Ngā Matapakinga | Discussion

    • Tessa Gray
      Public discussion Created by Tessa Gray

      Notifications Some of you might be wondering why you get a notification in your email that says you've been mentioned in a discussion and when you arrive at the thread you haven't.

      This is because someone has made a specific mention to another community member using @theirusername. You will be receiving notifications, because when you joined the group, notifications are automatically emailed to you.

      To turn off Group Notifications, go to top right-hand corner, click Settings, scroll down to Notifications >>> Group Notifications and click off the groups.

      - By Tessa Gray
      • Tessa Gray
        Public discussion Created by Tessa Gray

        I absolutely agree our curriculum is way too open for interpretation and individual teacher knowledge/experience.  You just put in to words what I have been thinking these last few years and highlighted the problem in our curriculum.  At NCEA we have a very "thin" sentence which we are to interpret and then teach and assess how we think the students do in achieving said thin sentence.  Very experienced teachers get frustrated with all the interpretations, software, skills etc.  On the other hand I don't think one specific direction is correct either.  You need a middle ground, for example, here are three ways to tackle this assessment.  Here are the 3 software packages you could use, here are the three sets of skills you should teach . . . blah blah etc etc.  That's how I would do it. I have already complained about the new Level 2 trial standards: lots of new content, absolutely zero support in how to deliver it - and thats pretty much what they have done with the new level 1.  Yes, they have some exemplars - but providing "answers" does really guide teachers through a rich teaching and learning experience for the kids they teach.  As a solo teacher at my school curriculum development was me trialling all the new stuff because I love change and diversity and hate the old standards.  HOwever other than the DTTA forums and hub meetings thats all the consultation I had and many of us rely heavily on that contact.

        I'll be honest, 10 years of constant changing and updating our NZ DT curriculum - no time to consolidate and familiarise selves with content, also lack of opportunities to help others develop this curriculum have led to my decision to leave teaching.  Friday is my last day after 14 years excelling in DT teaching.

         

         

        - By Mister_Roberts
        • Anahera McGregor
          Public discussion Created by Anahera McGregor

          Treaty of Waitangi - a brief history and a breach history. Here's some compelling and moving resources published by Stuff.co.nz on the breaches of the Treaty of Waitangi. A very important aspect of Māori history that can't be ignored.

          and
           
          - By Tessa Gray
          • Tessa Gray
            Public discussion Created by Tessa Gray

            I think that that poster is really useful to share and it makes it easy to see the contrasts between the meaning of Digital Fluency and Digital Technologies.

            I have even printed it off as a point of reference- I rarely do that!

             

            - By Allanah King
            • Nicki Tempero
              Public discussion Created by Nicki Tempero

              DAy 16

              Create
              Create a program that answers the user's questions. (Remember, if you get stuck, find inspiration and support in the Teaching with Scratch Facebook group, our list of Getting Unstuck strategies, or on Twitter at #CreativeComputing.)

              Day 17

              Create
              Create a project that asks the user to type in multiple words or numbers, stores the items in a list, then does something interesting with the items from the list. (Remember, if you get stuck, find inspiration and support in the Teaching with Scratch Facebook group, our list of Getting Unstuck strategies, or on Twitter at #CreativeComputing.)

              Day 18

              Today, on Day 18 of Getting Unstuck, we'll be testing conditions with the andor, and not blocks.

              Create
              Using one or more of the andor, and not Operators blocks, create a project that when multiple conditions have been satisfied, a secret is revealed. (Remember, if you get stuck, find inspiration and support in the Teaching with Scratch Facebook group, our list of Getting Unstuck strategies, or on Twitter at #CreativeComputing.)

              Day 19

              Today, on Day 19 of Getting Unstuck, we'll be experimenting with cloning.

              Create
              Create a project that uses the cloning features of Scratch. For example, you could make a project that represents a natural or human-made phenomenon. (Remember, if you get stuck, find inspiration and support in the Teaching with Scratch Facebook group, our list of Getting Unstuck strategies, or on Twitter at #CreativeComputing.)

              Day 20

              Create
              First, create a studio and add all of your Getting Unstuck projects to it. Second, choose one of your projects from a previous day of Getting Unstuck, make a copy of it, and revise it. What's something about the project that would benefit from more time or fresh eyes? (Remember, if you get stuck, find inspiration and support in the Teaching with Scratch Facebook group, with a buddy, in this Getting Unstuck resources studio, our list of Getting Unstuck strategies, or on Twitter at #CreativeComputing.)
               

               

              - By Nicki Tempero
              • Viv Hall
                Public discussion Created by Viv Hall

                Seesaw I really like that strategy, should work well. One of my schools actually gave parents a list of comments that would be useful to ask! I have to share the following with the  group, as I got permission from Moasina.  I'm supporting the *A'oga Fa'a Samoan, with their Teachers Lead  Innovation Fund project, and one of the tools we are trialling is SeeSaw.

                aigaMoasina and the children painted a sign and made a video encouraging their parents to connect. It was sent as an announcement.  The translation from Samoan works well, and people who aren't fluent speakers are also able to participate.

                (*Pacific Island Language Early Child hood Centre to be established in New Zealand) 

                 

                 

                - By Viv Hall
                • Becky Hare
                  Public discussion Created by Becky Hare

                  Really helpful to a newbie like me. Looking forward to October!

                  - By jordan@waipu
                  • Tessa Gray
                    Public discussion Created by Tessa Gray

                    Kia ora Duncan

                    I have enjoyed your posts, questions and reflections. You might enjoy this article  "How People Learn: An Education Revolution Two Decades Delayed" ... It refers to research from 1999 that 'explained the way our understanding of learning changed in the 20th century' It has some clear explanations about terms such as student centred learning, exactly what it means and why it underpins the more recent pedagogical approaches that underpin ILE's etc. Like you it brings the discussion right back to what's important - how we learn and how we support learning and the 'learner as a whole' rather than the buildings we teach in. The research found three key factors in how we learn (see below) . The article/research may be useful in conversations when you are supporting others to focus on teacher practice. 

                    • Learners’ preconceptions are the starting place for their further learning
                    • Deep foundations of knowledge for deeper learning
                    • A metacognitive approach to teaching and learning

                    Also Grow Waitaha is constantly exploring the communication challenges schools exploring new models often face - so you may wish to explore resources available through that website.

                    - By Helen Cooper
                    • Tessa Gray
                      Public discussion Created by Tessa Gray

                      Tēnā koutou e hoa mā

                      I was in a kura this week talking about the new Dt & HM content and talking about the opportunities for the learners and community. I shared the Hangarau Matihiko website and in particular the examples

                      Hei konā

                      Anaru

                      - By Anaru White
                      • CORE Education
                        Public discussion Created by CORE Education

                        He ataahua tenei kura! What a beautiful school! I just love the way the school is building on the culturally responsive practice in such a meaningful way! Listening to Mike Molloy talk, you can hear his intention, his aroha in ensuring all tamariki are able to identify with their own culture within their school. I love the way they are learning about the whenua they learn and play on, and the way everyone's voices are heard.

                        I particularly loved how whānau have to come in to school each day to collect their children from their classes and the intent kaiako have to ensure they are continually building meaningful partnerships.

                        I worked in a kindergarten (a rural farming community) about 4 years ago, where majority of our children were of European decent. There were 2-3 Māori families in total (myself included). It took a couple of years but I finally plucked up the courage to starting challenging us as kaiako (I was a newly graduating teacher and was working alongside a really supportive team). This probably sounds small, but I started by greeting and farewelling every person that came in to our kindergarten in Te Reo māori.  For me this was a way to show that we were building our cultural competence through this simple thing. This grew in time where phrases and words were spoken to tamariki, and we started to learn about the history of our rohe, connecting to it through pepehā. What I didn't expect was how positively this was received by whānau. We were in the process of connecting with the local marae too as a way to deepen connection to our area. 

                        I would have loved my children to be part of a kura that was like this! Such great mahi you and your team are doing alongside tamariki and whānau Mike! 

                        Ngā Mihi nui. 

                         

                        - By Lisa Berryman
                        • CORE Education
                          Public discussion Created by CORE Education

                          Tena koe Tess, the link to ero report : http://www.ero.govt.nz/publications/success-for-maori-children-in-early-childhood-services/   .  

                          Also if anyone is interested in joining the kotahitanga bi-culuturalism in ECE discussion page (facebook)  I run the link is here also.  It is a safe space for Kaiako to pose questions and share ideas about bi-cultural practice .  It is a closed page so you need to request to join https://www.facebook.com/groups/197297527292427/

                          Thank you for the link to the core blog Tess

                          - By Cindy
                          • CORE Education
                            Public discussion Created by CORE Education

                            Make connections with your local iwi and people in your community who have the local iwi knowledge to share with you-network with other kaiako who may have the matauranga you need to know. Join a col that may be a focus for the communities of learning. We are very lucky here in Te Tairawhiti as there is a great base of knowledge to draw from. I have opened up my centre for intrested kaiako to come alongside me to get a deeper understanding and experience of what a Iwi localised curriculum looks like. 

                             

                            - By Erana Manumoe Haerewa
                            • CORE Education
                              Public discussion Created by CORE Education

                              I've commented on Jerome's blog post that I have personal experiences with this in my family, and it was only after attending a workshop on aspergers that I realised, a lack of identity for ‘our young someone with aspergers’ also meant identifying himself as gender fluid or transgender.

                              The fallout being anxiety, school phobia and depression. I’m not sure the school he left at 15, was quite ready for this – environmentally or socially. I would go a little further to say, we need lots of new learning in this area with transparent conversations in our schools and a vision towards creating a conscious movement in our wider communities right across Aotearoa as well.

                              - By Tessa Gray
                              • Tessa Gray
                                Public discussion Created by Tessa Gray

                                Lesley Murrihy from Amesbury School in Wellington wrote this open letter to teachers who are dismissing MLE

                                https://www.futureofeducation.nz/future-of-education-dr-lesley-murrihy-articles/2018/5/10/to-mle-or-not-to-mle-that-is-the-question-an-open-letter-to-my-colleagues

                                By all means, discuss the political question of MLE or not MLE, but please…please…ensure that when you do so, your colleagues who are caring, resourceful, trustworthy teachers just like you; are not your victims.

                                Nga mihi nui ki a koutou

                                - By Allanah King
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