He Papa Tikanga Maaori

He Papa Tikanga

Certificate in Tikanga Māori

This year I participated in Certificate for Tikanga Maaori delivered by Te Wananga o Aotearoa.

Progamme Overview:
He Papa Tikanga gives you insight into a Maaori worldview. You learn about traditions, concepts, values and protocols and undertsand why Maaori do things in a certain way. How to apply some of these concepts in your home, school, workplace and community. It challenges thinking and your own beliefs and values and how they relate to other cultures. We had a Kaititaki (support person) David. David helped us through each component. He was amazing and great singer. 

There were 4 components to work through.
We learnt:

• basic Maaori words
• values and belief systems
• Maaori traditions
• Maaori in a contemporary world
• Maaori philosophies and protocols

What was significant for me was learning about Tainui tikanga and Kawa. There is always something to learn even when you think you know some things. Reading about prominent Maaori from my Iwi was a highlight. I love to read their stories,  adventures and their challenges to hold and maintain what we have today. Kingiitanga is totally Waikato. We are the only Iwi to have adopted the concept of Monarchy - royal family by producing a King. In doing so many of our traditions have been built into Kingiitanga  preserving traditions such as Paimarire (commonly known as hauhau) a religious faith (based on good and peacefulness) and Powhiri. 

Powhiri is now an accepted practice. Not only do we see Powhiri on Marae but it is now common to Powhiri-welcome visitors to schools and many workplaces. Visitors from other countries are often treated to a Powhiri experience.

I think if you have the time and opportunity then have a go - Certificate for Tikanga Maaori. Learning is at your own pace with lots of support from your Kaitiaki. there are no fees and you have 12 months to complete all four components. I totally recommend it!

Bruce Moody - Statistics

Statistics 17/ 10 / 17

Statistics helps us to make sense of the world by gathering and processing information. It should be informative. It is an investigation to see change from data. Statistical responses should have a purpose to it. Statistical investigation drives the data. Data drives a response. 

Statistics is not just about statistical features, its about what we will do with the information (eg. taking an action). Statistics helps us to make an informed decision. 

Students need to learn how to collect information efficiently in a way that fits the purpose. 

Understanding how statistics are generated and the kinds of messages they can represent allows the children to critically examine

More or Most

We have to get children to work between More and Most
More is comparing part to whole.  Most is comparing part to part.

Pie charts

Tally charts is the data collection tool and not the representation. 
Tally charts is used for the organisation of the information.

Do activities that are physical. Make it real. We want to give children access to these ways of thinking. This is classic Piaget - Concrete literal before the Symbolic abstract.

Ways of modelling tally could be to take a coloured sticks and rearrange ...

Probability
One the real important ... Probability should arise from Statistics. 
We predict is a statement made about probability. Probability decisions are made from data information.
What if...?
What is the likely-hood...?
What would we see if we went again?
Probability is in response to things that have happened. 
Is it possible ...? Students are deducing 

Students need to experience variation and know that it is normal and acceptable. Variability is normal. What you get is what you get. For example flip a coin 100 times what is the probability of getting 50% Heads and 50% tails the average is 7.8%.

Counter intuitive
Basing a probability decision on statistical facts is good.

SAMR

Year 1 & 2
connecting with parents
you cant do it all of the time

planning and connecting 
thinglink, Book creator and padlet, poplet

Creating digitally fluent learners The SAMR model
SAMR Model is the support system to do that. Curriculum models are there to compliment each other

Redefining using social media
Tools like twitter and youtube can give you the option to view other opinions.


Kids are communicating with the community and outside community 

Taking the risk - be a risk taker
Embedding  the plan is about giving it a go. 
Produce an outcome that is meaningful.

Make the mistakes to learn something new.

STP 6

STP 6 Teaching

Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.

• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.

• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.

• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.

STP 5

STP 5. Design for Learning

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.

• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.

• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.

• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

• Design learning that is informed by national policies and priorities

STP 4

STP 4 Learning Focused Culture

Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.

• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.

• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.

• Create an environment where learners can be confident in their identities, languages, cultures and abilities.

• Develop an environment where the diversity and uniqueness of all learners are accepted and valued.

• Meet relevant regulatory, statutory and professional requirements.

STP 3

STP 3   Professional Relationships

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

Engage in reciprocal, collaborative learning-focused relationships with:

– learners, families and whānau

– teaching colleagues, support staff and other professionals

– agencies, groups and individuals in the community.

• Communicate effectively with others.

• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

• Communicate clear and accurate assessment for learning and achievement information.

STP 2

STP 2. Professional Learning

Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a   range of sources.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice. 
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.

STP 1

STP1. Te Tiriti o Waitangi partnership:
     Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi                     partnership in Aotearoa New Zealand.  

• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.

Our Code, Our Standards: Standards of Teaching Profession 2018

Code of Professional Responsibility and Standards for the Teaching Profession.


Education Council - Our Code, Our Standards

Our Code, Our Standards download

Math Session 4 Bruce Moody

Math session with Bruce Moody

5/9/2017

Room 1

Doubles

Facts to 5

5 and using a model

Relating fingers to model of blocks

Fishing storying - 7 fish give Abdi 5 how many fish have I got?

Then change story but keep numbers - I have $5 in this pocket and $2 in this pocket how much do I have? I spent $2 how much left?

Bruce Moody 3

Bruce Moody PL                               5 September 2017

Bruce gave feedback in response to questions:

Changing ones to 2 digits students need to be to do skip counting.
Stop counting is important. Once students see chunks of number then they are able to transfer. For this to happen they need to see individual numbers in different ways.
To embed number - you need to be repetitive with activities.

Again students with place value need to know for example need to be clear that what comes after 29 is 30. Sometimes they will say 20 -10 yes thats correct but there's another way to say it 30.

Fractions
At level 1 there is NO expectation to do fractions other than exposure stuff. That maybe cutting an apple in half or fill a bottle halfway. Half would be liquid and the other half is space. Students need to see the concept of half in different ways ... the half of 8 is 4 and so on.

There is a conceptual difficulty in fractions moving students from year 2 and year 3.
Understand that it is a part to whole understanding. When y2 children understand e.g 1/5 is bigger than 1/8 then they can't really move to year 3 maths.

Equal sharing:
12 lollies between 3 friends is not fractions it is equal sharing.
Children find it easier to accumulate in their thinking.
1 refers to the packet - 4 belongs to - maybe skip count 3,3,3,3
12 eggs in a packet...how many eggs in half the cartoon? Children begins to think proportionally. 

Re - unitising 
Children need to see what a 1/4, 1/2, 1/3 etc looks like.
Children are iterating from the part to whole.
When children can transfer their thinking into different contexts then they have learnt it or made a connection.

Do's and Don'ts at level 1 to be successful at level 2
Do teach a fraction as one number.
Do give students many examples of seeing fractions in different ways.
Do give real contexts for students to work in. Making a sandwich, cut bread in half, luncheon in half, cheese in half. Cut shapes in half in different ways. 
Do both part to whole and whole to part.
Dont' give students pieces already cut up.
Don't introduce a fraction as a numerator or denominator.
too confusing at level 1.

ConnectEd Open Meeting 24 August 2017

Stuart Kelly
Deputy principal Aorere College
Google Educator, Innovator, English and Digital teacher
Ed Tech Team member
Google Lessons for Classroom

The World is your Classroom ... Literally
How might we engage people?
Food brings people together, happiness ...
The best conversations happen around food.

Think big act small
What comes with a device is pedagogy and agency

New Zealanders we are awesome, we are high ability, but we don't show it to the world enough.

Celebrate your failures

Junior Chat

Teach nz
Paula Jamieson ipads in the classroom.
Oral language in the 
Sonic pic
Stem
Scratch

Cyclone PLD - SAMR

Wednesday 9 August 2017

Monique took a PL meeting on the SAMR model which was an excellent revisit providing the opportunity to take a task or learning outcome and explore what it looks like at the four different levels.
So what?
I like the comments that you can't we working at a redefinition level all the time with a digital device but that when you do it has the power to transform learning.
What next?
Planning one activity per unit to an augmentation or redefinition level as a team and making an essential part of the plan. This on top of the use of Easy Blog. The PL reminded me why I am like a 'dog with a bone' over Easy Blogger because it makes Augmentation and Redefinition so manageable even with 5-year-olds.

LINC - ED Tracking - ConnectED 2017

Tracking Priority Learners Easily

Presenter: Glenys Williams

Glenys Williams is a Senior Education Consultant at LINC-ED. She is passionate about digitally connecting teachers, students and parents to build partnerships for learning. She works with school leadership teams to implement LINC-ED and maximise the use of its features.

Description

Glenys talked about her experiences how schools are using tools built in to LINC-Ed to target and track different groups of learners/ students within a school or classroom and communicate their learning and progress to different audiences. Glenys demonstrated how Linc-Ed can be used to share snapshots

of learning for "priority learners using different apps (google docs, videos of student reflections using chatterpix, thinglink)

Today I learnt how to create "specific groups" by using Auto groups tool. You can share groups and add target flags. So for example I can track my Māori students and follow their progress in reading, writing and maths and so on. 
Progress of students can be communicated to other teachers to comment on 
or to parents. You can track a range of patterns and trends. Follow national standards progress over time. Parents can continue to follow their child's progress even when they move to a new school as long as the new school is 
a LINC-ED school. Digital reporting is the way to go ending a paper reporting. However you can still print off information should it be required.
I now know that in the menu

red locks are for internal information only and green locks are for parents to view. Also in menu you can check out visitors to see who has been visiting your classroom site. 

New information is being added continually to LINC-ED site. Help section is very quick in responding to questions. I recommend the site as user friendly.

ConnectED Allanah King

Presenter Bio

Allanah King is a Learning Facilitator, working for CORE Education to provide Professional Learning Development for teachers. She is based in Nelson working mainly with schools in Marlborough, Nelson and the West Coast. She is an Apple Distinguished Educator, Apple Learning Specialist, Book Creator Ambassador, Google Certified Innovator and Google for Education Trainer.

She reflects on her learning journey via the NZ Virtual Learning Network, Twitter and a variety of blogs and websites. She enjoys learning, sharing and collaborating with others via online spaces and web sites.

Website: http://www.allanahk.com/

In this session we looked at the key attributes and components of an effective e portfolio and at how blogger can be used as a tool for evidencing STP's Standards of Teaching Practice Criteria ready for registration. The STP's now replace the 12 RTC's once used to only 6 STP's. They are supposed to provide holistic descriptions of what quality teaching looks like in Aotearoa New Zealand. In other words to better reflect our contemporary teaching context we have here in New Zealand taking in elements of knowledge, practice, best practice and research.

The idea is that your Professional blogs will be used as a major part of registration.

ConnectED July 2017

21 July 2017

The conference opened with speakers from the following Sponsors: Pb Technology and LINC-ED  


Keynote Speaker: Nathan Mikaere-Wallis

Ka Tikaka o Ka Roro

The Fascinating Brain

Nathan talks about the importance of brain development in the first 3 years of life. It is considered that it is the most important time of a child's life because in this time how the brain develops will influence their entire life span. Nathan goes on to say that the brain is designed as a tool for interacting with other brains and there is research to support that intelligence is not based on genetics but rather how a child is nurtured and initial relationships formed.

Epigenetics: Professor Flynn: The Flyn Effect: 

Intelligence comes from the first 1000 days of life. Nathan says it is possible to gauge the level of intelligence a child will have by the words spoken by the mother. A baby has to attach and attune to someone (usually the mother as the primary caregiver) for language to be established. By the time a baby is 1 they are gathering data developing a complex brain. Babies need to attune to one person for the brain to develop. The initial relationship is the most important. Intelligence is not driven by genetics but by many factors babies are introduce to in their early days of life through social and emotional growth, nurture, language and the environment.


Research strongly suggests that Home Based Care is the way to go with a new born baby for their first year. Babies develop a dyad with their primary and secondary caregiver. With rostered care (daycare) data has shown a significant rise in cortisol activity in the brain patterns of babies causing unsettled behaviour. 

The Frontal Cortex or the 4th brain is your intelligence. Frontal cortex development depends on the quality relationship the baby establishes in the first year of life. First born children are the ones who gain the most intelligence because they receive the most quality time. The more children there are in a family the more likely the youngest child will not have had the same amount of quality time as the eldest child.

Maturity comes to girls earlier than boys. For girls it is between 18 and 20years of age and for boys to reach maturity it is between 26 and 32years of age. Well that explains a lot. 

Perry's Neurosequential Model 
Limbic system is the parenting brain - the mammal brain otherwise known as the 3rd brain. According to Nathan this part of the brain is where your social and emotional skills are developed. He goes on to say that it is far more important for children to be exposed to play based learning developing children's interactive skills socially and emotionally. Children are not ready for formal learning until they 8 years old. I would agree. I have taught children that were not ready for school. I am of the belief that we need to consider changing the starting age for school. Making a change from 5years to 6years would be keeping in line with the rest of the world. What Nathan has been sharing all makes sense. The Government or Ministry really need to consider researched based evidence and take another look at national standards. They would have a better understanding of why children don't fit into boxes and the many factors surrounding low achievement for at risk students. 

Nathan pointed out a scale between factors of risk and resilience. 
The more positive factors build resilience the more likely there will be success for a child and more positive outcomes in life. The more at risk factors a child is exposed to will amount in low achievement and negative outcomes in life. 

Again, in Piaget stages of cognitive development children start to develop from the age of 6. Children begin to Plateau by the age of eight because thats when they are ready to learn. Early cognitive acquisition doesn't mean anything under the age of 7years because the limbic system needs need to be met. 
What matters for children under the age of 7 is emotional development knowing what their disposition of themselves is as a learner. 
Finally, "Meet the needs of the brain as it develops."

What does it mean to Master Mathematics?

Teaching for Mastery in Primary Maths

This article looks at the following:

What does it mean to master mathematics?

• All pupils can achieve in mathematics
• One curriculum - All pupils are entitled to learn key concepts and skills
• Focus on depth - Deepen understanding before accelerating content coverage
• Fluency, reasoning and problem solving

Teaching supports the aims of the National Curriculum

• Problem Solving

• Reasoning

• Fluency

Number at the heart

• Secure the fundamentals

Open Meeting Endeavour School 25 May 2017

ConnectED open meetings operate in a collaborative and flexible manner. The mode of learning are rounds of table discussions. Discussions are selected from a wide variety of teaching and learning topics. 

Opening speaker was Hayse from PB Tech. Hayse spoke about how we could use robotics in the classroom. This is the way of the future. We got experience Google DIY Cardboard and Smartphone Virtual VR Reality Headsets. The headsets provide a way for students to experience virtual tours for example in famous museums located all around the world. I can see many benefits to having one these devices. What a buzz for students.

Whats that old saying... "Around the world in eighty days" more like in an hour. This technology can be controlled by a mother board or tablet by the teacher. 

Drone Technology

How about this ... look up at the ceiling in the photo. This is the latest Drone type technology. Unbreakable! Yes, thats right unbreakable. It can break apart and be put back together like Lego. You would get brilliant aerial shots for those award winning movies we're going to make. Im sure there are lots of interesting things to be explored with this device. 

Table Discussion

Teaching as an Inquiry with 

Anne Louise Robertson

Facilitator CORE.

Follow the link to see full presentation:

https://docs.google.com/presentation/d/1sLX1ZGyk39vOVj1RKdOLP574fDkVdgOigUSeQOT1-PM/edit#slide=id.p

The question " WHERE DOES OUR INQUIRY COME FROM?" was a lead into our conversation around why Teaching as an Inquiry was important. Simply put as teachers we aim to achieve improved outcomes for our students. Reflection on your own practice and what you do to change is important. For example, making changes small or big in own practice can help you to identify how this impacts on progress for students. It may not be down to just hard data but rather it may be down to issues around student participation and engagement.  

We talked about Portfolios as a tool to create a sense of ownership and accomplishment for students. Portfolios also creates a window for parents into their children's learning.

What?

So what?

Now what?

Inquiry is about what we want to achieve for our learners. The process is simple. The NEED and the target group are identified. Setting a goal and what you are trying to improve is established and what strategy or strategies will you use to achieve success. Lastly, what future focus will be implemented to maintain progress.

Art for Arts Sake

What is ART ?

Wikipedia says ... 

Art is a diverse range of human activities in creating visual, auditory or performing artifacts (artworks) expressing the author's imaginative or technical skill, intended to be appreciated for their beauty or emotional power. In their most general form these activities include the production of works of art, the criticism of art, the study of the history of art, and the aesthetic dissemination of art.

Our focus for term 2 & 3 is visual Art. 

Art is a powerful way to express your ideas and feelings. Here are 
some examples of artistic expression in and around the city of Hamilton 
New Zealand.

    

  

        

Not a Math Person

'Not a Math Person'. How to Remove Obstacles to Learning Math:
by Katrina Swartz.

This paper looks at  Standford Math Educator Professor Jo Boaler and her push
towards change of mindsets. Jo Boaler believes ... what students really need is
"productive practice," approaching the problem from different directions, applying
the ideas and explaining the reasoning. This approach looks at deepening children's
understanding of math in real ways.

https://ww2.kqed.org/…/not-a-math-person-how-to-remove-obs…/

Our Bus Ride - Art for Arts Sake

We took a bus ride 

around Hamilton City

with our buddy class Room 8 

to discover Art in the city.

Rock Korowai

Meteor

Tui at the Meteor

Tongue of the Dog

Anzac Soldier

Claudelands Events Centre

Art around our school

Garden Art