Ngā Matapakinga | Discussion

    • Nicki Tempero
      29 November
      Public discussion Created by Nicki Tempero

      Kia ora Nicole, thanks for sharing.

      I like you are trying activities without devices and tools. I've been running sessions with "coding" students , they love it at any age. Many students and teachers need to physically move to understand the code before seeing it on screen.

      One tool I use a lot are these blocks, see photos below. I have printed the blocks out for Scratch and Scratchjr and laminated them. The discussions, collaboration and thinking involved is so important for the process.

      download.jpeg

       

       

      - By Nicki Tempero
      • Rebbecca Sweeney
        Public discussion Created by Rebbecca Sweeney

        Yes I agree with Maria, thanks for sharing Rebbecca. The Grow Waitaha videos (@FionnaW @ngairesw) are fantastic at showing students engaging and talking about their learning.

        I recently shared the following video in the same series with a school, to demonstrate learner agency because they're wanting to design a more cohesive cross-curricula approach to learning, using teacher-led student inquiry as a framework. 

        Next steps for us - how to make this seamless across the school, we'll probably come knocking for some more ideas around collaboration....

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

          Kia ora ano Meredith and team,

          This Te Whariki kaupapanui will be completed in May. I would keep  your Internal evaluation  succinct and  measurable. Don't take it too wide! The data you have sounds sufficient -Wonderful that you are looking in with a critical lense and placing great value on all children's language culture and identity-Their Turangawaewae to ensure all children are valued, respected and have a sense of belonging-we celebrate ur tamariki with their pepeha daily and have embedded a value of their whanau and all  they do. Keep it simple!! 

          I love your teams passion!! Thank you for coming to our hui on Tuesday night as this will layer your team collaborative practices as you work towards completing your internal evaluation-new kupu for self review. A great way to discover the amazingness of our early childhood document Te Whariki!

           

          - By Erana Manumoe Haerewa
          • Tessa Gray
            Public discussion Created by Tessa Gray
            • Viv Hall
              Public discussion Created by Viv Hall

              Kai pai Christina

              I'm loving the analogy of the duck and its' connections.  Continuing that on with my facilitators' hat on, reassuring our teacher clinging onto the duck, that putting it down to develop some 'new' foundational skills and mindsets in the knowledge that they can pick it up again.  If they want to .....   I have found in the past the TPACK approach when working on Digital Fluency is very useful. 

              Once they understand that they are already 'experts' in their field, the pedagogy of teaching and also their content or subject areas, integrating technology is not such a challenge. Putting the ducky down can be a reassurance to take that leap. Thoughts?

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

                I am a bit of a magpie when it comes to books....I flit from one to the other and tend to have a few on the go at once. I try to be focussed but then I leave one where I was reading it and forget where, so I pick another up! 

                Anyway, I am working my way through 'Sapiens....', on the recommendation of Tessa, and it is fascinating. I am also reading "The Hidden Lives of Learners" by Graham Nuttal, which I don't think has anything in it that as a teacher, I didn't know, but it is a great reminder and makes some connections for me that I hadn't made before.  I have stalled a bit on Guy Claxton's "Intelligence in the Flesh". The whole 'body is a brain' idea really resonates with me and the research on brain development and connections between synapses, nervous system, brain and movement etc is incredible now. But it is a bit heavy...!

                I manage to procrastinate quite a bit reading blogs and articles that are linked off my Twitter feed....

                In between the professional reading I devour dystopian novels and crime thrillers! 

                 

                - By Anne-Louise Robertson
                • Anne Kenneally
                  Public discussion Created by Anne Kenneally

                  HI Tessa,

                  Awesome to hear this is useful for you.

                  Resources can be accessed here: https://natlib.govt.nz/he-tohu/learning/social-inquiry-resources/using-these-resources

                  It would be great to have Kate Potter in this discussion thread.

                  - By Anne Kenneally
                  • Anne Kenneally
                    Public discussion Created by Anne Kenneally

                    Kia ora, 

                    As we develop and explore this idea of Wordy Wednesday and book discussion, I want to draw your attention to a group we have right here in edSpace - Hurahura - a space to share and discuss professional readings. You might want to join this group and get involved in the discussion.

                    Further call to action:

                    Please join our Connected Educator New Zealand edspace group;

                    Please sign up for updates from our Connected Educator site;

                    Please pledge events to our CENZ calendar; book chats, discussions, webinars, forums... whatever you have an idea about that can connect with others, free and online...

                    Really looking forward to our chats!

                    - By Anne Kenneally
                    • Anne Kenneally
                      Public discussion Created by Anne Kenneally

                      An example of Student Voice and Choice

                      Health Promoting Schools is a wonderful project that has been running for several years across Canterbury and the West Coast, run by students for students. It follows an inquiry framework to focus their work. Student voice and choice is very much at the forefront of all that they do. Twice a year students run an exhibition/unconference of their learning for all schools involved.   

                      Check out the link above to find out more.

                      - By Jacky Young
                      • Anne Kenneally
                        Public discussion Created by Anne Kenneally

                        Kia ora,

                        Have you seen this?

                        Hauhaketia ngā taonga tuku iho kia puāwai ai: Unearth our ancestral treasures so that we may prosper

                        http://www.ero.govt.nz/publications/unearth-our-ancestral-treasures-so-that-we-may-prosper-2018/ 

                        Hauhaketia ngā taonga tuku iho kia puāwai ai: Unearth our ancestral treasures so that we may prosper

                        Evaluation insights by the Education Review Office (ERO), alongside contributions from the Te Kōhanga Reo National Trust (Te Kōhanga Reo Trust) and kōhanga reo whānau inform the findings of this report, which highlights effective practice in kōhanga reo, specifically the support children need to grow and thrive through a quality immersion pathway.

                        - By Anne Kenneally
                        • 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
                          • Jacky Young
                            Public discussion Created by Jacky Young

                            Thanks Jacky, I'm just watching/listening now to the live feed - the third instalment of the CORE Collaboration Framework all about working with the wider community and in particular, Māori - iwi, mana whenua,whānau, runanga and local hapū.

                            Gemma and Rebbecca talking about the Collaboration Framework

                            Talking about genuine partnerships in collaboration - beyond consultation. Equitable partnerships doesn't mean 'equal'. There might be more we can do as educators to make the partnerships genuine. What do you think about community partnerships from a Kāhui Ako perspective?

                            - By Tessa Gray
                            • Anaru White
                              Public discussion Created by Anaru White
                              • Tessa Gray
                                Public discussion Created by Tessa Gray
                                • edSpace
                                  Public discussion Created by edSpace

                                  Kia ora, Justin I know you're committed to 'leveling the playing field' for your students as per your interview earlier this year, and a great read here for schools, in A tiriti leap of courage, thank you Alex.

                                  Balance

                                  The OECD article had less of a technology slant and more findings akin to the findings from Russell Bishop's work, but a challenge that caught my eye is, Disparities in student results do reflect differences in the level of educational resources disadvantaged groups receive. 

                                  I've become more interested in a safe and healthy and equitable 'balance' of using technologies as well. Technologies can certainly open windows and doors for our students, if they have equitable access to resources and your points Alex about a) identifying diverse cultural experiences and worldviews and b) enabling Māori and non-Māori to see themselves in their their digital world are also important.

                                  Devil's advocate >>>

                                  Does it seem fair to offer home/school connections via online platforms, if there is limited/no access to the Internet at homeIs there any point advocating the 'Bring your own device' if whānau and guardians can't afford it (or the upkeep)? Should we encourage multiple modes for processing/presenting, if it doesn't affirm and expand the language, identities and culture of students through digital technologies?

                                  Great to see the digital Māori initiatives you've mentioned Alex and some wonderful ideas from Ginette Van Praag in this Enabling e-Learning post, Food for thought...or maybe not? for some strategies schools can try to mitigate the digital divide.

                                  Also see, The digital divide: what is our moral imperative? 

                                  Love to hear what other people think too smiley

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

                                    Out of the mouths of babes... a little bit old, but still gold!

                                    - By Tessa Gray
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