Ngā Matapakinga | Discussion

Welcome Chris- I think you were one of the first to take me on a geocaching adventure! Multi-talented.

Hi Katrina

I'm thinking KISS and this nails it.

Agency: Could the students be doing this?

UDL: Does that work for everyone?

Perhaps someone else has other thinking prompts?

Lynne

Nice reflections Suzi.

The comment re time is resonating with me. We know we all learn in different ways and some people quickly grasp new ideas while others need more time to process.

This is challenging both as a facilitator (with time bound workshops) and in schools where learning is time bound (e.g. you have 3 weeks to complete this unit of work).

When a set amount of time is allocated to learning a specific thing all we know for certain is that:

• Some people will quickly learn it or will already know it so will be bored
• Some will not learn it in time so will be left with gaps in building blocks

For me this reinforces the importance of students having personalised learning pathways.... and the partner/enabler to personalised pathways is agency and metacognition - the ability to set goals, meet targets, reflect on learning etc.

Has anyone seen this from Govt.nz? Digital Inclusion - Are we there yet? 

“Our vision is that all of us have what we need to participate in, contribute to, and benefit from the digital world."

To help make this vision a reality, you're been invited to feed into an evaluation framework to help measure progress and success in terms of digital inclusion. Have a look at the draft outcomes framework and suggested measures and let them know what you think. 

Kia ora Rachel,

Or does the collaboration come from putting two students on one device and getting the discussions going between them about purpose and audience and then creating the piece of music together? Or maybe the collaboration occurs at the sharing stage when they get feedback and support from others to rework the piece of music? 

Imagine a collaborative experiment where groups of students all have to use their devices to create a musical piece that is recorded on one device - sort of a band of Chromebooks all playing their part in an orchestra.

I love the terminology rākau and ngākau to represent the approaches. Recently I was at a school and their focus/theme for learning for the term was on a document (collaboration and Problem solving). It looked impressive but once we started discussing what was actually explicitly being taught, and did the students know this was the focus we came to the conclusion that the themes/focus for learning was a 'rākau' approach.

Now we are going to explore how to move forward with a 'ngākau' approach. We didn't use the language 'rakau' or 'ngākau' at the time but it captures the essence of what we identified was happening. Thanks for sharing this, I am going to share this further as we explore the next steps.

Kia ora and tēnā rawa atu koe Ānaru. There are digital resources that can help with Ahakoa iti, ākona, kōrerotia. Some fresh new apps in It's Cool to Kōrero from Kiwa Digital.

I'm loving Kupu and I've also downloaded the Pepeha app, which I can see would be useful if you're learning 'little by little' and wanting to greet people/or present using your pepeha.

And CORE's very own Kīwaha - Kēreru Te Reo set which is currently on sale.

No doubt there are students making resources for Te Reo Te Ao Māori too. Anyone seeing that happening in schools & kura?

Yes, it's kinda of a good problem to have though isn't it?! 
The Spotlight session speakers, linked to one of the conference strands are always worth a look, as they have usually been invited owing to their expertise in that particular area. Of course you may like to try one or more of the hands-on workshops, or try something new. There is no one way to 'do' uLearn!

Well it's been a yoyo week! Looks like we're gaining some much needed traction with, Govt invests in raising awareness of NZ wars, while the reality in education is still struggling with integrating the treaty well into education;

"Talk to any student who comes into social studies, when you might start on a topic on the treaty, and they'll say two things: one of them will just be a groan [and] the second one will be, 'we've done it endlessly'. 'We've lost any opportunity to share something of our past' - teacher

And then we have a poll in the media, Would you support compulsory teaching of the Māori language in New Zealand schools? and we're just nudging ahead slightly with 54% in favour of teaching Māori language in schools - which it already is!

Common Aotearoa, why are we dragging our feet about issues that are this important?