Ngā Matapakinga | Discussion

    • Tessa Gray
      Public discussion Created by Tessa Gray

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

      Computational thinking Scientific thinking Design thinking
      • Decomposition
      • Pattern Recognition
      • Abstraction
      • Algorithm Design
      • Evaluation
      1. Ask a Question
      2. Conduct Research
      3. Form a Hypothesis
      4. Test the Hypothesis
      5. Record & Analyze Data
      6. Draw a Conclusion
      7. Communicate Results
      1. Empathize
      2. Define
      3. Ideate
      4. Prototype
      5. Test

       

      Anyone else exploring connections between these frameworks?

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

          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? 

          - By Katrina Laurie
          • 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
              • 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
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