Ngā Matapakinga | Discussion

    • 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
                        • Janelle Riki-Waaka
                          Public discussion Created by Janelle Riki-Waaka

                          Earlier this year Clive Francis and I did a workshop with the MOE advisors in Auckland. It was a 'demystify and unpack/ the curriculum content' workshop and one of the activities was the Jigsaw activity.  It has proven, over the last year at subsequent workshops, to be an excellent activity for getting teachers straight into the content and exploring the context of DT & HM within the Technology Learning Area. The very fact that they have to produce something to share back with the rest of their group means that they explore with purpose rather than just clicking around the site without really finding out what it is all about.

                          Anyway, one of the difficulties most of us have is being able to know exactly what the content and meaning of Hangarau Matihiko are, as we cannot read Te Reo. This is a question that comes up a lot when we do these workshops, and in fact, came up in the two Kia Takatū ā-Matihiko meetups we did last week in Auckland. Many of our ākonga in EM schools are Māori and our kaiako are keen to meet their needs and deliver a culturally responsive curriculum. 

                          In this Jigsaw activity, one of the options for exploration is for those kaiako who have enough Te Reo to read it, to look at Hangarau Matihiko and feedback to the rest of their group their understanding of it. 

                          When Clive and I did the workshop with the MoE advisors, I recorded the group who looked at Hangarau Matihiko as they shared their thoughts. Please bear in mind though, that at this point, they were looking at the draft documents. 

                          https://soundcloud.com/robeanne/dt-and-hm

                          Since then, some kaiako have shared their thoughts on the actual curriculum content but unfortunately, I didn't capture their ideas.  The general response is how difficult it is to capture the essence of the difference because of the nature of the language and the way that Te Ao Māori is embedded in it. Some have commented, that just as in the English curriculum content there is vocabulary that they don't understand. 

                           

                           

                          - By Anne-Louise Robertson
                          • James Hopkins
                            Public discussion Created by James Hopkins

                            Thanks for sharing all these gems James, I'm going to share this with my schools. I'm currently working in a school that is wanting to implement Play-based learning in the juniors and scaffold to project-based, student-led inquiry in the rest of the school, hence the question, What is an authentic learning context?

                            I see at Halswell School is extending the Play-based approach into the year 4/5s in a team approach. I'm thinking to stay 'brave' and letting go to focus on students' passions would be much easier with a supportive/collaborative teaching environment. 

                            My wondering is, how is this balanced up with the expectations for 'breadth and depth' of the curriculum, or in some cases in schools a need to 'track' coverage? Is there some tension here? 

                            - By Tessa Gray
                            • CORE Education
                              • Tessa Gray
                                Public discussion Created by Tessa Gray
                                • Andrew Dixon
                                  Public discussion Created by Andrew Dixon

                                  if you are quick this is an amazing - cheap - eLibrary of electronic books. Humble bundle regularly posts great collections.


                                  https://www.humblebundle.com/books/make-electronics-2018?hmb_source=humble_home&hmb_medium=product_tile

                                  - By Andrew Dixon
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