Ngā Matapakinga | Discussion

    • CORE Education
      Public discussion Created by CORE Education

      Thanks for that extra info and thinking Katrina - such a valuable think-piece to kick off this Trend

      - By Tracey Scott
      • Anne-Louise Robertson
        Public discussion Created by Anne-Louise Robertson

        So, thinking about ways to make it fun for kids and engage them - you could use games like Guess Who?  Guess who game And as you said, they could plot the path as they play or have an observer plot it and then analyse to see if they could have refined the search parameters to get a solution more quickly.

        - By Anne-Louise Robertson
        • Nicki Tempero
          Public discussion Created by Nicki Tempero

          Kia Ora

          As the end of Term One is upon us I've been working with groups of teachers who have got very excited about Activities.  Initially, they start using the ones that are already available, before wanting to create their own.  I'm interested in what others are doing and wonder if people are willing to share in this forum ones they have created.  The teachers I am working with are wanting to extend their Te Reo skills and we'd love to be able to share.  Come back after the holiday break :-)

           

           

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

            Kia ora @Adam.Baker 

            Yes we are definitely intending to run another demystifying DT for leaders in Auckland . The date is yet to be decided , Ill get back to you when we have the details. Other meet-ups for Tamaki Makaurau can be found on the Kia Takatū ā Matihiko website.

            Nicki  

            - By Nicki Tempero
            • CORE Education
              Public discussion Created by CORE Education
              • CORE Education
                Public discussion Created by CORE Education

                Kia ora @lwoon, so nice to see you in here, long time no see over the hills there!

                Snap: I printed off the Ten Trends too to scribbled/circled key points and then went back into the digital PDF to click on the live links smiley. I also saw many synergies in yesterday's Localised Curriculum workshop hosted in Tauranga Moana. I thought it was a fantastic opportunity to open up dialogue around; who our stakeholders are, who has feed-in and the 'biggest voice' when designing and implementing a localised curriculum.

                Quick question: Were you looking for the five papers from different authors, including Jan and Derek (Education Council) on Informing Leadership for Communities of Learning? 

                Tess smiley

                - By Tessa Gray
                • Anne-Louise Robertson
                  Public discussion Created by Anne-Louise Robertson

                  Thanks, Clive. Looks interesting in first skim read...

                  - By Anne-Louise Robertson
                  • CORE Education
                    Public discussion Created by CORE Education

                    In light of recent events in Aotearoa, the "Wellbeing" and "Schools as part of a community" trends have really got my attention. Our schools have been centres / safe havens in terms of dealing with how our young people are feeling, and our wonderful teaching staff have responded so well to the big challenge in front of them. It would be great to hear some examples here of what you have observed out there, in terms of how schools as part of a community have stepped up to support student wellbeing

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

                      In the latest CORE Ten Trends under the cultural theme, is the trend, Cultural narratives where it reads:

                      Localising the curriculum & culturally responsive practice: In New Zealand each educational setting is charged with co-constructing a localised curriculum with their communities to enable learning that is meaningful, relevant, and connected to students’ lives. Culturally locating your educational setting is pivotal in creating a culturally responsive curriculum that resonates with the aspirations of mana whenua, whānau and their tamariki. No matter the setting, one common theme reverberates – a sense of belonging, identity, language and culture are at the heart of Māori student success as well as success for all learners. (Page 62)

                      For more discussions on the Ten Trends, see CORE Ten Trends group in edSpace. Note: You'll need to join this group before contributing.

                      The Ministry has also just released, Leading Local Curriculum Guide series to deliberately help schools steer their curriculum and assessment review and design decisions as you strengthen your local curriculum. There is also a series of FREE workshops being hosted around the country to support you, Click on the city near you and you will get into the registration site.

                      Is this a journey your school, kura or Kāhui ako is currently on? What interests or concerns you most?

                      - By Tessa Gray
                      • Anne-Louise Robertson
                        Public discussion Created by Anne-Louise Robertson

                        I think it's a matter of progress - as was the progressional development from the chiselled rock, to papyrus, to the feather quill to the computers we use today. 

                        Yes to a focus on Computational Thinking and I like the diagram below (shared in Kia Takatū ā Matihiko pīkau (online course) in Computational Thinking: International perspective) which outlines the concepts and approaches needed for computational thinking. Having said that, I agree not all students will go on to be computer scientists (or programmers), but it doesn't hurt to think like one.

                        I think there are also specific elements of programming that a computer does, and may well need in the future. ie: sorting data, comparing variables. While text-based programming languages differ slightly, they still have those elements/rules in common. That's not to say computers might function very differently to how we understand them to work today...

                        I'm just starting my learning here too, so a good debate to have, thanks Anne smiley

                        image

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

                          Kia ora everyone. Thank you so much. These are incredibly valuable and I will definitely draw from what you have shared. A HUGE help! Will be forwarding on to start the conversations again very shortly.

                           

                           

                          - By James Hopkins
                          • Karl Summerfield
                            Public discussion Created by Karl Summerfield

                            I read this with interest. I do believe that the human element of design is absolutely essential and the language that we use is often dehumanising. I guess I hadn't really thought about the word 'user' and how much it could make us forget that the user is a person or people. For me, the important thing is around thinking about accessibility - how can all people, with all their varying needs access and interact with the technology, the digital outcomes we create? My wee hobby horse at the moment is 'alt text' and I talk about that a lot with teachers when we discuss DDDO. The other thing is thinking about who designed and created the digital outcomes that already exist out there, who owns them, how have they shared them, for what purpose and what rights and responsibilities do we have when we choose to use them in our own designs and creations?  Our discussions have included legal, moral and ethical issues around copyright and Creative Commons. Many teachers have very little understanding in this area and I feel that we have a responsibility to encourage them to find out more and upskill... which means we have to as well!

                            - By Anne-Louise Robertson
                            • Jacky Young
                              Public discussion Created by Jacky Young

                              So, you're telling me I don't ever have to bend down to do my laces again lol? That is SO COOL!

                              Fantastic segway into DT | HM progress outcomes that all start with, "In authentic contexts...with end-users in mind", thanks so much for sharing Jacky, I could see a load of ideas bounced off from this.

                              Definitely Marty McFly's Back to the Future is truly coming to reality, the similarities are uncanny!

                              For some really unauthentic ideas to inspire creative design, why not try Chindogu - the art of 'un-useless' Japanese inventions. smiley

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

                                I'm just diving into the Pīkau (DDDO for PO1) in Kia Takatū ā-Matihiko (National Digital Readiness Programme) and saw this interactive map fromhttps://digitaldivide.nz/ showing the correlation between social-well being and digital inclusion in New Zealand. This could be a good starting point for discussing the map data with colleagues about the digital opportunities that your school community may experience. The questions in the Kia Takatū ā-Matihiko Pīkau asks,

                                Does your school community have good access to digital devices and digital connectivity?
                                What sort of prior digital experiences will students arriving at your school have?
                                Are your learners ready to move beyond being digital consumers to being digital creators?

                                  Does your school community experience a digital divide?

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

                                  Kia ora tatou,

                                  Thanks for these thoughts, Tessa. I'm a big fan of design thinking, and believe that the process and its mindsets have a lot to offer education.

                                  I agree with you that it underpins the Technology learning area of the NZC, and this offers us opportunities to springboard from this to look at integrated teaching and learning.

                                  I also think that design thinking can help us to think more about teaching as inquiry, professional learning, and even leadership.

                                  I'd be very interested in hearing more from schools about how they are using design thinking to inform their practices.

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

                                    #16

                                     

                                    If you're finding you have lost your groups, your profile details and lost your way... then do a quick search for your name in edSpace. There might be two of you.

                                    Seeing double

                                    If that's the case, simply click on my profile and message me and I'll delete a duplicate account you don't need anymore. This will help save confusion. smiley

                                    Image source: Public Domain Picture: Seeing double
                                    By: U.S. Air Force photo/Senior Master Sgt.Kevin Gruenwald, Courtesy: US Air Force

                                    - By Tessa Gray
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