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

28/07/16 – VISIT STAC

On Wednesday the 15th of June I visited STAC to learn about how they are incorporating SOLO into their science curriculum from Yr 7 – 11. I met with a number of teachers who shared with me their material and how they are using SOLO as a learning and assessment tool. They also shared the feedback that they have received from a number of students who have commented on the use of SOLO helping them to manage their learning and enabling them to identify their next steps.

This has given me insight into how I could effectively incorporate it into Cobham’s science curriculum.

Next steps:

– Use SOLO entry/exit slips for each topic of work (own knowledge, peer knowledge, and next steps). Will need to scaffold some classes more than others for this process. Perhaps have examples in place.

– Incorporate one SOLO activity into each unit of work, for eg a Describe ++ map, Hooks SOLO Hexagons etc. This is to be used for formative assessment.

Finally I want to slowly modify the booklets, as I have been doing, so that each activity correlates with SOLO. This will make it easier for both students and myself to monitor student learning and next steps.

Personal goals this relates to:
To implement 2016 Technology Inquiry: How does the use of SOLO engage priority and target students in assessing themselves. ,
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.,
2 – Demonstrate commitment to promoting the well-being of all akonga.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
Code of Ethics
1 – Autonomy – to treat people with rights that are to be honoured and defended,
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,
3 – Key Competencies – Thinking,
4 – Key Competencies – Participating and Contributing

3 COMMENTS

Peter Fowler said:

Hi Ronnie. Really pleased that you got some value out of your trip to STAC. They have some good practices going over there, don’t they. I think your next steps are all worthy from a curriculum perspective. Please don’t hesitate to let me know if you need a hand with any of your future SOLO initiatives. Keep up the open to learning mindset. Cheers Pete

– 28/07/2016

Annie Bowker said:

Great Ronnie I am so pleased that my suggestion to visit StAC was worthwhile for you. I think that you are well on the way when you note scaffolding- this means you are aware of the needs of all students.- inclusive tki and universal design for learning are other links worth checking out. I am more than willing to assist with you modifying the booklets as regular review is important. I am aware that for some strands not much has changed for awhile. Lately, I have been reading about the push for Nature of Science and career pathways that involve science. I wonder if there is an opportunity for us to integrate this into the booklets.

– 28/07/2016

Veronica Noetzli said:

Hi Annie, I would love your support in changing up the booklets – I agree, lets look at integrating the NoS into them as well. I have a number of ideas I would love to share with you.

– 29/07/2016

After school on the 27th of July, I helped Brian with Hail and how it works. We uploaded photos and generated and published two articles about water polo for the school website.

 

PD – HOW TO SIGNIFICANTLY IMPROVE OUTCOMES FOR MĀORI, PASIFIKA AND MINORITIES … – 10/05/16

What?

This workshop was around how to significantly improve outcomes for Māori, Pasifika and minoritised (has been made to feel like the minority, does not have anything to do with numbers) students in our school community. It was grounded in evidence and practices that work in New Zealand school communities.

So what?

This workshop challenged me to critically review and evaluate my current practice and thinking. It urged me to consider what changes I could make to better improve the learning environment for Māori, Pasifika and minoritised students in my classroom and school. How do I identify minoritised students? or students who feel minoritised?

I am also challenged to consider if my practice is taking me down the deficit track, or if I am agentic (using power to make change) in my approach? How do I keep myself agentic?

The significance of whanaunatanga (relationships) to student achievement was also reiterated. I am challenged by this when I think about my unique setting as a Science Tech teacher where I have a large number of students over a very short amount of time. How can I best maintain and build an effective and authentic relationship with each of my students? Is there something that I could do at the beginning of every lesson to reconnect with each individual while keeping in mind the limited time that I have?

How to increase engagement with Māori, Pasifika and minoritised ākonga and whānau is also an area in which I gained some deeper insights. We were presented with these four categories – events, making connections, learning talk and systems and processes – as ways to increase engagement. I was challenged to restructure and reframe how we used each of these practices and what we want to achieve out of them. Meaningful change occurs when we engage with whānau and students around learning talk and systems and processes. This shares power and enables use to build connections between school and home life. This challenged me to think about how we can reframe events to use them as opportunities for learning talk and sharing systems and processes. For example, if a school was to hold a gala, situate this in a unit around financial literacy and get all the students running the gala. Parents are informed of how students are being assessed etc, and are encouraged to go to stalls asking questions (either their own or provided by the school) that support and encourage the development of their financial literacy.

Another example of this is Mutukaroa. The Mutukaroa programme is a process that fosters the active engagement of parents and whānau in learning partnerships and provides them with the tools and knowledge necessary to support the development of core skills in their children.

Ultimately this comes down to what is the difference between someone being INVOLVED vs ENGAGED. This really hit home for me and has challenged me to think about how I can be more agentic and focus on authentic engagement rather than involvement. Of course again I am challenged with my context of being a science tech teacher, so how can I do this in my classroom?

Here are some notes and here is the slideshow presentation.

Now what?

These are some next steps to take what I have learnt back into my school and classroom setting.

  • Have some peer observations done that focus around being my practice being deficit or agentic orientated.
  • Do some research around relationship building games that are quick and try some out in my classroom. Perhaps set up a new routine for how we start each science lesson that involves some relationship building or space to reconnect as a class.
  • To get whānau engaged over involved, perhaps I could, at the beginning of each cycle, ask the students if any of their parents are trained in any area of science and if they were willing to come into the science lab to share/show/help etc.
  • In any future events that I am apart of, making sure that I am aware which of my students will be there and if there parent are around perhaps strike up a meaningful conversation around their students learning and see if the are aware of the systems and processes in place. etc. Perhaps I should discuss if/how to do this with leadership or more experienced teachers.
  • Finally to take on board the 5 things a teacher needs to be and the 5 best ways to promote learning (see notes) that were shared with use. My first step in this regard will be to increase the amount of feedback and feed-forward that I give to ākonga that is NOT focussed on behaviour but rather learning orientated. Perhaps I could have an observation around this so that I have clear evidence of what I am doing.
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.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
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
2 – Key Competencies – Relating to Others,
3 – Key Competencies – Thinking,
4 – Key Competencies – Participating and Contributing

1 COMMENT

Tamara Bell said:

Great summary of what was a really engaging hui, it was awesome to see and read how much you got out of the day and what learnings and next steps you have now identified. So much so, I copied lots of your notes to add to my own reflection on the same kaupapa! Ngā mihi nui 🙂 I really like the three step framework of What, So What and Now What to structure your thinking and ensure you are covering the reflection and next steps process, ka mau te wehi!

– 11/05/2016

USING ZAPTION – 11/04/16

I have been doing some research around different digital apps that I can use in the science curriculum and I came across Zaption.

Zaption…….’transforms video-based learning with interactive content and tools that engage learners, deepen understanding, and track progress. Teachers, trainers and instructional designers use Zaption to quickly add images, text, and questions to existing online videos. Share lessons with individuals to watch on their own, or watch together with Zaption Presenter. With Zaption’s Analytics, instructors get immediate feedback on how viewers interact with content and understand key concepts.’

I have trialled it with all my classes so far and the feedback has been very positive. The students have loved using this app and I find that they are very engaged with the learning. It also helps me with tracking each of my students as it gives me instant feedback on how they are going. I would highly recommend this to all teachers to give it a go! I am now looking at making more of my own Zaption videos to meet the needs of my lessons.

At the moment I am only on the free version which limits the amount of data that you get (you can only see how five students are tracking). For $8 a month you can upgrade and have access to all the settings which lets you track all of the students. Something that I will most likely do.

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.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
8 – Demonstrate in practice their knowledge and understanding of how akonga learn,
11 – Analyse and appropriately use assessment information, which has been gathered formally and informally,
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.,
Code of Ethics
1 – Autonomy – to treat people with rights that are to be honoured and defended,
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,
2 – Key Competencies – Relating to Others

3 COMMENTS

Annie Bowker said:

I discovered Zaption at the 2015 library conference and one keynote speaker talked about libraries and maker spaces. I am not the digital expert who could use it. This shows you are using SAMR model in your lab classes. Do you need to get the dollars from the science budget? Great to see you matching this to the criteria. I especially like the idea of Zaption as being another alternative assessment tool.

– 11/04/2016

Veronica Noetzli said:

Thanks for your comment Annie. You could definitely use it, it is easier than you think. I would be happy to show you. I feel it would be appropriate to use the money from the science budget, that would be great.

– 12/04/2016

Tamara Bell said:

Agree – I am a huge fan of Zaption and it is great to hear you are using it in the science lab. Everytime I have seen it used the engagement and interaction from children increases a great deal so exciting stuff Veronica – karawhiua!

– 12/04/2016

DISCUSSION ABOUT MOVING TO A MLE – 11/04/16

I had an interesting discussion with Brian and Pauline about how as a school we are moving to MLE and what this would look like in the technology department. We discussed a number of ideas about how we could trial having a shared learning environment. Perhasps between Science and Hard Materials and also between Science and Sowing. We spoke about the areas in which out curriculum overlap and how combining classes for one or two lessons could be very beneficial for student learning. It would also provide and opportunity for us to learn from each other as teachers and perhaps lead to an enriched and integrated techonology curriculum. We also discussed how this could be a huge strength for having neighbouring technology blocks and is an advantage that we could exploit further.

What now?

We will give it some thought, do some research and perhaps this will form an inquiry which we could complete in the coming term. We would start off very simple by combining one or two lessons.

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.,
5 – Show leadership that contributes to effective teaching and learning,
Cultural Competencies
1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
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,
4 – Truth – to be honest with others and self,
Key Competencies
2 – Key Competencies – Relating to Others,
4 – Key Competencies – Participating and Contributing

2 COMMENTS

Annie Bowker said:

An interesting point raised. Have any of you had an opportunity to visit schools to see how these work. It certainly could lead to further student choice as students have access to other areas for things such as fair testing, making models to show there understanding.

– 11/04/2016

Pauline Smythe said:

This has been a very valuable conversation and I’m already starting to think about the possible ways we could integrate the science and technology curricula, especially in the area of electronics. I have a couple of simple projects in mind that blend electronics and soft materials, using conductive thread to sew a simple circuit. Definitely keen to trial these in cycle 4 when Yr 7 students will arrive will in science already possessing the stitching skills needed from their time in fabric technology.

– 13/04/2016

KAPA HAKA – 22/03/16

What: Having on the shared role for organising Kapa haka, over the past three weeks I have been attending practices.

So what:

It is clear that ākonga have a huge amount of respect for Matua. It is a great example of how mana enhancing relationships and a culture of ako can be established amongst a large group of students. It is also clear that there is a high level of expectation placed on the students and they respond very well to this.

I was very impressed with the passion and skill of the students, especially the leaders. It is obvious that the student leaders take their responsibility very seriously and they do a fantastic job of teaching their fellow peers. This is a clear embodiment of a tuakana-teina relationship, where ākonga are learning from each other.

Overall I have learnt a lot from Matua and the way that he has brought to life the various concepts and competencies outlined in the Tātaiako and Ka Hikatia.

How can I best support and maintain this ‘classroom culture’ and how can enhance this in my own classroom?

Now what:

– Look if I can assign more responsibility/leadership roles in my science classes.

– Give students more time during the lesson to teach each other and to share what they already have know as well as what they have learnt.

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.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
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
1 – Autonomy – to treat people with rights that are to be honoured and defended,
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 – Managing Self,
2 – Relating to Others,
3 – Thinking

2 COMMENTS

Ann Lane said:

This is an ideal opportunity for you to see in action the importance of positive leadership and how this impacts strongly when the right people are in the right places and how this makes a huge difference especially when we are endeavouring to raise maori achievement. This can be said for all students as well as Maori.

– 22/03/2016

Annie Bowker said:

23/3/16 Your reflections indicate clearly that you are familiar with the various concepts and competencies outlined in the Tātaiako and Ka Hikatia. Transferring this from kapa haka to the science lab is another example of how you have made connections- working with students in kapa kaka ( which is something many are passionate about and have made a choice to attend) to a curriculum area. Any avenues for getting to know our students is going to have positives. Matua undoubtedly holds mana with the students and as the science teacher you can too. Share with them the importance of science in a maori world and as you have reflected how can you transfer this idea of ‘high expectation’ and peer relationships to classes in the lab.

– 22/03/2016     (Private)

PLAN TO ACHIEVE 2016 SCHOOL WIDE GOAL – 09/03/16

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.

Steps to achieve this goal:

  • Re-read the Tātaiako
  • Incorporate the competencies into my LTP and unit plans.
  • Get involved with Kapahaka
  • Attend whanau hui and other such hui
  • Attend a PD day at Tuahiwi Marae
  • Complete PD around Māori views on science and how it should be taught

Contribution to student achievement

  • build whanaungatanga with ākonga and whanau
  • engage ākonga with their learning
  • give ākonga more ownership of their learning
  • develop respectful learning relationships in the classroom through the use of ako, allowing the fluent sharing of information and knowledge
  • enhancing the mana of all ākonga and kaiako
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.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
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
1 – Autonomy – to treat people with rights that are to be honoured and defended,
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others

4 COMMENTS

Annie Bowker said:

Thanks Veronica for sharing my vision and goal to further engage our maori students in science learning. I am aware that research indicates that maori are not well represented in science careers. How could we share with students NZ maori scientists who have made a difference and achieved , Shall we investigate using the Pond and science learning hub contexts with a maori perspective?

– 09/03/2016     (Private)

Charlotte Lamb said:

Some really practical and well-thought out steps to achieve your goal.

– 14/03/2016

Tamara Bell said:

Agree with Charlotte – straight forward but achievable steps to achieve the school goal. Ka mau te wehi!

– 15/03/2016

Scott Thelning said:

Thanks Veronica, appreciate you getting onto this and being clear about your steps.

– 16/03/2016