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
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03/11/16 – TERM 4 WEEK 3

Highlights/challenges

– This week was the beginning of the final cycle in technology. It is both exciting and challenging meeting the new students. In order to build a good rapport with students quickly say my mihi and share a bit about myself, making connections and finding common ground. As the year has gone on I have become much more confident in doing this with the students and I enjoy being able to find commonality between us. When good relationships are established quickly I have noticed that engagement is much higher and classroom management is easier. I also find that the students are much more comfortable in the classroom and are willing to take risks. For some classes, this takes a bit longer than others. This could be an area to explore for the year 7’s in 2017. I look forward to seeing how already having a relationship with the 2017 Yr 8’s will impact the learning environment.

– I trialed some new lessons for the year 8’s around acids and bases and letting them explore in the lab. This freedom to explore really increases engagement and gets them thinking like scientists rather than following a list of instructions. It also helps break down the stereotype that there is always a ‘wrong’ and ‘right’ answer in science. Rather the thinking should be that whatever you observe happens as a result of your actions and scientists need to make connections between what they did and what they observed.

– I completed my self-appraisal. This has been great for giving me an opportunity to reflect on my classroom and find areas which I want to work on.

Next Steps

– Trial other lessons with the year 8’s – Air Rockets, Bunsen Burners/Combustion.

– Looking into Science Roadshow lessons and use the 5E’s and Science Capabilities.

– Put some thought into what works best as the first lesson for yr7’s and 8’s in order to ‘set the stage’ for science technology and to build effective relationships with ākonga.

Personal goals this relates to:
School Wide Goal 2016 – Cobham teachers and leaders will use the Tātaiako competencies of wānanga, whanaungatanga, manaakitanga, tangata whenuatanga and ako to ensure their teaching/leadership behaviours and practice are about knowing, respecting and working successfully with Māori learners, whānau and iwi.
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.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
Cultrual Competencies
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.,
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
2 – Key Competencies – Relating to Others

2 COMMENTS

Ann Lane said:

You are making great gains in all areas. I admire the way you are self assessing and reflecting on your daily practice.

Technology is also closely related in that trialling is part of the process. Making mistakes is part of the learning and often there is not a right or wrong answer.

Looking at the variables is important and working out why things have turned out the way they have is part of the process.

– 03/11/2016

Annie Bowker said:

I have no doubt that you are reflecting and evaluating as to what works best for learners and I congratulate you as a PRT to be focussed not just on your lessons but the way you seek to build relationships . You are constantly reviewing the programme and your implementation of the science lab lessons. I note that you have planned to allow year 8 students to have more ownership of their learning and that you have observed the increase in engagement. This observation is worth thinking about for 2017. Can year 7 get a lab licence and once this is achieved have more ownership and self direction around what they are investigating.

– 03/11/2016

06/09/16 – TERM 3 WEEK 6

Highlights

– Cultural festival performance. It was an incredible feeling seeing the Kapa Haka group perform at the Cultural Festival – both Raegan and I were very very proud of all of the students. It was so rewarding to see all their hard work and ours come to fruition in such an energetic and enjoyable performance. We have received so much great feedback from parents from their achievements which are great to hear.

– Getting feedback from my students. As this week marked the end of tech cycle 4 and the beginning of tech cycle 5 I sent out a google form to get some feedback from the students. I also got some of the groups to give written feedback in class. It was great to hear what the students had to say – both feedback and feedforward. I really like to hear their opinion and always aim to make the changes that they suggest (within reason of course!). Here is a link to the surveys. Yr 8. Yr 7. The downside is that just under half of the students from each year level have responded.

– Feedback about the use of A3 SOLO sheets. I was able to ask the students in my survey if they preferred using the SOLO sheets or the booklets. Of those who completed the survey almost all of them preferred the booklets – 10/14 in fact. Though this may not be an accurate representation. Perhaps I should only focus on getting more thorough feedback from a focus group. This would be something to look at doing for the cycle 5 tech group. It would also be worth adding into the survey a section asking them to justify their answer.

– Having John Key visit the classroom. It was exciting for both the students and myself to have John Key come through the science classroom and see what we were doing.

– One big highlight that I am becoming more and more aware of as the year goes on is that teaching every student in the school really helps with whanaungatanga or building relationships and feeling part of the school community. I feel very privileged that I can walk through the school and know most of the students by name, have a real conversation with them that builds on the relationship we already have and be greeted by many of the students. It also helps when I take on extracurricular activities such as sport or Kapa Haka as I already have a positive relationship with many of the students which is key to behaviour management and setting up a positive and successful learning environment. It is also a great feeling walking into any classroom at the school and seeing familiar faces! This is important because as a tech teacher you can feel a bit separated from the rest of the classrooms/homerooms.

Challenges

Feedback forms. The issue I found with this is that just under half of the students from each year level have completed the form. This means that I may not have a true representation of what the students think about my teaching and science tech. Perhaps next time I need to send out the form a week before the final week to make sure that it is completed before they leave for the next rotation. I have sent an email to the classroom teachers of this rotation to ask them to remind them about the form but they already are very busy and I completely understand if it is not their priority.

Both a challenge and a highlight

Starting a new tech cycle. Firstly this is a challenge for two reasons. One – I am often a bit sad to see some of the groups go as you begin to really get to know them and how the class operates – their strengths and weaknesses and what works for them and what doesn’t. By this time you have also built some great relationships with the class and this really helps the flow of the lessons. Two – it is challenging to get to know all the new students and their names and quickly form a connection with them. The highlights that come from this, however, is that as this is the 5th time I have done this year it is becoming easier and easier. I am finding that my confidence has grown a lot and I am able to establish positive working relationships with the classrooms quite quickly. I am also getting very good at learning names fast! 🙂

Next week

Hail articles for Marae Trip and Kapa Haka

– Review SOLO entry slips completed by all the new classes

– Analyse results from google survey

– Begin reports for cycle 4 classes

Personal goals this relates to:
To implement 2016 Technology Inquiry: How does the use of SOLO engage priority and target students in assessing themselves. ,
School Wide Goal 2016 – Cobham teachers and leaders will use the Tātaiako competencies of wānanga, whanaungatanga, manaakitanga, tangata whenuatanga and ako to ensure their teaching/leadership behaviours and practice are about knowing, respecting and working successfully with Māori learners, whānau and iwi.,
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes?
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.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,
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.,
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

2 COMMENTS

Annie Bowker said:

Thanks Ronnie for continuing to demonstrate above and beyond commitment to our students and your own on going professional learning and practice. By being honest in your reflection about the challenges you have had recently and particularly the survey and the findings. When use of SOLO is the Technology Inquiry I guess this makes this even more challenging. Do you think it maybe because in science the SOLO rubric is taking them to the limit of thinking based on their at times introduction to the science idea and understanding? I find that sometimes when we are ‘ pushing’ students out of their comfort zone they choose to want to revert back to what they feel safe using and doing.

Looks like you have another busy week ahead and good luck for Tuesday night with your kapa haka group. Annie

– 06/09/2016

Peter Fowler said:

Hi Ronnie. Another thoughtful post. Lots of highlights for you in science but also in the extra curricula activities you are associated with. You have reason to be very proud of the kapa haka performance. I’m biased of course, but I thought the Cobham items were the highlight of the show. I would be interested in catching up with you sometime soon to talk about the A3 SOLO sheets and how they are going. Keep up the great work. Cheers Pete

– 09/09/2016

28/08/16 – TERM 3 WEEK 5

Highlights:

– PCT Workshop 2 (see notes from the day here). Though it was a bit repetitive this was a good refresher. I found it helpful to be able to share ideas and experiences with other beginning teachers from other schools. I learnt about some helpful resources and have been inspired to complete my inquiry.

– Using the SOLO visual organisers for the Yr 7 experiments. This has been very successful and I have received some great verbal feedback from students that they prefer using these over the booklets. However, printing these for every experiment will get costly and time-consuming – plus I will be left with heaps of A3 sheets to keep? mark? etc. Perhaps there is a possibility here to make a digital one? Or maybe it isn’t required for each experiment?

– Marae Trip on Wednesday. Although it has been quite a challenge for me to plan this trip and I felt a lot of responsibility was put on my shoulders to pull this off I am really proud of myself for doing so. It was amazing to see our ākonga learning about the māori culture – at the marae. It really hit home to me how valuable contextual learning is and how much more engaging it is for our students. Having the tour around the Kaiapoi Pa was definitely a highlight. Talking to some of the students afterward they really enjoyed their time. Many of them had never been to a marae before so this was a very special and unique experience for them. I have asked some students to email me with a few sentences about their experiences so that we can generate a Hail article from it.

– All my lessons this week have been fantastic as I have really developed some great relationships with my classes (we are now in the final week of this tech cycle).

– Tech Angels has been going really well! We are getting some of the students to be contributors to Hail so that they can write articles for their classroom.

Challenges:

– Some of the behaviour on the marae was less than desirable – especially towards the end of the day. Two of the students were particularly challenging and were not always respectful towards their peers and staff members. Myself and another teacher who joined me on the trip tried to manage this as best as we could. I did have high expectations and sometimes I wonder if this is unreasonable?

– Balancing teaching with extra-curricular. I am spending a lot of my release time doing things for Kapa Haka, the marae trip, and ICT so I do feel that my time spent on planning for my teaching and getting things done for my registration (readings, reflections, inquiry etc.) has been a little neglected. In saying that I felt I had some fantastic lessons this week.

Next Week:

– Kapa Haka : Cultural festival rehearsal on Tuesday and the final performance Thursday night

– John Key visiting my classroom Wednesday afternoon

– Observation on Monday – 11:50am

– New tech cycle starting on Thursday – get feedback from students about my teaching

– Write Hail article for Marae Trip

– Get written feedback from the students about using the SOLO sheets

Personal goals this relates to:
School Wide Goal 2016 – Cobham teachers and leaders will use the Tātaiako competencies of wānanga, whanaungatanga, manaakitanga, tangata whenuatanga and ako to ensure their teaching/leadership behaviours and practice are about knowing, respecting and working successfully with Māori learners, whānau and iwi.,
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes?
Criteria this relates to:
Practicing Teacher Criteria 
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,
12 – Use critical inquiry and problem-solving effectively in their professional practice,
Cultural Competencies
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.,
Code of Ethics
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
4 – Key Competencies – Participating and Contributing

3 COMMENTS

Tamara Bell said:

Kia ora Veronica, I was not surprised to read your reflection today as I couldn’t agree more with you with the additional workload and responsibility you have had added to you this term. I myself have been concerned you have more than you should in regards to major responsibilities and I say that with the upmost respect, because I would never have let you take them on if I didn’t think you could and wanted to do it. That being said, you are a 1st year teacher (an amazing one at that) and developing and growing your teaching practice should always be your first priority this year.

So congratulations on pulling together a fantastic marae trip, on your hard work preparing our Kapahaka for their major performance this term and for all your leadership in Tech Angels and Hail. Now it is time for you to prioritise and accept help…think about the things you need to do vs they things you want to do. We can also discuss the load you have taken on – it is above and beyond what I expect any first year to be responsible for and you have exceeded my expectations but sharing the workload & re-distributing tasks is another way to grow the skills and knowledge of others. One of the hardest things lessons to learn for teachers is about managing their workload carefully and how to pull back when things pile up! I am more than happy to support you here so lets chat and make a plan for next best steps.

– 28/08/2016

Peter Fowler said:

Hi Ronnie. Yes I agree with all that Tamara has written. You can be very proud of your contribution to activities outside of the classroom. It requires commitment, thoughtful organisation and time allocation. Well done for stepping up and taking on the responsibility. That being, said as Tamara has mentioned, it is important that you don’t feel too overloaded and that there are things we can do to help when you feel you have too much on. Thanks for you ongoing enthusiasm and willingness to contribute. Cheers Pete

– 29/08/2016

Annie Bowker said:

Hi Ronnie I am in awe of what you are achieving as a year one. Wearing my science hat I have no doubt that you can feel proud of the lessons that you are planning and implementing in the lab and that you are acknowledging the benefits of using SOLO. I agree if there was a way to make these digital then you are on the way to having lab outcomes as part of an e-portfolio. Is the use of SOLO making assessment tracking any easier for you? I think that maybe you don’t need SOLO evidence for every lesson. If there is a big idea, science concept then could you choose one at the end of the sequence of lessons to use SOLO? Perhaps there is an opportunity for a class SOLO outcome rather than individual.

Please ask if you need help to juggle all you are doing. You shared with me how you were now planning to do appraisal connector updates on a regular basis- this is just another example of evidence of how professionally you manage all that you have involved yourself in. Cobham is indeed fortunate to have you on the team.

– 29/08/2016

28/07/16 – PĀNUI AKO

At the end of Term 2, I established Pānui Ako – the magazine at Cobham Intermediate for all things Māori-related. I published a number of articles including those about our Māori leaders. The Māori leaders have also been taken on board to help with the writing of articles for the magazine.

Criteria this relates to:
Cultural Competencies 
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
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
1 – Autonomy – to treat people with rights that are to be honoured and defended,
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
4 – Key Competencies – Participating and Contributing

31/05/16 – HUI WITH MĀORI LEADERS AND PARENTS

What?

We had our first meeting on Tuesday 17th May with the student leaders, parents, and staff. We discussed what we wanted to achieve during the rest of the year. These included:

  • Marae visit
  • Hāngi

It was great to have an opportunity to meet and discuss as a group how we can develop māori learning as māori at school. It was good to see the young leaders begin to step into their position and to share their ideas. I do want to ensure that they have a good amount of responsibility and ownership during this process and that their ideas and thoughts are legitimised.

So what?

What do the leaders need/want? The idea is that some PD be provided for the students around Māori Tikanga, leadership etc. Maybe this is a way in which we can build the mana of these students?

Is there a possibility for the students to work with the Hauora Leaders? This was an idea brought up by one of the leaders.

Now what?

  • Have a brief meeting with leaders about when we can do a PD session? Ask them what they would like/if they have any ideas about this?
  • Set a date for the first PD session
  • Ensure that they leaders are connecting in with the student cultural group – email staff involved to see when the meetings are.
  • Discuss with the staff about the Hauora Group and if it would be appropriate for the Māori leaders to be a part of that.
Personal goals this relates to:
School Wide Goal 2016 – Cobham teachers and leaders will use the Tātaiako competencies of wānanga, whanaungatanga, manaakitanga, tangata whenuatanga and ako to ensure their teaching/leadership behaviours and practice are about knowing, respecting and working successfully with Māori learners, whānau, and iwi.
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.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
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.,
Key Competencies 
2 – Key Competencies – Relating to Others,
4 – Key Competencies – Participating and Contributing

2 COMMENTS

Annie Bowker said:

I can see that you are certainly wanting to assist the Māori leaders to make connections with other students and to feel valued. I wonder if we have any way that we could connect our current leaders to past Māori students from Cobham who are being successful in their chosen field of study, careers etc. The idea of networking as we as professionals do may provide our current leaders with part of what they have discussed.

– 31/05/2016

Peter Fowler said:

Hi Veronica. It sounds like a very good beginning for this group. The next steps make sense to me. Tino pai! Cheers Pete

– 01/06/2016

APPLE LEADERSHIP AND LEARNING – 31/05/16

What?

Apple in Education

  • a number of examples how iPads and apps are being effectively used in the classroom to redefine learning
  • introduction to some very useful apps
  • iPads are a highly creative and flexible tool that, if used effectively, remove a lot of barriers to learning faced by a lot of students and enables freedom and collaboration
  • the benefits of having 1:1 in the classroom
  • iTunes U courses
  • Classroom app

Dr. Ruben Puentedura – SAMR: A leadership perspective

  • S: Substitution, A: Augmentation, M: Modification, R: Redefinition
  • SAMR seen as a strategy that connects the changes in teaching practice and the changes in technology.
  • Often used in a ladder format as it is safe, but does not need to be. Mix it up!
  • Different types of knowledge are required to successfully deliver each level.

  • Substitution: requires mostly TK – Technology Knowledge
  • Augmentation: requires TK, CK and PK.
  • Modification: requires knowledge of PCK, TPK and TCK – where the 2 areas of knowledge intersect.
  • Redefinition: requires TPCK – where technology, pedagogy and content knowledge intersect on a deep level.
  • TPCK is built by having a strong community of practice, having habitual conversations that focus on whats going on in the classroom, sharing ideas and collaborating. SAMR can provide the common language required for this to take place.
  • Work at S and A provides the groundwork for M and R to take place. Should not be undervalued.
  • 5 areas for which technology is used – social, mobility, visualisation, storytelling and gaming. Using 2-4 of these in you SAMR process has proven to be most effective.

Round table discussions:

  • Took us through a iTunes you course and activity using the Classroom app.
  • Teachers can manage the use of iPads through the classroom app. as well as complete assessment and marking. However this requires that the the devices are owned by the school and requires and Apple ID login.
  • iPad vs Chromebook debate/discussion. iPad much more creative a flexible.

Bruce Jepsen – Principal at Te Akau Ki Papamoa, pioneer 1:1 iPad e-learning school

  • The importance of having vision for your school. What do you want your school to look, sound and feel like? This need to drive your decision making
  • Do not look at reasons why you cannot achieve 1:1/your vision, be solutions orientated in your discussions
  • Rethink the way the budget is done – one teaching and learning budget, do not compartmentalise. We do not let money interfere with out vision.
  • Our limit as teachers is often the way that we ourselves have been educated. Difficult to break free from this.
  • Trailing iPads going home.

So what?

  • Currently in Science I am doing mostly S and A but am yet to do M and R. What areas of knowledge do I need to develop to best implement the SAMR model?
  • How can I redesign the curriculum to support this? Would it be best to work backwards – why are the students coming to Science Technology and what key learning should they be leaving with?
  • Would it be possible to trial 1:1 with iPads in my classroom and create a iTunes U course for the students to work through?
  • What limits does my own education bring to teaching and learning with technology?

Now what?

  • I want to design an iTunes U course for one of my units using the SAMR model. This is a good step towards creating a VLE.
    • research iTunes U courses already available and get some ideas for what is effective and ineffective.
    • Begin to build my own ready to implement in term 3.
    • Need to see if there is a way that I can get enough iPads to trial this with one of my classes. Ideally have 1:1
  • Do some more reading around SAMR and how it is being used.
  • Explore some apps for science that can support my iTunes U course.
  • Perhaps also explore with Workspaces on Hapara do see if that is suitable for a VLE. Are there any schools out there successfully using it already? Research.
Personal goals this relates to:
Inquiry: How can digital technologies be used in science technology to increase student engagement and learning?
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.,
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.,
3 – Responsible care – to do good and minimise harm to others,
Key Competencies 
3 – Key Competencies – Thinking

2 COMMENTS

Annie Bowker said:

I am in awe of the professional way you go about exploring e learning in the science lab. I know that St Margaret’s is using the SAMR model so I am wondering what they do at year 7- 8 level in science . Students do go to science in the lab so if you want I could try and get you in contact with one of the staff members. With a view to ipads 1:1 could they be using class ipads during tech or would you need the same devices in the lab for each class? I am thinking that this could be part of the future planning- STEM in the lab. Please ask if you need me to help in anyway as you work towards your personal goal.

– 31/05/2016

Peter Fowler said:

Hi Ronnie. thank you for sharing another interesting reflection. Nice that you have recognised where you are with SAMR and your next steps. Keep us posted on how you get on with your iTunes U course. Cheers Pete

– 16/06/2016