tag:blogger.com,1999:blog-61473301313582826982024-03-14T04:38:35.260+13:00Facilitating Learning in the 21st Century MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.comBlogger124125tag:blogger.com,1999:blog-6147330131358282698.post-26725438419671716202020-08-16T10:07:00.002+12:002020-08-16T10:07:39.114+12:00How time flies - Sabbatical Report 2019 <p style="text-align: left;"><span style="font-family: arial; font-weight: normal;">Is here: </span></p><p style="text-align: left;"><span style="font-family: arial; font-weight: normal;"><span style="font-size: 14pt; text-align: center; white-space: pre-wrap;"><a href="https://docs.google.com/document/d/1-XVAmbxUq0XVz8LHqcNySa8N4-J5A3rTHW0XVaLfMLE/edit?usp=sharing" target="_blank">INVESTIGATING INNOVATIVE CURRICULUM DESIGN FOR THE SENIOR SCHOOL </a></span></span></p><p style="text-align: left;"><span style="font-family: arial;">Thank goodness it wasn't planned for 2020!</span></p>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-79159325947939079872018-08-20T17:06:00.000+12:002018-08-20T17:07:59.476+12:00CADAP18 (no hashtag!!) ....<span style="font-family: "arial" , "helvetica" , sans-serif;">...or 5 go mad in Hanmer (unfortunately only 4 as Mr Wright was absent due to illness....)</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<h3>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">
Connected, Collaborative, Coherence</span></h3>
<div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">The conference theme was targeted at what leadership might need to work towards and how leadership might work in the current educational landscape. </span></div>
<h3>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><br />The tyranny of the urgent - lead or just do! Dr Cheryl Doig </span></h3>
<div>
<a href="https://1.bp.blogspot.com/-vEVbk9jgU3w/W3pF35JokhI/AAAAAAAAMvI/R2GVshTqlF82I1vK46Zs8d5DnUaM78AHgCLcBGAs/s1600/Challenge.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="458" data-original-width="656" height="223" src="https://1.bp.blogspot.com/-vEVbk9jgU3w/W3pF35JokhI/AAAAAAAAMvI/R2GVshTqlF82I1vK46Zs8d5DnUaM78AHgCLcBGAs/s320/Challenge.JPG" width="320" /></a><span style="font-family: "arial" , "helvetica" , sans-serif;">Keynote speaker for the day, challenged us with her very first slide, reminding us of the safety of challenging the status quo. How often do we hear if its' working why </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">change ? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<a href="https://2.bp.blogspot.com/-9GdyFml4rwU/W3pG6xzzO6I/AAAAAAAAMvU/2eZ52UBEojIeZ-BU1TkKZ6hSVv-TbBm2QCLcBGAs/s1600/Isolator.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="422" data-original-width="542" height="249" src="https://2.bp.blogspot.com/-9GdyFml4rwU/W3pG6xzzO6I/AAAAAAAAMvU/2eZ52UBEojIeZ-BU1TkKZ6hSVv-TbBm2QCLcBGAs/s320/Isolator.JPG" width="320" /></a><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">The 'cartoon' image of the <i>Isolator </i>reminds us that if we continue to look inwards, how will we ever learn? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-ot7m2YKvgww/W3pG-OW7oNI/AAAAAAAAMvY/CWZFtUa4MAMp8DXl2Yync_h20iuMTq2KwCLcBGAs/s1600/Worlds.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="630" data-original-width="558" height="320" src="https://2.bp.blogspot.com/-ot7m2YKvgww/W3pG-OW7oNI/AAAAAAAAMvY/CWZFtUa4MAMp8DXl2Yync_h20iuMTq2KwCLcBGAs/s320/Worlds.gif" width="283" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">That as John Holt model of 'worlds' shows, that there are possibilities that I do not even know I do not know. And that i</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">s the world that we live in. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">How can we anticipate the unintended consequences of things that we do not know? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Equity has always been a focus of concern for me in education, this presentation noted the growing equity gap in the 'internet of everything'.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">One area that I definitely want to investigate further when we are looking at curriculum design are the <a href="https://www.globalgoals.org/" target="_blank">Global Goals for Sustainable Development </a></span><br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-RtFU3cwsR18/W3pI2kyeFnI/AAAAAAAAMvo/bKmVENtOjD4WjFjNcue8G7rFd8TXN-hwwCLcBGAs/s1600/044063aaa5de1c6fa2e14285c154fee7--un-global-goals-sustainable-development.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="815" data-original-width="736" height="400" src="https://4.bp.blogspot.com/-RtFU3cwsR18/W3pI2kyeFnI/AAAAAAAAMvo/bKmVENtOjD4WjFjNcue8G7rFd8TXN-hwwCLcBGAs/s400/044063aaa5de1c6fa2e14285c154fee7--un-global-goals-sustainable-development.jpg" width="360" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span id="goog_1914173298"></span><span id="goog_1914173299"></span><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">I think that this is where we should be heading for deep learning; solution focused; real world issues. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">The other area that I am interested in following up is the whole idea of Microcredentials - which Cheryl described as a 'personalised learning playlist'. NCEA could work like this is we let it! Comments on teachers who 'wait' to be 'professionally developed' resonated. the question should be - what role are you playing in your own learning? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-1a2YokgPmo8/W3pK3_tvcaI/AAAAAAAAMv8/T3kRtBgmP4o0_G8AkHXPVvzS8-W7tBTvwCLcBGAs/s1600/21stC.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="605" data-original-width="866" height="278" src="https://4.bp.blogspot.com/-1a2YokgPmo8/W3pK3_tvcaI/AAAAAAAAMv8/T3kRtBgmP4o0_G8AkHXPVvzS8-W7tBTvwCLcBGAs/s400/21stC.JPG" width="400" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">The idea of 21st Century Skills is not a new one. But I liked the model that was presented from the 'WeForum' - focussing on foundational literacies, competencies and character skills. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Its the character skills that build that culture of care. </span><br />
<a href="https://1.bp.blogspot.com/-Bb3RzBhKDN0/W3pLtLtoPuI/AAAAAAAAMwI/DfVjvExkgq4qKp0xw1zyc8tE9WXzZVbPwCLcBGAs/s1600/the%2Bfuture.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="601" data-original-width="875" height="274" src="https://1.bp.blogspot.com/-Bb3RzBhKDN0/W3pLtLtoPuI/AAAAAAAAMwI/DfVjvExkgq4qKp0xw1zyc8tE9WXzZVbPwCLcBGAs/s400/the%2Bfuture.JPG" width="400" /></a><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Challenging (or changing) the lens with which we view things - using both the lens of the aspirational future and the dark future - and realising that we may not have agency over all aspects was a good finishing point for the first session. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;"></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div>
<br /></div>
<div>
<br /></div>
MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-26626029602376509752018-07-11T12:51:00.003+12:002018-09-05T13:13:42.948+12:00Future of Learning <div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "arial" , sans-serif; font-size: 10pt;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "verdana" , sans-serif;"><span style="font-size: x-small;"><span style="font-family: verdana, sans-serif;">I</span><span style="font-family: Verdana, sans-serif;">t was a bit of a struggle getting up early on the first day of the hols in order to get to the Future of Learning '18 Conference by 8.00am! The day was well worth it - brain stretching; thought-provoking and some fascinating looks at what education looks like outside a typical school setting. Organisers Cheryl Doig and Hamish Duff set the scene: </span></span><span style="font-family: Verdana, sans-serif;"><span style="font-size: x-small;"> </span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "arial" , sans-serif; font-size: 13.5pt;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-uoye1UE6fHA/W0VK20yG7mI/AAAAAAAALOc/YFSUlhyCWS0gaZQQUZyHdVNzuvZucnigQCEwYBhgL/s1600/10.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="403" data-original-width="665" height="193" src="https://1.bp.blogspot.com/-uoye1UE6fHA/W0VK20yG7mI/AAAAAAAALOc/YFSUlhyCWS0gaZQQUZyHdVNzuvZucnigQCEwYBhgL/s320/10.JPG" width="320" /></a></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "arial" , sans-serif; font-size: 13.5pt;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "arial" , sans-serif; font-size: 10pt;"><br /></span></div>
<h4 style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">Intro 1 - Hamish Duff</span></h4>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 10pt;">Hamish began with the notion that there has always been change, but NOW - rapid exponential change - Sci-fi like change!<br />
<br />What is exponential? (we've all seen those graphs...) What does that mean for the future? For education?<br />Teachers can be terrible at coping with change - it’s danger, how do we help teachers through this change?<br />Often the fear of technology has been promulgated by the media - the robots of Skynet; the dangers of AI.</span><span style="background: white; font-size: 13.5pt;"><br />
</span><span style="font-size: 10pt;">We need to learn at scale - for teachers, this is a big shift in workload. Interestingly project failure largely through resistance (made me think about our work at RHS) with most traditional struggle the most<br />
<br />We need to have 'Intelligent optimism' - use technology to improve, not replace. to augment human work (this was a theme for the day).<br />
<br />Our world in data- life is getting better - mortality, literacy are actually improving worldwide.<br />
<br />Reimagine learning - how do we do this as well as all the compliance stuff? Who is going to do this!<br />- what needs to be disrupted?<br />- How do we support staff!?<br />- What is the role of an educator?</span></span></div>
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Intro 2 - Cheryl Doig</span></h4>
<div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "arial" , sans-serif; font-size: 10pt;">There’s no <b>ONE </b>future!</span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-MD-qsu9TYa0/W0VG8XR5dGI/AAAAAAAALNo/W_e6C50XvsMtlAkFKq06C-_PGgRmWriMgCLcBGAs/s1600/2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="216" data-original-width="400" height="172" src="https://1.bp.blogspot.com/-MD-qsu9TYa0/W0VG8XR5dGI/AAAAAAAALNo/W_e6C50XvsMtlAkFKq06C-_PGgRmWriMgCLcBGAs/s320/2.png" width="320" /></a></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<a href="https://3.bp.blogspot.com/-QcWmw5ijPwU/W0RpzAPdR5I/AAAAAAAALNI/rBOZP29IrIkhNMrxQmgknhW4ec0NczT_ACEwYBhgL/s1600/3.PNG"><span style="color: blue; font-family: "times new roman" , serif; font-size: 13.5pt;"><!--[if gte vml 1]><v:shapetype id="_x0000_t75"
coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe"
filled="f" stroked="f">
<v:stroke joinstyle="miter"/>
<v:formulas>
<v:f eqn="if lineDrawn pixelLineWidth 0"/>
<v:f eqn="sum @0 1 0"/>
<v:f eqn="sum 0 0 @1"/>
<v:f eqn="prod @2 1 2"/>
<v:f eqn="prod @3 21600 pixelWidth"/>
<v:f eqn="prod @3 21600 pixelHeight"/>
<v:f eqn="sum @0 0 1"/>
<v:f eqn="prod @6 1 2"/>
<v:f eqn="prod @7 21600 pixelWidth"/>
<v:f eqn="sum @8 21600 0"/>
<v:f eqn="prod @7 21600 pixelHeight"/>
<v:f eqn="sum @10 21600 0"/>
</v:formulas>
<v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"/>
<o:lock v:ext="edit" aspectratio="t"/>
</v:shapetype><v:shape id="Picture_x0020_4" o:spid="_x0000_i1027" type="#_x0000_t75"
alt="https://3.bp.blogspot.com/-QcWmw5ijPwU/W0RpzAPdR5I/AAAAAAAALNI/rBOZP29IrIkhNMrxQmgknhW4ec0NczT_ACEwYBhgL/s400/3.PNG"
href="https://3.bp.blogspot.com/-QcWmw5ijPwU/W0RpzAPdR5I/AAAAAAAALNI/rBOZP29IrIkhNMrxQmgknhW4ec0NczT_ACEwYBhgL/s1600/3.PNG"
style='width:300pt;height:161.25pt;visibility:visible;mso-wrap-style:square'
o:button="t">
<v:imagedata src="file:///C:\Users\cl\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"
o:title="3"/>
</v:shape><![endif]--><!--[if !vml]--><!--[endif]--></span></a><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 10pt;"><br />Framework for the day -<b> anticipate, collaborate and activate</b><br />We live in our inner world - our physiology - the world we know. Then the world of our experiences. Outside these are the 'known world' - the things we have not experienced yet but we know exists. What we need to look to are the world of possibilities - this is stuff we may not ever of heard of....anticipation.</span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-IDa-PBzi5dA/W0VHCbo2vAI/AAAAAAAALNs/x3zAltcKW3Y9IhljdWRWCmOEy9x5B8C_gCLcBGAs/s1600/3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="269" data-original-width="400" height="215" src="https://2.bp.blogspot.com/-IDa-PBzi5dA/W0VHCbo2vAI/AAAAAAAALNs/x3zAltcKW3Y9IhljdWRWCmOEy9x5B8C_gCLcBGAs/s320/3.png" width="320" /></a></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<span style="color: blue; font-family: "times new roman" , serif; font-size: 13.5pt;"><!--[if gte vml 1]><v:shape id="Picture_x0020_3"
o:spid="_x0000_i1026" type="#_x0000_t75" alt="https://2.bp.blogspot.com/-WriU76ONqiU/W0Rpdv2mElI/AAAAAAAALM0/xm88RyuMZv0EJxGEZ20FM7qO6Bkyd-nBQCLcBGAs/s400/2.PNG"
href="https://2.bp.blogspot.com/-WriU76ONqiU/W0Rpdv2mElI/AAAAAAAALM0/xm88RyuMZv0EJxGEZ20FM7qO6Bkyd-nBQCLcBGAs/s1600/2.PNG"
style='width:300pt;height:200.25pt;visibility:visible;mso-wrap-style:square'
o:button="t">
<v:imagedata src="file:///C:\Users\cl\AppData\Local\Temp\msohtmlclip1\01\clip_image002.png"
o:title="2"/>
</v:shape><![endif]--><!--[if !vml]--><!--[endif]--></span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "arial" , sans-serif;"><br />
<br /><span style="font-size: x-small;">We need to be thinking - non-binary thinking:</span></span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-VKXxOtbDt2w/W0VHInDAW1I/AAAAAAAALNw/zW-uqMLIgFs7dTg1jsMZjq19T5Ji76tzgCLcBGAs/s1600/1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="225" data-original-width="400" height="180" src="https://3.bp.blogspot.com/-VKXxOtbDt2w/W0VHInDAW1I/AAAAAAAALNw/zW-uqMLIgFs7dTg1jsMZjq19T5Ji76tzgCLcBGAs/s320/1.jpg" width="320" /></a></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<span style="color: blue; font-family: "times new roman" , serif; font-size: 13.5pt;"><!--[if gte vml 1]><v:shape id="Picture_x0020_2"
o:spid="_x0000_i1025" type="#_x0000_t75" alt="https://3.bp.blogspot.com/-dke8M2ZZ_WA/W0RqIslEDAI/AAAAAAAALNQ/MZ8o0vVuRzQPgMGLLc638pyGdtk3JoOMQCEwYBhgL/s400/4.PNG"
href="https://3.bp.blogspot.com/-dke8M2ZZ_WA/W0RqIslEDAI/AAAAAAAALNQ/MZ8o0vVuRzQPgMGLLc638pyGdtk3JoOMQCEwYBhgL/s1600/4.PNG"
style='width:300pt;height:167.25pt;visibility:visible;mso-wrap-style:square'
o:button="t">
<v:imagedata src="file:///C:\Users\cl\AppData\Local\Temp\msohtmlclip1\01\clip_image003.png"
o:title="4"/>
</v:shape><![endif]--><!--[if !vml]--><!--[endif]--></span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-family: "arial" , sans-serif; font-size: x-small;">We need to collaborate - and to explore outside of our own areas<br />
<br />
<b>Activate-</b><br />What do we want to leave with to act on?<br />Preferred futures - where we as teachers can be influencers<br />Probable futures....<br />Possible futures......</span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></div>
<h4 style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "arial" , sans-serif; font-size: 10pt;"><br /></span><span style="font-family: "arial" , sans-serif;"><br /></span><span style="font-family: "arial" , sans-serif;">Keynote 1 Jason Swanson - Knowledgeworks</span></h4>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "arial" , sans-serif; font-size: 10pt;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="font-family: "arial" , sans-serif;">Jason explores the future of learning, helping stakeholders translate future insights into forward thinking visons for transforming education. Jason has explored how trends and developments such as artificial intelligence, blockchain, augmented and virtual reality might impact learning. He has authored dozens of articles and forecasts, ranging from the future of work and readiness, the future of credentials, the expansion and diversification of educator roles and the creation of learning ecosystems.</span><span style="background: white; color: #3c3c3c;">) <i>He posed lots of questions </i></span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="background: white; color: #3c3c3c; font-size: x-small;"><br />
</span><span style="font-family: "arial" , sans-serif; font-size: x-small;"><span style="font-size: xx-small;">The future of learning - redefining readiness from the inside out.<br />The future is not fixed - ours to create<br />
<br />Profound social justice issues related to readiness for the future.<br />
<br />Every student should experience personalised learning so they are ready for what’s next<br />- policy<br />- Teacher practice<br />- Forecast future of learning - <b>all of these should work together to anticipate change </b><br />
<br />How has work changed since - introduction of technology in education<br />- ubiquitous learning</span> <br />How will ready be defined in 2040?<br />- exponential - rates of doubling are incomprehensible to the human mind<br />
<br />ERA shift - we are in a defining point in history<br />- new social norms<br />- New economic systems<br />BUT<br />-<span style="font-size: xx-small;"> the change in technology<br />- Pressing nature to work with the code in our devices to make sense of the world we live on<br />
<br />We are in the 4th industrial revolution - <b>paradigm busting innovations </b>- historical ones over long periods of time - these have reduced each time<br />- technological advancements on nano, AI, biotech etc<br />
<br />
<b>2 Drivers of change</b><br />- rise of smart machines - augmentation and/ displacement of human intelligence<br />- Decline of the full time work force access talent in the open market, globalisation creating world wide work force - structure of work will become a career mosaic<br />
<br />These will have <b>HUGE</b> impact on future lifestyles - impact on education?????<br />
<br />
<b>Future work characteristics </b><br />- market driven<br />- Modular and recombined<br />- Data and market driven<br />- Grounded in relating - relationships will drive success<br />- Interwoven with learning - frequent adaptations - act of working will align with act of learning<br />
<br />
<b>Core social and emotional skills </b><br />- understand self - individual skills<br />- Social awareness- collaboration<br />- self discovery<br />Academic skills and knowledge still important .<br />
<br />
<b>Education educational change </b><br />- mastering content.<br />- Thinking and doing - project, inquiry<br />- Feeling and relating</span><br />
<br />
<span style="font-size: xx-small;"><b>How might we change education </b><br />- teach and integrate social emotions<br />- Bring uncertainty and ambiguity - VUCA world<br />- Nurture aspirational visions<br />- Use technology AUGMENT - capability<br />- What is success<br />- Develop reflective learning practice<br />- Rethink teacher prep<br />- Broader than just 9-3 in a school<br />
<br />
<b>How do we navigate to change the power of the status quo? </b><br />- need to change the traditional markers of success<br />- Shelf life for transferable skills is at risk<br />
<br />
<b>How do we prioritise PLD needs - skills vs development? </b><br />- personalise whatt your staff needs<br />- 1 size fits all it’s not going to cut the mustard!</span></span><span style="font-family: "times new roman" , serif; font-size: x-small;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt;"><br /></span></div>
<h4 style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 4;">
<b><span style="font-size: 12pt;"><span style="font-family: Verdana, sans-serif;">Panel 1 - Hannah Hudson, Eruera Tarena, Andy Kai Fong </span></span></b></h4>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-GwGlpDYBkGk/W0VJ7pWcSOI/AAAAAAAALOY/ESHB6UQAfuYj5iB4UKL3tW12LvznPlYbACEwYBhgL/s1600/6.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Verdana, sans-serif;"><img border="0" data-original-height="900" data-original-width="1200" height="240" src="https://4.bp.blogspot.com/-GwGlpDYBkGk/W0VJ7pWcSOI/AAAAAAAALOY/ESHB6UQAfuYj5iB4UKL3tW12LvznPlYbACEwYBhgL/s320/6.jpg" width="320" /></span></a></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><b><span style="font-family: "arial" , sans-serif;">Hannah Hudson (<a href="https://www.inspirefoundation.co.nz/inspired/view/31/hannah-hudson"><span style="color: blue;">amazing young woman</span></a>) </span></b><b><span style="font-family: "times new roman" , serif;"> </span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="font-family: "arial" , sans-serif;">- student UC - future problem solving programme<br />- Collective future is something we should all be thinking about on a macro scale<br />- The problem of the subject silo - what about the space between the subjects<br />- The world is one big body of knowledge<br />- <b>Interdisciplinary thinking</b> is where the world’s issues will be solved<br />- Every NZ show understand Moore’s Law -<br />
<br />
<b>Eruera Tarena </b><br />- can disruption advance equity and advancement for Maori<br />- Adaptive leadership<br />- Astronauts of their time - based on a hunch - not bound by control<br />- Navigators look backwards - sailing away from - what are we ready to leave behind?<br />- future workforce engagement stats<br />- Hunch - that we will plan the future with intent<br />- Treaty partnership 2.0 ! What could we create together, rather than focusing on what has divided us in the past<br />
<br />
<b>Andy Kai Fong (inspirational leadership + social justice) </b><br />- Kua Rite - we are ready<br />- Schooling must change<br />- Influencers - professional; societal; experiential<br />- the need to be increasingly human -<br />- Change is complex<br />- Reimagine learning that allows <b>everyone</b> to be successful<br />
<b>At Haeata </b><br />- we celebrate not sort<br />- we connect and don’t silo<br />- We celebrate differences<br />- we celebrate dispositions<br />- We begin with curiosity not content<br />- We make it personal<br />
<br />Complexity of the interconnection between curriculum, pedagogy, policy, resourcing, whanau and assessment - complexity is not addressed!</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
</div>
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Keynote 2 <b><span style="line-height: 107%;">Faye Langdon - 21stC Skills Lab</span></b></span></h4>
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><i>How to get ahead in a world of AI, Algorithms, BOTs and Big Data! </i></span></h4>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-9TUrLV0wMz8/W0VIXxSS87I/AAAAAAAALOA/6yyT9IcGYOArYZvvXd5-XErkvEp8GnilACLcBGAs/s1600/4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="251" data-original-width="201" src="https://2.bp.blogspot.com/-9TUrLV0wMz8/W0VIXxSS87I/AAAAAAAALOA/6yyT9IcGYOArYZvvXd5-XErkvEp8GnilACLcBGAs/s1600/4.jpg" /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 10pt;"> <br /><span style="font-family: Verdana, sans-serif;">Our education system<b> still </b>focuses on ‘acing the test’.<br />There are 1 million GenZed population - we need to be creating learners that fill the gap that employers need.<br />
<br />21stC - our humanness is going tomorrow enable us to thrive and survive - we have an amazing human brain we need to enable and work with technology ....<br /><br />Requirements for future .....<br />- critical thinking<br />- Collaboration<br />- Digital skills<br />Everyone needs to be a learner - all the time + learn unlearn relearn<br />Many young people’s world is a passive relationship with technology - they need to become active<br /><br />
<b>The economy will be person-centred</b><br />- collaboration and teamwork<br />- Individuals from radically different backgrounds<br />- Creative economy - huge growth worldwide<br />- Human-oriented services<br />- Cybereconomy<br />
<br />A new quotient has been added to IQ, EQ - the AQ - adaptability quotient<br />
<br />
<b>Big 6 - the focus for future employment </b><br />- analytics<br />- Numeracy - lot of jobs will depend on this<br />- Adaptability and flexibility<br />- Digital<br />- 3Cs - communication, collaboration, critical thinking<br />- Mobility is the new norm<br />
<br />Building a picture of capabilities - building a<b> career web</b>.... need to help students navigate a career pathway<br />
<br />A lot of talk about Self-directed and <b>human-centred </b>learning<br />
<br />Changes in requirements <b>World Economic Forum </b><br />- 181% increase in bilingual skills required<br />- 212% increase in Digital literacy skills required </span></span><span style="font-family: Verdana, sans-serif; font-size: 13.5pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 10pt;">- 158% increase in critical thinking skills required </span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 10pt;">- 65% increase in creativity skills required </span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 10pt;">Aspirational future - insights, experiences</span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif;"><span style="font-size: 10pt;">Dark future - inequity, invasion of privacy, targeting the vulnerable - what impact do I have as an educator</span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif; font-size: 10pt;"><b><i><br />The oath of non- harm for an age of big data: </i></b></span></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; margin: 0cm 0cm 0.0001pt;">
<span style="font-family: Verdana, sans-serif;">I <span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><i>swear to fulfill, to the best of my ability, the following covenant:<br />I will respect all people for their integrity and wisdom, understanding that they are experts in their own lives, and will gladly share with them all the benefits of my knowledge.<br />I will use my skills and resources to create bridges for human potential, not barriers. I will create tools that remove obstacles between resources and the people who need them.<br />I will not use my technical knowledge to compound the disadvantage created by historic patterns of racism, classism, able-ism, sexism, homophobia, xenophobia, transphobia, religious intolerance, and other forms of oppression.<br />I will design with history in mind. To ignore a four-century- long pattern of punishing the poor is to be complicit in the “unintended,” but terribly predictable consequences that arise when equity and good intentions are assumed as initial conditions.<br />I will integrate systems for the needs of people, not data. I will choose system integration as a mechanism to attain human needs, not to facilitate ubiquitous surveillance.<br />I will not collect data for data’s sake, nor keep it just because I can.<br />When informed consent and design convenience come into conflict, informed consent will always prevail.<br />I will design no data-based system that overturns an established legal right of the poor.<br />I will remember that the tech<span style="background-color: white;">nologies I design are not aimed at data points, probabilities, or patterns, but at human beings.</span></i></span></span></div>
<br />
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Panel 2 Amy Fletcher, Margaret Pickering, Ed Liedenberger</span></h4>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><b><span style="font-family: arial, helvetica, sans-serif;">A</span><span style="font-family: Verdana, sans-serif;">my Fletcher</span></b><span style="font-family: Verdana, sans-serif;"> - higher education - disruption the status quo </span></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><b style="font-size: small;"><span style="font-family: Verdana, sans-serif;">Personalised learning when done well is essential - student at centre. </span></b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><span style="font-family: Verdana, sans-serif;"><br /> <br /><i>Automation is the Voldemort the terrifying force nobody is willing to name.</i> - Jerry Mcluskey</span> </span></span></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-CE47XnxOrpg/W0VPIPZd3UI/AAAAAAAALOs/NCyo1G77K8QVBQ1XqZMywR8INoazCMT9wCLcBGAs/s1600/IMG-5892.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="888" data-original-width="1600" height="177" src="https://4.bp.blogspot.com/-CE47XnxOrpg/W0VPIPZd3UI/AAAAAAAALOs/NCyo1G77K8QVBQ1XqZMywR8INoazCMT9wCLcBGAs/s320/IMG-5892.JPG" width="320" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">-E</span>dTech solutions need to focus on personalisation. <br />- however most Tertiary deliver the opposite <br /> <br />- need for competency based models - learning can take place in a variety of institutions - needs to be transparent and transferable <br />- Business and education sometimes at odds. What is valued in an education system? What if there’s content that can be ‘chunked’? </span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-uxL9SDVFh0M/W0VP16Qh1aI/AAAAAAAALO4/xDkt-wwawNkbTjM8225oqLdb6OwME3jmwCEwYBhgL/s1600/IMG-5893.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Verdana, sans-serif;"><img border="0" data-original-height="854" data-original-width="1600" height="170" src="https://4.bp.blogspot.com/-uxL9SDVFh0M/W0VP16Qh1aI/AAAAAAAALO4/xDkt-wwawNkbTjM8225oqLdb6OwME3jmwCEwYBhgL/s320/IMG-5893.JPG" width="320" /></span></a></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><br /><b>Margaret Pickering - Stickmen Media - Machines as learning partners </b><br /> <br /><b><i>Delivering learning and other stuff through IT</i></b><br /><br />- low barrier to entry<br />- Self driven <br />- Learning as entertainment <br /> <b><br />The challenge</b> <br />- what will still be relevant <br />- Digital wasteland unfinished project - really high % of online courses never completed <br /> <br />M<b>aking the most of the learning activity</b><br />- engagement types important - preferred play type <br />- - competitive - killers <br />- - curious - explorers <br />- - chatty and cooperative - socialiser.<br />- - achievers - all the gold stars <br />- nurturers - build and refine <br /> <br />Balance between boredom and balance. <br />Learners still need to take responsibility for making the education. <br /> <br /><b><i>Make no assumptions, know your learners and engage them .!</i></b><br /> <br /><b>Ed Liebenberger - Jade Software </b> <br />- Humans crave connection <br />- Shared experiences last for life <br />- AI is tapping into key aspects of human connection - touch, facial expression <br /> <br />Feedback - generates data - creates patterns - modifies behaviours. <br />- Netflix - preferences <br /> <br />Data used to improve student experiences - enabling conversations. <br /> <br />Accuracy of voice recognition- exponential improvement.</span></div>
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Keynote 3 James Hay - Virtual Medical Coaching</span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><b style="font-family: arial, helvetica, sans-serif;"><i>Because fantastic education doesn’t just happen</i></b><br /><br /> <br /><span style="font-family: Verdana, sans-serif;">Tonnes of data - how do we make use data in education? What do they come in knowing?</span></span></div>
<div>
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-ziqYrIqf-dc/W0VJ6Rc8kBI/AAAAAAAALOU/3UaRgQtDr9QBkCfwH2LNIknX94ZjGNHegCEwYBhgL/s1600/7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Verdana, sans-serif; font-size: x-small;"><img border="0" data-original-height="985" data-original-width="1600" height="196" src="https://4.bp.blogspot.com/-ziqYrIqf-dc/W0VJ6Rc8kBI/AAAAAAAALOU/3UaRgQtDr9QBkCfwH2LNIknX94ZjGNHegCEwYBhgL/s320/7.jpg" width="320" /></span></a></div>
<div>
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><br /> <br />- Adaptive learning development tools - most sophisticated tool for building adaptive and personalised learning. <br />- Big data platform - ongoing access to their data - compared to class average - detailed analytics and insights <br /><br />- Advanced assessments- evidence based assessment; credible statistics; personalised experiences - machines can make the situations more complex <br />- Retention strategies - continual reminders of content and assessment - feedback to teachers as well - through gamification </span></div>
<div>
<span style="font-family: Verdana, sans-serif; font-size: x-small;">- Live assessment tools - gauge what stud nets need to know and need to be assessed on - students get to the same point but not in the same way and at the same time. <br />- Being able to assess knowledge gaps - and fills them <br /> <b><br />Adaptive digital learning - Unique to each student - imagine if NCEA was designed like this </b></span></div>
<div>
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><b><br /></b></span></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div>
<h4>
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><b>Panel 4 Micro Credentials and Block Change (or where I learned a new language and my head hurt...) </b></span></h4>
<div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><b>Matt Carter Otago Polytech </b></span></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<span style="font-family: Verdana, sans-serif; font-size: x-small;"><span style="font-size: xx-small;">MicroCredentials<br />- valuing personal learning<br />-<a href="https://edubits.nz/" target="_blank"> Edubits</a> - I see poissibilities for blended Polytech courses here<br />- small meaningful packages of skills that may include soft skills<br />- assessable competencies<br />- Digital badges of competency -<br />- could be a course; skills learnt at work; application at work;<br />- individualised pathway</span><br /> <br /><br /><b>Sam Mann - self determined education</b><br /><span style="font-size: xx-small;">- process of learning - heutology</span><br /><span style="font-size: xx-small;">- Masters of Professional Practice</span><br /><span style="font-size: xx-small;">- Bachelor of Leadership for Change - I want to make a difference</span><br /> <br /><b>Andrew Masters - block chain guru</b><br /><span style="font-size: xx-small;">- how do we scale learning in an exponential world?</span><br /><span style="font-size: xx-small;">- Convergence of technology at present</span><br /><span style="font-size: xx-small;">- Reduction in the price of acquiring knowledge</span><br /><span style="font-size: xx-small;">- Trust - value of the qualification from trusted institutions - will it hold value</span><br /><span style="font-size: xx-small;">- it the job going to exist?</span><br /><span style="font-size: xx-small;">Power is shifting - decentralisation.</span><br /><span style="font-size: xx-small;">-- what if anyone could be a teacher in any Subject?</span><br /><span style="font-size: xx-small;">- what if the teacher could give out the qualification/microcredentials</span><br /><span style="font-size: xx-small;">- a digital ledger of qualifications - accessible to all - open public</span><br /><span style="font-size: xx-small;">global</span><br /><br /><b>What if - </b><br /><span style="font-size: xx-small;">Professional Standards - can be shifted to MC</span><br /><span style="font-size: xx-small;">Professional learning- reinforcing lifelong learning - not lip-service - take ongoing learning seriously</span></span><br />
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
</div>
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Mindblowing : Soul Machines - Dr Elinor Swery</span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;">Machines as learning partners: <a href="https://twitter.com/Soulmachines">@soulmachines</a> who have created a virtual nervous system that has emotional intelligence is designed to bridge the machine and man to communicate effectively. </span></div>
<div>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;"><br /></span></div>
<div>
<a href="https://3.bp.blogspot.com/-5VlbAjmkQoo/W0VTUnS8QEI/AAAAAAAALPE/LdqfDQpgA046StWM-iXWP27KgMh4ksskQCEwYBhgL/s1600/IMG-5890.JPG" imageanchor="1"><span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" src="https://3.bp.blogspot.com/-5VlbAjmkQoo/W0VTUnS8QEI/AAAAAAAALPE/LdqfDQpgA046StWM-iXWP27KgMh4ksskQCEwYBhgL/s320/IMG-5890.JPG" /></span></a></div>
<div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div>
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Takeaway thoughts</span></h4>
<div>
<span style="font-family: Verdana, sans-serif; font-size: x-small;">- where were the teacher training institutions in the conversation?</span></div>
<div>
<span style="font-family: Verdana, sans-serif; font-size: x-small;">- school MUST change </span></div>
<div>
<span style="font-family: Verdana, sans-serif; font-size: x-small;">- the model MUST evolve</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-XrCUCbioROo/W0VPFhnOYUI/AAAAAAAALOw/hdia7CzgTz0s4U82YcmXTLYD0ajaRnnfwCEwYBhgL/s1600/IMG-5888.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="629" data-original-width="833" height="241" src="https://3.bp.blogspot.com/-XrCUCbioROo/W0VPFhnOYUI/AAAAAAAALOw/hdia7CzgTz0s4U82YcmXTLYD0ajaRnnfwCEwYBhgL/s320/IMG-5888.JPG" width="320" /></a></div>
<div>
<br /></div>
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br /></div>
MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com1tag:blogger.com,1999:blog-6147330131358282698.post-20105591107800291862018-05-27T22:10:00.006+12:002018-07-10T19:24:25.004+12:00Getting Investigation Right <span style="font-family: "arial" , "helvetica" , sans-serif;">Last week our SLT were involved in a PLD session with our local NZSTA legal mastermind around the topic of getting investigations right! </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Investigation - getting it right - conduct issues</span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">This focussed on two main issues </span><br />
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">1- Investigation itself </span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">2- Challenging conversation</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The first message was 'Park the back story' - need to put prior knowledge aside - this is for conduct not competency. Unless it has been documented or disciplinary action carried out before.</span></span></div>
<b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
<br />
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;">Principals of Natural Justice</span></b></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- every case has shades of grey</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Inexplicable can become explicable -</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Everybody deserves an opportunity to be heard</span></span></div>
<b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
<br />
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;">Conduct Issues Process</span></b></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- act fairly towards people who have been affected by your decisions</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- This is the process of natural justice</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- If there’s an complaint; you need to get all the info before you present to the staff member</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- any verbal communication should be followed up in email</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;">Natural Justice</span></b></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- give info - no surprise</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Give opportunity - been heard</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Demonstrate independence - open mind - have to be able to demonstrate - watch language used -make sure that your language does not suggest predetermination</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Give reasons - details must be given as to why ...</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Give notice - prelim decision needs at BOT level</span></span></div>
<b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
<br />
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>PEEPO</b></span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - chart - factors that contribute to the event</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- people</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Environment</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Equipment</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Procedures</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Organisation</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Focussing on people only leads to blame - this is often what we default to - but can lead to a culture of blames and </span><span style="font-size: 11pt; white-space: pre-wrap;">lack of openness.</span></span></div>
<b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
<br />
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;">Investigation Interviews</span></b></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- get the statement signed off</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Open ended questions about state of mind - tell me what happened? Tell me about it?</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Just gathering info - always let them know the 3 possibilities</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- Don’t talk about allegation until the investigation meeting</span></span></div>
<b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
<br />
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: "arial" , "helvetica" , sans-serif;">Fishhooks</span></b></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- what if complainants want to be anonymous - cannot take disciplinary action if anonymous complaint</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- anonymous complaints not followed up</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- How does this affect learning relationship - maybe get general feedback</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- be careful about professional comments in any comments</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- suspension - avoid - discretionary leave - alternative duties</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- interview complainant first, then witnesses</span></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">- keep everyone informed</span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-79530344441971556432017-07-14T11:33:00.001+12:002017-07-14T11:33:48.950+12:00Weaving Words 17 - Closing Keynote Dame Claudia Orange How can an historian help English teachers make sense of our world?<br />
How do we construct the memory of events?<br />
<br />
How does history shape our identity of a people?<br />
<br />
In the 1960s NZ History was largely written monocultural and badly written. Te Reo was not considered important despite much documentation being in Te Reo.<br />
<br />
Her research challenged the majority view of a benign government looking after a peoples. 1940s and 1950s policy saw education stopping for Maori after Yr10.<br />
<br />
Her first book published in 1987 was during a wave of 'new' kinds of history - dual voices.<br />
<br />
Government viewed Treaty as an historical artefact rather than a working document. 1970s changed this.<br />
<br />
1980s 'anti treaty' stance has moved towards reconciliation of now.<br />
<br />
Many unresolved issues still - such as the constitutional place of the Treaty!<br />
<br />
Writing - creating the Biography of NZ - interesting journey - biographies of women and Maori raised a number of issues - Te Ara has the online repository of this.<br />
<br />
Managing Te Papa repository of historical collection cf to collecting 'stuff' in a garage! Te Papa 'a garden' of all the treasures we have.<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-71153698467833798572017-07-12T13:51:00.000+12:002017-07-14T11:34:58.698+12:00Weaving Words- Opening Keynote Kirsten Shaw NZATE17<h4>
Keynote 1 Kirsten Shaw - National Moderator </h4>
<div>
Patterns of moderation - what we've learnt; what we see in moderation - internal moderation. </div>
<div>
Moderators look to agree with the grade you have awarded. </div>
<div>
<br /></div>
<div>
Breadth of variety is great to see - as are the richness of tasks. </div>
<div>
<br /></div>
<div>
English rate of agreement sits at 85% - excellent agreement. A quality assurance check. NCE- is a robust, internationally recognised qualification. </div>
<div>
<br /></div>
<div>
Some standards work really well - writing, speaking, personal reading, connections. Institutional knowledge on these. </div>
<div>
What's improving? Most disagreement over the 'new' standards - visual text creation. </div>
<div>
Information Literacy. First exemplars notbthat useful! Work from the advisors has been essential for this! Ironic! </div>
<div>
<br /></div>
<div>
Writing - where is integration happening? Often disagreement at L3 of the writing - especially if not reformatted - from another subject area! Obvious really! Go back to audience and purpose! Some text types - diaries, letters - expressive text type - needs to be taken to a published level. More than just a first draft. How are they using a wide range of language features. </div>
<div>
Level 2 - two polished pieces - accepted that teachers have a writing programme that enables this. </div>
<div>
<br /></div>
<div>
Information Literacy - vital standard. This standard does them a real favour for future. Generally see 4-8 sources as news age level. Don't expect to see academic reports. The importance of fondly Ng conclusions as opposed to just finding information. Weigh up sources and generate own knowledge. </div>
<div>
<br /></div>
<div>
Connections - written reports - very few other presentations. Other 5% mainly oral. Potential for seminar - 7 cr. </div>
<div>
98% of reports done thematically - leads into the externals. But other ideas are good. Level 3 - connection needs to be linked to impact wide world info. </div>
<div>
<br /></div>
<div>
Oral presentation - YouTube online audience. Still needs to be crafted. Podcasts - generally an essay - but a discussion / sound effects - edited breaks match the text type! Ocassionally see screencasts - of close viewing analysis. </div>
<div>
<br /></div>
<div>
Creating Visual Texts - ideas preminantly through a visual mode - images must be manipulated and created their own. </div>
<div>
Would shift a grade if visuals are just an illlustration -OR if Ideas development need to be at sophisticated level. </div>
<div>
Manipulated screen grabs are common. </div>
<div>
Springboard from literature effective but social issues also powerful. </div>
<div>
<br /></div>
<div>
Critical Texts - great work seen here. Using other people's ideas critically. Focussing on one theory works best. Doesn't have to be an academic article, but not just a teaching and learning article. The focus is on the text! </div>
<div>
<br /></div>
<div>
<br /></div>
<div>
<br /></div>
<div>
<br /></div>
<div>
<br /></div>
<div>
<br /></div>
<div>
<br /></div>
MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-3956285494860804262017-04-06T10:27:00.001+12:002017-04-08T16:48:55.104+12:00Sport in Education<div>
Last Thursday I was lucky enough to be in Wellington (on behalf of <a href="https://nzate.co.nz/" target="_blank">NZATE</a>) with staff from the 24 schools who take part in the <a href="http://www.sportnz.org.nz/managing-sport/search-for-a-resource/programmes-and-projects/sport-in-education-project-" target="_blank">Sport in Education</a> initiative.<br />
These schools deliver curriculum in a variety of ways that take sport as a context or sporting values as a way of shaping education. Teachers came from mainly Health and Pe, English, Maths, Science and Social Science fields. I spent a large part of the day with a group of English teachers sharing how English worked in the programme in their schools.<br />
<br />
The day began (after a wet and wild flight up the island) with a high energy key note address.<br />
<b><i><br /></i></b></div>
<b><i>Key Note: Susie Stevens (a few notes) </i></b><br />
<div>
<br /></div>
<div>
One size does not fit all - the danger of standardisation. </div>
<div>
<br />
<div>
Trapped by the barriers, of language. </div>
<div>
Guided by the language we use to define education - GATE, reading recovery , accelerated, special education. Always trying to get back to the norm. But what is actually the norm? </div>
</div>
<div>
<br /></div>
<div>
Change in education is not easy - change is compared to death - there's grief (Kubler Ross) </div>
<div>
<br /></div>
<div>
Is it possible to get change in education without a cape and undies? </div>
<div>
- there's needs to be a reason for the change</div>
<div>
- resist labelling those on board and those not- empathise not criticise </div>
<div>
- need systems to support </div>
<div>
<br /></div>
<div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/4z7gDsSKUmU/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/4z7gDsSKUmU?feature=player_embedded" width="320"></iframe></div>
<br />
Change is hard -as the Child President reminds us </div>
<div>
<br /></div>
<div>
It's hard to break out of subject silos - but we need to remind ourselves of what is the vision of the curriculum document?</div>
<div>
<br /></div>
<div>
Think about the skills a 'Bomb disposal technician' - <span style="background-color: white; font-family: "open sans" , "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;">Bomb technicians learn how to engage in effective communication, analytical thinking, teamwork and individual work while under stress and in dangerous conditions. </span><br />
These could come from many of our curriculum statements.</div>
<div>
<br /></div>
<div>
What about the jobs that don't exist? Do kids hate Maths? Or hate the fact that they don't understand it? Or it is in no context? </div>
<div>
<br /></div>
<div>
Differences and 'sameness' </div>
<div>
We cultivate a culture of sameness </div>
<div>
- for ease </div>
<div>
- for power </div>
<div>
- we've always done it this way</div>
<div>
<b><br /></b></div>
<div>
<b>If a flower doesn't grow, do we blame the flower? </b></div>
<div>
<b>Who/What do we blame - the environment.</b></div>
<div>
<b>We want students to grow, get the right environment. That's what we are in charge of and what we are charged with doing - creating the right environment. </b></div>
<div>
<br /></div>
<div>
<b><i>English Subject Cluster - some shared ideas </i></b></div>
<div>
- many changes</div>
<div>
- focus on active learning - not just sports active learning - making pens</div>
<div>
- start small</div>
<div>
- mainly junior schools</div>
<div>
- end of year all buy in - all subjects - Olympics - bringing outside in as well </div>
<div>
- target a Yr11 focus class </div>
<div>
- literacy based inquiry </div>
<div>
- learning to learn behaviours - creating a community with values - team culture </div>
<div>
- theme based units 'the big deal' healthy community - move towards a more integrated approach </div>
<div>
- change in class attitude but teacher collaboration has been great </div>
<div>
- Yr 11 kayaking - trip to Waitangi included history and English - all work done by all kids across all subjects </div>
<div>
- all boys schools / all boys classes </div>
<div>
- follow a team/competition - history, most expensive player etc Euro16</div>
<div>
- speech on their chosen sport on how to get to the elite level in their sport </div>
<div>
- 'the best year teaching of my life' </div>
<div>
- a privilege to be part of this class </div>
<div>
- Eng/PE/Maths - issue of the timetable allowing this </div>
<div>
- active learning - mini teams - building a culture - build in an expedition for this - round the campfire </div>
<div>
- similar language across the classes -eg energisers - integrated assessments </div>
<div>
- why do we lose the 'learn through play' </div>
<div>
- high technology </div>
<div>
- all teachers involved in all activities - teachers build the relationship </div>
<div>
- science of meta-cognition </div>
<div>
- 4 week training with military trainer </div>
<div>
<br /></div>
<div>
How do we create an environment that allows our learners to do the best that they can do? A shared context? How do we translate to NCEA? </div>
<div>
- active education </div>
<div>
- parts of speech relays</div>
<div>
- scavenger hunts for revision </div>
<div>
Level 1- teachers meet every week around the class - shared approach - shared values through sport - great for English text choices 'the body's response to exercise' - needs to be timetabled as a cohort<br />
<br />
After a great day, I'm pretty keen to get my own school involved! </div>
<div>
<br /></div>
<div>
<br /></div>
<div>
<br /></div>
MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-18866771537906709312016-08-19T09:55:00.001+12:002016-08-19T10:24:31.070+12:00CADAP 2016 - If I knew then what I know now ...Linda Tame<div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-Yiut3cU5RFs/V7Yu5bNKTEI/AAAAAAAAIjA/voeCd0jkofs/s640/blogger-image--550267235.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-Yiut3cU5RFs/V7Yu5bNKTEI/AAAAAAAAIjA/voeCd0jkofs/s640/blogger-image--550267235.jpg"></a></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Linda Tame, ex Principal Lincoln High School, MoE consultant. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Some things to think about - </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">1 Know yourself ( and how your team works) </div><div class="separator" style="clear: both;">2 Relational Trust </div><div class="separator" style="clear: both;">3 Strengths based approach </div><div class="separator" style="clear: both;">4 Other observations </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><b>1</b> <b>What's my way of operating? </b> - many models to choose from. What process do you use to understand your behaviour? </div><div class="separator" style="clear: both;"> Eg Hermann Brain Model </div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-EtIZMPl0FBo/V7Yu7K3BfDI/AAAAAAAAIjE/yeXvw5QOeOM/s640/blogger-image--907566281.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-EtIZMPl0FBo/V7Yu7K3BfDI/AAAAAAAAIjE/yeXvw5QOeOM/s640/blogger-image--907566281.jpg"></a></div></div></div></div><div class="separator" style="clear: both;">Important to know <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">how the people in your team 'ticks'. Cheryl Doig as an evaluator if this. Need to put time aside for this. </span></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Why am I senior leader? What is your moral imperative? </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"> 'it's about us changing not the students changing?' </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><b>2</b> <b>Relational</b> <b>Trust</b> (Vivianne Robinson) </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Don't just expect it happen! </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Deliberate strategies can be used to build trust - chaos if no 'genuine' trust! </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Interpersonal Respect </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- genuinely listen - challenging </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- not allowing inappropriate behaviours - eg behaviour at staff meeting/ student interface </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- valuing people's professional work </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- actually have system to value what the staff do</font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Personal regard for others</font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- the class for senior leaders are the teachers! </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">There needs to be a DELIBERATE drive to build relational trust. </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">The only way you know how you're going is to get anonymous feedback, at least once a year. Essential. </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Perception is reality! It may or may not be true, but the perception is there. So acting on this is essential. </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">You need to have relational trust in the bank when things go wrong! We are all going to make mistakes, but we need relational trust to get through. </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><b>3 Strengths based approach </b></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- believe that we all want the best for the students </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- all have positive intentions </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- let's look at what is working well - and do this deliberately </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Great quote - we tend to focus on the wrong</font></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><b>4 Other observations </b></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- who do you talk to about the big things at work - it's quite lonely for a Principal </font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- we need to manage up, as well as manage down </font></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div class="separator" style="clear: both;"><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"> </font></div><div class="separator" style="clear: both;"><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com1tag:blogger.com,1999:blog-6147330131358282698.post-48548441898846173862016-08-18T14:45:00.001+12:002016-08-18T14:48:29.453+12:00CADAP2016 - if I knew then, what I know now! - Neil Hayward16 months into the job - what have I learnt? <div><br></div><div>Not much would have prepared me for the role! </div><div><br></div><div><b>Management</b> vs <b>Leadership</b> - how do you keep the balance between leading and managing? </div><div>Be brave <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">- can I have the difficult conversations? </span></div><div><br></div><div><i>1st</i> <i>Challenge</i> - building relational trust - how do we go about this? </div><div>- be seen </div><div>- <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">show that you care - look after them 'RHS' family</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">- be on top of the portfolio ASAP</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">- staff assume you know everything admit that you don't know everything - and that mistakes are made from learning </span></div><div> <i>Relational Trust </i></div><div>- respect everyone's role </div><div>- listen</div><div>- have competence </div><div>- act with integrity </div><div><br></div><div><i>Establish the Priorities </i></div><div>- what are the priorities - what is the current vision? </div><div>- individual 15 mins with every staff member - what do you like, where do you want to be? </div><div>- being visible</div><div>- get involved </div><div>- open transparent communication </div><div><br></div><div>What is 'part of the furniture' here? </div><div><br></div><div><i>Building the Team </i></div><div>- loyal</div><div>- supportive </div><div>- believe in the vision </div><div><br></div><div><b>5 Dimensions of Leadership </b></div><div><i>Goals</i></div><div>- simple</div><div>- manageable </div><div><br></div><div><i>Resourcing Strategically </i></div><div>- who I employ vs who I have to work with that's existing staff?</div><div>- are meetings the right meetings? </div><div><i>Ensuring quality teaching </i></div><div><i>Leading Teacher Learning and development</i></div><div><i>- </i>focus on teacher inquiry </div><div><i>Ensuring a safe and orderly environment </i></div><div>- protect teacher time </div><div><br></div><div><b>Change Management </b>- biggest challenge</div><div>Kotter's 8 steps of Change</div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-ud4UZ-YAzhs/V7UhYm96vCI/AAAAAAAAIis/yYZmpLkJMdk/s640/blogger-image-941940552.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-ud4UZ-YAzhs/V7UhYm96vCI/AAAAAAAAIis/yYZmpLkJMdk/s640/blogger-image-941940552.jpg"></a></div><br></div><div><br></div><div><i><br></i></div><div><i><br></i></div><div><i><br></i></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-59544178083891635882016-08-18T09:54:00.001+12:002016-08-19T22:12:00.135+12:00CADAP 2016 - Keynote Speaker - Patrick Walsh - Education Law<div><br></div><div><br></div><div class="separator" style="clear: both;"><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Patrick Walsh, ex Head of Principal Assn, presented on Education Law (Principal and holder of law degree). </span></div><div class="separator" style="clear: both;"><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div class="separator" style="clear: both;"><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-CB1l-WGKbd0/V7Tc9ghLZrI/AAAAAAAAIiY/KgmmAQMTt50/s640/blogger-image--1476683893.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-CB1l-WGKbd0/V7Tc9ghLZrI/AAAAAAAAIiY/KgmmAQMTt50/s640/blogger-image--1476683893.jpg"></a></div><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">The law is a very fluid issue in schools, not a lot of case studies to go on. Every school is also a unique situation. </span></div><div><div><br></div><div>The focus in schools should be on teaching and learning - often this is not the case -. Other high risk things take over - suspension, relationships, financial issues. </div><div><br></div><div>10 years ago very few lawyers practicing in education law, 25+ now. Parents seem to go to lawyer rather than go to school. Lawyers attending suspension meetings. New laws mean that students have jurisprudence, not school and board. </div><div><br></div><div>52 Acts govern education - generally around compliance eg Section 23 Privacy Act, we need a Privacy Officer. Important to know what the penalties are. </div><div><br></div><div>We are a '<b>rights</b> <b>conscious</b> <b>societies</b>' - bodies geared to ensure that the rights are complied to. For example the Ombudsmen has the ability to open investigation into any Principal or Board if presented by parents; Education Council, ERO. A really strong complaints policy will mean that few actually go to the Ombudsmen. </div><div><div>There has been a growth major growth in litigation and the massive growth in 'social media' litigation! </div><div>Students need to know the complaints policy as well. Really important that the students know to go through our student council at the moment as we have no student rep on the Board, as no Board. </div><div><br></div><div>Apparently we can create 'by- laws' for the school - there needs to be a robust reason - why is this rule necessary for the running of a school. Why is it necessary for good order and governance? Hard to justify around hair colour, jewellery, puffer jacket etc!!!! Schools have a right to set rules in consultation with the community. </div><div><br></div><div>Staff - BOT can develop a code of conduct for staff, some Principals 'enforce' a code of conduct - which can be problematic. Is this a good idea - and aim for staff buy in as opposed to imposing something that is lawful but may not be successful eg staff and ties!!!</div><div><br></div><div><b>Case Law </b>the use of precedence to inform education issues that get to court. Currently these cases do not seem to be in the public knowledge - they tend to sit with the Ministry - provide a summary, set the precedent and advise action. Ministry has not done this yet.</div><div>Legal risk management is important - need for policies is essential. They need to check that the policies actually match the current law. Audit that the policies match the law - handy if you have a lawyer on the BoT. </div><div><b>Legal literacy </b>- really important that rushing into make procedural errors! Complex issues need advice! </div><div><b>Copyright - </b>not for your school but for anyone who uses your facilities!!!</div><div><br></div><div><b>Recent Case Law </b>eg MvR vs Syms vs PNBHS (2003) - alcohol consumption - suspended and excluded. </div><div>- Taken to court for judicial review. Invalid in law - cannot have policy that predetermined outcome and mitigating circumstances. Need 'weasel words' in policy eg 'maybe suspended' ! </div><div>- Difficult for staff to understand that there cannot be a simple list of misdemeanours and outcomes. <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Maybe different outcomes for same offence. </span></div><div>- BOTs may come to different decision than the Principal </div><div><i>Bill</i> of <i>Rights</i> has come into play a lot more - <a href="http://www.scoop.co.nz/stories/ED1506/S00037/morag-hutchinson-green-bay-high-school-v-a.htm" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">http://www.scoop.co.nz/stories/ED1506/S00037/morag-hutchinson-green-bay-high-school-v-a.htm</a> - student's rights over rode the school's and teacher's rights here! <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Special needs of the student were not taken into account. </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">NB - when a student presents with discipline we need to 'discover ' the cause and THEN investigate other options! </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Student hair length - <i>St</i> <i>John's</i> </span><a href="http://www.nzherald.co.nz/hawkes-bay-today/news/article.cfm?c_id=1503462&objectid=11381722" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">http://www.nzherald.co.nz/hawkes-bay-today/news/article.cfm?c_id=1503462&objectid=11381722</a> - was this by-law necessary - obviously not!!! 'Suspension disproportionate to the breach of the rule'.</div><div><i>St</i> <i>Bede's</i> <i>case</i> - education lawyers believe judge intervened unnecessarily as NOT interfering with <b>education</b> of the students <a href="http://www.stuff.co.nz/the-press/news/67516631/St-Bedes-College-rowing-row-may-settle-out-of-court" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">http://www.stuff.co.nz/the-press/news/67516631/St-Bedes-College-rowing-row-may-settle-out-of-court</a> . This has created an unfortunate precedent for schools - all sorts of judicial reviews. SPANZ don't think this is good law and will challenge any further cases that rely on the precedent. <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Judicial</span><b style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"> </b><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Review</span><b style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"> - </b><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">the right to review ANY decision that affects the rights of individual students. </span></div><div><br></div><div>Schools are 'civil' cases. Students who deny any charge can be difficult - but do not have to prove 'beyond reasonable doubt' - more than 51%. Board can decide on 'balance of probabilities' which could be different from 'beyond reasonable doubt'. If 'suspending staff' MUST check with MOE that they will pay for reliever. </div><div><br></div><div><b>Contract Law - </b>in the world of 'self managing schools' it's important to follow sensible commercial practice. </div><div>- don't pay before you get goods </div><div>- buying businesses that are not key to school business </div><div>- check who leases your properties - insurers need to be notified of who are additional users </div><div>Nice to have a lawyer on a BOT ! </div><div><br></div><div><b>Governance and Management </b></div><div>Quote from Richard Harrison, 1993 - BoT and Principal should be consultative and co-operative ! More irony!!!</div><div><br></div><div><b>Employment Law </b></div><div>- must have a fair and transparent process </div><div>- competency - often fails because too much time gathering evidence - Employment RA checks the process, not the evidence - they do not know the standards - interested in that there has been a fair process </div><div><br></div><div><b>Procedural Fairness - Competency </b></div><div><b>- </b>particularise concerns - need to be specific and details need to be clear </div><div>- communicate concerns in a manner they understand - check with the employee 'do you understand what I say when .......' Onus is on us to explain concerns </div><div>- set out the required standard - this is what you need to do </div><div>- minimum of 10 weeks - unless gross incompetence - don't move immediately to dismissal </div><div><br></div><div>- Support and Guidance - needs to be very clear that they know it is not appraisal </div><div>Very difficult in area of workplace bullying due to subjective nature of complaint. </div><div><br></div><div>Dismissal of Staff - judge steps into BoT shoes - if the judge was sitting here today, would they see this as a fair process. Double jeapordy - as a teacher does not just lose job, but also lose registration and career. Due process must be followed. Howick College good case - <a href="http://www.stuff.co.nz/business/3965451/Howick-teacher-fails-to-get-job-back" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">http://www.stuff.co.nz/business/3965451/Howick-teacher-fails-to-get-job-back</a> . It is important to ASK into mental health. </div><div><br></div><div>- <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Has the school contributed to the problem eg has the school contributed to the problem - by putting the staff member into a job there are not suited for!</span></div><div><br></div><div>- If you restructure to avoid going down the competency road - is that legal? Courts will investigate that you have genuine reasons for restructure OR just avoiding difficult people. </div><div><br></div><div>- How do you avoid the 'roller coaster' effect? Competency, gets better, then goes backwards, competency.....</div><div>- is it a substantively reached the standard? Will they get there? </div><div>- if there are multiple 10 weeks - then it's misconduct - choosing not to maintain competency! </div><div><br></div><div>Really important to ensure that <b>appraisal</b> is robust for teachers who are under competency. Attestation and appraisal need to match. The Principal has to check that the data provided by the S and G person. </div><div><br></div><div><b>Procedural Fairness - Serious Misconduct of staff </b></div><div>- never have a complete list</div><div>- disclose allegation at initial meeting - if admitted or substance becomes a disciplinary nature 'I must advise if I don't like the answers that you give me, I'll refer to BoT'</div><div>- what support do we have to give to support at initial meeting - tension around being a 'good employer' - also complicated if there is a criminal investigation going on.</div><div>- Sect 66 of Ed Act - there is delegation of authority - Principal must have delegated authority from the BoT - eg conduct a Prima Facie investigation, discipline letters - generally not substantive inquiry </div><div><br></div><div><b>Stress Claims - </b>see the case here regarding workload and not being a good employer <a href="http://www.findlaw.com/12international/countries/nz/articles/2184.html" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">http://www.findlaw.com/12international/countries/nz/articles/2184.html</a></div><div>There has been a rise in education related stress claims. Court requires: </div><div>- unreasonable level of stress</div><div>- linked to a recoginisable medical condition </div><div>- not related to out of work issues </div><div>- did you know - identify staff who may be stressed - quiet, or angry or sick a lot - enquirer how they are coping in the job (<b>do we need a stress register for Staff? ) </b></div><div>- check the conditions 'industry standards' eg number of special needs in one class</div><div>- what can we afford to do in support - in our resources</div><div>- can invoke competency if stressed by incompetency </div><div>- EAP - who do you chat to if stressed </div><div>- SLT raising standards and expectations causes stress - leads to bullying - BoT needs to manage change </div><div><br></div><div><b>Health and Safety + Students with Special Needs </b></div><div>- programmes must be provided for all special needs </div><div>- any child who presents with special needs has to be treated differently - how do we actually provide resources to deal with this? </div><div>- MoE could be at fault if these not met! </div><div>- what have you done positively to support the child with special needs (ie no additional support) </div><div>- staff who have to manage these without support COULD create personal grievance if no extra support given in classroom </div><div>- hazard register and RAMS forms should name and manage the BEHAVIOUR not the child </div><div><br></div><div><b>Students committing crimes </b></div><div>- if students commit a crime outside of school police currently have no obligation to notify school </div><div>- social media impacts on jurisdiction - especially if victim and perpetrator at school - school currently has no jurisdiction over these such events - what is the gross misconduct eg sharing video at school of offsite or out of hours offence</div><div>- If there is a strong nexus between student and school then there is a strong case for jurisdiction (close to school, in uniform, time of day) - Northcote College example student reinstated - <a href="http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=222627" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=222627</a></div><div>- if an event disrupts the running of the school, then we have jurisdiction over it - double edged sword - we can be responsible for everything - <b style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Harmful Digital Comminications - Netsafe</b><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"> will be working to create how this will be investigated - students and parents can bring charges. </span></div><div><br></div></div></div><div><b>Search and Seizure</b></div><div>- potentially dangerous areas include - searching electronic devices - not OK, you can ask them with parent present, or ask police investigate if criminal activity involved. </div><div>- do not to treat confiscation as punishment eg taking a beanie! </div><div>- does a breath test classify a breach? Or do we need to get an official 'non govt' agency to do this! Even if they sign a form agreeing to conditions. </div><div>- schools are bound by BillofRights - even if parents consent</div><div>- random drug tests - a grey area around jurisdiction - lawyers on both sides </div><div><br></div><div><b>Freedom of Expression -</b></div><div>- sections 72, 75, 76 of the Acts are rights of freedom of expression - this UK school in breach - <a href="http://gu.com/p/43479?CMP=Share_iOSApp_Other" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">http://gu.com/p/43479?CMP=Share_iOSApp_Other</a></div><div>- section 5 states that these must be reasonable in a free and democratic society </div><div>- schools are not adult communities - need rules and regulations - parents expect this too - being different is not recognised by the courts </div><div>- section 14 - cultural and religious value - test the reason for the deviation - political reasons harder to justify </div><div><br></div><div><b>Education Council </b></div><div>- mandatory reporting of dismissal or competency proceedings - in the preceding 12 months if dissatisfied or intending to investigate </div><div>- Rule 9 serious misconduct - self explanatory </div><div>- laptop agreement - some misunderstanding of the laptop agreements and use of the laptop </div><div>- any act that discredits the teaching profession - balance between being role models and not being the 'moral police' of teachers - and the role of social media in this - do we need a national policy on this? Information on EdCouncil site on this <a href="https://educationcouncil.org.nz/content/teachers-and-social-media" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">https://educationcouncil.org.nz/content/teachers-and-social-media</a> . Must disclose to senior leader if any inadvertent access or pop-up. </div><div><b style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Case Study </b><a href="https://educationcouncil.org.nz/sites/default/files/Bremer%20decision%20redacted.pdf" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">https://educationcouncil.org.nz/sites/default/files/Bremer%20decision%20redacted.pdf</a></div><div>Principal prosecuted for not notifying BoT, police, not ensuring children safe.</div><div>Weight of opinion is that the charges against staff member SHOULD be disclosed to community. </div><div><br></div><div><b>Health and Safety 2015</b></div><div>Education not intended as part of this but caught up, and seen as low risk. Would need to be a high level of systems failure if someone was to be prosecuted. </div><div>Everyone who is involved in overseeing EOTC - seen as an officer. No insurance against the fine. So Board and Officer Liability. </div><div><br></div><div>NB: Most of the youth who appear before Andrew Beecroft are students that been excluded from school! </div><div><br></div><div><b>Principalship is about relationships </b></div><div>- relationship with BoT is PARAMOUNT </div><div>- appoint people who are good at the jobs that you are not good at doing </div><div>- leading learning is the key - but all the other shit actually has to have time spent on them - finance, property, community support </div><div>- get out into the classrooms - how do you know if you are not out there looking at what's going on </div><div>- fight the battles that are student centred! </div><div><br></div><div><br></div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-42028287784691724102016-08-13T14:20:00.001+12:002016-08-13T14:20:16.011+12:00#edchatnz Stanley Frielick - walking backwards into the future -
possibilities and provocationsKia whakatomuri ti haere whakamua - looking backwards to the future <div><br></div><div>1962 - Doug Engelbart - Augmenting our reality and in 1968 'the mother of inventions' - mouse founder! </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-lfZF0ZzHEzs/V66D0mLdOFI/AAAAAAAAIh8/e3zWeWsrqME/s640/blogger-image--1456147978.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-lfZF0ZzHEzs/V66D0mLdOFI/AAAAAAAAIh8/e3zWeWsrqME/s640/blogger-image--1456147978.jpg"></a></div><br></div><div><br></div><div>1968 Alan Kay - the DynaBook</div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-PjmYHP98P1Y/V66DxSESc6I/AAAAAAAAIh0/7m4Mo2Jvq2c/s640/blogger-image--296814832.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-PjmYHP98P1Y/V66DxSESc6I/AAAAAAAAIh0/7m4Mo2Jvq2c/s640/blogger-image--296814832.jpg"></a></div></div><div><br></div><div>1967 - Richard Brautigan 'Machines of Loving Grace' - poem - merging cybernetics with ecological </div><div><br></div><div>1971 - Ivan Illich - learning webs - </div><div><br></div><div>1969 - Seymour Papert - LOGO Turtle - education has to do with engagement </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-5i9lfZJhCgQ/V66D2Op3Y8I/AAAAAAAAIiA/qgAsOR-1QqE/s640/blogger-image-1587178371.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-5i9lfZJhCgQ/V66D2Op3Y8I/AAAAAAAAIiA/qgAsOR-1QqE/s640/blogger-image-1587178371.jpg"></a></div><br></div><div><br></div><div>'Education should above all equip pupils with the resources with some sense of what it means to be alive' </div><div><br></div><div>We have all of these things - but what are we doing with it all? </div><div>How can we use this power to actually make a difference? <div class="separator" style="clear: both;"><br></div></div><div class="separator" style="clear: both;">Knowledge is not just for understanding but for cutting - the cutting edge of knowledge progression. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-kQ7MVglEwHM/V66DzCGZdRI/AAAAAAAAIh4/jNTL2TeDoNU/s640/blogger-image--1005865273.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-kQ7MVglEwHM/V66DzCGZdRI/AAAAAAAAIh4/jNTL2TeDoNU/s640/blogger-image--1005865273.jpg"></a></div><br></div><div><br></div><div>These things are inevitable - words to structure curriculum and pedagogy around eg cognising, screening, sharing, flowing, accessing, becoming .....</div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-bXJujxdFopY/V66D30aQwlI/AAAAAAAAIiE/yU6lempbYzc/s640/blogger-image--14668622.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-bXJujxdFopY/V66D30aQwlI/AAAAAAAAIiE/yU6lempbYzc/s640/blogger-image--14668622.jpg"></a></div><br></div><div>A few more books to read!!!</div><div><br></div><div><br></div><div><br></div><div><br><div><div><br></div><div><br></div></div></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-6540331317049227102016-08-13T13:53:00.001+12:002016-08-13T13:53:06.265+12:00#edchatnz Kaila Colbin - Riding the Exponential Wave of ChangeTED ex Chch founder and member of Singularity University<div><br></div><div>Predictions made in the '80s about technological change are about 86% correct.</div><div><br></div><div>SU - how can technology be used as leverage for social impact? </div><div><br></div><div>Moore's Law - ( doubling curves) </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-equ40ED2w_E/V659eV9FY5I/AAAAAAAAIhg/3C0K2d_Xf-g/s640/blogger-image-311330521.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-equ40ED2w_E/V659eV9FY5I/AAAAAAAAIhg/3C0K2d_Xf-g/s640/blogger-image-311330521.jpg"></a></div></div><div><br></div><div>exponential understanding of what you could buy for $1000 - today you can buy a mouse brain can hold, by 2023 a human brain , by 2049 all human brain. </div><div><br></div><div>Think about the exponential growth of camera photography. </div><div><br></div><div>Almost impossible to understand the linear growth vs exponential growth. </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-a76vkWYD8AY/V659cxPbppI/AAAAAAAAIhc/LEQwgWVnYos/s640/blogger-image-1006226078.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-a76vkWYD8AY/V659cxPbppI/AAAAAAAAIhc/LEQwgWVnYos/s640/blogger-image-1006226078.jpg"></a></div><br></div><div>What happens when exponential progression converge eg biotechnology and 3D printing? </div><div><br></div><div>Almost everything you see on sci-fiction is probably already here! eg Star Trek medical scanner! </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-d_YSz-1qPiA/V659gfYZxbI/AAAAAAAAIhk/mYQh3u16oSY/s640/blogger-image--1954671761.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-d_YSz-1qPiA/V659gfYZxbI/AAAAAAAAIhk/mYQh3u16oSY/s640/blogger-image--1954671761.jpg"></a></div><br></div><div><br></div><div>Huge opportunity + terror! </div><div><br></div><div>47-81% if jobs disappearing due to Technology. We have never been here at this speed and at this scale. </div><div><br></div><div>AI able to now recognise cancer cells 1000 at a time 1000x faster! And will only get better! Pathologists start with zero! </div><div><br></div><div>The level of immersion of reality goggles has become unbelievably complex and more realistic - becoming indistinguishable. </div><div><br></div><div>What happens when virtual reality disrupts reality! </div><div><br></div><div>Skiing vs Surfing - mountain stays put, wave always changes. </div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-70597158677097095572016-08-13T12:25:00.001+12:002016-08-13T12:25:52.547+12:00#edchatnz16 Workshop 4 - Jane Gilbert - What does the complex future of
education mean for teachers!Be alarmed when things seem set in concrete!!!<div><br></div><div>What are the demands being made on teachers and our cognitive processing! </div><div><br></div><div>3 things - the problems , the learning, complexity theory </div><div><br></div><div><b>Part 1 </b><b style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Major changes in education</b></div><div>This is the story that we now know! </div><div>Major change is needed <b>urgently to the one size fits all education system </b>( the sausage machines turning out the faceless clones). </div><div><b>Transformation needed not just improvement or working smarter or adjustment. </b></div><div><b><br></b></div><div>What is education for? </div><div>What should students learn and why? </div><div>What is the role of the teacher - the rock bottom core?</div><div>How does this relate to the work of other teachers? </div><div><br></div><div>Educations future - a two part story - digitalisation and globalisation </div><div>AND </div><div>The growth of networked forms of knowledge (<span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">'Too big to know' - David Weinbetger ) </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">and the anthropocene (impact of man).</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Recent world events - a tipping order of cultural chaos on a relatively stable current world order. We can't begin to imagine what impact this with have! </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Welcome to the 'post normal' - complexity, chaos and contradiction - no return to the idealised past ( Ziaddin Sardar)</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">The age of VUCA - volatility, uncertainty, complexity and ambiguity! </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><b>Part 2 Education needs to change </b></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><b><br></b></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Improve structures and systems - </span></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-npzvWuOAoSA/V65pDy6Ju6I/AAAAAAAAIhM/GCgRUwhK2EY/s640/blogger-image-632467494.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-npzvWuOAoSA/V65pDy6Ju6I/AAAAAAAAIhM/GCgRUwhK2EY/s640/blogger-image-632467494.jpg"></a></div></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Assumes teachers know what to do - in times of chaos do we? </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">We've in investment in the hardware of schools (building) but little in the software ( the teachers) ! Great metaphor! </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">The major shift that is required should be done by teachers with support. Most teachers haven't experienced what we need to do, but how do we get this? </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">No one knows the answers - we have to work out how to work together? </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><b>Part 3 - Systems Thinking </b></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><b><br></b></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">New ways of thinking about human systems - systems thinking and complexity thinking. </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">These ideas are everywhere - TLIF - change from within the system. </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Innovation from within the system. </span></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">But these ideas are not understood yet.</font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">What is systems thinking? </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- an entity that functions as a whole through interaction - not individuals within </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- self organising </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">- emergence - can't predict what the outcome is going to be - you can't know what's going to emerge</font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Systems are non- linear</font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Small changes can make big difference, but not conversely so - especially do in education!!!!</font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Closed systems - will be non productive - needs new energy or disrupters to keep it going! </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">No one is in charge - there is s collective intelligence - more than just the sum of the parts. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Education is a complex system - DaveSnowdon and Cognitive Edge - the Cynefin Framework. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/--sXlTn-ttvo/V65o_fLdg3I/AAAAAAAAIhA/BMZv-fCZp4I/s640/blogger-image--126809233.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/--sXlTn-ttvo/V65o_fLdg3I/AAAAAAAAIhA/BMZv-fCZp4I/s640/blogger-image--126809233.jpg"></a></div></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Where does our Education system sit? </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Simple - follow a recipe</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Complicated - sending rocket to moon - one solved fairly certain it will follow pattern</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Complex - bringing up a child - no guarantee once you've done it once it will be right next time</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><b>What does this mean for teachers in schools now? </b></span></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Are the CoL going to be enough?</font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Is collaboration alone enough? </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-2h33-gm0wgY/V65pCUXHT8I/AAAAAAAAIhI/D8YrBZH_KJk/s640/blogger-image-851863923.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-2h33-gm0wgY/V65pCUXHT8I/AAAAAAAAIhI/D8YrBZH_KJk/s640/blogger-image-851863923.jpg"></a></div><br></font></div><div>All 3 elements in the above slide are crucial. </div><div><br></div><div>Strong collaboration - not just working nicely and sharing ideas - this will just cement existing practice! </div><div>Not just collecting and using ideas of others! </div><div><br></div><div>R Evans 2012 - teachers are good at congenial collaboration BUT everything has to be on the table for robust debate and knowledge building.</div><div><br></div><div><b>So what does all this mean change for teaching?</b></div><div><b><br></b></div><div><b><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-XguTZoyvGPg/V65pAwNzGnI/AAAAAAAAIhE/2JzfsCgZrK4/s640/blogger-image-198658049.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-XguTZoyvGPg/V65pAwNzGnI/AAAAAAAAIhE/2JzfsCgZrK4/s640/blogger-image-198658049.jpg"></a></div><br></b></div><div>Teaching is <b>cognitively demanding - </b>so teachers need support! </div><div>We need next practice, not best practice! </div><div>Focus on individual cognitive growth and being able to work different and new ways with others.</div><div><br></div><div>Historical change is like an avalanche! The starting point is a snow covered mountainside that looks solid.</div><div>All the changes that take place under the surface and are rather invisible. </div><div>But something is coming. </div><div>What is impossible is to say when..,,</div><div>N Davies (2012) </div><div><br></div><div><b><br></b></div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-2599822893955687362016-08-13T10:23:00.001+12:002016-08-13T11:09:24.105+12:00#edchatnz16 Workshop 3 Student Agency - Paula Wine DP Rototuna Junior
High School<div class="separator" style="clear: both;"><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">The context of new and change and growing!!!</span></div><div><br></div><div>Co-constructing as we go - teacher agency as well as student agency - transparent process. </div><div><br></div><div>Interesting that they are in their 5th cycle of teacher induction. Always feedback on the process - induction changes each time. </div><div><br></div><div>Quite a few of us here are interested in the Curriculum Design and Curriculum Tracking. </div><div><br></div><div>A very honest approach 'didn't all go sweet!!' Week 4 and 5 high stress for staff - creation of the non negotiables. </div><div><br></div><div><a href="https://lh3.googleusercontent.com/-mMwfJXxxhN0/V65XISZDCUI/AAAAAAAAIgs/236kxni1Wmg/s640/blogger-image--466738634.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; -webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><font color="#000000"><img border="0" src="https://lh3.googleusercontent.com/-mMwfJXxxhN0/V65XISZDCUI/AAAAAAAAIgs/236kxni1Wmg/s640/blogger-image--466738634.jpg"></font></a></div><div><br></div><div>No existing culture to change - but there is secondary change. </div><div><br></div><div><b>Learning Advisory </b></div><div><b><br></b></div><div>The cloak - challenging the mindset - is essential. </div><div><br></div><div>The extended advisory time is essential - never feel there is enough time - curriculum tracking; support. Learning advisory of 14-18 students. DP has the largest group. Mixed ability groupings - Yr7-10. </div><div><br></div><div>The first 3 weeks are in advisory - systems, Google Apps etc - essential. </div><div><br></div><div>Lots of choice for students - modules have 2 subjects combined - authentic connections. But there is an element of 'you have to' - directed where needed.</div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-ZOSNi9hLF1g/V65MRhk0HJI/AAAAAAAAIfw/8qsEUtisfj0/s640/blogger-image--605447499.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-ZOSNi9hLF1g/V65MRhk0HJI/AAAAAAAAIfw/8qsEUtisfj0/s640/blogger-image--605447499.jpg"></a></div> </div><div><br></div><div>Every semester they must have English and Maths - others come from the tracking of the curriculum. Standardised testing (as a part of triangulated data) is used to see where kids need extra support. These kids maybe on a targeted learner base. Flights are more 'pure' eg chemistry, French. </div><div><br></div><div>Two year framework for curriculum - in a 'structured choice' - in order for all things to be covered. </div><div><br></div><div><b>Learner Narratives </b></div><div>This is where students track their learning - just by using Google Doc </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-bLI72hJ03bY/V65RtPXiEqI/AAAAAAAAIgA/YGh3sXc527A/s640/blogger-image-18682849.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-bLI72hJ03bY/V65RtPXiEqI/AAAAAAAAIgA/YGh3sXc527A/s640/blogger-image-18682849.jpg"></a></div><br></div><div>This is such a simple process. Each semester is linked. Parents starting to make comments. There should be no surprises at the end of each Semester. </div><div>E-AsTTle is <b>visible </b>to the students. </div><div><br></div><div>All of the courses have evidence linked to the learner narrative. There will always be some students who find this challenging. </div><div>Students choose <b>how </b>to document their learning. The narratives are checked <b>every week </b>and <b>commented </b>on by the advisor. </div><div><br></div><div>Students who find this difficult are supported to complete. Lots of links back to parents. </div><div><br></div><div><b>Curriculum Tracker </b></div><div>What's the purpose - how much do we want to cover. </div><div>A two year approach - curriculum coverage over Yr 9 and 10. </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-tkjbHUMgzG0/V65RuqhnweI/AAAAAAAAIgE/zim19OpDqoA/s640/blogger-image-586415824.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-tkjbHUMgzG0/V65RuqhnweI/AAAAAAAAIgE/zim19OpDqoA/s640/blogger-image-586415824.jpg"></a></div><br></div><div>A detailed overview of what they cover of the curriculum - great handover for teachers who leaves.</div><div><br></div><div>Teachers also complete the curriculum tracking sheet - so that all can see what is being covered. </div><div><br></div><div><b>Solo rubrics for the values of learning </b></div><div><b><br></b></div><div><div class="separator" style="font-weight: bold; clear: both;"><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-_CtZ_aAH_k0/V65UA5emBFI/AAAAAAAAIgQ/VUQ9RjRTAUs/s640/blogger-image--962030996.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-_CtZ_aAH_k0/V65UA5emBFI/AAAAAAAAIgQ/VUQ9RjRTAUs/s640/blogger-image--962030996.jpg"></a></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">IEMs </div><div class="separator" style="clear: both;"><br></div></div><div class="separator" style="clear: both;">Scaffolded, linked to learner narrative - element of choice! </div><div class="separator" style="clear: both;">Not allowed to read from narrative.</div><div class="separator" style="clear: both;">Not - this is what I did but this is what I learned. </div><div class="separator" style="clear: both;">Clear guidelines for staff. </div><div class="separator" style="clear: both;">Goal for 100% attendance - school shut for two days - drew a line in the sand and put up with minor 'flack'! For kids who could not get family there, the kids were able to Skype or invite Principal or other SLT as audience. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Leaders of their own learning - </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">A really structured time frame for the initial meetings - but was not mandatory. Translators available for second language families. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-We6guWCXspc/V65U1gc80fI/AAAAAAAAIgU/j9V5VfVjx_A/s640/blogger-image-1452652779.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-We6guWCXspc/V65U1gc80fI/AAAAAAAAIgU/j9V5VfVjx_A/s640/blogger-image-1452652779.jpg"></a></div><br></div><div class="separator" style="clear: both;">An example of an active IEMs. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><div class="separator" style="clear: both;"><br></div><br></div><div> </div><div><br></div><div><br></div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-14368330347412876142016-08-12T16:50:00.001+12:002016-08-13T09:02:08.208+12:00#edchatnz Tribal Activities - Kereru<div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-Q3Apy4l9Mpk/V61Vn-D1I1I/AAAAAAAAIfE/spc--S3RvG8/s640/blogger-image--315991719.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-Q3Apy4l9Mpk/V61Vn-D1I1I/AAAAAAAAIfE/spc--S3RvG8/s640/blogger-image--315991719.jpg"></a></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Kereru Tribe - planning our pitch! </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Think we're running with Andy's 'Teacher Matching Site' T- Squared </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Here's our 'pitch' - thanks to Andy Crow from my old Wesley Intermediate for putting our ideas together! </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><a href="https://docs.google.com/presentation/d/1LwVX-bg5LPJ2ZP7JkapZ4R73oya4dskTAAbndlIFQ_c">https://docs.google.com/presentation/d/1LwVX-bg5LPJ2ZP7JkapZ4R73oya4dskTAAbndlIFQ_c</a></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-hJ0H_sr-ifk/V61cXwjdJRI/AAAAAAAAIfU/iefM9fVcr2A/s640/blogger-image-517727122.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-hJ0H_sr-ifk/V61cXwjdJRI/AAAAAAAAIfU/iefM9fVcr2A/s640/blogger-image-517727122.jpg"></a></div><br></div><div class="separator" style="clear: both;">Thanks to Justine for letting us be as relaxed as we are!!</div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-77197476018425375302016-08-12T15:03:00.001+12:002016-08-12T15:11:04.740+12:00#edchat2 - Student Perspectives - Learning in and innovative learning
environment<div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">4 extremely confident student ambassadors explained their vision for the school: </span></div><div><br></div><div>Connect Inspire and Soar: 10 minute </div><div><br></div><div>- We have more choice and we control what and how we learn. </div><div>- We tend to focus on one learning environment </div><div>- Much more project and student focussed </div><div>- A lot of kids and team teaching</div><div>- the kids are more self managing - more self directed over the course of the year </div><div>- based on student needs </div><div>- relationship between teachers is a whole different dynamic </div><div><br></div><div><b>Modules</b> </div><div>- the human machine - PE and Science module(Yr9/10) </div><div>- Jam and Maori - read music and speak </div><div>- Da Vinci - science and Art - light and colour perspectives </div><div>- Special effects - art and technology - weta workshop module </div><div>- enjoyed Maths when we learnt it in a Science way </div><div>- 'somewhere to be' - Maths and PE - planning a run, going on a run, geocaching on the run and mapping co-ordinates </div><div>- all use dashboard for tracking student learning </div><div><br></div><div><b>Concentrating</b> in <b>open</b> <b>learning</b> <b>environment</b>- how do you do it? </div><div>- if it's too noisy I go to a breakout room </div><div>- I put on my headphones </div><div>- I move to a different room</div><div><br></div><div><b>Curriculum</b> <b>Tracker</b>: </div><div>Students keep track on a spreadsheet of what they need to cover </div><div>Simple spreadsheet - we check where our gaps are </div><div><br></div><div><b>Advisory</b> <b>activities</b> -</div><div><br></div><div>For the start of the year</div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div>Nail <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">challenge: hard to believe this could be done! </span></div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-5RBPlXe-iww/V608lTRNzTI/AAAAAAAAIew/wA4-mt-y1Zo/s640/blogger-image--1585216972.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-5RBPlXe-iww/V608lTRNzTI/AAAAAAAAIew/wA4-mt-y1Zo/s640/blogger-image--1585216972.jpg"></a></div><br></div><div>Lego challenge: </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-XgQPQlMv6dM/V608nL0SDiI/AAAAAAAAIe0/lYjXX0YfL90/s640/blogger-image--1284916853.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-XgQPQlMv6dM/V608nL0SDiI/AAAAAAAAIe0/lYjXX0YfL90/s640/blogger-image--1284916853.jpg"></a></div></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><b>Learning</b> <b>Advisory</b> </div><div class="separator" style="clear: both;">- very strong belief in that the teachers learn as well </div><div class="separator" style="clear: both;">- students complete 'what am I learning' </div><div class="separator" style="clear: both;">- SOLO rubric for all learning - lots of work being done with Pam Hook - the students could explain this quite clearly</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">An excellent presentation from the students. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Quote: the teachers have to trust us a lot! </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">No laptops at lunchtime! </div><div class="separator" style="clear: both;">All social media blocked. </div><div class="separator" style="clear: both;">Phones only allowed for school work. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Quote 2: it may really look different - at the end of the day we're still learning! </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div><br></div><div><br></div><div><br></div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-89510801562181334532016-08-12T12:23:00.001+12:002016-08-12T12:26:22.571+12:00edchat16 - Workshop 1 - Computational Thinking - Rich Rowley and Stuart
KellyComputational Thinking - what the hell is this? <div>An interesting discussion on where coding is going! </div><div><br></div><div>Basically solving problems, abstraction and change! </div><div><br></div><div>Guess the number using yes/no questions! Solve by halving the range each time! </div><div><br></div><div>Computational thinking and coding - repetition and scale = elegant coding. </div><div>Coders are lazy! </div><div><br></div><div>Computational thinking is important - because coding is disappearing - dying professional because of the way in which </div><div><br></div><div>'Let's teach kids to code' Mitch Resnick </div><div><br></div><div><a href="https://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code?language=en">https://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code?language=en</a></div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-L7zakchYnpw/V60W9zcONlI/AAAAAAAAIeI/PrRSn3VoR8Y/s640/blogger-image--1608063555.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-L7zakchYnpw/V60W9zcONlI/AAAAAAAAIeI/PrRSn3VoR8Y/s640/blogger-image--1608063555.jpg"></a></div></div><div><br></div><div>When we code in pairs - pair programming exists in the real world.</div><div>Collaborative - constructionist pedagogy. </div><div><br></div><div>Thinking is the outcome - through coding, not other way round! </div><div><br></div><div>Extreme excitement when we did the Square! <div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-88u4P3C5yPY/V60XHM1X2wI/AAAAAAAAIeM/_baF_rdDzUw/s640/blogger-image-374436620.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-88u4P3C5yPY/V60XHM1X2wI/AAAAAAAAIeM/_baF_rdDzUw/s640/blogger-image-374436620.jpg"></a></div></div><div><br></div><div>Where could you use this in English? </div><div>- collaboration </div><div>- follow instructions </div><div>- follow a structure </div><div><br></div><div>It's about thinking and perceptive - excellence @ NCEA </div><div><br></div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-59212979149510479842016-08-12T11:26:00.001+12:002016-08-12T13:31:33.772+12:00#edchat 2016 Opening keynote - Rototuna Junior High School<div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-cagGtmLvx2M/V60Jr5yP7KI/AAAAAAAAId4/WrrRrFE6-dk/s640/blogger-image--842451857.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-cagGtmLvx2M/V60Jr5yP7KI/AAAAAAAAId4/WrrRrFE6-dk/s640/blogger-image--842451857.jpg"></a></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">'Pushing the boundaries of educational possibilities' </div><div class="separator" style="clear: both;">Fraser Hill and Danielle Myburgh </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-77D8TysXWCw/V60m9AaysfI/AAAAAAAAIec/GwcKcGHztzY/s640/blogger-image--41785911.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-77D8TysXWCw/V60m9AaysfI/AAAAAAAAIec/GwcKcGHztzY/s640/blogger-image--41785911.jpg"></a></div><br></div><div class="separator" style="clear: both;">RJHS - getting the students ready for being 'emerging adolescents' </div><div class="separator" style="clear: both;">660 - Yr7-10 - biggest opening role of a new school. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">The secondary school is being adjoining the middle school. </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Tribe: Find the perfect group for you - people who challenge and push you to go further. Be the first follower - who makes a lone nut a leader! (Derek Sivers).</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Has automation affected your job? </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"> Has your job become more complex? </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">We no longer know how to solve the problems that are presented to us? We can't predict the future.</div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">What does a conference look like? It is the bridge between reality and possibilities. Diverse groups of teachers collaborate and create possibilities - for schools and beyond! </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Sustainability a key focus - recyclable everything - cups, no paper </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;">Met my tribe - Kereru - one is from the Game Lab - learning through gaming. Others from primary, intermediate and secondary areas. Led by Justine Hughes. </div><div class="separator" style="clear: both;">What would be the one thing you'd like to change? </div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div><div class="separator" style="clear: both;"><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-26639678894026345382016-07-22T09:57:00.001+12:002016-07-24T12:00:17.510+12:00Dr Yong Zhao - entrepreneurial and creative problem based thinkingI was fortunate to hear Dr Yong Zhao in the freezing hall of Christs College on the last day of the hols. <div><br></div><div>So Dr Zhao was brought here by the 'Thought Leaders' - Who are thought leaders? I have no idea!!<div><br></div><div>Focus of the lecture - 21st century schools in age of globalisation </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-zJDsdExRqiI/V5QFDwQ97ZI/AAAAAAAAIbI/8xlxKL32pYo/s640/blogger-image-1571536166.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-zJDsdExRqiI/V5QFDwQ97ZI/AAAAAAAAIbI/8xlxKL32pYo/s640/blogger-image-1571536166.jpg"></a></div></div><div><br></div><div>Recent book to read - Who's afraid of the big bad dragon?</div><div><br></div><div>Yongzhao.uo@gmail.com</div><div><br></div><div><b>Zhao</b> <b>posed</b> <b>lots</b> of <b>questions</b>:</div><div><br></div><div>What's makes a good education?</div><div><br></div><div>Are we delivering the right things?</div><div><br></div><div>Are we 'Counting what counts?' </div><div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-kbLqeUbp4oI/V5QFCKp_dpI/AAAAAAAAIbE/wC-u2BZa2QU/s640/blogger-image--320393163.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-kbLqeUbp4oI/V5QFCKp_dpI/AAAAAAAAIbE/wC-u2BZa2QU/s640/blogger-image--320393163.jpg"></a></div></div><div>3 big issues in education: </div><div><br></div><div>Interesting that he saw - <b>Curriculum</b> - continually changing - lots of 'playing' </div><div>What is the best possible curriculum to learn? </div><div><br></div><div><b>Pedagogy</b> and teachers - trying to prescribe how we teach - </div><div><br></div><div><b>Assessment</b> - large tests /Pisa -,the trend to forced high stakes assessments</div><div>Patents want scores -bell who's doing a good job ? </div><div><br></div><div>We want to improve education but according to Zhao we need transformation?</div><div><br></div><div>What we should be focussing on 'what matters' and this will be different from place to place - different contexts.</div><div><br></div><div>In one place you can be useless, in another you can be useful. </div><div><br></div><div>3 problems in education</div><div>- disengaged kids </div><div>- post school prospects - youth unemployment - a lot of the kids are 'stuck in the basement' - this generation has had more education than any than any other 'under employment' also an issue - 'the boomerang' generation - they've played the game but the game no longer works </div><div>- equity - the achievement gap is a symptom of the equity gap </div><div><br></div><div>Traditional educational paradigm - education to deliver prescribed outcomes to all children. We deliver a package delivered the right way! </div><div><br></div><div>Traditionally differences have had no value- but when applied tons specific contexts can it matters / means something. </div><div><br></div><div>Dr Reiss - 16 basic motivations and objects of desire! </div><div>Understanding that people have different motivators leads to reduced frustration! </div><div><br></div><div>How do we decide what kids need to know? </div><div>Historically this has been an homogenous process. </div><div>The current system reinforces mediocrity, shuns excellence and diversity.</div><div><br></div><div>We're not delivering a poor education, but the wrong education. </div><div><br></div><div>Transformational revolution - very few of these take place. </div><div><br></div><div>The 4th industrial revolution - smart machines. </div><div>No job is safe! </div><div><br></div><div>What opportunities does this create to celebrate individual differences? </div><div>To solve the 3 main problems in education?</div><div>Biggest thing we consume - choice</div><div><br></div><div>New paradigm - reverse of homogenised - diversified - creating a jagged profile of success - no one is the same. </div><div><br></div><div>Another text to scan - The end of average. Todd Ross. </div><div><br></div><div>Big data is useless for individual students - based on the average. </div><div><br></div><div><span style="-webkit-text-size-adjust: auto;"><b>Education needs to be: </b></span></div><div>- student driven and personalised - not compared to others, individual students have talent. Student autonomy. Have we changed teaching from instruction to supporting learning. </div><div>- product driven - know how to problem solve - start with identifying what problems are worth solving ( are you bettering other people's lives) - edcorps.org</div><div>- globalised campus -do our students have the capacity to reach the globe </div><div><br></div><div>We can't keep tinkering with education on a small scale. </div><div><br></div><div>NB would have been interesting to be a fly on the wall when he spoke with Ministry and opposition around National Standards and Communities of Learners - neither of which he was in support of! </div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-28083502445345585472016-07-15T11:40:00.001+12:002016-07-21T20:11:41.877+12:00Re:generation NZATE16 : Keynote 4 Ben BrownWriter, teacher, performance poet and sometime. <div><br></div><div>Listening to Ben Brown I sort of question why he is not as well known as Witi Ihimaera or Patricia Grace. As powerful a wordsmith. <br><div><br></div><div>He describes himself as 'A storyteller in the world of words'. </div><div><br></div><div>Maori at home, Pakeha at school - the world of his mother. </div><div><br></div><div>Great line - Behind every great writer is the ghost of an English teacher!!!</div><div><br></div><div>And another - Human conversation is not a frivolous activity. </div><div><br></div><div>'My father always a book at the table right next to the knife! They were in the workshop and stacked in piles in the house. My mother read Readers Digest condensed -'much to my father's chagrin'. </div><div><br></div><div>Created some great images - my mother's tongue had the quality of hard diamond that cut! Ben has wonderful descriptions of his mother - the heron that fishes, the eel that twists and turns ... She could talk to birds! </div><div>Animals had a natural affinity to her, they knew how to find her kindness. </div><div><br></div><div>Honky the rabbit - named from 'Love thy neighbour' - imagine that show today!!</div><div>The teacher 'Miss What ever her name' refused to allow the racist name in the pet show! <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">'As only a teacher in her room could' </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">In Tom Sawyer he could see his own life reflected - scallywag, truant, miscreant ....</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Another great line - 'The constant mining if the human story. The seam is rich' </span></div><div><br></div><div>Final thoughts - Be the artist. Dream ridiculously. Don't live in the grind of someone else's machine. Poets are hopeless romantics - they believe in everything. </div><div>Be an artist. Be the maker of something real. </div><div>Make it complete and give it a name or else it will not exist. </div><div><br></div><div>'<b>Mana</b>' </div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Final line:</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Mana is the man who does without saying </span></div><div>'<b>He Kingi' </b></div><div><b>'Taniwha' </b></div><div><br></div><div><b><br></b></div><div><br></div><div><br></div><div><br></div></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-36702725115694032432016-07-14T15:09:00.001+12:002016-07-14T15:09:01.997+12:00Re:generation NZATE16: Workshop 4 NZQAWhat are markers looking for:<div>- no more than 3 pages - a concise response - Level 1; 5 pages - Level 2/3 </div><div>- open ended - 3 pages </div><div>- quality more important than length </div><div><br></div><div>Teachers need to promote and encourage this - kids write a lot of stuff - can be quite tedious - is it necessary - in English they should be able to write a concise essay </div><div><br></div><div>Supporting evidence - does not mean 10 quotes - often they are saying too much </div><div><br></div><div>Nothing in standards, or curriculum that specifies a word count.</div><div>Better to write two pages of good stuff! </div><div>Should be able to complete all 3 standards in 3 hours. </div><div><br></div><div>Are students disadvantaged if they do 3 - NZQA research shows not. </div><div><br></div><div>We need 15-16 year olds to be able to respond to a question, in exam conditions. We do not expect a polished piece. </div><div><br></div><div>Discussion over the key words in exam questions! Should be the key words from the standard - not synonyms. </div><div><br></div><div><b>NZQA</b> </div><div>- looking for - stating an argument - build an argument </div><div>- show an interest in the text </div><div>- have a personal response </div><div>- choose texts that the kids can relate to, can see the purpose of </div><div>- original response often hard to see for some texts </div><div><br></div><div><b>Questions</b> </div><div>- don't tell the kids what to write </div><div><br></div><div><br></div><div>OMG - quote from workshop about the exemplars ' if my kids wrote this I wouldn't give them Excellence!!"'</div><div><br></div><div><br></div><div><br></div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-61035247145584811502016-07-14T11:56:00.001+12:002016-07-14T12:43:43.573+12:00Re:generation NZATE16: Keynote 3 Michele A'Court - Small Town GirlAccording to Steve, Michele writes 'real'comedy!<div><br></div><div>We get caught up with the 'minutiae' of our lives! </div><div><br></div><div>How come my house earns more than I do in a year??!! </div><div><br></div><div>Fundamental philosophy is that life is chaos. We spend our lives writing narratives to explain that chaos. </div><div>'I look at my life as a book' </div><div><br></div><div><b>Teachers</b> who mattered to me: </div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">40 or more kids in my primary class - you just got moved through the system - always young in the class. Escaped into books. </span><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">The librarian who led me to the young adult section of the library - was s key influence. </span></div><div><br></div><div>My Yr9 teacher who told that you could make a living from writing - this was revelation. </div><div><br></div><div>Mr Marsh - who made the 5 of us who chose drama to do Chekhov. In his own time, his own money, his own enthusiasm....</div><div><br></div><div>Last year she wrote an open apology on 'social media' to the teachers she had harassed through school - such as Dr Iles who did Economics without the knowledge he needed! </div><div><br></div><div>Memories of SC English - writing on 'not' set texts - my teachers taught me HOW to read, not hoe to regurgitate! </div><div><br></div><div>Two teachers who believe in you; no teachers who crush your dreams and few teachers who are faking it! </div><div><br></div><div>I live the life I dreamed I wanted! If you can't recommend the job you do to others, why are you doing it? Find the </div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">place where you feel the 'most you'. </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Still keep grounded in the 16 year old in Levin. </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Three things needed in life: </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Something to look forward to</span></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Someone to love </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Something to fight for </font></div><div><br></div><div>Talking about fear: performing creates anxiety. </div><div>Do something one degree scarier than the thing you have to do, it makes the thing you have to do less scarier. </div><div><br></div><div>We tend to remember the shitty things that people say, not the good things - we need to hold onto those! </div><div><br></div><div>Key quotes : Alice Walker ' I have the right to be this self' </div><div><br></div><div>Final words - the fight for feminism belong to all !!</div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div> </div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-18816765844305177762016-07-13T15:13:00.001+12:002016-07-13T16:17:46.658+12:00Regeneration NZATE16: Keynote 2 Rose Hipkins - Capabilities: an idea to
regenerate interest in the NZCRose posed a number of thought provoking and highly academic questions:<div><br></div><div>Why did we out key competencies into the curriculum back in 2007? <div><br></div><div>The background for them came from the OECD. </div><div><br></div><div>The minor path is to see them as ideas that ask the 'so what' - using them to actually drive what the teaching and learning actually looks like. </div><div><br></div><div>The 4 words that drive the key competencies - <i>capabilities for living and lifelong learning </i></div><div><i><br></i></div><div>What does that actually mean for whatever do? </div><div><br></div><div>What are people actually capable of and how do you frame that capability? What happens in society where there is no social justice? </div><div><br></div><div>What are all students actually capable of?</div><div>Are they then having the opportunities to develop these capabilities? </div><div><br></div><div>What do students actual need in order to be capable of living a decent life? </div><div><br></div><div>Our system gives us the freedom to do a whole lot around these capabilities? But few of us actually do! </div><div><br></div><div>Rose referenced - 'The party in the car' resource - LTSA. The capability that they are tapping into 'thinking'. What is it about this verbal and visual text that enables it to get under the skin of the reader. </div><div><br></div><div>Knowledge of text features - personal experiences and values. In using this text students have to use all the key competencies in a meaningful way. </div><div><br></div><div>Another example was a systems thinking model - consider an issue and fully resists the urge to come to a quick conclusion. </div><div>The English rich task would be to reframe the model from formal language to a more accessible language. </div><div>A text to review - <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Triple Focus - Daniel Goldman and Peter Senge.</span></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Any school curriculum should focus on - systems thinking, managing self and the ability to work collaboratively. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">I see </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">I think </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">I wonder </font></div><div><br></div><div>What is the difference between inference in English and Science? </div><div>Science searches for evidence in the world. English searches for evidence in the world of experience. </div><div><br></div><div>We need to put meaning making on the outside - so that students can create meaning across the curriculum areas. </div><div><br></div><div>If we hold social justice and equity dear - them we have to have a close look at the lack of equity in NCEA external preparation. Low SES classes not likely to be exposed to the contexts needed in order to do well in for example 'Unfamiliar Text'. </div><div><br></div><div>Questions to take away - </div><div>- how do we prioritise and manage complexity </div><div>- what basic capabilities across the curriculum should exist? </div><div>- can we define expectation? </div><div><br></div><div>Critical Thinking - not just cognitive - dispositional/emotional as well as empathy </div><div>Persepective- taking </div><div>Disciplinary (meaning making) </div><div><br></div><div>If the task is rich and interesting these things will be there. </div><div><br></div><div><br></div><div><br></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><br></div><div><br></div><div><br></div><div><br></div></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-47840050815763600562016-07-13T14:36:00.001+12:002016-07-13T15:09:26.822+12:00Re:generation NZATE 16: Workshop 2 Marama Salsano - decolonising the
English classroomTeacher, writer and student ....<div><br></div><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-MRyooWQdu88/V4WpekxsWZI/AAAAAAAAIaQ/5-mTWF0FG5o/s640/blogger-image-1350476684.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-MRyooWQdu88/V4WpekxsWZI/AAAAAAAAIaQ/5-mTWF0FG5o/s640/blogger-image-1350476684.jpg"></a></div><br></div><div>Boy, we had to think is this workshop! </div><div><br></div><div>Lots of conversation around post-colonial theory of literature in Yr13 - which was interesting! </div><div><br></div><div>Decolonizing the English classroom - normal use Te Ao Maori in the space. </div><div><br></div><div><b>Whakapapa</b> as literary analysis - more than genealogy, layers of meaning. Relationships beyond the blood types. Everything whakapapas back to Ranginui and Papatuanuku. </div><div><br></div><div><b>Papatuanuku</b> - a model of sustainability, the human connection to the natural world. We all live here - this is a unique way to see the world - links really well to the NZC - especially Level 8.</div><div><br></div><div><b>The woven universe - </b>written post WW2 - Maramaosed some challenging questions - for explain how would you explain the whakapapa of an atom bomb? </div><div>Think back of smart phone / computer / bomb etc - they all whakapapa back to Papatuanuku and Ranginui. What happens when you dispose of a smart phone? The idea of recycling and sustainability - most students can actually do this. </div><div><br></div><div><b>The whakapapa of a .....watch </b></div><div>- what components make up a watch? </div><div>- what happens when it comes to the end of its life? </div><div><br></div><div><b>The hat - </b></div><div>A very useful and interesting activity 3 different 'readings' - Marxist, feminist, whakapapa </div><div><br></div><div><b>Zines - </b></div><div>Non commercial magazines - DIY - print excretion of 'punk rock' </div><div>Indigenous zines - alternative world view - students speak back </div><div>Created for and by young people of colour - see Starling, L.(2016) source - how they can be used to validate world views - as well as fostering creative freedom. </div><div><br></div><div>However - we need to create that safe space for students to create. Also there needs to be an awareness of intellectual property - and exploitation of indigenous knowledge. </div><div><br></div><div>Zine - templates here - <a href="http://greengrubsgardenclub.blogspot.co.nz/search/label/Mihi" style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">http://greengrubsgardenclub.blogspot.co.nz/search/label/Mihi</a></div><div><br></div><div><b><br></b></div><div><br></div><div><br></div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com0tag:blogger.com,1999:blog-6147330131358282698.post-33643846652797049742016-07-13T11:40:00.001+12:002016-07-13T13:27:42.234+12:00Re:generation NZATE16: Workshop 1 - Rowan Taigel - Design Thinking for
Effective Teams and Collaboration in English<b>CORE</b> - future focussed inquiry and learning with digital technology<div><br></div><div><b>Focused</b> on - curriculum innovation; design thinking; teaching as inquiry and modern learning pedagogy</div><div><br></div><div>Collaboration (common cause) vs Cooperation - what's the difference? </div><div>- a power difference</div><div>- everyone's input is crucial to get the task done </div><div>- cooperation more of a social skill </div><div>- product focussed </div><div>- can you have one without the other? </div><div>- choir ( from the same pre arranged sheet) vs jazz band (evolves during the process, everyone has solo, different every time)</div><div><br></div><div>Collaboration - common journey together at the start, the journey may evolve</div><div><br></div><div>Why collaborate? </div><div>- new perspectives - which may raise new questions</div><div>- cross disciplinary skills </div><div>- diffused responsibility and pressures, distributed workload </div><div>- comaraderie - humans are social beings - designed to work together </div><div><br></div><div>How can we change thinking and processes in order to achieve what we want to achieve? You know something can be better - eg how can our team work better as a team? How can we change, innovate or move forward? </div><div><br></div><div><b>What</b> is <b>design</b> <b>thinking</b>? </div><div>A mindset, we know there is a framework to work through.</div><div><br></div><div>- human centred</div><div>- collaborative - as many perspectives as possible </div><div>- optimistic - we are going to make a change</div><div>- its experimental, risk taking, be prepared to change </div><div><br></div><div><b>One model </b> </div><div>- empathise - observe the problem, take notes, watch, what is it like. Ask and listen. Research, dig deep, what is like? </div><div>- define - look at your 'data' - synthesise, focus</div><div>- ideate - brainstorm </div><div>- prototype - analyse and choose one to try, incorporate feedback</div><div>- test - seek feedback, try again </div><div><br></div><div><b>Our challenge - work through the process</b></div><div>- hold off from jumping to solutions too soon - stick to the process </div><div><br></div><div><b>Empathy</b> phase - deep understanding of the challenge - can be huge or small </div><div><b>Underlying</b> issue - what are the links or themes? Is there a thread ? If what you believe, affects what you understand, and what you know..... Digging deeper, agree within the team that this is where are going to start </div><div><b>Ideate:</b><b style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"> </b><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">how might we action what for whom in order to change something ......</span></div><div>How might be change or improve the perception of English for boys in order to increase engagement? </div><div><b>Ideate: </b>Brainstorm - Don't reject anything at this stage - post its, share round the room, add as many </div><div><b>Refining - </b>safe, favourite, moon-shot and collaborate on choosing these </div><div><b>Prototype - </b>Sketch the idea - visualise this - if there are many ideas rank them, and work through the list </div><div><b>Test - </b>seek feedback - good stuff and what won't work - rosebud, flower, thorn - refine and try again </div><div><br></div><div>What is English? - big question, not often addressed but essential </div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div>MrsChttp://www.blogger.com/profile/17268345372395875112noreply@blogger.com1