Ngā Matapakinga | Discussion

    • CORE Education
      Public discussion Created by CORE Education

      Here are a few more thoughts I drew on when creating this Breakfast:

      Student wellbeing is inextricably linked to engagement and achievement. Increasingly both internationally and here in Aotearoa New Zealand there is a focus on improving the wellbeing of our young people. If we agree that this is important, what might a focus on student wellbeing look like in our schools?

      Firstly, we need to know what 'wellbeing' even is. The participants at the Breakfast event said this:

      WellbeingThe Education Review Office (ERO) and the New Zealand Council for Educational Research (NZCER) have also done significant work in this area. 

      Last year I had the privilege of being selected for the Lifehack Flourishing Fellowship. Lifehack was a systems-level intervention in youth mental health and wellbeing in Aotearoa New Zealand. One of the amazing resources I was introduced to was the ‘Mapping and Mobilising Conditions for Youth Wellbeing and Hauora’. As soon as I saw it, I got excited. I could see its potential to be used in schools as a reflection tool. I tested it with a group of teachers, and we had a think about both its format and its language. Based on their feedback and thoughts, I had a play to create this version for use in schools and Kāhui Ako: Pathways towards student wellbeing.

       

      In it, I pose three key questions:

      1. Agency and Engagement: How are young people involved?
      2. Cohesion and Collaboration: How do we learn and work together to nurture wellbeing systemically?
      3. Environment and Community: Do our environments show that young people are valued and important?

      What are your thoughts? What do these question prompt you to consider?

      - By Philippa
      • Nicki Tempero
        22 March
        Public discussion Created by Nicki Tempero

        Yes I app smash. We use shadow puppet, chatterpix, pic collage, puppet pals, sock puppets and tellagami. The students enjoy sharing stories and writing this way. We also explore maths ideas but I now use the drawing and recording functions on seesaw to explain maths thinking (i use to use explain everything).

        - By Alwyn
        • Angela Vermeulen
          Public discussion Created by Angela Vermeulen

          Thanks for sharing this Angela Grow Waitaha Roadshow sounds awesome. I've loved using the Grow Waitaha videos for the same reason - really cool to see the students talking.

          I've seen teachers ask their students the 'learning question' and then gave the learners digital cameras to capture that. When I've asked, I've got answers back like, We didn't do any work today...because

          • we did art
          • we went on a trip
          • we did sports
          • we did the school play

          ...like they didn't think these activities were learning, after all they were just fun smiley.

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

            Kia ora e te tuahine

            A great resource and I'm interested to read more about what you're doing here with this school. 

            Ngā manaakitanga 

            Anaru

            - By Anaru White
            • Nicki Tempero
              Public discussion Created by Nicki Tempero

              Great question Nicki!! This is something I have discussed with quite a few teachers this year. It is too easy to get caught up in digitising something that is just a complete substitute. 

              I think using the SAMR model as a sort of check as as you are creating what you want the students to achieve is a good start. Ensuring that the activity does have that added functionality that they could not have done otherwise. I think having the audio instructions support the UDL approach.

              Also, ensuring that activity does support and enhance the learning goal for the students. For example today I was with a wonderful teacher whose students had challenges around the word 'with'. She looked through some pre-made templates and the word 'with' was not there. So now she has challenged herself to create the template, find the special tracing font and create one specific to her students needs. 

              Remember to add to Allanah's crowd sourced doc if you have any examples to share. Would love to see how other teachers are using activities and where it does sit on the SAMR model. 

              - By Katrina Laurie
              • Nicki Tempero
                Public discussion Created by Nicki Tempero

                NEW UPDATE for Seesaw 

                Seesaw messaging is now better than ever! Add photos, videos, PDFs, links and more to the announcements and private messages you send in Seesaw. Remind teachers and families to update their apps!

                Parents will need to update their apps Screen Shot 2018-03-12 at 6.13.00 PM.png

                - By Nicki Tempero
                • Katrina Laurie
                  Public discussion Created by Katrina Laurie

                  Kia ora e hoa

                  I often refer to these "mini-inquiries" as "prototyping" in order to differentiate them from the longer slower process of inquiry that unsurfaces more complex pedagogical problems to solve. Often "mini-inquiries" or "prototypes" are actions taken immediately to change practice to address obvious challenges found during one or more of the inquiry phases. For example, during scanning, we're not operating in a bubble. Scanning will often show up things that need to be addressed in our practice right away so we should absolutely try some changes immediately for those learners and record the impact of these changed practices. However, we haven't even been through a thorough scan yet, nor a sharpening of the inquiry through Focusing activities, yet alone any hunchwork to expose the real issues beneath the surface, and therefore the actual inquiry. 

                  These prototypes, over time, can often contribute to a more indepth change in practice down the track once we're in the Learning and Taking Action phases. 

                  Something I'm recommending more lately is a way to capture these "prototypes". Some schools are using a structure for meetings about the learners they're focusing on so that any prototyping is discussed in a focused way. RAPID sessions is one idea worth exploring: 

                  https://www.hiirc.org.nz/page/27292/rapid-rounds-in-action-at-auckland-district/?section=9088&tab=4184

                   

                  "Good teaching and good decisions are based on high-quality information, not on taken-for-granted assumptions about the causes of children’s reading failure or the worth of new curriculum resources. The quality of information improves when everyone is open to the possibility that what they had previously taken for granted may not stand up to scrutiny. Teachers who are skilled in processes of inquiry can detect weaknesses in their own thinking about practice and help others to do the same." Practitioner Research for Educators (Robinson and Lai, 2006)

                   

                  R -     Review

                  A -     Assess

                  P -     Plan

                          to

                  I -     Inform

                  D -     Deliberate next steps

                   

                   

                  - By Rebbecca Sweeney
                  • Allanah King
                    Public discussion Created by Allanah King

                    Hmm, strange, one link goes to the technology website with the link to the video (see screenshot below) and the other link on the video image itself goes straight to the vimeo link (click view on Vimeo).

                    Technology online

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

                      This was a really good webinar to listen back to- thank you.

                      I really liked the discussion around what are the drivers for change and the positive influences of digital technologies in society. This brings it all back the 'Why' and the importance of connecting with all of our learning community (students, teachers, whānau...) to have a shared understanding and be more informed about how we move forward. 

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

                        Thank you for keeping us all up to date with where things are at.

                         

                        - By Allanah King
                        • Jacky Young
                          Public discussion Created by Jacky Young

                          Excellent article Jacky! 

                          Computational is a field requiring consideration as we prepare young people for the future. 

                          I hope this information inspires and informs many forward facing schools and kura in their decision making.

                          - By Catherine Johnson
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