Ngā Matapakinga | Discussion

    • CORE Education
      Public discussion Created by CORE Education

      Here are a few more thoughts I drew on when creating this Breakfast:

      Student wellbeing is inextricably linked to engagement and achievement. Increasingly both internationally and here in Aotearoa New Zealand there is a focus on improving the wellbeing of our young people. If we agree that this is important, what might a focus on student wellbeing look like in our schools?

      Firstly, we need to know what 'wellbeing' even is. The participants at the Breakfast event said this:

      WellbeingThe Education Review Office (ERO) and the New Zealand Council for Educational Research (NZCER) have also done significant work in this area. 

      Last year I had the privilege of being selected for the Lifehack Flourishing Fellowship. Lifehack was a systems-level intervention in youth mental health and wellbeing in Aotearoa New Zealand. One of the amazing resources I was introduced to was the ‘Mapping and Mobilising Conditions for Youth Wellbeing and Hauora’. As soon as I saw it, I got excited. I could see its potential to be used in schools as a reflection tool. I tested it with a group of teachers, and we had a think about both its format and its language. Based on their feedback and thoughts, I had a play to create this version for use in schools and Kāhui Ako: Pathways towards student wellbeing.


      In it, I pose three key questions:

      1. Agency and Engagement: How are young people involved?
      2. Cohesion and Collaboration: How do we learn and work together to nurture wellbeing systemically?
      3. Environment and Community: Do our environments show that young people are valued and important?

      What are your thoughts? What do these question prompt you to consider?

      - By Philippa
      • Nicki Tempero
        22 March
        Public discussion Created by Nicki Tempero

        Yes I app smash. We use shadow puppet, chatterpix, pic collage, puppet pals, sock puppets and tellagami. The students enjoy sharing stories and writing this way. We also explore maths ideas but I now use the drawing and recording functions on seesaw to explain maths thinking (i use to use explain everything).

        - By Alwyn
        • Angela Vermeulen
          Public discussion Created by Angela Vermeulen

          Thanks for sharing this Angela Grow Waitaha Roadshow sounds awesome. I've loved using the Grow Waitaha videos for the same reason - really cool to see the students talking.

          I've seen teachers ask their students the 'learning question' and then gave the learners digital cameras to capture that. When I've asked, I've got answers back like, We didn't do any work today...because

          • we did art
          • we went on a trip
          • we did sports
          • we did the school play

 they didn't think these activities were learning, after all they were just fun smiley.

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

            Great question Nicki!! This is something I have discussed with quite a few teachers this year. It is too easy to get caught up in digitising something that is just a complete substitute. 

            I think using the SAMR model as a sort of check as as you are creating what you want the students to achieve is a good start. Ensuring that the activity does have that added functionality that they could not have done otherwise. I think having the audio instructions support the UDL approach.

            Also, ensuring that activity does support and enhance the learning goal for the students. For example today I was with a wonderful teacher whose students had challenges around the word 'with'. She looked through some pre-made templates and the word 'with' was not there. So now she has challenged herself to create the template, find the special tracing font and create one specific to her students needs. 

            Remember to add to Allanah's crowd sourced doc if you have any examples to share. Would love to see how other teachers are using activities and where it does sit on the SAMR model. 

            - By Katrina Laurie
            • Katrina Laurie
              Public discussion Created by Katrina Laurie

              Kia ora e hoa

              I often refer to these "mini-inquiries" as "prototyping" in order to differentiate them from the longer slower process of inquiry that unsurfaces more complex pedagogical problems to solve. Often "mini-inquiries" or "prototypes" are actions taken immediately to change practice to address obvious challenges found during one or more of the inquiry phases. For example, during scanning, we're not operating in a bubble. Scanning will often show up things that need to be addressed in our practice right away so we should absolutely try some changes immediately for those learners and record the impact of these changed practices. However, we haven't even been through a thorough scan yet, nor a sharpening of the inquiry through Focusing activities, yet alone any hunchwork to expose the real issues beneath the surface, and therefore the actual inquiry. 

              These prototypes, over time, can often contribute to a more indepth change in practice down the track once we're in the Learning and Taking Action phases. 

              Something I'm recommending more lately is a way to capture these "prototypes". Some schools are using a structure for meetings about the learners they're focusing on so that any prototyping is discussed in a focused way. RAPID sessions is one idea worth exploring: 



              "Good teaching and good decisions are based on high-quality information, not on taken-for-granted assumptions about the causes of children’s reading failure or the worth of new curriculum resources. The quality of information improves when everyone is open to the possibility that what they had previously taken for granted may not stand up to scrutiny. Teachers who are skilled in processes of inquiry can detect weaknesses in their own thinking about practice and help others to do the same." Practitioner Research for Educators (Robinson and Lai, 2006)


              R -     Review

              A -     Assess

              P -     Plan


              I -     Inform

              D -     Deliberate next steps



              - By Rebbecca Sweeney
              • Allanah King
                Public discussion Created by Allanah King

                Hmm, strange, one link goes to the technology website with the link to the video (see screenshot below) and the other link on the video image itself goes straight to the vimeo link (click view on Vimeo).

                Technology online

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

                  This was a really good webinar to listen back to- thank you.

                  I really liked the discussion around what are the drivers for change and the positive influences of digital technologies in society. This brings it all back the 'Why' and the importance of connecting with all of our learning community (students, teachers, whānau...) to have a shared understanding and be more informed about how we move forward. 

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

                    Thank you for keeping us all up to date with where things are at.


                    - By Allanah King
                    • Jacky Young
                      Public discussion Created by Jacky Young

                      Excellent article Jacky! 

                      Computational is a field requiring consideration as we prepare young people for the future. 

                      I hope this information inspires and informs many forward facing schools and kura in their decision making.

                      - By Catherine Johnson
                      • Allanah King
                        Public discussion Created by Allanah King

                        I would be interested in knowing what research or reading re screen time is being referred to here? Much of what I have seen supporting that view has been little more than scaremongering. It is really about what you are doing with the device, than the time you spend on it. If all a child is doing is playing games then, yes the time on that would be an issue. But what if they are reading? Or creating? Or communicating? It is all a balance of activity rather than how much time they are using a device. After all isn't a book just another form of device? Just with one purpose rather than multiple. For some reason I don't see many people concerned with a child spending hours reading a book, even though it places the same sort of focused stress on our eyes.

                        - By Darren Sudlow
                        • Allanah King
                          Public discussion Created by Allanah King

                          Awesome Allanah- looking forward to seeing this grow :)


                          - By Katrina Laurie
                          • Nicki Tempero
                            16 January
                            Public discussion Created by Nicki Tempero

                            Here is the Storify from last weeks #seesawchatnz 

                            Great ideas and lots of NZ teachers to connect with 

                            Screen Shot 2018-01-31 at 11.01.07 AM.png



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

                              TIME SAVING BACK TO SCHOOL TIPS AND TRICKS 

                              Notes from a Seesaw online webinar

                              Class set up

                              • Think carefully about the name before you create your account - children and parents will see it. You can change it in the teacher accounts , under the gear shaped link.
                              • student sign in can be changed by going through the spanner link 
                              • have QR code displayed in the class - DONT share this QR code with families 

                              Connecting with families

                              • send home the letter and/or email- personalise it  . 
                              • under the resources families section on the Seesaw page there are links, pictures and presentations you can use for parent nights 
                              • translate the letter to parents - if necessary
                              • privacy information for schools and families under resources 
                              • remember to turn on FAMILY ACCESS when inviting family 
                              • Invite for families can be translated 
                              • make sure students have posted something in their journals before inviting families . See taskcards and activities for ideas of possible posts 
                              • send messages through announcements and messages to parents

                              Starting with students

                              • email sign in  - one time code is needed for the year  ( code lasts 7 days )- printable instructions on website for students to follow 
                              • QR login - print out and display for students 
                              • under class settings there is a Getting Started guide
                              • Seesaw for Schools - paid product . can collect data on use of Seesaw as well as student data

                              connecting -



                              Instragram - @seesawlearning

                              FB - Seesaw teacher 




                              - By Nicki Tempero
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