Teacher Only day

Facilitator: Anaru
Karakia -
Mihimihi

Whakapapa

The importance of knowing where you connect to and fit in a place. 

"Without fluency in my whakapapa and identity, my existence has no depth".
A statement from a year 8 graduate at the time of departing Thames South School in 2017.

ahurea maha - multicultural

Maaori Maps - hapu iwi based Marae
Maaori Maps

Simple classroom phrases:
Whakarongo mai
Whakarongo atu

Me inoi tatou - to start Karakia

Classroom Paepae

Whakatau  (children leading it)
kaikarakia  - lead the karakia
kaikōrero - the speaker
kaiwaiata - everyone

Tipua - spiritual guardians special creatures eg Ruru specific to your place.

We need to start moving away from the deficit theory (a term used to describe the system's tendency to focus on a student's weaknesses rather strengths)

Roles can be anyone from a Koro to a famous maaori. 

Nanogirl

19.11.18

Nanogirl

How to introduce simple experiments into the classroom.
Explore pH scale (rainbow section)

Acids or Basics
Use red cabbage juice and add lemon juice = 4 increasingly acidic.
Baking soda + cabbage juice = 11 increasingly Basic.
Work between 3 and 11 on the pH scale.

Boil rice in red cabbage juice and then add sweet and sour sauce and see the colour change.

Polymers
Nappy experiment. Remove the outer layer of nappy and take out the soft lining from inside. Shake in the bag and see all the polymer appear at the bottom of the bag. Take a spoonful of the polymer beads and place in a cup add water and see it absorb and expand in size.

NB: If put down the toilet then add table salt to dissolve it.

28/08/18

Geometry 

Geo - about the Earth or earth measure   metry - measure or measuring physical features

Bruce talked us through a view of geometry. 

Branding: prototypical shapes - often students are told what the name of a shape is and not the properties of the shape - how many sides does the shape have and so on. We don't want students to fall into this branding or prototypical shape trap. We need to show many different experiences of what makes a shape. 

Make a sensible statement of what a shape is. A circle is round. Students can relate to roundness. So students need to explore round before we look at the shape of things or the name of shapes. We don't want students to make the mistake between the name of a shape and its function eg. a cylinder is round but compared to its function it is round and rolls. Again, with roundness is a clock round? Yes, it is, however, can it be rolled. Allow students to look at shapes in the world and see how it forms and functions. (a round corner - an aris is an architectural term for analyzing structures and features)

 

There are rules to shapes for example:
Polygons - close shape
              - sharp corners
              - straight lines
Then count the sides. We need students to start distinguishing shapes by looking at shapes and the rules around shapes. 

Directional language - we are going to grow language location over the year because it cannot be done overnight or in a few short lessons. Language location is fed in over time. Be very careful with words of location because there are lots of version of location and different perspectives - cultural as well.

Remember the inherent ambiguities that go with location.

Don't move shapes with little children until you have moved yourself (body) eg. 6 steps forward turn to the right. Puzzles are far more valuable for rotation and translation in maths. 

Geometry of the world - reality is more important. For example, how to fill the box.

Spiral of Inquiry 2018


















New learning - a change in ways of working for the teacher to change the learning experiences for the learner.

Try a different way of doing things to transform practice and raise literacy achievement levels for Maaori and Pasifika students.

"If we keep doing the same things then we will always get the same results"

Spiral of Inquiry allows you to plan and teach based on data analysis, student agency, feedback and collaboration.

Connection Day - Term 2 2018

Keynote Speaker:  Hoana Pearson             14/ 6 / 18






















Karakia - Whakatau: Anaru

Thoughts to challenge and provoke: 

• who has been to Kura Kaupapa as a collective?
• who has stayed on Turangawaewae as a collective?

This nation needs a shakeup in terms of te Ao Māori.

Leadership for the learning of all?

Equality - Equity - starting at the same place.

Deconstructing boxes of who you are.

Hoana ...'They told me I was dumb' - the power of imposing influence.
In spite of the deficit beliefs and expectations of those positions of power and influence (teachers and Principals). Hoana has challenged negative perceptions of influence.

What are the Systemic stuff and culture of an institution? 

She is creating a critical mass - united in a purpose - consciousness is raised - change is made.

Realising potential will not happen without knowing or understanding what that potential looks and feels like.To know what potential is is to engage with Māori.

We need to Decolonise our thinking.

• media promoting negative statements
• negative perceptions

Unconscious Bias - reading Blank, Houakamau & Kingi (2016)

Article: Māori & Pasifika kids reveal racism RNZ 8.47 am 31 January 2018 in schools

Can't-do the same because we will get the same.

(Kahui Ako - is very deep in a meaning)

Questions:
Why would whānau come to school when they've had generations of negativity? What makes schools any different from the past?

First meetings are innate - for Māori. It is natural for Maori to Hongi or Hariru. Part of the first meeting is to signal a relationship. 
Acknowledge a relationship have the courage to do that.
Grow relational trust!

Recommended BooK:  Reduce change to increase improvement Sharrat. L. cited in Robinson

Session 2

People need to do things, they just don't know what and how to do things.

Māori Achievement Collaboratives MAC schools - data results were positive in raising achievement levels in reading, maths and  with writing up 11%

Writing- need a relevant context. Māori students want to know about Māori things. Writing needs to relate to Māori.

MAC's believe unless Principals change there will be no change. 
You need to know the Treaty of Waitangi.
It's about stepping out of your comfort zone!
It's about relationships!
It's about perceptions!
It's about power!
and
It's about relational trust!

Article:  Four determinants of relational trust: Bryk & Schneider
Maori students know they're seen in a negative context. School policy 
in history has meant the loss of mana, loss of te reo, loss of whenua, 
loss of identity!!!

Tū Rangatira
Hautū

Article:  A culture of Care - Whanaungatanga - Angus MacFarlane

Change is when Te Reo Māori permeates across the whole school.

Mana o rite equal mana

Make a commitment to the relationship aha ko te aha. So when stuff gets hard we are not going to walk away. People need to retain mana and dignity.

Newton School - Auckland see website 
Newton School

What is the purpose of Education for Māōri
Some whakaaro!

Maui is Māori
We are descendants of Maui
Our Māori students are descendants of Maui.

Activity: in groups get teachers to write words that describe the character of Maui.

How would you go attested against the codes right now
I think most of you would struggle 
So what can you do?

Session 3

MACS - All about MAC see website MACS
is based on the work Paolo Friere who asks us as educators to date to think about 

SeeSaw with Lynne

Seesaw is a free app. 

Seesaw is a simple way for teachers and students to record and share what's happening in the classroom. Seesaw gives students a place to document their learning, be creative and learn how to use technology. Each student gets their own journal and will add things to it, like photos, videos, drawings, or notes.

When there are Seesaw posts, families can be notified via app notification, email or SMS.

Parents are only notified about their child's work, and all data is safe and secure.

Bruce Moody - Measurement Pt Level 2

30/5/18

Measurement

Core concepts in measurement need to be embedded and established.

Too many confusions with area and perimeter.

Measurement isn't in isolation from number.

Weight:
Children need to understand what the attribute is.
Children need to feel the weight of attribute to experience, for example, what bigger, smaller and heavier is
We need to give children reasons

When we measure perimeter we express the length. We measure Area we measure in squares
Volume is measured in cubes and capacity in length.
The idea is measurement but the calculation is number. 

Time
Time is difficult for children to measure.
Time is a construct in our heads 
We need to get children be aware of analogue time but understand that digital time is now of this generation. What we need to unlock with children translate between analogue and digital time.
(duration knowing their 5 times tables)

small which is minute
a second is splitting 
hour related to a chunk of time

Volume of shapes 
Static measurement and dynamic measurement

Rubberband find the perimeter (static) and if you stretch the rubber band (dynamic) 
Dynamic
there is a bigger area when curving over and under between fixed 

You can have a fixed area

Area is measured in squares in not in straight lines. Area is measured with squares of paper.
e.g.
so the area would be 6 lots of 4 squares which equal 24 squares / 24sq.m
We are counting square metres

Volumes are measured in cubes.

1.5 bottle
to 1.25 which is the biggest bottle
transitivity????

Purposeful measurement

Bruce Moody: Measurement

29/ 5/ 18

Measurement

Don't give children rulers yet. It can cause more problems to children learning. 

If children don't understand the base attribute length and don't have the language everything should be taught in length so once they have length established then words like depth, height can be added into learning.

The attribute is the length.

Length is in every direction.
Children need to do things ...
Children need to experience length in lots and lots of different ways.

At year 1 is to experience length

• what they are measuring
• what we measure with

By Year 2  children have to quantify attributes 

Bruce suggests for capacity - he uses inside bigness instead of the term capacity e.g. How many things can fit inside a supermarket bag.

Area - is a wrapping 
Area - is measured in squares

Volume - is measured with cubes and blocks

We have a different way of thinking about big and small

At year 2 its about iterating the unit.

the teacher may choose the unit but encourage self chosen unit to measure the length.

The bigger the unit the smaller the number
The smaller the unit the bigger the number

Start at the start and finish at the finish.

Children need to use units of the same size.

When we ask for a measurement they must give what unit it is measured in.

For example, the table hasn't changed but the unit of measure has changed.

"I wonder how long you are using my beads?" 

that will take too long to count ... we can count in 10's (place value)
(beads in groups of 10)

For year 3/4
use ice block sticks then provide them with newsprint and mark off 10.
To measure we have to iterate - repeat the experience.

digital is the world.

Trauma workshop 2

Looking for a gorilla in the room... video

Separation Anxiety  see handout 

Big Idea#3
Concepts

• Forever changed: NOT forever damaged
• it's OK to be not OK
• Don't let fear drive the bus

It takes time and good people to help traumatized students.

Big Idea#4
Compassionate Teacher: Live, Laugh, Love

It's about GRACE!  Giving grace to others 

Reinforcement - positive forecasting, showing children you have belief in them. Honesty counts. Reinforce the BEHAVIOUR you want.

Traumatized kids will relive the past (flashbacks)

Breathing exercises help 4-7-8 Breathing Gozen

Water is amazing- wash your hands, wash your face etc.


Triceratops Dictionary - 'tell me a story...'

Hand model the brain

Sheena Cameron

Sheena Cameron and Louise Dempsey


Sheena and Louise shared practical ideas for establishing editing routines and supporting students to improve their writing. The workshop referenced ideas presented in chapter 6 of the 'The Writing Book'. Louise impressed upon the point to support teachers to include more quality 'learning talk' in classrooms and to embed purposeful oral language opportunities across the curriculum. They presented research based ideas, activities and support material to translate theory into classroom practice. Find a great story to share with students. Generate interesting discussion and motivate our writers. 
Editing - Feedback 
I know what Im learning and why- what do we want our students to know about reviewing writing? Highlight different sentence starters in reading ( if sentence starting is the focus)
2. I can find examples in my writing
3. I can improve my writing
4. I can talk about my successes and my next steps
5. I write carefully - checking as I go
I can self check my writing and fix up some mistakes - only 4 or 3 words. Fix some mistakes but not all of them.
7. I feel like an author and want to share my writing -do I make time and model editing, do I celebrate it. Share something with somebody most days, a couple of sentences, with a buddy, friend, home.  
Responding to writing model - Pg 197 - first respond to the message
Dylan William -feedback (self and peer assessment) youtube
Self assessment - activating - check
Book Expectations still important.

Use a good video. Pause the video and get students to predict what happens next.
- write a news report about an event
- A moment in time (Pg100 'the Writing Book')

Teaching writers editing codes - Pg 196 - google draft writing Roald Dahl to show that everyone edits! Introduce rereading, noticing and fixing up mistakes. 

Mini lessons - explicit teaching of re-crafting or editing skills - see handout
Playing with sentences and practising re-crafting

Re-crafting
Kids need to see us deleting information we don't need.
One word can make a big difference to take an ordinary piece of writing to a great piece of writing.
Kids who are 'movers' need a second page for editing/re-crafting
One skill a week - see handout 
Super Sentences - Once a week as a warm up
Adverbs can be great sentence starters.

Make time for proof-reading and re-crafting -lesson wrap up!
Valid to have a whole lesson as re-crafting a single piece of writing - model-write-share together.

Writing will be memorable if it's visual
Highlight and project students work

see handout for further notes
The Writing Book Resources

Kāhui Ako

Communities of Learning

Gaylene presented an outline and background of COL.

What is COL??

It is a group of schools working together to share effective teaching across and between schools to improve the quality of teaching and the outcomes for learners. Supporting greater collaboration between schools and services to improve outcomes for students.

Ideas for Writingmake rooms print rich
think about audience
writing resources student and teacher
opportunities to write all the time
feedback
develop risk-taking 

Edtech Summit 2018

Tuesday 17/4/18

Keynote Speaker: Lindsay Wesner

Once upon our Time.

Lindsay uses her own story to inspire and empower writers and teachers. 

Rear Admiral Grace Hopper- saying

Lyndsay sees the need for change in education. The world is evolving and education needs to catch up. "Our classrooms are too diverse and our communities too important for such simplistic notions that one size fits all." Mr Wormeli.

In teaching, there is a lot of one size fits all, prescriptive lessons lacking student's voice. Compartmentalised subjects nothing that truly mirrors the real world. 

Students already use a range of tools to engage with others. So why not look at ways to make learning relevant using tools to communicate stories that affect change.

Innovation is the change that unlocks new value - Jamie Notter 

What would education look like for our learners if we gave them a context and platform to share stories that really matter? 

People think that stories are shaped by people but its the other way around. They are shaped by the world around us.
              People connect with stories. We all see with different eyes. We all have stories to tell. Coding and Computational thinking - its relevance - see a problem and create a solution - let's do it ourselves. A seed of a fresh idea. How to change the world. It's not about the language of coding it's about changing the world. Which problem would you like to solve? Don't accept things the way they are. What do we really want? 

How to make time to do the things you want for your learners. The enemy of change is TIME and sometimes Curriculum. With TIME you learn to invest it in the things you want results. Rethink how we see time. 



The Curriculum can be seen as innovation if we use it the right way, rather than one-size fits all.

                                           
How do we help students to recognize their problems and what tools do we need to provide for them to find the solution. Give them the space to solve these problems. Be amazed at what students come up with.

The pain of process is necessary to see change evolve.

Weapons: we need a vision that we want to achieve.
                we need a community of like-minded visionaries - a small group 
                of committed people to affect change.
                We need our stories to generate change.


Screen Casting
Anthony Speranza
Talks about screencasting - A screencast is a digital recording of computer screen output, also known as video screen capture. It enables the teacher to create short movies with audio narration that can be shared students or selected audience.

Screen Casting frees you up as a teacher and also multiplies you as a teacher. Meaning that SC gives you the access to do multiple things.
You can create ways to present information to students and parents. 
It's another tool to engage with others.

In your classroom, students appreciate it more if they see you and hear you in recordings. Do keep recordings short. Learning can be lost in too much information.

tip: Alt shift R for quick recording.

Google Draw
Jacque Allen
Cognition Education 

Google drawing is a canvas
the select tool is your friend

Annotate graphics

Create a Post-it Wall

Crop an image,
Create a mindmap,
Changing images,
Create an image map,

Create a comic 

(They only work as PDF's if exporting)

Create a Wordbank with images

Don't let your Perfectionism slow you down - Patrick Green

Create an infographic

Creating Collaborative Storyboards

Twitter Atu Twitter Mai

Te Mihinga Komene

Session: Twitter 101 

(icebreakers to connect and introduce)

What does Twitter do?

Getting people connected in a social space.

Pro's

You hear all the news before everyone else. 

You don't need to know everyone on Twitter. 

You can connect with the famous, the not so famous, people of interest,

people with similar passions. You can have your say on a leveled platform.

Te Mihinga uses Twitter as a platform to promote and normalize 

te Reo Māori. 

What we did:

1.  Set up a Twitter account.

2.  we searched for different tweeters.

3.  we shared a message.

It's as simple as that. Well, not really but yes I did it.