was always one of the last. I’ve always felt at a disadvantage in sports and it’s not something I put my all into. No surprises there.<br />
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I did learn to ride a bike, probably because it was more of a solo thing, I could do it at my pace and again, I had a parent to encourage me - and <b><u>a need</u></b> - a need to get to school.<br />
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A couple of years ago someone shared an amazing video with me. I’ve spent three days looking for it for this blog post. Maybe this will jog someone’s memory. It was posted in reaction to National Standards and was the trailer to a documentary about a Nepalese (?) community. <br />
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The premise of the movie was this: a society has the power to enable its children to feel like successes or failures through the things it values. In this particular society, noone had failed an exam, or received a “below the standard.” It made me think. <br />
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Mindset is about more than an individual’s beliefs about his or her own learning ability. It’s about what a culture or a society demonstrates that it values. That’s the mindset that is the most crucial.<br />
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See <a href="https://www.youtube.com/watch?v=ugsKzJEkTa0">https://www.youtube.com/watch?v=ugsKzJEkTa0</a> for an overview from <a class="g-profile" href="https://plus.google.com/114612960727740934846" target="_blank">+Philippa Nicoll Antipas</a><br />
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com1tag:blogger.com,1999:blog-5017546676108501997.post-34818899472079987492015-11-22T19:58:00.001+13:002015-11-22T21:01:47.027+13:00Rejecting Stereotypes and Cliches<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit; line-height: 1.2; white-space: pre-wrap;">Week 3 LDC - Implementing Technology Innovation in the Classroom</span></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://en.wikipedia.org/wiki/History_of_Hartford_City,_Indiana" target="_blank"><span style="font-size: xx-small;">1965 classroom at Parklands Elementary</span></a></td></tr>
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<i style="font-family: inherit; font-size: medium; line-height: 1.2;"><span style="vertical-align: baseline; white-space: pre-wrap;"><span style="color: blue;"><a href="http://www.brainyquote.com/quotes/quotes/h/haroldevan381384.html?src=t_cliches" style="text-decoration: none;">Attempting to get at truth means rejecting stereotypes and cliches.</a></span></span></i></div>
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<i style="font-family: inherit; line-height: 1.2;"><span style="vertical-align: baseline; white-space: pre-wrap;">- <a href="http://www.brainyquote.com/quotes/authors/h/harold_evans.html" style="text-decoration: none;">Harold Evans</a></span></i></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“This week we will look at what should the overall goal of education be, with a focus on building </span><a href="http://srinivasv.com/adaptive-competence/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: italic; font-variant: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Adaptive Competence</span></a><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. In simple terms, it may be defined as the “capacity to respond” within “bounded parameters” (MindLab course overview, week 3).</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">A hundred years ago, even fifty years ago, if you look at the photo, students headed off to school to learn. For most, school was the place where you received information. The teacher was the font of the knowledge which would open the doors to successful careers, and a life made less boring because you were “well read” and could lift yourself into a better level in the pecking order. </span></span></div>
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<span style="background-color: transparent; vertical-align: baseline;"><span style="font-family: inherit;"><span style="line-height: 1.2; white-space: pre-wrap;">I use cliches on purpose; many are past their shelf life. Education isn't about filling us up with knowledge. If it’s Googlable, it </span></span><span style="line-height: 19.2px; white-space: pre-wrap;">shouldn't</span><span style="font-family: inherit;"><span style="line-height: 1.2; white-space: pre-wrap;"> be asked. It’s about enabling us to use information, create information and problem solve. And this is going to mean having the whole swag of key competencies, as mentioned last week, to do this effectively.</span></span></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://leadershipfreak.wordpress.com/2015/11/21/7-surprising-strategies-that-elevate-leaders/" target="_blank">From the Leadership Freak blog.</a></td></tr>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We look at careers and what careers our children might aim for. This is difficult as we can’t really predict what some of these jobs will be. We check out </span><a href="http://tinyurl.com/willarobottakeyourjob" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://tinyurl.com/willarobottakeyourjob</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to see which jobs might get taken over by robots. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What is becoming obvious is that our children will need to be entrepreneurial and adaptable. New jobs will come out of new problems and needs. I google future occupation predictions and get </span><a href="http://www.futuristspeaker.com/2014/03/162-future-jobs-preparing-for-jobs-that-dont-yet-exist/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Thomas Frey’s blog</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Fancy being a water purifier or an impact minimizer? He identifies a whole new skill set too. </span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8BcYqylr3Vmt6CJY6UU70m0cUYZEz4_f2j0JWJP2FXmYjEby_-iFddfMLrjDlzVtko_gUfu1p979Pzg7aLcIUq08oMOBQUVvbf_-hDzHXi7xjl6GFdgOiMWWFUARwoQAaeUQRxVC3cPQ/s1600/Printing_with_a_3D_printer_at_Makers_Party_Bangalore_2013_11.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8BcYqylr3Vmt6CJY6UU70m0cUYZEz4_f2j0JWJP2FXmYjEby_-iFddfMLrjDlzVtko_gUfu1p979Pzg7aLcIUq08oMOBQUVvbf_-hDzHXi7xjl6GFdgOiMWWFUARwoQAaeUQRxVC3cPQ/s320/Printing_with_a_3D_printer_at_Makers_Party_Bangalore_2013_11.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://en.wikipedia.org/wiki/User:Swaedo/sandbox" target="_blank">Maybe you could be a limb printer?</a></td></tr>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Right now I’m impressed by my daughter’s running coach; she only met him face to face at her last ultramarathon, but she pays him ten dollars a week and he sends her a training schedule. He has a website and he has just started a clothing line. He can afford to. He already has a thousand clients. I didn’t ask, but I’m picking that he is still in his twenties.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It’s not just that information is googlable; it’s that our children are used to a whole new way of “doing”. Just read this article from Popular Mechanics: </span><a href="http://www.popularmechanics.com/technology/a17931/technology-american-teenager/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">The Generation That Doesn’t Remember Life Before Smartphones - What It Means To Be A Teenager in 2015</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. </span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Another recommended reading from the New York Times, </span><a href="http://www.nytimes.com/2012/11/01/education/technology-is-changing-how-students-learn-teachers-say.html" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Technology Changing How students Learn, Teachers Say</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, talks about the results of a teacher survey on the effect of technology use of students on attention and performance. </span><br />
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<span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><b>“There is a widespread belief among teachers that students’ constant use of digital technology is hampering their attention spans and ability to persevere in the face of challenging tasks…”</b></span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The article admits that the study is subjective and based on teacher opinions. It notes that maybe teacher practice does not fit this “brave new world”:</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><b>"...the education system must adjust to better accommodate the way students learn, a point that some teachers brought up in focus groups themselves."</b></span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I agree: it is tougher to engage students because they now have access to a large range of distractions. Teachers need to compete with the media rich world because our students are now in a land of plenty. No longer is the classroom where their eyes are opened. Teachers need to "jump higher", or rather, enable the students to"jump" higher. Teachers need to get students to critique information and its sources, and challenge them with deep questions and wicked problems.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Digital technologies are here, good or bad. It’s up to us to “engage or enrage”. At the same time, we need to use them purposefully and examine whether particular applications do more than merely engage. We need to make sure our students are safe and able to be discerning.</span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLLlzEw2NpPtaFTqRyCmLS9F074FWDSqmi_BBqFMX5NnPaKDuTeWZPcNYxG6DJXhcBCnXOKPXQKct1PdFJ4Q-3GzAR1WewISeTpxHDTvFpMVxTH3NLKFX24GZK2dgQTDcadhzJMk7DJjA/s1600/tiger+on+Aurasma.PNG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLLlzEw2NpPtaFTqRyCmLS9F074FWDSqmi_BBqFMX5NnPaKDuTeWZPcNYxG6DJXhcBCnXOKPXQKct1PdFJ4Q-3GzAR1WewISeTpxHDTvFpMVxTH3NLKFX24GZK2dgQTDcadhzJMk7DJjA/s200/tiger+on+Aurasma.PNG" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Using an image as trigger on<br />
Aurasma. </td></tr>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">At our workshop we play with a number of </span><a href="https://en.wikipedia.org/wiki/Augmented_reality" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">augmented reality</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> apps: </span><a href="https://www.aurasma.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Aurasma</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="http://quivervision.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Quiver</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><a href="https://itunes.apple.com/us/app/enchantium/id811753948?mt=8" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Enchantium</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="https://itunes.apple.com/us/app/anatomy-4d/id555741707?mt=8" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Anatomy 4D</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> . It’s huge fun, if not sometimes frustrating. But it’s the frustration of waiting for apps to load and falling off the internet with the number in the room, that makes us question their use tonight. The conversation continues with family at home later. It’s about using the best tool for the job.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We discuss </span><a href="https://en.wikipedia.org/wiki/Virtual_reality" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">virtual reality</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Is it good for our students to be immersed for hours at a time in </span><a href="https://minecraft.net/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Minecraft</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and similar second life worlds? The pluses and minuses are discussed. My children immersed themselves in Lego and Barbie worlds for hours, even days at a time. The lack of social skills versus the online collaboration opportunities are debated.</span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7Sgklx3mbLG4h5Iks0KJpkiqPgFHD-bPkYAR8J8RbfpQaXSlr9afUKWKsM3CI6LRtURbJhh9GbDVQfyofIOgshBljTmuLuDwplW2MTVHtqTbYm40tCkjo8YTOB-lTSg1e8vvJSniIlxg/s1600/SAMR.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="273" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7Sgklx3mbLG4h5Iks0KJpkiqPgFHD-bPkYAR8J8RbfpQaXSlr9afUKWKsM3CI6LRtURbJhh9GbDVQfyofIOgshBljTmuLuDwplW2MTVHtqTbYm40tCkjo8YTOB-lTSg1e8vvJSniIlxg/s320/SAMR.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.schrockguide.net/samr.html" target="_blank">From shrockguide.net</a></td></tr>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Time to look at the </span><a href="https://www.commonsensemedia.org/videos/introduction-to-the-samr-model" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">SAMR</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> model. We need to make sure we are doing more than substituting bells and whistles. Are we augmenting the task and creating greater challenge? Modifying? Or can we reinvent the types of challenges we are setting students? </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We have a go with a</span><a href="https://docs.google.com/document/d/1DrrhUJVNOT4bf-zWaPOglCUvhiLXSuwWXnM4GU4qfko/edit" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"> Google map task</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Judge for yourself if we got it right.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The second model we look at is the Technological Pedagogical Content Knowledge (</span><a href="http://www.tpack.org/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">TPACK</span></a><span style="background-color: transparent; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">), “a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment” (course overview).</span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOE5FAPl8fPLhVXZKP9G9984OOSq7l2N5GYCkaxoXKhqSpGtyITUZl-ehCrNex7MWH0UyCa0GqvxxgXQoA2jwrYYyyzvjj054_hILmG8Vx8wq_dcBBqyNZdbhAYZYN_ASj_tTwtCCWM9g/s1600/TPAK.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="316" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOE5FAPl8fPLhVXZKP9G9984OOSq7l2N5GYCkaxoXKhqSpGtyITUZl-ehCrNex7MWH0UyCa0GqvxxgXQoA2jwrYYyyzvjj054_hILmG8Vx8wq_dcBBqyNZdbhAYZYN_ASj_tTwtCCWM9g/s320/TPAK.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">TPACK image (rights free)</td></tr>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Is self education is the gateway to the world? What role will I have as an educator? The website tells me that I only have a 1% chance of a robot taking my job. I need to make sure I am growing and learning with my students. </span></span></div>
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<span style="background-color: transparent; vertical-align: baseline;"><span style="font-family: inherit;"><span style="line-height: 1.2; white-space: pre-wrap;">That’s why </span></span><span style="line-height: 19.2px; white-space: pre-wrap;">I'm</span><span style="font-family: inherit;"><span style="line-height: 1.2; white-space: pre-wrap;"> here.</span></span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><b><a href="http://www.brainyquote.com/quotes/quotes/s/samuelgold107460.html?src=t_cliches" style="text-decoration: none;">Let's have some new cliches.</a></b></span></span></h4>
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<span style="background-color: transparent; color: #0000aa; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><b>- <a href="http://www.brainyquote.com/quotes/authors/s/samuel_goldwyn.html" style="text-decoration: none;">Samuel Goldwyn</a></b></span></span></h4>
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<span style="background-color: transparent; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Videos: Using AR apps at our MindLabED session</span></span></h4>
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<span style="font-family: inherit;">Storify of Week 3 (with thanks to @1MvdS)</span></h4>
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<script src="https://storify.com/1MvdS/mindlabed-wk-3-19-october-2015.js?template=slideshow"></script><noscript><a href="https://storify.com/1MvdS/mindlabed-wk-3-19-october-2015" target="_blank">View "undefined" on Storify</a></noscript>Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com1tag:blogger.com,1999:blog-5017546676108501997.post-42718090720043307342015-11-15T21:48:00.000+13:002015-11-15T21:48:47.163+13:00Feeding Our Young<h3 style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #333333; font-style: italic; line-height: 1.38; white-space: pre-wrap;"><span style="font-family: inherit; font-size: small;">Week 2 - Digital and collaborative learning in Context: 21st Century Skills<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUNo2gjxRqZ3ILsVPFnxJgsFhiMMT2T6s_6Zlbhv9lwD0-KDukaxKUbSlThn3AzzkQ0SHjF4yGeW8YtC-RPc7KfJq8eGH12rBAkhZczpA7FOjZ2mdxonD_dhTtq6z5VHvplny99H04Ybs/s1600/gannets.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUNo2gjxRqZ3ILsVPFnxJgsFhiMMT2T6s_6Zlbhv9lwD0-KDukaxKUbSlThn3AzzkQ0SHjF4yGeW8YtC-RPc7KfJq8eGH12rBAkhZczpA7FOjZ2mdxonD_dhTtq6z5VHvplny99H04Ybs/s400/gannets.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span id="docs-internal-guid-c20b09bf-0a4e-8021-72f0-d0c5a7b244d0"><span style="color: #333333; font-family: Arial; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: xx-small;">Photographer - Percita
https://www.flickr.com/photos/dittmars/2504335003</span></span></span></td></tr>
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<span style="background-color: white; color: #333333; font-style: italic; line-height: 1.38; white-space: pre-wrap;"><span style="font-family: inherit;">How do 20th century and 21st century skills differ? </span></span></h4>
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<span style="background-color: white; color: #333333; font-style: italic; line-height: 1.38; white-space: pre-wrap;"><span style="font-family: inherit;">Do we need both?</span></span></h4>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">When I was a student and later when I was teaching at school from the mid 1980s, I knew that the aim was to fill a student's head up with stuff. Students had to be able to memorise it and regurgitate it. </span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">If I was a good teacher, I got them to think about how Shakespeare’s themes were timeless, and made the classes more engaging by using drama or cool projects like a making magazine that Ophelia might want to read. They had good notes to refer to that covered the syllabus and had been prepared with exam answers that might come up.</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Sadly, thirty years later, I listened while my daughter regurgitated her essay on social welfare in New Zealand in the 1930s, as we walked through the forest one weekend. It would be the third opportunity she’d had to perform that particular regurgitation.</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Now she has moved on to "higher learning." University still requires some regurgitation but with added skills. Unlike me at the same age, my daughters submit all their assignments online. Now we use cloud drives and submit to online portals, where plagiarism software checks that we have not copied or downloaded a past student’s work. We don’t have to have a physical presence in lectures (well not always) and can discuss in online forums or listen to video lectures.</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I’ve asked it before...if my daughter at 22 completed much of her nursing degree online (yes, there was a huge practical component too) and had study groups online, how am I preparing the 12 year olds at my intermediate for what they might need to do in another decade? It’s a good question, because I think there are a number of teachers who are preparing students for learning and work environments that no longer exist.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What skills will they need? Handwriting is one of those things that gets a lot of debate. Read my <a href="http://likeahoginmud.blogspot.co.nz/2014/09/the-great-debate-to-type-or-to-hand.html" target="_blank">blogpost</a> on this. Handwriting would </span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">not</span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> be at the top of the list of skills I would advocate as important for a time when “the internet goes down.”</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I’m hoping like anything that by then regurgitation will not be top of the list either. Knowledge is not something we want to lose and is handy when used as a context for other learning. There are lessons from history, as we know.</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">So, while we know that our confused kids need the skills to “play the game of school,” there are some other more important skills I want our young’uns to have so that they not only run the world like I want to see it when I’m sitting in the nursing home, but also to keep it going, and improve it for their own children and grandchildren.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">They “need to be the change </span><span style="background-color: white; color: #333333; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">they</span><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> wish to see in the world,” (with thanks to Mahatma Ghandi). That means stepping forward and having a go. Taking a risk. Taking a lead. Being in a team. Collaborating and participating. Communicating effectively in all forums, face to face and digital. They need to be able to operate in a number of literacies, written, mathematical, online and in different languages. Across cultures. across time zones. Any place, any time, any how.</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">They need to be able to persevere. They need resilience. They need to be able to ideate and be entrepreneurial. </span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Are we creating learning opportunities which will grow these skills and create long term learning connections? Or are we doing the flip-top head stuff that they can spit out in a one off exam?</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We talk about the skills our children need in our Week 2 session. The Innovative Teaching and Learning group (ITL Research) have </span><a href="http://fcl.eun.org/documents/10180/14691/5.3x+-+21cld+learning+activity+rubrics+2012.pdf/e240da11-07c2-4633-a86e-06c12f00d8ad?version=1.0" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">robust rubrics</span></a><span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> which have been co-created to allow these skills in most learning activities. We have to do what teachers these days should be equipped with: the ability to create video learning opportunities. Our group of four has two hours to design and create a three act structure video. (There’s the knowledge in context.) Like our students, we have a time limit and a problem to solve. None of us have used iMovie (well, I did briefly last week) and we have to upload our video to Google+. The video must illustrate real world problems. We decide to take the mickey and illustrate a first world problem: cellphone power supply.</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Teamwork is paramount. So is having a go. Nobody is allowed to hitch hike. There is a lot of collaboration and communication and probably quite a bit of compromise. No time to look for a manual. Ingenuity is important; we network with other groups to gain skill knowledge and take risks. We use Youtube help videos too. </span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The plot is quickly sketched out - and we use paper because it’s quicker. A number of props are found in the toy basket proffered which give us a direction: a small doll, a doll sized sofa and two large plastic dinosaur toys.</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">No time to waste. There’s a lot of laughter. This quickly turns to frustration as the nuts and bolts of editing on iMovie frustrate us. But we have tenacity. And use ingenuity. We film our titles and credits when we have a problem working out where this setting is.</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Now uploading. More frustration. Wish we hadn’t listened to the instruction from David to upload direct to Google+. Failed attempts and we try Youtube first. Success. And sweat. But we made it before the end of the session. A lot of tenacity! My group reeks of it!</span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Okay, so the video isn’t the masterpiece we thought we were making but it is a great learning experience with skills learned and practised that are relevant in other areas. </span></span></div>
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<span style="background-color: white; color: #333333; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">And that, people, is what it’s all about.</span></span></div>
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com1tag:blogger.com,1999:blog-5017546676108501997.post-33621280699643430422015-11-15T17:56:00.001+13:002015-11-15T18:16:07.491+13:00Achieving Flow - Reflective Practice and Key Competencies in Leading<h3 style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit; font-size: 14.6667px; line-height: 20.24px; white-space: pre-wrap;">Week 2: Leadership in Digital and Collaborative Learning</span></h3>
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<span style="font-family: inherit; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">This week was all about reflecting on leadership in schools: our own and what we and others experience.</span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The precourse work involved watching <a href="https://twitter.com/grantlichtman" target="_blank">Grant Lichtman</a>’s </span><a href="https://www.youtube.com/watch?v=UZEZTyxSl3g" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">What 60 Schools Can Tell us About Teaching 21st Century Schools</span></a><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. I’ve talked to Grant before, on a Google hangout, Twitter and he was one of the keynote speakers at this year’s Ulearn15.</span></span></div>
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<span style="font-family: inherit;"><iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/UZEZTyxSl3g/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/UZEZTyxSl3g?feature=player_embedded" width="320"></iframe></span></div>
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<span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">These were some of the points that resonated with me:</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Schools are not good at innovation</span><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Agreed. After my first few weeks in a senior leadership team, the principal gave me </span><a href="http://www.amazon.com/Who-Moved-My-Cheese-Amazing/dp/0399144463" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">“Who Moved My Cheese?”</span></a><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to read. People - even teachers, lots of teachers - don’t like change! </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Change is hard</span><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Probably why teachers don’t like it.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Change is uncomfortable</span><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. As above. Being uncomfortable is stressful.</span></span></div>
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<li><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Lichtman talks about the ideal education ecosystem - adaptive, permeable, self correcting, creative, dynamic, systemic, and the place of the </span><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">cognitosphere</span><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, where everyone has access through a cell phone.</span></span></li>
<li><span style="font-family: inherit;"><span style="font-family: inherit; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">We want self evolving learners, so we must become <b>self evolving organisations</b>. He expounds Dewey: </span><span style="font-family: inherit; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">“</span><i style="font-family: inherit; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">Preparing our students for their future, not our past.</i><span style="font-family: inherit; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">” </span></span></li>
<li><span style="font-family: inherit;"><span style="font-family: inherit; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">We must “</span><i style="font-family: inherit; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">fan the brushfires of innovation</i><span style="font-family: inherit; font-size: 14.6667px; line-height: 1.38; white-space: pre-wrap;">.”</span></span></li>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span>
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The reading by Wayne Freeth, intrigued me. In </span><a href="http://www.tlri.org.nz/sites/default/files/projects/Towards%20reconceptualising%20leadership.%20A%20Case%20Study.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Towards Reconceptualising Leadership: The Implications of the Revised New Zealand Curriculum for School Leaders</span></a><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> he talks about a study where he followed a group of school leaders as they implemented the revised New Zealand Curriculum document in 2007. What struck me most, was that they could not see outside the current silos, and I believe that difficulty is still here. <i>“Schools are not good at innovation.”</i> </span></span><br />
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of the ways we can prepare learners to be self evolving is by embracing the key competencies as leaders. Our course notes and readings entreat us to live these ourselves. </span><a href="http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Key-competencies/Key-competencies-in-leadership" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Mary Anne Murphy, on Curriculum Online</span></a><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (<a href="https://twitter.com/mamurphy2" target="_blank">Mary Anne Murphy</a>) talks about the need for key competencies in leadership and outlines what this looks like. This isn’t a new idea for me. It’s already one of my beliefs. It’s how we move away from a “knowledge as a noun” (finite) education to a “knowledge as a verb” (infinite and growing) way of learning and living.</span></span><br />
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<a href="http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Key-competencies/Key-competencies-in-leadership" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Key-competencies/Key-competencies-in-leadership</span></span></a></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-family: inherit; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We filled out a Google form which asks us to list those skills we see as important for life. </span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhle0V2yP3C0Bq5xcuW31irUK80eLp23TXCUOMY3xVbXcvfSwQAcHDIz5Tzr7a_G0TxVb0bvT-5-ePEZByP19159jzYmKjgcDD5lxnEnuKvHqDG_B5aQx6ysB2qvrpfEmsIYg5Vpk2xlVI/s1600/Word+Cloud+Rotorua.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="177" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhle0V2yP3C0Bq5xcuW31irUK80eLp23TXCUOMY3xVbXcvfSwQAcHDIz5Tzr7a_G0TxVb0bvT-5-ePEZByP19159jzYmKjgcDD5lxnEnuKvHqDG_B5aQx6ysB2qvrpfEmsIYg5Vpk2xlVI/s320/Word+Cloud+Rotorua.PNG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Care of Lynley Schofield from <br />
the Rotorua MindLab sessions.</td></tr>
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<span style="font-family: inherit;"></span><br />
<span style="font-family: inherit;"></span>
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The course notes for this week then use a similar </span><a href="https://docs.google.com/forms/d/1Z1TxTczom0HSXDNH4h6rTrZSqe4mZZaWDxvDH_xYjqM/viewanalytics?usp=form_confirm" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Google form</span></a><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to get us to use the key competencies to note first our strengths and then areas we need to work on. Funnily enough, as I reflect, I feel pretty competent about all the key competencies:</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Thinkin</span><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">g - I love learning and reflecting. </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Managing self</span><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - Yep. Never been a problem. Self motivated and organise myself to get things done.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Using language, symbols and text</span><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - I’m word smart. Love communication. Understand that there are numerous literacies to get a handle on.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Participating and contributing</span><span style="background-color: transparent; color: black; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - Why I think online communities for education are so important. We need to role model being in positive participatory cultures, and role-model and use these scenarios so that our students understand the digital citizenship needed. This is espoused in this week’s readings: </span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 15pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Jenkins, H. (2009). </span><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Confronting the challenges of participatory culture</span><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Cambridge, MA: The MIT Press.</span></span></div>
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<span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Blogging is seen as a way to develop your professional identity in </span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 15pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Hanuscin, D., Cheng, Y., Rebello, C., Sinha, S., & Muslu, N. (2014). The Affordances of Blogging As a Practice to Support Ninth-Grade Science Teachers' Identity Development as Leaders. </span><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Journal Of Teacher Education</span><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">65</span><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(3), 207-222. </span><span style="background-color: transparent; color: #1155cc; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="http://dx.doi.org/10.1177/0022487113519475" style="text-decoration: none;">http://dx.doi.org/10.1177/0022487113519475</a></span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Yay. I'm good with that. Blogging and microblogging (<a href="https://twitter.com/mrs_hyde" target="_blank">Twitter</a>) have become my natural environments. I'm proud to say that I have a wide professional learning network. Global even. </span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 15pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Relating with others</span><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - The absolutely necessary competency for innovation to work today. Relational trust is needed for people to be able to move forward with innovation. Trust allows the development of a shared vision. Trust allows the development of flow, that mindset when work becomes less of a chore because you are working on something you are passionate about.</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 15pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I don’t think I’m weak in this competency, but it is one I need to keep working on. I think we all do. As Grant Lichtman says, “change is hard.” Relationship building takes time and effort because it’s rare that we get the opportunity to work with a group of people who all share the same ideas and purpose.</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 8pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">How might teachers’ strengths in developing capabilities in thinking, using language, symbols and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated? </span><span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 8pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">This looks a lot like the well oiled wheel of distributed leadership, where all staff have a voice in vision creating and decision making. Relational trust is important in order that there is flow. The wheels work together because the destination - or lack of a single destination is understood and agreed on. The results of flow usually are self fulfilling because everything is negotiated. This works across schools too. Where collaboration is happening, student transitions are smoother.</span></span></div>
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<span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">How might students’ capabilities in thinking, using language, symbols, and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated?</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 8pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">I looked at the statement above and replace “staff” with “students.” Students know their pathways which are negotiated and are working because they are passionate about where they are going. Teachers facilitate the development of particular skills in “just in time” learning scenarios so that students can access what they need to remain in flow. The outcome is self rewarding.</span></span></div>
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<span style="background-color: transparent; color: #333333; font-size: 14.6667px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>“Mate, you’re dreaming</i>.” I don’t think so. <i style="font-style: normal;">“</i><i>Change is hard</i><i style="font-style: normal;">”</i>, but I do know school leaders who are working very hard to achieve this “flow”. And there’s nothing wrong with having dreams and aspirations.</span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOkF_jjc-bclBGDjEIupXskylYMFKh8yggBFwA5c_Cvx-vGSMhVsXGfiiViXsReN1nGF5D9XuCz-2zXKztT8Tu_0xOvm7SSP0h1obL5lf9eGBkhsThiNi30P-C9NH2ZHq17atLFUPVVEI/s1600/Hatties+8+mindframes.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" height="323" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOkF_jjc-bclBGDjEIupXskylYMFKh8yggBFwA5c_Cvx-vGSMhVsXGfiiViXsReN1nGF5D9XuCz-2zXKztT8Tu_0xOvm7SSP0h1obL5lf9eGBkhsThiNi30P-C9NH2ZHq17atLFUPVVEI/s640/Hatties+8+mindframes.JPG" width="640" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit;">Do you live these - or at least aspire to?</span><br />
<span style="font-family: inherit;">From: http://visible-learning.org/2014/08/john-hattie-mind-frames-teachers/</span></td></tr>
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-52071332125063156572015-11-10T23:20:00.000+13:002015-11-10T23:21:10.173+13:00Food for ThoughtSo here we were, thinking about knowledge as part of one of the course strands for the Mind Lab course, <b>Week 1: Thought Leadership and Epistemology</b>. Not an easy task I must say, when you are struggling at the end of a long day to keep thinking, well aware that your brain is crying out for some rest and nutrition!<br />
<br />
We explore knowledge; is it, as our ancestors believed, a belief based on believing it is what we know? (Work that one out.) Or is it empirical and experiential: I see and do it therefore I know it.<br />
Kent Lofgren helps us out, and I admit I've had to look at this again.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPtzDkPkrZJe8YXa-tx3VgNwMkYuH1RKfSeRbk1YlVxkAbB8Rl_27TVORpVpO8-j-PYTKuWJp90ukxtTUD6BHHa4D179rKVFCVzeQ10vYLQpl3YczG6fVYKdWTQES8RwKFC4QYLo2CZzo/s1600/5+knowledge+is.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPtzDkPkrZJe8YXa-tx3VgNwMkYuH1RKfSeRbk1YlVxkAbB8Rl_27TVORpVpO8-j-PYTKuWJp90ukxtTUD6BHHa4D179rKVFCVzeQ10vYLQpl3YczG6fVYKdWTQES8RwKFC4QYLo2CZzo/s320/5+knowledge+is.jpg" width="320" /></a>So what do we think knowledge is? The members of our table all look at each other and because we are teachers and we are familiar with the tools and process, we each grab a felt pen and start our brainstorm. It's a rich discussion and everyone participates. No wall flowers here!<br />
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The playdoh comes out. Can we make a physical representation? Someone starts to roll worms and we start interconnecting the worms in a squiggly maze of spaghetti which we think is much like a brain.<br />
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Now a group task. You have, people, thirty minutes to plan, execute and upload a video representation of what you think knowledge is.<br />
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A moment of stunned silence then we're off again. The elements of our chart are recited as worm after worm mounds in the centre of our drawing: facts, cultural input, sensory input... Hey, this is pretty good. Let's repeat it and see if we can film it in one take. Maybe two, after Lynley asks us a question in the middle of our film. Whoops.<br />
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It's a bit noisy, and at 2.42 minutes, not the carefully crafted and edited minute that we had envisaged. I've got the ipad and struggle with the realisation that I haven't actually used imovie and start to panic. We decide to upload it to Youtube and to the moodle site as is.<br />
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Interesting. We put students in this sort of stress all the time. Group dynamics, resources and skill levels are tested. <br />
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But is it wrong? Should we have had more carefully scaffolded or supportive instructions? Maybe, but maybe not. We need students who can recognise problems and come up with solutions themselves.<br />
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I test this at school this week. A group of students want to make and sell jelly cups as a fundraiser. It becomes obvious that they haven't planned it out. Do I help or do I just ask questions to help them reflect? They look to me several times to "save" them. I resist. I listen. I watch. I've done the right thing. They learn far more by having to think and reflect for themselves.<br />
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Later I see Ella. She is helping to organise a game on the field this lunch time, but is walking around the eating area. "I decided I better advertise Mrs Hyde," she says. "I found out from the jelly cups experience that I need to let people know what is going on." <br />
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Food for thought.<br />
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<br />Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com2tag:blogger.com,1999:blog-5017546676108501997.post-25064341281448898692015-11-08T22:14:00.001+13:002015-11-08T22:14:28.694+13:00The Purpose of Learning: Creating Learners<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2f831-VNtOH4WflKWXGDCfHQg0h0uPj1EVHMw3J7WLpabRFKGHHHNaK4E25krVCXqls0urwn52PVBDo5J-p86PmhbeOztlg5a1Djs_uSoGOLikfX8A_rwOizxcmzZlIZIl4s1ZuN0ni4/s1600/3+professionsofthefuture.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2f831-VNtOH4WflKWXGDCfHQg0h0uPj1EVHMw3J7WLpabRFKGHHHNaK4E25krVCXqls0urwn52PVBDo5J-p86PmhbeOztlg5a1Djs_uSoGOLikfX8A_rwOizxcmzZlIZIl4s1ZuN0ni4/s320/3+professionsofthefuture.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Are we preparing our students for their futures?</td></tr>
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<h3>
Digital and Collaborative Learning in Context</h3>
<h4>
Week 1 - Reflect on how your understanding of the purpose of education is visible in your classroom.</h4>
On Thursday evening I began my new learning adventure: the post graduate course being offered <br />
through Nga Pumanawa e Waru (the local elearning initiative with Ngati Whakaue), The Mind Lab and Next Foundation: Certificate in Applied Digital Technologies and Collaborative Learning. We meet for four hours a week November to May.<br />
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This, of course, is not a new learning journey for me; I’ve been infatuated - yes, that’s the right word - with the importance of digital pedagogies in today’s world for years and the impact of new technologies for most of my life. <br />
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When <a href="https://twitter.com/stephen_tpk" target="_blank">Stephen Lethbridge</a> reminded us that we should be using today’s technologies today, I reflected that that is what I do. I am, on most occasions, an “early adopter,” and I have outlined before my fascination with science fiction in novels and on screen. I love that art is often the jumping point for science: the writer gives flight to his or her ideas about how to solve some of the world’s problems, while the scientist makes it happen.<br />
<br />
As in <a href="https://t.co/U8Nw6dry7o" target="_blank">Stephen’s recent Ted X video</a>, where he references the tools of Star Trek, we now have the communicators and tablets that started as intriguing props. Stephen's vision - which is bearing fruit, encapsulates the combination of digital technologies and core competencies.<br />
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So to my “classroom.” As I’m a school deputy principal, my classroom is the school as a whole, and much of the time, the people who populate the staffroom when we all come together for professional learning. As the report, “<a href="http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf" target="_blank">Future Focussed Learning in Connected Communities</a>” outlines, “<i>wide variation in pedagogical practices within and between ECE services, schools and kura is one of the biggest challenges facing New Zealand education</i>.” (page 13). <br />
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When I started at my school I felt very much alone and a “geek” with my use of digital technologies. Five years later, I’m still regarded as a geek, but I share that geekiness with a group. I’ve tried a number of ways to get my colleagues on board, from mild mannered optional mentoring to creating frustration because using a cloud platform is the only option. The point is, <a href="http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf" target="_blank">digital pedagogy</a> is still not the norm.<br />
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Our class notes for this week suggest that “<i>our great-grandparents would see our lifestyle as bizarre</i>,” and includes the quote that we are ‘“...<i>electronic nomads wandering among virtual campfires</i>.” (Mitchell, The Cyborg Self and the Networked City, Cambridge, MA: MIT Press, 2003) <br />
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It’s not just our great-grandparents. This dichotomy of understanding about what and how we should learn spans generations. I know young parents and teachers who still believe we should teach “the old way” in case the internet goes down!<br />
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What there is a misunderstanding about, is that digital pedagogy is not just the inclusion of digital technologies. <br />
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This week the Daily Post reported on a<a href="http://www.nzherald.co.nz/rotorua-daily-post/news/article.cfm?c_id=1503438&objectid=11541015" target="_blank"> local principal’s sabbatical summary to the principals’ association</a> about “<i>the importance of human interaction, not digital devices, in the classroom</i>.” I can already see some readers wagging their fingers, or more likely their pencils, in glee. I’m pretty sure she didn’t mean abandon all your digital technologies.<br />
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The Future Focussed report ends by outlining that: “...<i>digital pedagogy is about much more than simply teaching about or with digital technologies. Digital pedagogy recognises the fundamental shifts in the way learning is occurring, and responds in ways that value what we know about effective teaching. Digital pedagogy applies effective teaching in a context where learning is ubiquitous, where learners have agency over their learning, and where knowledge and understandings arise through the connections that are made in a network of provision</i>.” (page 37)<br />
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Tony Wagner goes on to tell us about the <a href="http://www.tonywagner.com/244" target="_blank">seven important core competencies</a> today’s students must have:<br />
<br />
<ul>
<li>Critical Thinking and Problem Solving. ...</li>
<li>Collaboration and Leadership. ...</li>
<li>Agility and Adaptability. ...</li>
<li>Initiative and Entrepreneurialism. ...</li>
<li>Effective Oral and Written Communication. ...</li>
<li>Accessing and Analyzing Information. ...</li>
<li>Curiosity and Imagination.</li>
</ul>
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<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/NS2PqTTxFFc/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/NS2PqTTxFFc?feature=player_embedded" width="320"></iframe></div>
<br />
He answers those who cry that this type of curriculum has no place for the “Googlable facts” that were central to the learning programmes of past generations. We need to use content to teach core competencies. He still wants his children to know when civil war affected his state. He still believes that learning a second language is important. It’s just that, as our class notes say, we need ‘students who are "learners" rather than setting out to achieve the end goal of making sure they are "learned”.’<br />
<br />
As the report says, we use the tools we now have to open those pathways: "<i>In modern societies, new and emerging technologies power the skills that drive knowledge creation: complex problem-solving, innovation, communication and collaboration. Twenty-first century skills go hand-in-hand with technological advances.</i>” (page 6)<br />
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The reference group behind the report have some urgency when they say: “<i>We agree that achieving coordinated system-wide change is crucial. We must act decisively, act as a whole system, and start now</i>.” My biggest challenge is to see the need for a coordinated system-wide change being embraced in my staffroom, and each person take on responsibility for their part in this change.<br />
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<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/mrs_hyde/mindlabed/embed?header=false&border=false&template=slideshow" width="100%"></iframe><script src="//storify.com/mrs_hyde/mindlabed.js?header=false&border=false&template=slideshow"></script><noscript>[<a href="//storify.com/mrs_hyde/mindlabed" target="_blank">View the story "#MindLabED" on Storify</a>]</noscript></div>
Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-31807303993753556982015-09-20T13:46:00.000+12:002015-09-20T17:29:20.379+12:00"A-la-la" - Singing the Praises of the Accelerated Literacy in Learning Programme<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdJzWgCDCWDJG4aPa9k4s8P5oQ3psKAWMY6dsESR4JTkq7DDYz92UZsvQyxTQr77TYsjhG80jzQZsTGgYUg_-C4EoeDcu0J32w9zTG1IJeDTZBB-oE54ZTxORa95skEfGe4-wE_7Mh-z8/s1600/tui.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="" border="0" height="165" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdJzWgCDCWDJG4aPa9k4s8P5oQ3psKAWMY6dsESR4JTkq7DDYz92UZsvQyxTQr77TYsjhG80jzQZsTGgYUg_-C4EoeDcu0J32w9zTG1IJeDTZBB-oE54ZTxORa95skEfGe4-wE_7Mh-z8/s200/tui.JPG" title="Author's own photo" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Author's own photo.</td></tr>
</tbody></table>
Our teachers call it "A-la-la" - probably to discern the abbreviation from the word "all," which can beconfusing in a conversation:<br />
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"Are you doing ALL today?"<br />
"Can we have a meeting to discuss ALL?"<br />
<br />
Four of our staff went to the impact day on Friday, for which we were asked to be prepared to share our progress and our learnings.<br />
<br />
All (!) day, we engaged in positive idea making and discussion with our group and our peers about where to next. These were some of our thoughts for going forward with our whole staff in 2016, :<br />
<br />
<ul>
<li>We need to sell the programme to our staff. At the moment they see it as an add on with the idea of a "teaching inquiry" as extra work. This means a teacher only day or part of, to share the positive experiences and learnings of the current team, ideas for trialling, and feedback about success in the form of data and student voice. A full day is preferable, as we can get them practising some ideas and looking at some readings. The structure has to include input and activity on the part of the participants though...</li>
<li>We need to think about the structure of our curriculum groups and the way we present professional learning development. Professional Learning Groups (PLG) need to be smaller. One suggestion was to have groups of three with a certain amount of choice for how they are formed (awareness that we don't want people excluded through this). In order to diminish the exclusivity of geographic teams, they could be formed around learning needs or styles. For example, the group I went away with all use Google docs and digital tools to share learning. It's a toughie...</li>
<li>These groups would share laerning oround a number of learning areas that are identified on the strategic plan: ALL, maths, science, PB4L, digital technologies and problem based learning. Teachers would support each other with peer "noticings" or modelling to support each other's needs.</li>
<li>Learning Centre meetings (LC) would still meet but to discuss more pastoral matters.</li>
<li>The ALL funding for Year 3 would be used to support these visits to and from staff within the school. We need to share best practice and our own capacity.</li>
</ul>
<div>
This is only a starting list. Our group is determined that the ALL programme is worth singing about and ensuring its success for all learners: students and teachers. It is a great model, which starts with an early adopter trial before moving into a larger group and only then to the whole school over a three year period. </div>
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<a href="https://drive.google.com/file/d/0Bx60KMRWoCQgdE56YlFWZHFLUVU/view?usp=sharing" target="_blank">Link to the presentation for the day</a>.</div>
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-91887011774743119272015-09-20T12:42:00.001+12:002015-09-20T12:43:51.102+12:00Sunshining Our Learning - A Day in the Eastern BayWell done <a href="https://twitter.com/jeanettem1" target="_blank">Jeanette Murphy</a> - I love educators who take a risk, who say, "I have to be the change or make the change I want," not wait for "someone else to do it."<br />
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<a href="https://twitter.com/ariaporo22" target="_blank">Alex Le Long</a> and I took off last Saturday morning , to Apanui School, an hour away in Whakatane, to see that keen educators, hungry for learning, are everywhere.<br />
<br />
Besides a Chromecast prize (wow!) I took away great ideas for learning:<br />
<br />
<ul>
<li> I want to visit Tarawera High School to see how they run their PB4L programme, MANA. Thanks <a href="https://twitter.com/samgibson1983" target="_blank">Sam Gibson</a> and <a href="https://twitter.com/julianreid2" target="_blank">Julian Reid</a>.</li>
<li>Thanks <a href="https://twitter.com/samilton42" target="_blank">Sam Hamilton</a> and <a href="https://twitter.com/topkat76" target="_blank">Kat Gilbert-Tunny</a> for inspiring me to go further with Google dashboard. </li>
<li>Excellent ideas from Jeanette for making this a fun day.</li>
</ul>
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<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/mrs_hyde/educamp-whakatane/embed?header=false&border=false&template=slideshow" width="100%"></iframe><script src="//storify.com/mrs_hyde/educamp-whakatane.js?header=false&border=false&template=slideshow"></script><noscript>[<a href="//storify.com/mrs_hyde/educamp-whakatane" target="_blank">View the story "Educamp Whakatane" on Storify</a>]</noscript></div>
Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-31080284463692213322015-08-30T23:56:00.000+12:002015-08-30T23:56:16.747+12:00Leaders at the TronThe Innovative Leaders Conference was a memorable experience for a number of reasons:
<br />
<div>
1. Thanks to <a href="https://twitter.com/robeanne" target="_blank">Anne Robertson</a>, who suggested the idea, I presented a session on Twitter for the eighty plus Waikato deputy principals and middle leaders who attended the two days. because I had to submit a bio and brief immediately, I didn't have the opportunity to have second thoughts.</div>
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2. I had to get over my imposter complex when I then found out I was one of only nine presenters, several who were very well known in New Zealand education and even globally.</div>
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3. I got to meet these education heroes.</div>
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4. I made connections with my fellow educators in the Waikato, as well as the group who attended from Rotorua.</div>
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5. The ideas were useful to my context and I was interested by every session and keynote.</div>
<div>
6. I enjoyed a hotel stay and great conference dinner with three outstanding musical acts.</div>
<div>
<br /></div>
<div>
Thanks <a href="https://twitter.com/careyhuria" target="_blank">Carey Huria</a> and the rest of the organising team. Every educator needs the opportunity to connect, communicate, collaborate, critically inquire into and celebrate learning.</div>
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<div>
I will write a second post my Twitter workshop soon.<br />
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<script src="https://storify.com/mrs_hyde/leaders-in-the-tron.js?template=slideshow"></script><noscript><a href="https://storify.com/mrs_hyde/leaders-in-the-tron" target="_blank">View "undefined" on Storify</a></noscript>Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com1tag:blogger.com,1999:blog-5017546676108501997.post-82907184595771457332015-08-05T17:18:00.001+12:002015-08-05T17:27:56.832+12:00Being A Village That Looks After Its ChildrenI missed this discussion yesterday morning, but have visited and revisited my Twitter feed to take in what people said. It hit a nerve, because of the personal experience I had with a student. Go to the last few slides on this Storify to see what happened:<br />
<br />
<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/kerriattamatea/bfc630nz-chat-104/embed?header=false&border=false&template=slideshow" width="100%"></iframe><script src="//storify.com/kerriattamatea/bfc630nz-chat-104.js?header=false&border=false&template=slideshow"></script><noscript>[<a href="//storify.com/kerriattamatea/bfc630nz-chat-104" target="_blank">View the story "#BFC630NZ Chat 104" on Storify</a>]</noscript></div>
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I whole heartedly agree that what we do in school is important. We need to build relationships with our students. Children don't learn from people they don't like or trust (see the <a href="https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?language=en" target="_blank">Rita Pierson</a> video below).<br />
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Learning experiences need to be relevant. We build knowledge and understanding on existing knowledge and understanding, especially when we want to learn something. That's why students who never take any interest in reading books at school, pour over the road code or Facebook.<br />
<br />
One size does not fit all. Nothing is black and white. Every behaviour situation comes with subtexts that we need to explore before we judge a student's actions. When Samantha punches Jessica in the nose, it might just be that she has reached the end of her patience after months of being teased by the latter. Or maybe her parents are fighting and the stress is more than she can deal with. Or she is worrying about a sick grandmother or frightened about moving to a new town.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMhfdlIEnZo6JIyUAf02cTHJAZJgJ6HSlZv7LCzmHl6AOX4Xx5M0cc9RBRE13dGza5k8dAEA8mu4OBMlQYlIVSUDcbM4uJUUUhyMZDzkOeM_GWdyTkz8yaZ7zVquch0jI7XnGVEWa3hsc/s1600/maslows-hierarchy-of-needs.gif" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMhfdlIEnZo6JIyUAf02cTHJAZJgJ6HSlZv7LCzmHl6AOX4Xx5M0cc9RBRE13dGza5k8dAEA8mu4OBMlQYlIVSUDcbM4uJUUUhyMZDzkOeM_GWdyTkz8yaZ7zVquch0jI7XnGVEWa3hsc/s320/maslows-hierarchy-of-needs.gif" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Maslow's Hierarchy of Needs<br />
Image licensed for reuse - http://bit.ly/1IWK8HW</td></tr>
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We need to know each child and their circumstances to the best of our ability. We need to take the time to find out and not put lesson preparation first (let's face it, how can your planning be fitting individual needs if you don't?)<br />
<br />
I have read several posts and articles about meeting basic needs before. Stephanie Thompson makes great points in her post from February, <a href="http://fourseasonsinonekiwi.blogspot.co.nz/2015/02/day-12-social-and-emotional-wellbeing.html" target="_blank">"Social and Emotional Wellbeing Before Academic Success."</a><br />
<br />
It's not the first time these sentiments have been expressed and it's not rocket science but it seems to be something we have to keep repeating: schools can't fix all the problems in society. That "It takes a village to raise a child," is an old adage, and regarded as a truism, but not given enough emphasis. We seem to have proven over the last century that economic drip down is not the cure to a community's ills.<br />
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I will never forget that I had to give in and exclude a child from my school when I was in the acting principal role. I had to put the needs of the other students and teachers first, and I'd run out of ideas and resources. Yet I pride myself on trying really hard to help each and every child. I know that if that child leaves our school, chances are there is not a lot else for him or her. Other principals are reluctant to take the student on. Families of these children are often dysfunctional or don't have the social, emotional or financial resources to assist their own child. Agencies are well meaning but under resourced and with too many cases. Often the links between agencies are weak.<br />
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Our students will not be "fixed" by creating Communities of Schools or making teachers better at moderating National Standards. We are already working our darnedest to create the most thoughtfully put together learning opportunities we can ( look at yesterday's post - <a href="http://likeahoginmud.blogspot.co.nz/2015/08/global-perspectives-on-digitising.html" target="_blank">Are We Teaching Our Kids the Right Way?</a>). <br />
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It will take a concerted effort to change how we view our role as members of a community, from the Prime Minister in the Beehive, down to each of us in our neighbourhoods. We need to take responsibility for raising all of our children so that their basic needs - their basic rights as our children - are met. <br />
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<iframe allowfullscreen="" frameborder="0" height="315" mozallowfullscreen="" scrolling="no" src="https://embed-ssl.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html" webkitallowfullscreen="" width="560"></iframe>Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-20430447704745981022015-08-04T16:29:00.002+12:002015-08-05T17:21:05.779+12:00Are We Teaching Our Kids the Right Way? <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrRR4evYqPPYFi1wEGSWLkpEMpHtLE621n3CXUvNMJnPihxJ5AAhgihRlnzhOo1t36WHYhg6j8uZwZ_3vphXt0Rkhfq2QNUNIc4RWarRfmt29lGNay4eu_HZ0O1YZaYCcM8_Dbh2so614/s1600/asymptote.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="113" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrRR4evYqPPYFi1wEGSWLkpEMpHtLE621n3CXUvNMJnPihxJ5AAhgihRlnzhOo1t36WHYhg6j8uZwZ_3vphXt0Rkhfq2QNUNIc4RWarRfmt29lGNay4eu_HZ0O1YZaYCcM8_Dbh2so614/s400/asymptote.JPG" width="400" /></a></div>
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I just can't stop myself when it comes to a good twitter debate, even when it gets really challenging to put forward an argument. The twitter handles start to take up the space in the 140 character limit, as more people get interested in following the thread.<br />
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Last night, Stuart Kelly (<a href="https://twitter.com/stuartkellynz" target="_blank">@stuartkellynz</a>) hosted the first #digitaledchat on Twitter. It is interesting to see the same issues and differences in opinion appearing in other countries. The one I got into was the handwriting versus digital text debate. See my earlier post on this for my thoughts: <a href="http://likeahoginmud.blogspot.co.nz/2014/09/the-great-debate-to-type-or-to-hand.html" target="_blank">The Great Debate - To Type or to Hand Write? That is the Question.</a> It appears to me that some educators need to be more future focussed.<br />
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A connected thread focussed on using today's technologies today, instead of "preparing" students for their use tomorrow. I made the point that we have no idea what technologies our children will use in their future but we have lots of devices that make our lives easy now. 3D printers, for example. They are not a fantasy device available to a very few, and what they are capable of representing is becoming more and more powerful almost daily. <br />
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<tr><td class="tr-caption" style="text-align: center;">Image labelled for reuse - http://bit.ly/1g4aDhd</td></tr>
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Leigh Hynes (<a href="https://twitter.com/leighhynes" target="_blank">@leighhynes</a>) makes a very good argument for using cell phones in classrooms. Read her blog<a href="http://royalhynesight.blogspot.co.nz/2015/08/phones-in-class-yes-or-no.html?spref=fb" target="_blank"> here</a>. <br />
She argues that cell phones are not disengaging our students from classroom content; it's the relevance of the lesson content and style that is the problem.<br />
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<i>'If you are worried about engagement, THE Journal published 6 key drivers of student engagement. They are relevant learning, personalised learning, collaborative learning, connected learning, information literacy and dialogical/dialectical thinking, Digital technologies enhance each and every one of these and therefore using a phone in class fits the bill. I am sure that if you take the plunge and allow your students to use their phones in class, you will see a lot of rewards in terms of student engagement.</i><br />
<i><br /></i>
<i>I am still in awe of Zac Hawkins words in 2012 (see slide 5). He was a 15 year old student who was imploring schools to embrace BYOD. His words? - "In an age of information technology, the last limiting factor that you would expect would be the education system."'</i><br />
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Remember that it is not just about including new technologies. It is primarily about meeting the needs of the learner. Derek Wenmoth (<a href="https://twitter.com/dwenmoth" target="_blank">@dwenmoth</a>), in his post, <a href="http://blog.core-ed.org/derek/2015/04/does-a-mle-suit-all-learners.html#more-4034" target="_blank">Does a MLE Suit All Learners?</a> asks us to think about this as the most important factor. No one size fits all and no one learning space with modern trappings and devices is the answer.<br />
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<i>It's like asking "does an MLE suit all learners?" when the equally valid, yet often uncontested question is "does a traditional egg-crate classroom suit the needs of all learners?" </i><br />
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He reminds us to dig deep into our practice. Those in school leadership need to look at current systems, routines and parameters and ask questions of all of them. Do we need to disrupt the status quo to make learning more relevant for future needs, and to ensure that our learners - and teachers - are more engaged in what they are doing? And how do we do this? What do we reinvent or retain?<br />
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Michelle Simms (<a href="https://twitter.com/MSimmsNZ" target="_blank">@MSimmsNZ</a>) moderated a discussion last night too - #libchatnz - on "Makerspaces"(I've included the slides below as well). What teachers hoped for was a return to play, discovery, creativity and problem solving, qualities our students need today and in the future.<br />
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I'm still reading <a href="http://likeahoginmud.blogspot.co.nz/2015/06/what-drives-us.html" target="_blank">Drive</a>, and I like what Daniel Pink says about intrinsic motivation: the inner drive we all have to be autonomous - not just empowered by someone else - and how this makes a difference.<br />
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<tr><td class="tr-caption" style="text-align: center;">Quoting Richard Ryan, p.108, Drive, by Daniel Pink.</td></tr>
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This idea idea, which I believe is being termed "agency" out there in the educational jargon, needs to be further explored. Genius hour and 20% time are touted by some teachers, but I'm not sure that all teachers have seen its real potential. Pink does warn us that autonomy needs scaffolding.<br />
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I'd love to finish this post with a pithy, well written home truth about "the right way," but I don't have one. Pink talks about another aspect of motivation - our drive for mastery - and how the intrinsically motivated never reach it. We're always on the journey to better what we do, but like an asymptote, maybe we can't ever expect to get all the answers. I still have questions. And I'm really pleased that there are so many others who are asking questions too.<br />
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0tag:blogger.com,1999:blog-5017546676108501997.post-49153381529527794512015-08-02T16:08:00.002+12:002015-08-02T16:10:39.577+12:00Harnessing Your EcosystemsThank you Fiona Grant, for asking me to contribute to this Hangout on Air, offered as part of EdcampGlobal 2015, a global online conference of workshops running for two days. Fiona asked educators who have been involved with setting up Educamps in their local areas, to be part of the hour long presentation and discussion.<br />
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As a convenor of Educamp Rotorua and Educamp Minecraft, I was happy to oblige.<br />
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What I love about these events is knowing that we are connecting globally. It is 11am in New Zealand, but the evening in another part of the world. I have taken part in a session hosted by Steve Wheeler in England while it is 2am here. The beauty is that i can if I choose - and I' can sit in my pyjamas and not worry about travel or accommodation.<br />
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The second thing I love is that I get to connect with some wonderful educators that I met through Twitter and Educamp. We are on similar wavelengths and various educational journeys, spread out throughout New Zealand.<br />
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Thirdly, I love the conversations that are subsequently stimulated. One that went on for a couple of hours, was about how we attract more educators to Educamps and get them to recognise the power and attraction of this format of professional development.<br />
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Fiona recorded the hangout from this morning and I have included a copy of the Google presentation for the participants that tuned in.</div>
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1ym5K1D-IL_iTVKZjwUzqpu7OdtNQ_tngApuLnrFxgbI/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>
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Here is the recording. (It is an hour long!)<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/safOJaNlxRs" width="560"></iframe>Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com1tag:blogger.com,1999:blog-5017546676108501997.post-66420194721695938292015-07-30T14:04:00.001+12:002015-07-30T14:07:32.991+12:00Learning At the Kitchen Bench<div>
It's no secret that Twitter is an amazing platform for teacher discussion and sharing. By chance today I got caught into two separate hashtags.</div>
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The first was #leaderchatnz, at 9am this morning. Paul Sibson, a Christchurch principal, holds these Thursday chats. There is always something that makes you think. This is was my reflection moment:</div>
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The second chat was at 12pm - #fledchat - one I wouldn't normally see as it's Thursday afternoon and one of my busiest days at school; but I'm on sick leave this week. What made me stop and engage, was the topic: "Minecraft in the Classroom". It was interesting to see what these Florida educators would think about Minecraft's use. It looks like their situation is similar to ours. Some teachers are exploring Minecraft as a learning plafform and asking why those using it, are using it. A lot of educators are feeling timid about trying it out. Yet others are annoyed because their school districts have banned Minecraft and social media in their schools.</div>
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I feel lucky that we have got the opportunity at Mokoia Intermediate to give it a go. We want teachers to try new technologies if they can see that student engagement in learning increases. The first step is to give it a go. The second is to show those around you that it is worth the effort.</div>
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Anonymoushttp://www.blogger.com/profile/06158734129279460696noreply@blogger.com0