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

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

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

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

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.

 

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

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

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)