Strengthening Digital Technologies Hangarau Matihiko in the Curriculum

Tuesday 29th of August

Tim Bell and Hinerangi Edwards

What?

Consultation on the draft digital technologies curriculum. Asking for feedback etc

The industry needs diversity so that all clients needs are met.

Digital devices are important for humans, that is the goal. Those who understand humans and what they need will be the most successful.

 

What is needed to teach DT/HM?

  • Growth mindset
  • Learning from the children – ako
  • Positive attitude
  • Connect with students and other teachers
  • Resilience
  • Flexibility
  • Problem solving
  • Reflective practice
  • Time
  • Two key building blocks:
    • Digital technologies pedagogy
    • Computer experience
  • Teachers already bring a lot of the building blocks required

 

Search engines:

Algorithm

  • Eg. sequential search vs binary search
  • Phone book example – finding a number, finding a name.

Examples of algorithms

  • Poi
  • Pixels of a picture. csfieldguide.org  Interactive tools
    • Pixel viewer Task to students to colour in the giant picture and piece it together.

The curriculum

  • Māori and English is very similar. Māori is more horizontal and English is vertical.
  • Māori looks at the impact on their value and culture. This is something to consider for the English one.
  • Programme outcomes split up over year levels.

Components of a computational device:

  • Interation
  • Sequence
  • Selection
  • Input
  • Output
  • Store

IMG_4312

Picture of what a digital device actually is and what it does. Biggest field of research is the pink arrows – sociology, psychology etc.

Programming is trial and error – to design a programme that does what you would like it to do. But it is not always successful

So what?

Big point of the curriculum is to give the students a chance to explore what the subject area REALLY is. Not what they stereotypes say that it is. Women are on average better computer programmers than men. This goes against the stereotype. Many students are not exposed to the real idea of what digital technologies offers and thus base their opinions on the wrong assumptions. 

Does this new curriculum do this?

Now what?

Feedback in a survey – submission tinyurl.com/dt-hm-workshops

  • Progress outcomes should be levels.
  • Cultural impact for the English speaking to be considered as part of the learning areas. 

 

Criteria this relates to:

Practicing Teacher Criteria 

1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
2 – Demonstrate commitment to promoting the well-being of all akonga.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,

Cultral Competencies 

4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

Code of Ethics 

2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,

Key Competencies

1 – Key Competencies – Managing Self,
3 – Key Competencies – Thinking

 

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Cultural Festival

On Tuesday the 15th of August our kapahaka rōpu of about 80 students from all different cultures performed at the 2017 Cultural Festival. It was a big day with our dress rehearsal in the morning and the performance that same evening. The students were rather nervous during the rehearsal but the evening performance was incredible. It was amazing to see all our student’s hard work come to fruition while having a lot of fun!

I have really enjoyed working with the kapahaka students over the course of this year. I have learnt a lot from our kapahaka instructor and so have our ākonga. His passion and mana have really lifted our level of performance. I am happy that as a school we can provide an opportunity for all cultures to come together and learn about Māori tikanga and tradition. This is very important for us and our ākonga as we are part of a bicultural nation. Being involved in kapahaka has also helped build and maintain whanaungatanga with the ākonga, which is important when I only teach students for a short amount of time.

Link to Performance

IMG_4088 (1)


 

Criteria this relates to:
Practicing Teacher Criteria 
2 – Demonstrate commitment to promoting the well-being of all akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
9 – Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests, and needs of individuals and groups of akonga.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,
Cultural Competencies
1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
2 – Whanaungatanga – Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori Community.,
3 – Manaakitanga – Showing integrity, sincerity and respect towards Māori beliefs, languages and culture.,
4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,
Code of Ethics 
2 – Justice – to share power and prevent the abuse of power,
4 – Truth – to be honest with others and self

PD: Moving Beyond ‘Covering’ the Curriculum: Using sTc to Engage All Learners in Science/STEM education

What? 

2017 Graham Nuthall Annual Lecture

Presented by: Dr. Alberto Rodriguez

IMG_4029 (1)

As communities and nations, we will continue to experience unanticipated, and often unprecedented, challenges and opportunities. Finding the solutions and innovations for the future will require working in transdisciplinary ways, and strengthening the scientific and mathematical literacy of all members of society. This presentation highlights findings from several research projects informed by sTc, a transdisciplinary and cross-cultural framework for science/STEM education. The framework enables teachers and students to move away from just “covering” curriculum or memorizing facts and concepts. Instead, teachers and students engage in learning for understanding, using hands-on, minds-on, culturally and socially relevant science/STEM connected to everyday life and real-world issues. The primary goals of sTc teaching and learning are to enhance personal and collective agency in order to effect positive social change. In the presentation, several examples will be shared that illustrate how sTc has successfully been used to enable transdisciplinary and cross-cultural science/STEM education in preservice and in-service teacher education, as well as with elementary and high school students.

Dr. Rodriguez is the Mary Endres Chair in Elementary Education and Professor of Cross-Cultural Science Education in the Department of Curriculum and Instruction at Purdue University.  His research focuses on the use of sociotransformative constructivism (sTc) as a theoretical framework that merges critical cross-cultural education tenets (as a theory of social justice) with social constructivism (as a theory of learning). He is investigating how teachers can make their pedagogy and curriculum more culturally and socially relevant to all students, as well as how teachers can better integrate STEM across all curriculum subjects. Dr. Rodriguez is the PI of the 20/20 Vision for Transdisciplinary Cross-Cultural STEM Project, which brings together teacher education faculty from across all the curriculum areas to co-design cross-cultural and socially relevant integrated STEM modules.

Dr. Rodriguez is the recipient of the Innovations in Research on Diversity in Teacher Education Award from the American Educational Research Association (AERA), Division K (Teaching and Teacher Education, 2017), and the Kappa Delta Pi – Teaching and Teacher Education Research Award from AERA in 2000.


Notes

sTc – sociotransformative constructivism
POE -Predict – Observe – Explain
 Teacher centered – magnetism blah blah blah

image1.jpeg

Image (1).jpeg
Critical thinker in the middle
How to learn:
  • dialogic conversation
  • Metacognition
  • Authentic Activity
  • Reflexivity
Example activities: A scientist like me – digital quilt
A scientist like me – digital quilt
image-2.jpeg
Image (3)
image-41.jpeg
Higher expectations you need to provide more support.
BrainPop.com. Concept maps.
New challenges. Enrolment and attendance increased.
See how what they learn can help them in everyday life.
image-5.jpeg

So what?

School experiences wash out your teacher training experience. Kind of teacher you want to be vs the kind of teacher you are becoming. But into the culture of the school. Has this happened to me? How has the school culture impacted my philosophy of teaching?
This is why research has good ideas but no big impact because it is not able to break into the culture of a school.
Making the invisible visible in our learning spaces.
What does do well mean??
Key = critical thinkers?
Fall in love with the subject. Then they will do well in the subject area. Learning for understanding.
Content vs quality – which is more important. This is a juggling act. I know my personal philosophy is to go with quality deep learning over covering large amounts of content. What impact does high stakes assessment have on this? Is this detrimental to our students learning?

Now what?

I want to reflect on my teaching philosophy that I wrote during my teacher training and ask myself what is my current teaching philosophy and how has it changed? What kind of teacher am I becoming? Can I find any areas that I want to improve on? What are my blind spots?

Are my students falling in love with science? Do they feel inspired to pursue science as a subject area? From the feedback I have collected through surveys, the majority of the students are. Perhaps there is an opportunity here to delve deeper and conduct an inquiry around this.


 

Criteria this relates to:

Practicing Teacher Criteria

PTC 4 – demonstrate commitment to ongoing professional learning and development of personal professional practice

PTC 6 – conceptualise, plan and implement an appropriate learning programme

PTC 12 – use critical inquiry and problem-solving effectively in their professional practice

Cultural Competencies: 

1 – Wānanga: participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.

5 – Ako: Taking responsibility for their own learning and that of Māori learners.,

Key Competencies

1 – Key Competencies – Managing Self,
3 – Key Competencies – Thinking

Code of Ethics 

2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,

09/12/16 – UNIVERSITY OF CANTERBURY MASTERS IN TEACHING AND LEARNING 2015 REVIEW INTERVIEW

I attended a review interview as part of the Masters in Teaching and Learning course that I completed last year. They asked us to reflect on our course and how it has prepared us for our first year of teaching.

https://mail.google.com/mail/ca/u/0/#inbox/158e11d4b675ff83

Criteria this relates to:
Practicing Teacher Criteria 
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
Cultural Competencies 
1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
Code of Ethics
2 – Justice – to share power and prevent the abuse of power,
4 – Truth – to be honest with others and self,
Key Competencies 
1 – Key Competencies – Managing Self,
4 – Key Competencies – Participating and Contributing

09/12/16 – KOREAN GAMES NIGHT

Participated in a Korean Games Night held at school by the Asia New Zealand Foundation. We learnt 4 different games. It was great to have an insight into a different culture.

https://mail.google.com/mail/ca/u/0/#search/korean+games+night/158e039a0c062a31

https://mail.google.com/mail/ca/u/0/#search/korean+games+night/15889d9e124fc8f5

Criteria this relates to:
Practicing Teacher Criteria 
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
9 – Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests, and needs of individuals and groups of akonga.,
Key Competencies
4 – Key Competencies – Participating and Contributing

29/02/2016 – TEACHING AS INQUIRY PROCESS

Today we had a meeting with Tamara and Pete about the Teaching as Inquiry Process. We completed a jigsaw puzzle exercise around the spiral of inquiry. The different pieces covered where:

  • Scanning
  • Focusing
  • Developing
  • New Professional Learning
  • Taking Action
  • Checking

Reporting back is well summarised in the following document.

Key understandings:

  • Keep your inquiry small and focussed on a few priority learner
  • Do not try to solve/address ALL issues or concerns, again focus in on one area
  • Maintain a holistic approach in all areas, be careful to take in all considerations/influences when analysing data or completing testing etc.
  • It is important to take on a collaborative approach to teaching as inquiry

Next steps:

– Begin to narrow down my own teaching as inquiry beginning by identifying my small group of priority learners.

Research:

(2014) H. Timperly, L. Kaser & J. Halbert. A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education Seminar Series Paper No. 234, April 2014

 

Criteria this relates to:

Practicing Teacher Criteria 

1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
2 – Demonstrate commitment to promoting the well-being of all akonga.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,

Cultral Competencies 

4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

Code of Ethics 

2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,

Key Competencies

1 – Key Competencies – Managing Self,
3 – Key Competencies – Thinking

08/12/16 – SLH WEBINAR – MAKING SENSE OF WHAT WE SEE

What: Interactive webinar about making sense of our observations and using them to make inferences.

How science works: https://beta.sciencelearn.org.nz/embeds/50-how-science-works

Mystery box interactive: https://beta.sciencelearn.org.nz/resources/430-observation-and-the-mystery-box

New activity: https://beta.sciencelearn.org.nz/resources/1400-observation-learning-to-see

Observation activity – Image on site is here; https://beta.sciencelearn.org.nz/images/391-red-tide

What is the difference between observation and inference? A way of gathering background knowledge. Interest and how much they know. Give students time and practice about what they are doing. Build on curiosity.

The Hub has a number of teacher resources on alternative conceptions that students might hold: https://beta.sciencelearn.org.nz/?search=true&query=alternative+conceptions

An example of a teacher using a simple activity to shift a student’s understanding of science. http://sciencelearn.org.nz/Teacher-Ideas/Hubs-in-Action/Phenomenally-great-information

Optical illusions – everyone can interpret and see information etc in a slightly different way. Do you see what I see? Test this with a tool – realise that they are straight lines.

Awareness test – look out for cyclists https://www.youtube.com/watch?v=q5YvyDlmz9o

https://nz.pinterest.com/nzsciencelearn/observation-in-science/

So what?

How can I use this in the new curriculum for next year?

What activities are appropriate for level 3/4?

Now what?

Explore the resources at a greater depth and implement it.

Criteria this relates to:
Practicing Teacher Criteria
5 – Show leadership that contributes to effective teaching and learning,
6 – Conceptualise, plan and implement an appropriate learning programme.,
8 – Demonstrate in practice their knowledge and understanding of how akonga learn,
Code of Ethics 
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
4 – Key Competencies – Participating and Contributing

2 COMMENTS

Annie Bowker said:

Thanks Veronica for joining up for this webinar at such a mayhem time of year. I think that some of these activities would be useful for science capabilities and SOLO. Perhaps even as tracking assessment. I just wish we had more time to explore the Hub. Annie

– 09/12/2016

Peter Fowler said:

Hi Vernonica. Sound like an interesting session. Will be interested to hear how it goes next year when you give some of these things a try.

Cheers

Pete

– 12/12/2016