USING GOOGLE DOCS – 05/04/16

In the last tech cycle I got ākonga in my focus group to use google docs to record their learning during the lesson. I used two different approaches. The first one I created the document and saved it to their Tech Science folder. In the second approach I got ākonga to create the document and required headings etc themselves.

Successes for both approaches included increased engagement from ākonga, greater attention to what they were recording and it resulted in a clear record of their learning. An additional success for the getting ākonga to create their own document was that it enabled them to take more ownership of their learning and the freedom to choose the format of how they wanted to record their learning.

Challenges that were shared across both approaches included that not all students were very efficient at locating or creating the document in their tech science folder. Some students were slower to type than others and did not have the same level of digital literacy. Additional challenges for the second approach included that not all ākonga saved their document in the correct folder which meant that when I went to mark it I had to find it. Further, giving them the freedom to choose the format for recording their learning meant that when marking or leaving comments I have to respond to a diverse range of note taking which becomes more time consuming.

One of the biggest challenges is for me as a teacher going through and marking their work. This becomes very time consuming. Opening the documents and leaving comments can take some time. Perhaps it is not necessary for me to mark every piece of work that they do, but them how am I to ensure that they are completing the task to the desired level?

The next step would be fore me to use google docs in combination with other digital learning tools such as google forms or Hapara workspaces to see if this can provide a virtual learning hub that is both effective and efficient for learning and for monitoring/assessing and marking learning.

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 
6 – Conceptualise, plan and implement an appropriate learning programme.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
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,
Code of Ethics
3 – Responsible care – to do good and minimise harm to others

1 COMMENT

Annie Bowker said:

I think you are right reflecting on other digital learning tools options. I am wondering if in fact arbs- assessment resource bank and digistore may be worth exploring. As you know I am familiar with these resources but not in the context of a digital workspace. Happy to share my ideas with you as you are the tech wizard. This is one of the on going challenges we have when it comes to students across a range of levels and digital literacy. Have you checked out any of the UDL sites- universal design for learning. If you were to use SOLO as you are could you have students do some of the self assessment. If you like we could perhaps arrange for you to meet a science teacher at StAC as they use SOLO across all curriculums.

– 05/04/2016

HUI WHAKATAU 2/03/2016

What:

I attended the hui whakatau, a meeting between teachers and ākonga and their whānau who identify as Māori. We began by introducing ourselves, either in Te Reo or in English, then we presented an overview of Māori student success at Cobham. This was followed by a discussion session where ākonga and whānau could share ideas about what would help them succeed at Cobham. The hui concluded with some shared kai.

So what:

I found that the Whānau Māori Hui was a valuable opportunity for whānau and ākonga to share with Cobham staff what they thought would help them to be successful at Cobham. This is vital as they know what is best to help ākonga to succeed as Māori and also gives them ownership over their (or their child’s) learning. It also helped establish, or build on, whanaungatanga and develop a sense of community between all parties. I was challenged by the low numbers that we had and made me question why that might be? It inspired me to think of how we could work towards strengthening the Māori/cultural community in the school in a way that is ākonga and whānau led.

Next steps:

Discuss with colleagues about what they got out of the hui and their understandings.

Apply to take on the Māori unit and begin to collect and implement some of the ideas that were shared at the hui.

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 
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,
11 – Analyse and appropriately use assessment information, which has been gathered formally and informally,
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,
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
2 – Relating to Others,
4 – Participating and Contributing

 

Comments:

Annie Bowker said:

Well done you for taking the step to build your professional kete by putting yourself forward to apply for the unit.It makes sense to have a staff member who is passionate about Māori learning as Māori. You are building relationships with both students and whanau through your kapa haka leadership. I also feel that someone from another cultural background other than Pakeha is able to relate to the idea’ of walking in someone else’s shoes . My past experiences also tell me that a North Islander ( sorry ) seems to have more understanding of the culture and tikanaga than we do . The indicators to date are, 1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement., the hui 2 – Whanaungatanga – Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori Community., kapa haka and the connections. 3 – Manaakitanga – Showing integrity, sincerity and respect towards Māori beliefs, languages and culture., prior experience and a willingness to embrace the 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., your comments in your reflection. 5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

– 22/03/2016     (Private)

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

TECH ANGELS MEETING 25/02/16

This is the post excerpt.

I attended the first Tech Angels meeting and came away very impressed and inspired. It is clear that the use of technology is a tool that has huge potential to revolutionise the learning environment. I had a brief discussion with colleagues after the meeting and I came away with a number of observations and challenges.

Observations (What?):

  • Many akonga have skills and talents that are often not ‘exposed’ or ‘tapped into’ in the traditional learning environment.
  • It is interesting to note the learning environment that can evolve when akonga are given ownership, choice and responsibility.
  • The topic or context around which learning takes place hugely impacts on the learning environment. i.e. relatable, relevant, etc.

Challenges (So what?):

  • How do I conceptualise learning and the learning environment? Is it very ‘traditional’ or do I allow akonga to explore, connect and develop ideas freely? Do I challenge them to think or do I ‘feed’ them the knowledge?
  • How can I incorporate the use of devices in the science lab to revolutionise the learning space and really become a facilitator to learning, rather than a driver or director of learning?
    • further what impact could this have on akonga ability to self manage and develop intrinsic motivation?
  • Can my classroom become paper free? Is this a good idea? Are there negative impacts on learning for this?
  • How do I effectively use devices in the classroom for learning when all akonga have different levels of ability? And how much time can I spend teaching this when, as a science tech teacher, I have limited amount of teaching time with akonga?

Next steps (Now what?):

  • Begin an inquiry around digitalising the science curriculum and the impact on learning.
  • Research other science teachers who have effectively digitalised their curriculum.
  • Continue to attend Tech Angels meeting (and others) to further develop my own skills and knowledge.
  • Read some of the research around MLE that constantly use devices and identify the pros and cons.
  • Check the availability of suitable devices for use in the science lab. Do I have enough?
  • Begin to plan how I could digitalised the science curriculum.

Criteria this relates to:

PTC’s 
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.,
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.,

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 
2 – Relating to others
3 – Thinking

Tamara Bell said:

Great first reflection Veronica – it is really exciting to see you inspired by the mad skills our tamariki have and begin thinking about the implications this has on your own teaching practice. I look forward to seeing your inquiry develop further and what gains our kids will have from your new learning. Kia kaha!

– 29/02/2016   

Scott Thelning said:

I’m so excited as the Principal to read your reflections and thoughts. Your questions are meaningful, well considered and could lead you to some great outcomes! We talked about these students and it is frightening how much we are potentially numbing them to bits in our classes. Great job.

– 16/03/2016