Ngā Matapakinga | Discussion

    • Nicki Tempero
      Public discussion Created by Nicki Tempero

      This is awesome Nicki - such a great way to develop skills progressively.

      I was visiting Ao Tawhiti in the last week of Term and a number of the students showed me their work in Scratch - it was incredible.

      Another benefit of Scratch is that you can pull it through into Minecraft:EE so students can take their programming skills into a game based environment they love to play:

      https://education.minecraft.net/trainings/code-builder-for-minecraft-education-edition

      Cheers

      Sam

      - By Sam McNeill
      • 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
                        • Mister_Roberts
                          Public discussion Created by Mister_Roberts

                          Primary?  try this website: http://code-it.co.uk/beebot

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

                            Oh I might need to get some help for you on that one Allanah, it looks like it's a public Youtube clip to me? Try this link instead: https://youtu.be/LH7cNtnV5DY

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

                              Kia ora Ann, thanks so much for sharing this. smiley I see your workshop is very popular which shows educators are ready to engage in this kōrero to find safe ways to face these issues 'head on'. No doubt getting straight to the truth and sharing key principles and a framework for prioritising culture and identity for Māori; will be a highlight for this event.

                              For those who do miss out on your seminar, we've captured your keynote presentation from uLearn17 and there are also short snippets with educators talking about tikanga Māori and culturally responsive practice in our EDtalks channel

                              How do others see this unfolding in our schools? What is your gut telling you about  the urgency of addressing our 'unconscious bias' towards Māori students?

                              - By Tessa Gray
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