Ngā Matapakinga | Discussion

I love how Shay has put te ao Māori lens/perspective on belonging and citizenship up-front-and-centre. When Shay says, there's a lot of lessons we can learn from other cultures, indigenous knowledge.. so we can be more responsible citizens... to be more communal in the way we are doing things. I'm looking forward to seeing some of those examples of indigenous knowledge in practice - ie: looking after the whenua, whakapapa, culture and language - especially in light of concerning aspects of climate change. 

Thanks for sharing this document.  As a playbased 'newbie' I'm keen to get a fuller understanding of PBL with a lens on how I can increase engagement in reading through PBL pedagogy (my teaching inquiry focus).  Any ideas, resources or people contacts would be great!  Also interested in planning for PBL  - what do others find helpful in the way of planning formats / integrating curriculum areas, etc?

Dana.

I found this today, a website, K12techintegration on integrating Computational Thinking that illustrates how connected these three problem solving models are:

Anyone else exploring connections between these frameworks?

Another conversation happening that is relevant to us ‘Seesaw’ peeps is real time reporting! Check out this school that replaced their Term 2 progress written report with real time reporting using Seesaw! https://edspace.org.nz/discussion/view/102871/ten-trend-real-time-reporting#

It would be great to hear from schools that are leaning towards this. What are your thoughts? 

So, thinking about ways to make it fun for kids and engage them - you could use games like Guess Who?  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.

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  

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 . 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 

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

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

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?

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 

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.