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

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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

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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

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03/11/16 – SUMMARY: SIR PAUL CALLAGHAN SCIENCE ACADEMY

Participating in the Sir Paul Callaghan Science Academy has been incredibly valuable in advancing my knowledge in what it means to teach good science to students and why it is incredibly important. What largely impacted me was teaching science for citizenship. That teaching our ākonga the skills to think like scientist and will enable them to engage critically with the world around them. This is very important in today’s society where we are constantly surrounded to media and advertising that is often conflicting or attempting to seduce us into their way of thinking. The ability to think and act like a scientist is also important in order to adapt to our every changing world and to open doors for innovation and problem solving. I believe this has powerful potential to impact society and the future of Aotearoa in a very positive way. Is the science curriculum doing this?

The academy also broke down the science in the NZC and provided effective and powerful ways of teaching science using the science capabilities –

• gather and interpret data
• use evidence
• critique evidence
• interpret representations and
• engage with science

and the 5E’s

• engage,
• explore,
• explain,
• elaborate
• and evaluate.

This has been the most valuable PD I have every been on.

I have attached my notes from the conference which go further into the many ideas presented.

Criteria this relates to:

Practicing Teacher Criteria 

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.,
5 – Show leadership that contributes to effective teaching and learning,
6 – Conceptualise, plan and implement an appropriate learning programme.,

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.,

Code of Ethics

3 – Responsible care – to do good and minimise harm to others,
4 – Truth – to be honest with others and self,

Key Competencies

1 – Key Competencies – Managing Self,
2 – Key Competencies – Relating to Others,
3 – Key Competencies – Thinking,
4 – Key Competencies – Participating and Contributing

2 COMMENTS

Annie Bowker said:

I am so glad that finally, someone from Cobham has been able to attend. I also note the focus on Science Capabilities that is something that has not been looked at by Cobham staff- only self via TRCC Science Conference and working with Science advisors at the early stages of this component of the NZC. As we know thinking and working like a scientist is a life skill and it is hoped that this conference and our EOSecology thinking will bring our Cobham students into closer relationships, share experiences and be aware of the many opportunities for careers connected to science. Hopefully, with your new curriculum content, tudents will gain greater awareness of the way science has such a place in our world. Thanks for appreciating and valuing this opportunity to attend the Academy and to then apply what you experienced to Cobham. Annie

– 03/11/2016

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Peter Fowler said:

Hi Ronnie. Pleased to hear that your participation in the Sir Paul Callaghan Science Academy has been a worthwhile experience for you. It is great that you have used some of your learning from the Academy to inform out programmes here at Cobham. Keep up the great work. Cheers Pete

– 14/11/2016

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03/11/16 – SIR PETER CALLAGHAN SCIENCE ACADEMY DAY ONE

What?

PD for science – the Sir Paul Callaghan Science Academy

So what?

– Emotional engagement is fundamental to learning, is this prevalent in the current curriculum? Use more narratives/story telling. Socio-science – solve community problems etc.

– Are science tech and classroom science reinforcing each other? Are students making connections?

– Not to criticise the way we are thinking but to realised that we can mould the way we are working. Do not call it a fixed mindset. How do I think about science and what it is? Furthermore what correct and incorrect stereotypes do staff and students have about science?

Now what?

– Reflect on how I was taught science and how it has influenced my understanding of what it is. Ask myself what I think a scientist looks like and should be able to do. Make sure that I mould my understanding to be correct so that I pass this on to students.

– Establish a lesson for students where they explore what science is, how scientists think and what they do to contribute to society. In a way ‘re-educate’ students on their concept of science and make sure we are all on the same page. (To make sure that I build up the right idea on what a scientist does I am to be sure to do some reading around the area, discuss with other science educators and perhaps survey other staff.)

Criteria this relates to:

Practicing Teacher Criteria

2 – Demonstrate commitment to promoting the well-being of all akonga.,
5 – Show leadership that contributes to effective teaching and learning,
6 – Conceptualise, plan and implement an appropriate learning programme.,

Cultural Competencies 

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

Code of Ethics

3 – Responsible care – to do good and minimise harm to others,

Key Competencies

3 – Key Competencies – Thinking

1 COMMENT

Annie Bowker said:

How I love what you are thinking. Scientists are often stereotyped and as we know the teaching of science was based on text book and with little opportunity to test the theory or experience for yourself working like a scientist. I’d love you to meet Julia Aitken for Australia and how she changed science in a rural NSW high school. To build what a scientist actually does is just how we hope our Living Lab will go- we can bring in scientists from all areas. I think we endeavor to bring out the ‘ awe and wonder’ but we still have to transfer this from the lab to the classroom.

– 03/11/2016

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03/11/16 – TERM 3 WEEK 8

Can I turn teaching into a career that I absolutely love and don’t want to leave? What is missing for me?

Why am I reluctant to put in the extra effort – readings etc – to become an expert? Commit to this career?

Is it because it is not valued as a career by society?

Is it because I find myself working largely on my own and therefore I am less motivated? For example who is going to plan the units with me??

Criteria this relates to:

Code of Ethics

4 – Truth – to be honest with others and self,

Key Competencies

1 – Key Competencies – Managing Self