Changes in my Practice

Kia Ora Koutou

At the beginning of my learning journey I was excited to 'catch up' with the many other teachers fortunate to be in schools that have 'growth mindsets'. For the last few years I have been in schools that have not embraced preparing learners for today but have been locked into preparing students for the 1980's or even earlier! Dr Heidi Hayes Jacob's (an expert on curriculum and an educator of 40 years) opens her conversation on TED talk with a question that asks school leaders, 'What year are you preparing today's learners for?'

Had I not been involved with this learning journey I am on, I would not have even considered that this is what in fact many schools in New Zealand are currently doing when planning and delivering learning albeit within modern learning environments. Sometimes the push is not from leaders but parents.

21st Century Furniture

Digitally I am not native but I am certainly willing to immigrate towards being immersed in today's society and learn the language young people speak so fluently.  As an educator, I know what it is like to be a learner and the journey of transferring knowledge, experience and skills to be successful in the 21st century.  I read about how it is not the furniture that makes the classroom 21st century but what happens on the furniture (Ramsey, 2017).

Criteria 9: Respond effectively to the diverse and cultural experiences and the varied strengths, interests, and needs of individuals and groups of ākonga.

This learning journey has helped me develop confidence as a leader when sharing new learning with colleagues, parents and students. Many of my colleagues have embraced the change because I have been able to provide evidence through the readings, you tube clips, and the shifts made within my own teaching practice.

• Criteria 5: Show leadership that contributes to effective teaching and learning. Professional knowledge in practice

Supporting and being supported by colleagues to explore digital tools successfully has unexpectedly empowered the whole school staff to 'have a go' at new technological challenges. This in turn has enabled us (the staff) to develop 21st century skills (David Parsons) without realising it!

• collaboration
• knowledge construction
• self-regulation
• real-world problem-solving and innovation
• the use of ICT for learning
• skilled communication

Criteria 7: Promote a collaborative, inclusive, and supportive learning environment

Interestingly, while learning to construct new learning we (the teachers) were embracing innovative learning which would (unbeknown to us) change our attitudes towards how we innovate our own individual teaching practice. Some colleagues began exploring using various digital devices and apps within their own teaching practice. The responses in the staff room were, 'Wow! I can't believe how engaged my students are', 'Wow! I don't have to motivate the students to reflect on their learning in the morning. They just use the app, and post their reflection', 'Wow! I can't believe how engaged our parents/whanau are in communicating through social media'.

Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.

• Criteria 2: Demonstrate commitment to promoting the well-being of ākonga.
• Criteria 3: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.

The literacy review not only 'opened my colleagues eyes', but also mine when we discovered through evidence based research that Maori achievement could be raised through digital learning because digital learning 'fosters' the social interaction that Maori value (Raukawa, Gabolinscy & Dickson, 2017).

• Criteria 2: Demonstrate commitment to promoting the well-being of ākonga.
• Criteria 3: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.
• Criteria 10: Work effectively within the bicultural context of Aotearoa NZ

Although the course I embarked on is coming to an end, my learning journey has not. I intend to continue on this life-long journey of learning and development of skills to continually prepare me (and my students/learners) for not only the future but also for now.  There is one other skill I would also teach that is not listed though, and that is the skill of discernment. To discern what is real, what is false or fake, what is safe and what is not, but that's the next reflective blog post.

• Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.

References

Phil Ramsey (2017)  In the Moment. (Interlead's founding director)

David Parsons 21st century skills. Retrieved from http://elearning.tki.org.nz/Teaching/Future-focused-learning/Teaching-for-21st-century-learners

Raukawa, C., Gabolinscy, R., Dickson, S. (2017) Literacy Review: What impact does digital learning have on Maori achievement.

Interdisciplinary Collaboration

I've learnt there is Interdisciplinary collaboration,  Interdisciplinary teaching, Interdisciplinary learning AND an Interdisciplinary curriculum.

Andrews (1990) defines interdisciplinary collaboration as occurring "when different professionals, possessing unique knowledge, skills, organizational perspectives, and personal attributes, engage in coordinated problem solving for a common purpose" (cited in Berg-Weger &. Schneider, 1998).

Dr Heidi Hayes Jacobs ( principal and expert for teaching curriculum) explains interdisciplinary learning/ curriculum...

Interdisciplinary collaboration intends professionals to cross boundaries and work together to achieve a common goal. Sometimes these professionals may be part of the same community of practice (note community of practice blog reflection) The following image shows the professionals I may cross boundaries with...

My Professional Interdisciplinary Collaborative Network

I would even go as far as stating that the astronauts #teacheronboard are part of the indisciplinary collaboration because I can collaborate with them through technology (twitter account) to provide information that will enhance my students learning (note social media blog reflection).

Just last week I explored the expertise of primary teaching colleagues to learn how to further utilise the 'Seesaw' App effectively in the classroom. 'PD in your PJ's' is a website that encourages teachers worldwide to gain information that can be used in the classroom through the knowledge (Kete) of other experienced teachers. The website/ youtube links encourage teachers to participate by asking questions or share their own knowledge. 

My aim is to implement their ideas within the classroom as they use Seesaw to enhance their Daily 5 (literacy) programme.

Interestingly the Ross Spiral Curriculum centers on having an interdisciplinary way of thinking.

As suggested at the beginning of my blog interdisciplinary thinking incorporates many facets. This makes sense when teachers are increasingly required to teach a myriad of curriculum areas in the same 6 hour day.  An interdisciplinary mindset thinks in teaching themes or by integrating learning.
I remember a colleague being flabbergasted when trying to teach her students that reading, writing, maths and science are/ can be connected. Her Year 4 students could not understand or make the links that we read writing.  Her theory was that 'teachers are teaching curriculum areas in isolation' and not integrating or 'crossing boundaries' to assist learners to make the links. I recently asked my students if scientists need to know maths when measuring half a cup of water in a test tube. They all emphatically answered 'NO!'  I said, 'Do they need to know maths to measure the water? Answer - 'No'. Me: 'The test tube has measuring lines on it just like a ruler.' The answer was still, 'No'. I thought, 'Oh no! Even my students are struggling with the concept of linking their learning'. 

Interdisciplinary teaching, learning and collaboration, then, needs to explicitly taught to learners. I like what Dr Deana McDonagh, an Associate Professor of the University of Illinois, argues ' when you bring other people into a space in an interdisciplinary way, cross pollination takes place, so previously unconnected connections are made' and Joyce Thomas, Visiting Associate Professor of University of Illinois, states, 'We need a shared language that allows us to communicate between disciplines'.

My goal is to collaborate with Kiwi Expert, Bridget Palmer, to teach our school about becoming ambassadors for our national icon the Kiwi bird. Learners will learn to link curriculum areas to help them understand how to care for our environment through sustainable practices. They will learn how to link science, maths, writing, reading, technology and 21st century skills, with the help of an expert who would network our school community with the expertise of others (note mindmap above). While being ambassadors for kiwis may seem like a narrow focus, learning would actually include sustainable practices across a number of relevant, authentic topics, assist learners in caring for their immediate environment and transfer their learning to global issues.

References

Berg-Weger, M., &. Schneider, F. D. (1998). Interdisciplinary collaboration in social work education. Journal of Social Work Education, 34, 97-107.

Heidi Hayes Jacobs. Retrieved from https://youtu.be/b0Qp3wfzL5k

PD in PJs. Retrieved from https://youtu.be/L9eoX8h87us

Ross School Youtube clip. Retrieved from https://youtu.be/hHZhkB0FJik

The benefits of implementing interdisciplinary collaboration in education. Source: ThomasMcDonaghGroup. ( 2011, May 13). Interdisciplinarity and Innovation Education.[video file]. Retrieved from https://www.youtube.com/watch?v=kDdNzftkIpA

Social networking for learning

Kathy Cassidy (2016), an educator of junior students, stated she uses social media within her classroom practice because it:

• keeps her students connected
• to their family
• to other students/classes in other parts of the country/world
• relevant to their world (at home)
• enables students to collaborate with other students within the same class and students from other classes

Sharples et al (2016) state effective learning can be enhanced through the use of social learning online. They argue the learning benefits come from sharing ideas and/or perspectives.  New forms of teaching, learning and assessment (in other words 'innovative pedagogy') can 'support creativity, collaboration, communication and the sharing of resources'.  This then, makes it possible to involve and draw on experiences of people around the world.

The NZ Teachers Council states there is no reason teachers cannot use social networking as an effective tool within the classroom to enhance their teaching practice for learners. They also state that as long as there is a valid and clear purpose (Why am I using social networking?) for the use of social networking there are benefits to learning for students. They did mention that while there can be challenges, these can be significantly reduced through the use of safeguarding not only teachers but young learners as well. Teachers were encouraged to think about the following ideas if they have a genuine purpose for using social networking as part of their Teachers Toolkit:

• What are the benefits for me (as an educator)/ my students?
• What ways can I use technology to communicate with young people?
• Plan how going to use technology/ social networking
• Discuss ideas with others before embarking on journey of social networking in the classroom
• Ensure the school community/ family knows why you have decided to use these tools and how you are using these tools in a safe way

Recently I started using 'Seesaw' in my classroom. I have been astonished at how just this one app has made such significant changes to the learning environment within my practice. One student (a maori and a boy) has significantly decreased his number of absences from school, his parents have contributed through the app (prior to the app being added to the classroom, communication was very limited), his learning achievement has made significant positive changes AND he is highly motivated and engaged in his learning journey when using 'Seesaw'. Parents/ guardians have made regular comments on their child's learning as well as regular contact with me (the individual child's 'red communication' book is hardly used by parents).

I recently heard about Google Classroom (excuse ignorance) and discussed with a colleague from another school how she uses it. Wow! I'm sold! It sounds really great, especially for the senior students.  It sounds engaging, relevant, do-able (from a teachers perspective); like Seesaw can be worked on at home (by the student and teacher); encourages 'flipped' learning; encourages collaboration; keeps students connected - at home, and with peers.

I started thinking...how would you use 'twitter' to enhance learning. So I explored @NASA.  Astronauts Jo Acaba, Paolo Nespoli are former educators who are part of a programme called A Year of Education on Station. They are also part of a live Facebook podcast that assists students to learn about space that is 'important and tangible'.  #teacheronboard connects you and students to that learning journey. Students are invited to ask questions on #spacetoground that the astronauts answer. There are photos and video clips as well as interviews. 

An interest in planes was the beginning of Station Manager's Career Inspiration.

 How Does a Fidget Spinner work in Space?

More information for learning can be accessed on nasa.gov/stemonstration. Also I learnt there was a Full orbit of the world being conducted on the 23 October (#1world1orit) that could be followed. People were encouraged to take photos from their perspective (wherever they were in the world) while photos from the space station's perspective were also shared.

With this kind of learning available, challenges are worth tackling in order for student's learning to be enhanced through social networking!

References

Establishing Safeguards New Zealand Teachers Council discusses the importance of establishing a clear purpose of social media use in one’s practice. Source: Education Council.(2012). Establishing safeguards.[video file]. Retrieved from https://vimeo.com/49216520

Kathy Cassidy shared how she uses social media in a classroom. Retrieved from https://app.themindlab.com/media/32457/view. Source: Tvoparents. (2013, May 21). Using Social Media in the Classroom.[video file]. Retrieved from https://www.youtube.com/watch?v=riZStaz8Rno

Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf

Twitter images retrieved from https://twitter.com/hashtag/teacheronboard

Ethics and Digital Learning

Code of Ethics (Education Council)

CODE OF ETHICS PROCESS (Education)

'The standard you are willing to walk past is the standard set.'
A Ministry for Primary Industries Officer ,  2017

The quote above amply suggests the attitude, and ethical values people are willing to live by at home or/ and the workplace.  Whenever a blind eye is turned, a compromise is delivered, a wink, nod, or wry smile...these actions set the standard, not the legal standard necessarily, but nevertheless, a standard.

Professional Behaviour
A high standard of professional behaviour is expected in education, and educators are expected to perform that standard. Our moral obligations are set by our personal convictions and decisions are made based on these personal ethics we carry around with us day to day. These ethics may or may not be of a high standard, however, our ethics are to be based on the professional ethics outlined by the ministry of education, and the organisation/school we work in.

Whether educators like it or not, teachers serve as role models (Education Council),  and with this vocation comes the responsibility of behaving appropriately (according to community's standards) on and off the job. Educators,then, are expected to develop a keen awareness and sensitivity to a variety of dilemmas and circumstances that may be encountered daily with students, families and the community.

The Code of Conduct published this year by the Education Council states 'as teachers, we respect our trusted position in society and recognise the influence we have on learners, their understanding of the world and the future wellbeing of our society.'

These are the values that underpin our code...

• WHAKAMANA: empowering all learners to reach their highest potential by providing high-quality teaching and leadership. 

• MANAAKITANGA: creating a welcoming, caring and creative learning environment that treats everyone with respect and dignity. 

• PONO: showing integrity by acting in ways that are fair, honest, ethical and just.

• WHANAUNGATANGA: engaging in positive and collaborative relationships with our learners, their families and whanau, our colleagues and the wider community. 

What is social media? (Education Council)

The Code applies to all certificated teachers and those who have been granted a Limited Authority to Teach, in every role and teaching context. It is a set of aspirations for professional behaviour and not a list of punitive rules. We believe that it reflects the expectations society puts on our profession. The Code will replace the Code of Ethics from 30 June 2017. As it says in section 387 (6) of the Education Act, it’s binding on all teachers. (Education Council, 2017)

What does this mean for me and my practice?

Research!!??

As part of the Inquiry process, research is important. There have been a couple of times where I have been with a student (different students/ different schools and different years) in the classroom where we were researching information about a topic and inappropriate images have flashed onto the screen.

At first we did not even realise what we were looking at until...'OMG...what the heck'. I immediately turned the screen off and didn't use the computer for the rest of the day. At first opportunity (same day!) the incident was reported and it was recorded in my Teacher's planning book with date. The Deputy Principal and I then closed the ad.

It was interesting because the school actually had edsafe software that blocked ads.  I was also surprised that I only needed to record and date the incident into my Teacher Planner.

I do also check websites etc prior to learners doing research activities in the classroom but advertisements are difficult to monitor.  

with permission

I have found using Blendspace and Edpuzzle helpful in this regard. I prepare what is appropriate for research and students can go straight to the prepared lessons. However I have also noticed that other youtube clips become available and unless students are highly monitored there is opportunity for students to go onto other youtube videos.

I guess the important thing is to be vigilant, constantly rove to check students are on appropriate sites, report ANY incidence of inappropriate behaviour or incidents that occur, record and date any incidents and any students present at the time.

References

Our Code, Our Standards (June 2017). Retrieved from  https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Code of Ethics. Retrieved from

https://educationcouncil.org.nz/content/conduct-competence-overview

Conduct and Competence Overview Image retrieved from https://educationcouncil.org.nz/content/conduct-competence-overview

Quote heard at MPI graduation for first stripe officers

Indigenous Knowledge and Cultural Responsiveness

'In order to teach me, you must know me.'
Dr Chris Edmin

artwork in local tribal language, mozambique

Solomon-Rehu (2017) states Indigenous knowledge and cultural responsiveness as 'acknowledging who people are in terms of culture and belonging'. She goes on to say educators can do this in an 'inclusive and caring way'. 

Polynesian students at an Auckland school I worked in

Alby Fitisemanu argues 'If you do not view a student as having the ability to be academically successful, they will not be able to realise their full potential. If you view a student through a deficit lens, they (the student) will never be fully actualised'. 

Bishop (2003), while researching Maori education, argues the experiences of Māori has shown ‘consistent inequality and disadvantage’ since the ‘late 18th century’ (p. 221). He goes on to claim that ‘contemporary Aotearoa’s...main obstacle [to] educational achievement in mainstream institutions, including the classroom...is the purchase of the cultural deficit theories’. However, Bishop also argues ‘deficit notions’ can be ‘replaced by alternative methods that emphasise empowerment, co-construction and the critical importance of cultural recognition’. This model institutes the classroom as a place where individual students’ ‘cultures are incorporated and enhanced’, and where the ‘existing knowledge’ of students, including Māori, are recognised as 'acceptable' and 'official'. Also, when educators interact with students in a way that acknowledges students’ culture, Bishop argues, that new knowledge is co-created. He claims ‘such a classroom will generate very different interaction and participation patterns and educational outcomes' where knowledge is seen as something that the teacher makes sense of and then passes onto students.’

painting Maui and the Sun artwork around school environment
at school I worked at in Auckland

Eketone (2008) states the concept of Kaupapa Māori recognises Māori as ‘being Māori, values Māori culture, ‘whanau participation’, recognises the use of Te Reo and its customs (p. 2).

kapahaka (celebrating cultural dance)

While researching literature about the use of e-learning and its impact on raising academic achievement in Maori learners, 'Wahine Toa' (my collaborative learning group/ Community of Practice group) noted that Wright (2010) suggests students are ‘more motivated’ when their learning has been personalised because students can ‘access support’ when it is required. An example that demonstrates this point is ‘Claire Amos’s blog...she commented that students regularly read each other’s postings as a means of developing their own work, and even when they lost notebooks, their online work was still available’ (p. 37). Here, Wright is making the connection between using ICT for learning and enabling students, as well as their ‘whanau’, to participate in a social environment that will enhance learning. Tiakiwai & Tiakiwai (2010), after examining literature on virtual (digital) learning, agree with this conclusion when they suggest a key finding in literature noted that the benefits of e-Learning ‘removed physical barriers of distance for indigenous participation in education’ and ‘allowed flexible learning opportunities, where indigenous students were able to stay in more familiar social and cultural environments whilst pursuing continued and enhanced learning’ (p. 4).

What then, is my response to these statements or findings?

Training national teacher how to teach writing
(Mozambique language Portuguese/Shangan)

In the first instance, I ask myself, Where do I stand in regards to my views/ attitude towards indigenous learners? At different times over a period of approximately 35 years, I have LIVED and INTERACTED WITH various first nations people groups such as the Wangai (Wongi) Tribe of Western Australia, Shona (a Bantu ethnic group) in Mozambique, Karen (a displaced tribal group on the border of Thailand and Myanma) and the Hmong tribe in the hills of Thailand; taught in the poorest of the poor rural schools in Mozambique, spoke Portuguese and used a translator for communicating to isolated tribal groups in schools with 60-90 students in one class (some children with baby siblings on their back) and in some schools whose teacher had advanced Aids (with her nursing child on her back!); taught in an American Embassy (a private English speaking school) using the American curriculum to teach students from Muslim, Christian, African American, British, Australian, New Zealand, Canadian, South African, and Mozambican backgrounds; trained national Mozambican teachers in small villages using languages other than my mother tongue; and worked alongside children in South Auckland from impoverished backgrounds;

I can say I have had a rich experience of 1) being a minority and 2) experienced life fully immersed in cultures completely different from my own (Maori). This has developed an appreciation for acknowledging differences and, therefore, a 'mindfulness' of diverse cultures within my own classroom practice.

vehicle breaks down
at another community school
(school worked with in Mozambique )

Click below to view song by students (Language Shangan)
community school worked in while in Mozambique

Click below link to view a different song by students (language Shangan)
yet another community school worked in while in Mozambique

Using the Mauri model to evaluate cultural responsiveness, our school is definitely at the Mauri oho stage of our journey. Our students are actively involved in kapahaka (Delamere cup competition) although at a social level not competitive. Most teachers are beginning to include Te Reo within the class context and reflect this learning around the classroom environment. Some teachers have 'awoken' to the importance of focusing planning on appropriate activities and contexts that will transform Maori as learners within a school context. There are at least three teachers who are doing the digital course through Unitec. These teachers have been 'awoken' to the concepts discussed above by theorists as to ways that would benefit not only Maori learners but ALL learners through collaborative learning that is fostered through digital technology.

 

Exciting learning...dare to eat chocolate coated real scorpians

sustainable practices
learning about pest control

References

Bishop, R. (2003) Changing power relations in education: Kaupapa Maori Messages for ‘mainstream education’ in aotearoa New Zealand [1] Vol. 39 No. 2 p 221-238. Retrieved from http://www.jstor.org/stable/3099882?seq=1#page_scan_tab_contents

Eketone, A. (2008). Theoretical underpinnings of Kaupapa Maori directed practice. MAI Review, 2008, 1, Target Article.

Ministry of Education (2008-12) Ka Hikitia: Managing for Success Maori Education Strategy: Key Evidence and how we need to use it to improve system performance for Maori (p 10)

Solomon-Rehu, P. (2017) Digital Collaborative Leadership: Indigenous and Cultural Responsiveness

Tiakiwai S. & Tiakiwai H. (2010) A Literature Review focused on Virtual Learning Environments (VLEs) and e-Learning in the Context of Te Reo Māori and Kaupapa Māori Education: Report to the Ministry of Education Kiore Enterprises Ltd.

What is the impact of digital learning on Maori achievement?: A Literature Review. Assignment 1 March Intake 2017. Teachers from St. Joseph’s Catholic Primary School. Written by Collaborative group ‘Wahine Toa’ Cilla Raukawa (Whakatohea), Rawinia Gabolinscy (Whakatohea), Sonia Dickson (Tuwharetoa ki Kawerau)

You tube clips taken by J. Dickson (husband). Retrieved from: https://www.youtube.com/watch?v=JWA9fVlxS0w and https://www.youtube.com/watch?v=YsTzpOFpYOQ

Trends in Education

Globilisation, climate change and digital technology are only some of the trends happening around the world. Educational trends are impacting educators and what is practiced in the 21st Century classroom.

Digital technology trends in education are causing educators (myself included) to evaluate the effectiveness and relevance of their practice, as well as the educational response to their practice.  Questions such as: How am I appropriately meeting the needs of these 21st Century learners in my classroom and/or school?  Are the contexts appropriate to these 21st Century learners within my classroom?  Are these 21st Century learners within my classroom passively receiving knowledge or actively seeking knowledge and what do they do with that knowledge? Are the contexts of my practice responding to the changes in technology and new educational paradigms?

What does this mean for me as an educator? How might I innovate my pedagogy?

What might this look like in the classroom?

Social Media
According to Sharples et. al. (2016) while learning through the use of communication apps such as twitter, facebook may encourage the sharing of ideas, engaging in conversations, enable learners to gain expert advice, encounter challenges and defend opinions; it is well known that not everything read or watched on social media is 'accurate information'. Also, some responses may be 'hostile' or 'biased'. Educators are required to teach learners how to differentiate the difference between fact, opinion and outright lies.

Also, in order for educators to deliver 21st Century practices within the classroom, a myriad of factors need to be considered, such as:

Productive Failure
Some educators (Sharples et. al. 2016) argue 'struggle' is necessary for learning and use digital technology as a 'platform' for learners to collaborate when processing and solving 'hard' issues. However, educators are required to have a 'deep understanding of the topic and need to make fundamental changes to their teaching practice'.

Teachback
One learner 'teaches' another learner and then the second learner teaches the first learner to show their comprehension of what was taught. While this helps learners to understand a topic or problem, if both learners do not understand the topic or problem clearly then neither benefit from the exercise. I use a similar strategy in my classroom called 'Whole Brain Teaching'. Students are engaged, motivated, use talk, actions and visuals to assist their learning. This strategy enables learners to have breaks after short bursts or chunks of learning. During these 'brain breaks' they teach each other what they have learnt while I rove to check for comprehension.

learners collaborating ideas

Design Thinking
Design thinking requires participants to solve problems or issues used by designers. Both teachers and students need to take risks and try new methods.

Learning from the Crowd
This type of learning requires the learner to access valuable sources of knowledge, Wikipaedia, is an example of this type of learning. Crowdsourcing poses problems as information may be inaccurate because 'lay people' are providing information rather than scientists or scientific methods of data gathered from research. Quality and validity are issues that would need to be considered.

Learning through Video Games
Gamification and game infused learning can be fun, engaging and motivating. However, Sharples et. al. state it is 'difficult to balance learning with fun' (p. 5). Sometimes when I have used games (both digital and non-digital) to assist learning (and have explicitly explained the learning intention with dialogue) young learners can still be confused as to what they are actually learning through gaming.

using technology for learning

Formative Analytics
Analytics makes use of the data produced during learning. It helps educators understand and improve learning. Teachers are required to gather 'more data about profiles and behaviour', then use analytics to predict (or use professional teacher judgement based on data gathered) which students need additional support. During our recent ERO visit I was asked how our school tracks online learning and use. Interestingly, Sharples et. al. suggest formative analytics includes tracking this type of behaviour. Providing analytics for learning rather than of learning has the potential to empower each learner. Many New Zealand teachers use data to identify learners requiring additional support as 'target students'. Also data at our school (and many other schools in NZ) are using data for learning rather than of learning.

Learning for the Future
Learners are needing to learn not only 'for today but also for the future'. Sharples et. al. argue learners need to 'acquire skills and dispositions that will enable them to cope with an uncertain life and a complex working environment'.This means acquiring skills that will help them learn, unlearn and relearn!

Translanguaging
Translanguaging means moving flexibly and fluidly across languages. Some learners are studying and communicating 'outside of their mother tongue' online. Pedagogical strategies for the classroom then, need to 'engage language abilities of bilingual students in teaching and learning'. After having dialogue with our Maori community at our school, it was evident whanau wanted more Te Reo spoken/ taught within the school context. The concept of translanguaging suggests identifying and utilising bilingual students within my classroom to buddy with other students to assist their acquisition of Te Reo, organising collaboration with students from other schools with Te Reo skills/ knowledge; and searching the net for resources that would assist language learning (not only Te Reo).
References

Mike Sharples, Roberto de Roock, Rebecca Ferguson, Mark Gaved, Christothea Herodotou,

Elizabeth Koh, Agnes KukulskaHulme, Chee-Kit Looi, PatrickHulme, Chee-Kit Looi,

Patrick Hulme, Chee-Kit Looi, 2016 Innovating Pedagogy: Exploring new forms of teaching,

learning and assessment to guide educators and policy makers.

Whole Brain Teaching, 2017. Retrieved from http://wholebrainteaching.com

Global Trends: The paradox of progress. Source: National Intelligence Council. (2017). Global trends: The Paradox of Progress. National Intelligence Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf

Socio-economic status

Schoolgrounds

SCHOOL BACKGROUND

Stoll (1998) recognises and acknowledges 3 dimensions contributing towards school culture: relationships, organisational structure (including physical environment and management systems) and the learning nature within a school.

It is important, then, to acknowledge the history, culture and climate of our school before discussing the socio-economic status of our school as this helps paint a background to what our school is today.

Our school is of Catholic character.


Our mission statement is to provide a faith enriched education within a supportive Catholic environment that promotes excellence in all aspects of every child's learning.


Our vision is that B.O.T. and staff will create a safe, stimulating and positive learning environment where children:

• want to learn
• are encouraged to take responsibility for their own learning
• have high Literacy and Numeracy skills
• treat themselves and others with respect and dignity
• participate willingly in all school activities
• are provided with opportunities for leadership, teamwork (collaborative) and the development of life skills

Senior students assisting with public
kiwi night walks

Our values are:

• Christian based
• recognise and acknowledge the uniqueness of each individual
• foster a spirit of honesty, integrity and respect of self and others
• promote the partnership of home, school and parish
• communicate openly with staff, parents and community
• protect and develop the environment
• recognise and affirm school spirit and traditions
• value commitment and team work
• honour our bicultural heritage and the cultural diversity within our school

Our school was founded in 1890 by the Sisters of Our Lady of the Missions. It is set in a small coastal town in the Eastern Bay of Plenty. 

We have a roll of just under 200 pupils from a wide catchment area. Over the past few years our school has become very multi-cultural although the majority of pupils are of Maori/European descent with many families able to trace their association with the

Participating and contributing towards a shared meal

school back to the founding sisters. Our school, therefore, is of a stable learning environment.

While staff turnover is low, the school is well-balanced culturally and gender wise. Teachers work together collaboratively. 

Socio-economic Status

The majority of our students live with both parents in their own home with a smaller number living with one parent or parent and step parent. While some parents receive government assistance, all parents are very supportive of their children as well as the school. This is witnessed during any school event or function. Our town, however, reflects our decile rating of 2.

How does all of this impact me as an educator in our school and our students as learners?

With many families being connected over a long period of time, it is important to acknowledge those relationships via the learning chosen to 'delve into' such as Ko wai au? Who am I? It is also important to acknowledge the rich human resource our school has on our 'door step'. It is important to value the family connections with Turangawaiwai as well as Te Tangata te Whenua.

According to Stoll (1998), stagnation could result from an 'aged' school. The new Innovative Learning Environment has helped to update the school's environment and is a new challenge for teachers.

Students from a variety of backgrounds involved in teamwork as they plant a garden they will later harvest and eat together.

So, having become an enviroschool this year has opened up many opportunities, for staff and students alike, to be involved in a variety of activities that promote the vision we have for our school.

Create a safe, 

Staff involved in tracking local kiwi

                stimulating 
                            and positive
                                           learning environment.

All students given opportunity to lead
regardless of age, gender or background.

Providing a stimulating
classroom environment

acknowledging our heritage, tikanga and language

What about achievement data?

Exploring scientific thinking

Data shows disparity among boys particularly in writing.

Data shows of those boys there is a disparity among Maori.

Significant improvements were made in engagement through Science 

and Digital Technologies, however, an introductory stage for teachers meant that a consolidation of new learning period was needed as well as time for teachers to trial new approaches. 

What impact does this have for educators at our school?

Continued professional development as part of C.O.L focusing on writing, and professional development on raising Maori achievement, particularly among boys.

References

Stoll, L. (1998) School Culture. School Improvement Network's Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-culture