In my daughter’s eyes- be the antithesis….

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sustain
səˈsteɪn/
verb
gerund or present participle: sustaining
1.
strengthen or support physically or mentally.
“this thought had sustained him throughout the years”
strengthen or support physically or mentally.
“this thought had sustained him throughout the years”
synonyms:  comforthelpassistencouragesuccoursupport, give strength to, be a source of strength to, be a tower of strength to, buoy up, carry, cheer up, hearten, see someone through.

I actually don’t know where to start here. I have been challenged, inspired, provoked and basically rarked up. To help and try synthesise and make sense of my thinking, I have decided to talk through the lens of my daughter’s eyes. Why my daughter? Well, I think a narrative through her eyes, will show you a part of what has stirred me up. Before looking through her lens, it is pertinent to consider what has provoked me.

Who has stirred me up? You may well ask… Dr Ann Milne and her Warrior Scholars from Kia Aroha College;

  • Jacob Harris-Kaaka | Year 12 | Te Aupouri | Ngāti Kuri
  • Timitimi Ropata | Year 12 | Ngāti Toa Rangatira | Ngai Tai

I was lucky enough to be a part of  our TOD for our for our Kāhui Ako. Ironically, part of their inspiring presentation was to critique the whole premise of Kāhui Ako. You can find a way into their awesome blog posts and research on Beyond Māori boys’ writing: Reading and writing our WORLD

“Kia Aroha College’s goal is to “Develop Warrior-Scholars.” Our designated-character sets out how we are different from regular state schools. Our Graduate Profiles make clear what success “as” Māori, Samoan and Tongan learners looks like at Kia Aroha College. Tino Rangatiratanga / Self-Determination is our rationale for ‘Why we do what we do’ at Kia Aroha College. Self-determination is about what Matua Graham Smith describes as the ongoing cycle of conscientising, resisting and transforming.” Beyond Māori boys’ writing: Reading and writing our WORLD [part 3].

There were so many aspects of the talk that sparked me, for many different reasons. My sense of social justice and moral purpose is why I do what I do. I want to make a difference and I will fight for unjust situations. I consider myself to be a proponent of critical pedagogy and if you read my past posts you will already know this. Some of the the thinking and influence that I have had within this lens are as follows.

When considering guiding questions within the field of education there is a deceptively simple one: What knowledge is of most valued? Historically, an extensive tradition has grown around a restatement of that question. Rather than “What knowledge is most valued?” the question has been reframed. It has become “Whose knowledge is most valued? (APPLE, 2004, 2000, 1996). In addition to whose knowledge is valued? I also recognise Praxis: Reflection and action. To no longer be prey to its force, one must emerge from it and turn upon it. This can be done only by means of the praxis: reflection and action upon the world in order to transform it (Freire, 1972 p.36). Considering the fore-mentioned “Praxis” should be a part of how we as educators “are” and “must be”. Alongside praxis is a need to ensure conscientization occurs. “Critical and liberating dialogue, which presupposes action, must be carried out with the oppressed at whatever the stage of their struggle for liberation” (Freire, 1972 p.52). • Conscientizaçào is most commonly translated as conscientization. The term encompasses Freire’s ideas and means in general terms ‘learning to perceive social, political, and economic contradictions, and take action against the oppressive elements of reality.’ (Freire, 1970 p. 17) This stood out to me when I was watching the video of Kia Aroha College and seeing the Kaiako in action. He was up fronting the power relations in society, he was allowing for that understanding of this to inform and empower his ākonga. Critical pedagogy is fundamentally committed to the development and evolvement of a culture of schooling that supports the empowerment of culturally marginalized and economically disenfranchised students. By doing so, this pedagogical perspective seeks to transform those classroom structures and practices that perpetuate undemocratic life (Baltodano, Darder & Torres, 2003, p.11). The ākonga at Kia Aroha College were experiencing that pedagogy in Praxis. Creating an environment for counter hegemony (Gramsci, 1976) to occur. Gramsci built on the ideas of Marx (1844), shifting from thesis and antithesis as opposing forces to form a dialectical relationship, to hegemony, counter-hegemony to create a new hegemony.

We must all do this, we must all be the antithesis to the “societal norms and culture” that are valued in society today. We must create an environment that disrupts this, challenges the status quo and empowers our students to create change. Kia Aroha College is living and breathing this. So are the Wharekura, living and breathing this for Māori achieving success as Māori.

The  slipped into an unconference and my uneasiness of the day ensured that I went straight to the pop up workshop on where to from here, after the powerful talk, what can we do? What change can we be? Or how can we ensure we ensure our ākonga can be. What do I mean by uneasiness? To tell you the truth. I am so proud of our Kura and what we attempt to do with shifting education. However, I was left with a sense of uneasiness in the morning. I will be open and honest here, I was uneasy that our Kapa Haka Rōpū was not here to welcome the manuhuri to our Kura by Pōwhiri, I was uneasy Maurie was not here to Kōrero Māori. Maurie was in Wellington working with NZQA and the MOE. Was there no other Tumuaki/Principals in our Kahui Ako that could Korero Māori? There was a Kōrero back after Anne spoke, but my heart said this should have been in Reo. We sing the school Waiata every morning and usually follow this tikanga and kauapapa. Why did we not do this that day? I realise there was multiple schools there within the Kahui Ako, but in a talk on “colouring in white spaces”, I was seeing the blank pages of a colouring book. We must live and breathe this every day. We are not a wharekura. However, we are a Kura of passionate teachers who want to challenge the status quo. I am inspired by my colleagues every day, in the shifts against institutions that we are  making and the moral purpose that we collectively bring.

But….. are we doing enough? No? We must do more? I must do more, I must be the antithesis of what is valued in society, I must ensure that all our ākonga are valued and that this is not occurring…..

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Good question from Claire. also put here by Lisa, inspired by Anne…

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and the point of not deficit theorising here by Ros,

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Back to my daughter’s eyes… My girl is the left hand one on the very first photo. I am Pakeha, her father is Māori. She lives with me and our blended whānau at Muriwai beach. She is from a split family, however, both her father and I have ensured she is loved, believed in and supported by all of us and our extended families. She experiences Awhinatanga and Mana Motuhake every day. In saying that, she did not know a great deal of her whakapapa and cultural connections. Her identity was predominantly influenced by me as a Pakeha mother. She has been to her Marae “Opurure” in Te Kuiti. However, she has not really known much of her iwi connections. She has grown and blossomed under the influence of a special man. I am grateful for the time she had with him and the impact he has had on her cultural identity. She has been connected to all of her whānau. However, she has just not really understood this. She has found aspects of this, still a long way to go. However, now thanks to Matua her nick name is “Maniapoto” Her connection to Ngati Maniapoto with the Joseph side of her whānau. Jaimee, my daughter has grown so much, in terms of identity wise through her time down at Rototuna High School and is continuing to grow back at Hobsonville Point Secondary. Two mainstream Kura that are attempting to break institutions and create change. Jaimee did something down the line and was influenced by a person with “mana” who epitomises being “whakaiti” who has an in depth understanding of tikanga and kaupapa Māori. Matua Anaru Keogh, who came from  Ngā Taiātea College    and is going back there. Jaimee joined Kapa Haka and that was the beginning….

 

 

 

She is in the above photos and her “Decile 10 Kura” in Hamilton as a new Kura Rototuna High School- 1 year old, attended and took part in the Tainui Regionals in Te Kuiti. One of only a couple of mainstream schools to take part… To say I was proud watching her and the ākonga is an understatement, I was beaming with pride, alongside Troy Collins another whānau/Mum of three ākonga in the Rōpū-Travis, Reggae and League. However, it is not just her learning in Kapa Haka, including Poi, Mau Rakau, Haka and Waiata that she has blossomed in, it is also her identity. Her other side of the whānau, the Poihipi side has links to Tainui and Ngaruawahia. I am sure that her Grandfather, who passed before she was born, would have been proud of her at the Tainui regionals. Her Father and whānau were there. Here she was on the stage of the Kura (Te Kuiti High) where her fathers cousins had all gone to school, in the region of her Marae. In addition I am sure he was proud to see her working in the wharekai at Hukunui Marae for the Pokai.

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Not only has Jaimee been influenced by Matua, but also other passionate teachers at Rototuna. In her module “We the People” she experienced learning into her identity from Whaea Amy Hudson, Sally McBride and Kendyl Morris. Again through Art, English and History, looking into her own identity. Teachers such as this are part of the antithesis that I talk of, that are starting with culture, identity and relationships and challenging social norms. This is how Jaimee saw herself…

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In my own module at the moment with Jessica called “Ko wai ahau?” which is Science and Mathematics. Our focus has been learning about why we are like we are. We are comparing western worldview of the biology of inheritance including cells, genes, and chromosomes, with Te Ao Maori ideas about whakapapa, genealogy, stories….and  mokopuna. We have also been exploring the patterns of inheritance through mathematics and put into perspective how close we really are. We have looked at aspects of whakapapa, however, I wanted an expert who could show in action how whakapapa is passed on to the next generation. Matua Anaru (previously mentioned), was chosen by his Grandmother to pass on the whakapapa of his whānau. He came up to Hobsonville and helped take my class for the most awesome session. Explaining the tension he had at primary school, when the teacher talked of James Cook discovering NZ, the fact he thought his Nana was telling fibs about Kupe being first. How when he came home his Nan said not to challenge the Kaiako. Matua can whakapapa right back to Kupe. He talked to the ākonga about how they learnt chants of whakapapa like the old school way of telling times tables. He did some great whakawhanaungatanga activities and Mau Rakau-which he is Pou Waru in.

 

 

 

Rather than just focussing on Punnet squares and traits, homozygous recessive genes etc… we have looked from different world views. When I was working with the stories of Papatūānuku and Ranginui, Anthony knew a lot, I asked him of his connections to the story. He had learnt about it where he had come from in Kawakawa. So when Matua came up Anthony, stayed behind after class to personally thank Matua, I told of his connection, with Matua from Ngāpuhi. They connected straight away. Just as Matua had done with Jaimee and his same connections with her with Ngāti Maniapoto. If ākonga did not know their iwi connections, Matua would ask their surnames and often find connections through this. Down the line, I worked with a project where I my group helped to make all the Maro for the Kapa Haka group, I did not know how to do this prior, so we got in Whaea Linda Keogh, who showed us the tikanga of gathering harekeke and stripping to make Muka and dye etc… we all learnt together, see more here… Ākonga making a difference through powerful partnerships. 

Continuing on with my daughter, she is back at Hobsonville Point Secondary Year. In terms of Te Reo, while Maurie has ensured that Te Reo is compulsory at our Kura, she has chosen to take the full year option “Nau Mai Haere Mai” with Whaea Leoni, continuing what she started off down the line with Matua and also in a smaller module with Whaea Nadine Malcom and Rebecaa Foster. In addition she has joined the Mana Wahine group and is excited for a couple of weeks time where her old Rototuna Kapa Haka Rōpū is coming up for whakawhanaungatanga and performance. To see some of these faces and connections.

 

 

 

So all of us as educators, in NZ, we have a moral imperative to ensure that we are allowing for world views beyond our own to be explicit in our classes. When I stayed behind at the workshop that was held on where to next after Anne’s Kōrero, teachers talked of being uncomfortable, but you know what, we need to get uncomfortable, we need to be the antithesis to the norm and allow our students to become critically conscious. We should aspire to the critical consciousness that Kura like Kia Aroha have created  and can do this in all contexts. While we are not full immersion, we must value culture, language and identity. However, cultural responsiveness is not enough as Anne Milne said. It must be a culturally sustaining pedagogy, hence the definition at the top of this post. Only then can we ensure the empowerment and cultural growth that will enable positive outcomes in our school. When I talk of outcomes, I mean more than academic outcomes, I mean personal and academic achievement. When my girl started school at Hobsonville, Maurie interviewed us and asked Jaimee and I what we wanted for her at the Kura. Jaimee, was excited to be back, to be back to sport, friends and talked about a few subjects. I said “I just want her to be happy, if she is happy the rest will come”. While I am not Māori, I will continue to be the antithesis and hope I can help make a difference for my daughter and all the ākonga that come my way.

Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press, 1996. ______

  • Power, meaning, and identity. New York: Peter Lang, 1999.
  • Official knowledge, 2nd ed. New York: Routledge, 2000.
  • Ideology and curriculum, 3rd ed. New York: Routledge, 200

Baltodano, M., Darder A., & Torres, R.D. (2003). The Critical Pedagogy Reader. NewYork: RoutledgeFalmer.

Freire, P. (1972). Pedagogy of the oppressed. London: Sheed and Ward Ltd.

 

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“Future for our students” and some thinking on N.C.E.A…

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Much is written about the future of work, where society is heading and what the education system to support this, will need to be. Here are a few opinion pieces on changing work…

In addition here is work from the OECD looking at Education towards 2030…

“Future of Education and Skills: Education2030

Globalisation, technological innovations, climate and demographic changes and other major trends are creating both new demands and opportunities that individuals and societies need to effectively respond to.

There are increasing demands on schools to prepare students for more rapid economic and social change, for jobs that have not yet been created, for technologies that have not yet been invented, and to solve social problems that have not been anticipated in the past.

One may argue it is still some time away to think of 2030 but this is the world in which those who are beginning primary school today will start their professional careers and those who are in secondary school today will become the core group of the prime working age. The project “Future of Education and Skills: Education2030” will target school education, both general and vocational, while recognising the importance of learning progressions and a life-long learning continuum”.

http://www.oecd.org/education/school/education-2030.htm

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At a National level we have http://www.futureofwork.nz/education looking for change towards… Screen Shot 2018-02-11 at 12.55.38 PM.png

All of this work shows the paradigm shifts that are occurring in the potential future of work. At the same time we have had a shift in assessment practice in New Zealand, however, this has been evolving for some time and the speed of evolution is not keeping up with what may be required in the future by our students as they leave the “Secondary Education System”. It is pertinent to reflect on the time line of the development of N.C.E.A.

NCEA timeline

The following summarised timeline shows how NCEA has evolved:

  • Late 1997, the New Zealand Government announced a policy called ‘Achievement 2001’, involving a complete overhaul of the secondary school qualifications system. Under the new system, students would be assessed at three, or possibly four, levels of the same qualification, to be called the National Certificate of Educational Achievement, which would be registered on the National Qualifications Framework.
  • In 2000, the start date for the new qualification was delayed a year, to 2002, because the system was deemed to be not ready, either at school level or at central agency level.
  • In 2002, NCEA Level 1 was introduced and the first group of students and teachers began to experience the new qualification.
  • Over 2003 and 2004, Levels 2 and 3 were introduced, and also the separate Scholarship examination, which was registered on the Framework at Level 4, but whose content was derived from the Level 3 standards.
  • As each level was introduced, the previous qualification at that level was discontinued, except the Year 12 qualification, Sixth Form Certificate, which was allowed to continue for a further two years by schools that were not ready to move to Level 2 in 2003.
  • In September 2004, the Minister of Education, Hon. Trevor Mallard, announced at a PPTA Annual Conference, that there would be a low-key review of the NCEA system during 2005, to inform strategic planning of future work to refine the qualification system.
  • By the end of 2004, the qualification was firmly entrenched in New Zealand schools, and the first phase of implementation was complete.
  • In November 2006, a new-look Record of Learning and Result Notice was developed.
  • In 2007, a suite of improvements to the NCEA were announced by the Minister of Education. Among the first to be announced in July was NCEA certificate endorsement designed to recognise student achievement at Merit or Excellence level across all learning areas. In November, ‘Managing National Assessment’ reports for secondary schools were made available online.
  • From the beginning of 2008, full-time moderators took up their appointments as part of a process to increase the amount of internally assessed student work undergoing moderation (approximately 10%).
  • Reporting of Not Achieved results was introduced for internally assessed standards, and in March, a new monitoring process was announced, which would compare internal and external assessment data for NCEA.
  • In April 2008 , the Record of Learning was renamed Record of Achievement, to better reflect its purpose. In May, random selection of internally assessed student work for external moderation was introduced, to increase public confidence in the credibility of internal assessment.
  • In June 2008, the process began to review and align standards with the new New Zealand Curriculum (developed by the Ministry of Education) and address issues such as credit parity and duplication. Newly aligned standards are due to be introduced progressively, with level 1 standards first, in 2011.
  • In May 2009, new-look statistics pages were released on the NZQA website, including data based on participation, gender and ethnicity.
  • In July 2009, consultation was completed on the draft level 1 standards and draft level 1-3 subject matrices. New rules on further assessment opportunities for internally assessed standards were introduced in July 2009, allowing one further assessment opportunity (re-sit) per student per standard per year.
  • In April 2010, Education Minister Anne Tolley announced the introduction of Course Endorsement for NCEA, to begin in 2011.  Course Endorsement enables students with strong performances in individual courses to gain Excellence or Merit endorsements in those courses.  Students will receive an Excellence endorsement for a course if they gain 14 credits at Excellence level, while students gaining 14 credits at Merit (or Merit and Excellence) will gain a Merit endorsement.  To ensure students are capable of performing well in both modes of assessment, in most courses at least three of the 14 credits must be from internally assessed standards, and three from externally assessed standards.

http://www.nzqa.govt.nz/

Much of this evolution has been tweaking. In contrast the development of the New Zealand Curriculum shows a different timeframe…

Timeline

New Zealand curriculum – draft 2006–2007

The timeline for consultation and implementation of the New Zealand Curriculum: Draft 2006–2007 is:

2006

July/August

Draft New Zealand Curriculum (English medium) published for consultation and feedback. (Feedback must be returned by 30 November 2006.)

September/October

Independent survey carried out to gauge penetration and understanding.

September/October/November

Independent focus groups.

30 November

All feedback and consultation completed.

2007

Draft Te Marautanga o Aotearoa published.

September

Proposed release of the revised New Zealand curriculum.

2008

Final Te Marautanga o Aotearoa published.

2008–2009

Implementation of the two partnership documents: the New Zealand Curriculum and Te Marautanga o Aotearoa.

You can see that the assessment was developed and implemented before the New Zealand Curriculum (NZC). For this reason, is it really a surprise that in many schools in New Zealand Assessment continues to drive the teaching and learning. Even when the standards were aligned to the NZC half way through the timeline, there was really only shifts in semantics of standards rather than the actual outcomes themselves.
The NZC is applauded internationally for its future focus-see this article…
The challenge is not what the New Zealand Curriculum offers, the challenge is what are the intended and actual outcomes for teaching and learning in our classrooms across the country? In addition what are the intended and actual outcomes for the assessment aligned to this? If, of course, the horse comes before the cart.
This overview of the NZC shows why our curriculum document is applauded for it’s future focus…
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I personally have a strong belief that what you assess, is what you value. Currently for most Secondary Schools, the major aspect of assessment falls from N.C.E.A and the Achievement Standards that align to this document. The limitation of this assessment system as I see it is that the Achievement standards align to this aspect of the curriculum.
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Many of the aspects of our curriculum that are applauded as “future focus” come from other parts of our curriculum document such as, the “key competencies”, “values” and “vision”. While there has been a shift in curriculum documents and assessment towards some aspects of these “socio-critical discourses” the intended and actual outcomes of this can differ greatly (I went deeper into this in my own research).
If the future of work is looking more towards skills and dispositions than content knowledge, how are we collecting and curating evidence of this?
Some schools have placed a real value on dispositions that align to the NZC such as the Hobsonville Habits from Hobsonville Point Secondary School.
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Where the habits are taught explicitly and reflections occur that evidence learning against these…
or the awesome work that Liz and her team have done with real world, authentic projects that make a difference in the community. All aligned to the school vision and values…
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For all the amazing teaching and learning, there is still a search through N.C.E.A to find assessments that may align. For example here are three different examples of standards aligned in different curriculum areas, that have a different focus…

Health 2 AS91237 2.3

Take action to enhance an aspect of people’s well-being within the school or wider community.

Physical Education 1 AS90969 1.8

Take purposeful action to assist others to participate in physical activity.

Social Studies 2 AS91282 2.4

Describe personal involvement in a social action related to rights and responsibilities

If taking an action in our community, is an outcome that we want for our students, that aligns explicitly to the NZC Vision as well as schools own vision…

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Reach for the sky! Whaia te iti kahurangi

At Hobsonville Point Secondary School we believe in empowering young people with the skills to contribute confidently and responsibly in our changing world.

Then wouldn’t the ideal situation for aligning Curriculum, Assessment and Pedagogy, to be one where there are more generic standards, that do not sit in the subject silos, with specific contexts required to be used… should the context be more personalised, as is the case in our projects that use student voice and choice for what actions will be. Evidence could be collected over time in any context or several contexts and then this could be used to make judgements against the standards. Portfolios where the teaching and learning of relevant contexts to the students are collated over time. With generic standards of more future focussed skills and dispositions.

These standards would be better aligned to the wider NZC. Another example of this can be seen in this standard…

Physical Education 1 AS90966 1.5

Demonstrate interpersonal skills in a group and explain how these skills impact on others.

While this appears to be generic the Explanatory notes state that the interpersonal skills must be in a physical activity context. If the outcome that we want for our students for their future is interpersonal skills, why must it be in this context? Could any teaching and learning be aligned to this outcome? If yes, why is it sitting in a subject silo, with a specified context. This is compartmentalising learning. Not to take away from Physical Education and the development of interpersonal skills within physical activity, more to highlight this can be achieved in many contexts, for example impact projects that are taking action in a local community.

Could the Hobsonville Habits shown above, become generic outcomes for standards that students evidence overtime in portfolios? If these are the attributes that our whānau and employers are looking for, how do we value these outcomes as much as the high stakes outcomes currently in place in the N.C.E.A? There are still many knowledge and content based standards? If knowledge is ever changing, why are we assessing this? Can there be a shift towards skills and dispositions in our assessment system?

Such as these…

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If there were more generic standards, would it allow there to be a power shift from the University end of things. Where, there is a hierarchy of knowledge and valued knowledge by curriculum area. Where universities still have a hold over the pathways that are occurring particularly at Level 3. Generic research standards, problem solving standards and more….

It is good to see that N.C.E.A is being reviewed this year,

https://www.education.govt.nz/ministry-of-education/consultations-and-reviews/ncea-review/

It is also good to see people on the advisory group that will bring some outside perspectives on what N.C.E.A can be.

At the same time they need to talk to schools that are pushing back on over assessment, that are trying to minimise over assessment and assessment driven programmes. That are personalising learning as the future of work documents talk to. That are taking action in their communities, while still working the constraints of the current system, that I have mentioned above. See the article below on this and what Maurie and HPSS have been pushing.

http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11940367

Also see RNZ Interview here…

https://www.radionz.co.nz/national/programmes/ninetonoon/audio/2018629096/ncea-assessment-not-good-practice

Only then can we truly align curriculum, assessment and pedagogy to ensure personalised and best outcomes for our students to face the future coming their way….

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More reflection….less action…. Happiness and the Hobsonville Habits

reflection

As we come towards the end of another year, it is a time to slow and reflect…
Educators around the country will acknowledge the fact that sometimes you are so heads down, bum up that you need to ensure you come up for air, breathe and learn from all that is going on around you. A time for reflection before action again in the new year. I find it good to try this while things are still fresh. Hence this post…

This year I have been working on a teaching inquiry that has looked at making learning visible in HPE. Working on a project collaboratively with Alex Smith and her crew from Rutherford, alongside Anne McKay and Kylie Thompson from Unitec and Margot Bowes from the university of Auckland. There has been some tutuing with this and we have manged to pull out data to analyse and use as baseline data for exploring positive student outcomes for our priority learners. Here is a presentation that shows some of the tools and strategies we have used, student voice and data we have pulled. However, this is a separate blogpost to come….

So why am I writing this post then???
I have recognised that I am missing a major aspect in my teaching inquiry. While positive student outcomes are what I always come back to in reflecting on what we are doing and why? I am missing a part of what we are doing at HPSS that I am passionate about. Yes we want academic excellence, but where is the personal excellence that underpins what we are doing here. If you have read my posts before you will know that we have the “Hobsonville Habits” that we teach explicitly to and try to make visible to our akonga.

Hobsonville habits

I talked to this earlier in my leadership inquiry…In a world where knowledge is ever changing and easily accessible, shifts are occurring in the way teaching and learning occurs. Many talk of developing dispositions, working learning muscles, learning to learn, key competencies, capabilities, metacognition, making learning visible and more…

What I am recognising now is that while I have explored supporting learning coaches around their coaching of the dispositional curriculum and how they are supporting our learners around this. That I have not actually inquired into how this is impacting on positive student outcomes.

When a Year 9 boy is reflecting on their learning like this, you know that there is something special developing…

To development in his reflections for the second semester…

Semester 2 Overlook

My Being:
I have learnt over not just this semester but the first one is that school isn’t just about scores and test but also how you have to work others and it’s about getting along with your peers and teachers because in a real life situation such as work you aren’t going to be judge on how smart you are at maths and you aren’t going to be given multi choice tests about maths but you will need skills such as communication and other social and interpersonal skills.

My personal achievements have been to be able to work more independently without help from teachers and I have achieved this, it’s just I need some guidance such as this blog post here. I’m doing it independently but there are guidelines to help me so I stay on the right topic. Another achievement is that my grades improve which in some aspects of learning like science and technology they have but in reading and maths I got the same scores as my mid-term e-asttle test and I even when down in some aspects of reading like language features but I did go up in other aspects such as my understanding of the text.

I have been inspired by a lot of things, some of the main things being art and design. Because of my dream to be a graphic designer, seeing all these different pieces of art and design work just wants inspires me to follow that dream. For example when I saw what the students did last year for big projects and how they created those banners, I thought it was really cool how we can do art and design but it is also helping out the community and when I got a chance to do it my self I took it up immediately.

When people like Johnny (a school/public speaker) came in it gave me a real good understanding of how other people and teenagers think and the situations they go through and now I have a better understanding of why some people do things and also I have better understanding of things that seem cool but can really harmful because they can say it in a way that everybody can relate to. So now that I can understand why people act the way they do I can find a way to help or at least try to help if its a bad situation.

This semester I have been thinking about my future such as what I want to have as a job and I am working towards that by taking class learning how to use tools for graphic design and I have been In contact with my uncle (works for a web design company) and he has said that he could give me a small job and maybe an internship and the business which I am really excited about to see what the work space is like and how to work in the environment.

My Communities:

My place in the world and how I make a difference, now and in the future. The connections I bring and the connections I make.

One highlight of working in my community is how I have created new friends through working with people I don’t normally work with, it’s not just in the school but outside like the primary I have created new friends and I get along with a few of the primary kids. I also made some friends when the year 8’s came for there orientation day. In my classes I have had to work with people I don’t really get along with but I have been forced to get along with them and now we are sort of friends. Being able to get out of the class and help out people from all around the community really brings out what this school means and how we are extremely community based.

Manaakitanga: I have shown Manaakitanga by respecting other equipment by using my own stuff and not relying on others to from equipment, for example at the start of the semester I would always forget my maths book and would have to use pages out of my friends book but now I have been more purposeful and have just kept my book in my bag so I don’t need to use anyone else’s.

Whenua: I have shown Whenua in my big project because it has been all about sustainability and they way I am showing it is by creating movies and documentaries about the topic “sustainability”. For one activity we did, we went to the city and filmed things like cars, buildings and rubbish to show that even though New Zealand is considered “Green”, Its really not and we are creating lots of pollution and rubbish.

Whanaungatanga: I have shown Whanaungatanga when I have had to help out at the primary and teach LC4 how to play a certain sport, my crew and to teach a group how to play tee ball, different skills used in tee ball and how to practice those skills and incorporate these skills into a game of tee ball. I have also shown it in big projects as I had to work with Flynn and Jack, two people I had never worked with before, and we ended up working really well together and we came up with some good ideas for documentaries and then put those ideas into action.

My Learning:

This semester I have learnt a lot from things like why chemical reactions happen and why they split the way they do, things about geometry and angles and other areas in maths, in maths I have also done some Pythagoras theorems and other level 5 stuff. In technology I have expanded my knowledge on prototyping and creating a brief for a product. I have also learnt skills on Adobe Illustrator as a lot of web and graphic designers use this tool and if I am going to peruse my goal of becoming a graphic designer than it is a good skill to learn. Those are just some of the things I have learnt but a highlight of this semester has been that in my e-asttle reading test in some aspects I have progressed and achieved level 6 beginner which is at year 10/11 knowledge. Another thing I have done really well in was science and how I have been doing a little bit of year 11 science work independently, one example of this was when I stayed back after class and asked about why the chemical worked the way they did and Cindy, my science teacher, explained what was going on with the quickeze and why when added to the hydroelectric acid it lower the Ph level. She also explained why the chemicals bonded they way they did. I have enjoyed the class Lunchbox because I have learnt lots of skills that I wanted to know like how to design a product and brief as well as more complicated maths techniques and I have expanded my maths knowledge. They way I learn best is either by myself with no distractions and that way I am complete focused on completing the task or the other way is in a group doing each thing to make a whole but working together to make it get done quicker, for me there is no in between otherwise I would get distracted. I feel more confident about speaking in front others because of my class ABBS, in ABBS we have to go to the primary school and teach sports there and most of the time I have been the leader. This has boosted my confidence at talking in front of others.

Habits

Three habits that I showed this year are Resourcefulness, Contribution and Reflective.

My first habit Resourceful, means to use the materials/situation that are provided to come up with a solution to a problem. Some examples of me using this habit are when I have been able to sort out conflicts between friends such as when there was a bit of misunderstanding and one of my friends and I got into a fight but we talked it out and found out that we were thinking abut two complete different things. Another way I have shown this habit stepping outside my comfort zone and worked with people I don’t normally work with and I have shown this by in big projects working with Flynn and Jack who I wouldn’t normally get along with but we worked well together and it was a lot of fun working with and I got to know them better. This habit has helped me to make to best discussions in a unexpected situation and has also helped me make new friendships and I has made me more confident to try new things. My next steps in using this habit are to use the skills I have acquired to help me in everyday life and take it with me into everything I do.

My second habit is Contribution. This means to help in anyway possible and give things a go. Some examples of me using this habit are when I helped out at the primary school for my class A Brief Skill Session. For this class we have to help one of the primary school classes learn some sports such as tee-ball, football, touch, etc. This helped because it got me out and being contributive with the primary school, and in big projects working together as a group with people I haven’t worked with before to create documentaries about sustainability and this was good because I learnt who to be contributive in an environment in not used to. This habit has helped me to understand the needs of others and how to give things ago even when I’m not used to the environment or the activity that is happening. My next steps in using this habit are to contribute more in day to day life and getting out and helping out when the opportunity arises.

My third habit is Reflective. This means to look back at what you have done in the past and use that to make better choices in the future. Some examples of me using this habit are when I do most school work like in my spin “PROD” and in this spin we learn to create a product with the laser cutter using Adobe Illustrator. The way I used my prior knowledge on this was that I already knew a lot of skills in Photoshop and because the two are both made by Adobe the tools worked very similarly I pick up on how to use it really fast. Another way I was reflective was when we went to the city to film for my big project I already knew my way around the city and suggested where some good spots to film would be and in my smaller group of Jack, Flynn and I, I kinda took charge and worked as the navigator. This habit has helped me to draw from my prior knowledge to help me when needed for example don’t jump over fences because there could be a sharp pole in the ground. My next steps in using this habit are to before I do anything, it be a test, sports or just having fun always think about what happened last time and what the consequences are going to be.

BUT…. what do we value when we talk about positive student outcomes… it is more than academic…it is the personal excellence we talk of. However, do we revert to the curriculum and SOLO levels to see whether the outcomes are having a positive influence? Why would we do that? Well it is easily measurable quantitative data. So how can we measure success in other ways. This has been the difficulty of tracking habits. Not measuring them as you don’t become “extended-abstract” in being “resilient”- a habit. Speaking from personal experience, there will be times in your life, in your year, in your weeks and in your days, when you will be more resilient than others. Times when you will need strategies to do this, develop strategies to do this and learn along the way. What is important is that you recognise when you are doing this, recognise what you did and what you need to do in the future. Again this is something we are working on.

We have explored teaching explicitly in hubs to the habits, however, this is sometimes out of context, so I know that I need to embed the habits in everything we do, in reflections in class, in “speaking learnish” in all aspects of what we do. Catching the habits in action, or the need for the habits to be enacted.

So alongside reflecting against the habits, making explicit the habits, collecting evidence of the habits in action, setting goals where habits need to underpin the success of these goals, what else can we measure? Why do we need to??

I am going to go to a personal level here…I am lucky enough to have shifted my older girl to the Hobsonville Point Primary School. Who are part of us and we are part of them. We have a reciprocal relationship and powerful partnership we are developing all of the time. We are two schools with one vision. Sitting in in my girls IEM last week, I am blown away by the how lucky I am to have a girl who can lead her own IEM, talk to her learning, set her own goals, talk about her own dispositions and drive her own learning… She is being empowered in a way that I can not believe… However, do you know what I really care about? Is it the curriculum level? Is it that she has met National Standards? Is it that she can do her basic facts????? No I care that she is HAPPY!!! I know that most parents would agree, but I am serious, this is all I really care about. Her hauora, wellbeing and happiness… So…. yes I am going to continue to inquire into making learning visible…but what is my shift. I am going to add a second inquiry into the mix next year. It is going to involve qualitative data not quantitative data and it is going to be along the lines of…

How might the Hobsonville Habits support happiness and in turn positive student outcomes?

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Doing things differently is not always easy!

Doing things differently is not always easy!

Coming back to the kaupapa! Things are pretty busy on the ground. Many different aspects to our model, how to have cohesion, develop capability and support. It is all a balancing act as a leader… Today I got the coaches to reflect back on our initial kaupapa doc and key parts to our role. Here is the two docs…

HPSS Kaupapa of the Learning Hub

The Learning Hub

A Learning Hub is a small group within a Learning Community. Each Learning Hub has a Learning Coach. They are central to the school’s goal to empower learners by “Innovating through personalising learning, Engaging through powerful partnerships, and inspiring through deep challenge and inquiry .

When the school is at full capacity, students will remain with the same Learning Hub for their time at school. This is so they will get to understand and know each other and their Learning Coach well. In the first few establishment years there will be some shifts due to growing groups. However, this will always be done by involving students and their families.

The Learning Coach is to act as the academic and pastoral mentor for each of their students. In this way, the Learning Hub is a support system for the learner and is a bit like an extended family. Within this system every student has an adult in the school who cares about him or her deeply.

The Learning Hub is a time for students to be exposed to a wide range of ideas, interests, skills and experiences which support their learning. During Learning Hub time students develop skills around learning to learn, and the habits to be successful inquirers and self-directed learners.

The Role of the Learning Coach

The Learning Coach has the opportunity to be a teacher of learning and to radically change the entire schooling experience for their students. An important role of the Learning Coach is to create a caring, intellectually stimulating and well-organised Learning Hub.

The Learning Coach is responsible for guiding each one of their students through their learning journey. The Learning Coach works with students to identify passions and link their interests and needs to their learning. Learners negotiate their LearnPath (personalised learning programme) with their Coach to ensure that what they are learning is relevant to them.

The Learning Coach supports learners to reach academic and personal excellence by supporting them to set learning goals, constantly revisiting them and revising them and to seek ways of supporting each learner to enjoy the success of achieving their goals. The Coach also works with learners to track their learning journey, to discuss learning issues and find solutions, provide pastoral care, provide guidance for life beyond school and build on learners’ capacities to take responsibility for their learning.

and……

There was a lot of reflection by the coaches in my community, concerns over one on one time and how to facilitate this without just giving busy work, also still the difficulty of being in a new role and developing things on the ground. Finding a balance between time for developing capability and making things explicit, between teaching something separately or catching it in action -eg our habits and dispositions…How much is in the moment and how do we learn as we develop our understanding, it won’t just happen, we need to take the time…

To support but not too much, to build their capability…the interesting thing is that I made the shift from resourcing all to us all building our capability as coaches, by dividing up and sharing our resources around the habits and my-learning. In the reflections today hubs were coming back to wanting to do more on learning to learn and specific processes such as goal setting, how to skim and scan etc…

So…..it is all about balance, while returning to our kaupapa, a shift away from support the coaches, to actually WHY hubs!!!!

It was not long enough for our meeting so I need to revisit further… after the meeting I clarified our discussions with this email…

Kia ora all, just while it is fresh in our minds, I feel like we rushed past it this morning.

It was good to have time to reflect on hubs and coaching this morning. Thank you all for your honest reflections on things. As you are aware, it is a new role to all, that we are working on refining and developing as time goes on.

Hubs are an extremely important part of what we do with the learners/akonga here at HPSS.

I am also aware that there are a lot of parts to the model, these are parts that were co-contsructed early on in the process of the school as being important for developing the whole learner, their being, what they give to the community and how they go about learning in a time where knowledge is ever changing and readily accessible.

The way forward…

1. My learning is your responsibility as a hub coach…you had some very important feedback re this and learning to learn and what the kids need… it is finding a balance of this just in time teaching and supporting each other and growing our capabilities to talk about and recognise the habits in action, across all aspects of the school…as Martin said “capturing it as it happens”. The balance though is that we are all developing our understanding around this and it is different to anything we have done ever before.
So you decide what is best for your learners on a Monday, is it focusing on a habit, is it goal setting? Is it different things for different learners???

2. My communities is a time to draw on whanaungatanga in action etc… this does require what we have done with a bit of up front teaching of what this means… we can then as Jill said, use the students as teachers “Tuakana Teina” in action, try not to worry about the terms, however, I don’t think we should shy away from using aspects of Te Reo with our learners, even if it is new for us.

3. My-being is structured I realise (it took a while!!) But it should not be seen as something we are doing to learners….when you work with the learners on these activities, we are recognising their stresses, their worries, this truly is about knowing the learner.

This morning was not to stress you out about what you are not doing well, in the scheme of things it was mainly the one on one that came up as an issue. We can develop our skills in doing this better…but we must hold tight with the good things you are doing as coaches, that you do know your learners, that you know how to support good learning and that we are all developing in this role.

I believe you are all doing an amazing job and we can continue to refine and tweak to become even more awesome hub coaches. Remember also what we build now in our learners, they will be able to support younger learners later on.

Keep up the good work.

Sal

Where to now…. for me to rethink how I support, with the kaupapa always in mind, what do the akonga/ learners need, not what do the coaches need and how can I support the coaches to provide that….

Even though I have not been the best about the coaching with Suzanne, I often have reflective conversations with a mentor of mine at school here (guru and SCT Cindy), it is hard yakka on the ground leading in an environment where everything is so new, Cindy used the metaphor of trying to cut your way through the bush and making new paths with what you are doing, while it could be easy to revert back to what you know, sitting in your subject silo, doing what you have always done, we must hold strong to the why??? Keep coming back to why we are doing what we are doing.

It is about the akonga…

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Process over outcomes…Making learning visible in multiple ways….via blogging -teachers, learners, comments and authenticity

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Learning Outcomes-Right and Wrong

I love this image on technology and the “right and wrong learning outcomes”. For me this is an extremely important consideration for teaching and learning. Yes technology is shifting faster than ever before, yes we must engage ourselves and our learners in use of technology, e-learning, blended learning, whatever we may call it. Yes we must ensure equality for all, all learners need access to devices of some sort. BUT…… we need to think about all this with a pedagogical hat on!! Why comes first? What is the intended outcome? What are we wanting to learn? Why will this tool allow this? Not just a tool for the sake of a tool.

Therefore to blog or not to blog is not the question!

Why to blog????

There is multiple reasons that I believe that a blog can be a powerful tool for learning…

Firstly I believe that a blog allows gathering of naturally occurring evidence of learning, where the process of learning is gathered over time. Where the growth in the learning journey is visible to all. By all I mean, the learner, the teacher, the whānau and society.

Secondly, the learning is more authentic. This is due to the fact that the blog is out there for the world to see, to interact with and therefore the learning is augmented.

Thirdly, blogging allows for timely feedback to occur. Feedback from teachers, peers, whānau and other nodes on the network (Castells, 2000b). I have been giving feedback to my learners today in our integrated English and PE module. Feedback/feed- forward, where I hope I am making the learning more visible. Where I add value, challenge thinking and help shift the learners on their level of thinking.
here are some examples of feedback/feed-forward that I hope will add value for my learners.

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In addition, I believe that a blog is a great way to document and catch the learning journey in a better way than many other modes. I believe that it allows for a way to capture formative data about learning without the high stakes of a final summative assessment. I therefore believe it allows for the true alignment of curriculum, assessment and pedagogy and disables the potential for assessment to be the main driver.

In integrated learning, it is enabling a natural connection between PE and English. The learning is occurring, in, through and about movement (Arnold, 1979). There is a holistic focus between the doing and the learning. We are looking at socio-critical aspects such as gender, socio-economics and more and the influence of these on participation and competence in sport and physical activity. We are taking the critical aspects of this even further. We are using this content and using a blog as tool to capture this learning and understanding. The mode of the blog is being used as a tool to develop the learners writing ability for English. A hook in for those who love either PE or English or both. A hook into another learning area where it may not occur and a great way to connect their learning.

Here are some pictures of our module in action…
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To support the blog and make the learning even more visible, we have rubrics developed at school, that allow us to give specific feedback and feed-forward on where learners are at and where to next. The module is “Do we get what we are given?”, we are exploring nature vs nurture. We have a SOLO rubric for each level of PE and here is an example for level 5. We use the AO’s from the NZC to drive this and SOLO to show the level of thinking.

Here is the English rubric on writing, so that both curriculum areas have their own specific criteria to feedback on, even though teaching and learning is integrated.

We are practicing what we are preaching and both Ros and I https://plus.google.com/+RosMacEachern/posts are bloggers of what we are up to. We are also using a class blog as a platform for our teaching and learning programme, ensuring learners can access this at any time/just in time…
here is a link to our blog http://getgiven.blogspot.co.nz/

If you are reading this you may like to check out some of our learners blogs, so that they can get your voice as well, this will help us to make the learning even more authentic.

Finally, another great reason to blog, for us and our learners is sharing, sharing the range of different contexts, teaching and learning programmes, and ways of doing things that are out there, to keep being creative with the spaces between curriculum, assessment and pedagogy and not being stuck in doing things the way we have always done them. At the end of this we are looking for our learners to transform beliefs and societal understandings for others and what better way to do this than by sharing their journey with others and asking for them to be a part of it…

Watch this space as in my next blog I will talk to our cool module we have at the moment, integrating Maths and PE. Where students are integrating their understanding of measurement in maths with modifying activities for inclusion with our special needs unit (Arohanui) at school. A true reflection of our Hobsonville Habits in action.

Arnold, P. (1979). Meaning in movement, sport and physical education. London: Heinemann.
Castells, M. (2000b). The rise of the network society (2nd ed.). U.S.: Blackwell Publishing.

What are we really learning? Making Learning Visible..

What is the focus for educators around the country? Is it what are we teaching? Or is it what are students/akonga learning? What is the difference? Well I assume many educators out there could clearly articulate what the difference is between teaching and learning, however, how are they measuring it? Is it based on what I teach students learn? Is there assumptions at play on what has been learnt? Or is it deeper than that? Is there data and evidence collected, analysed an acted upon along the way? Are the tools, strategies and learning programmes modified along the way in a responsive way?

I have been lucky to connect up with Margot Bowes (Auckland Uni), Anne McKay and Kylie Thompson (Unitec) and Alex Smith at Rutherford College. Collaboratively, we are embarking on a journey supported by academics to take this to a deeper level. Here is a clip that they used when presenting at an International PE conference in Australia, talking about why we (as a group of Physeders) are interested in this and how it sits in my context at HPSS.

Movie on 13-04-15 at 5.08 pm from Sally Hart on Vimeo.

With the focus this term on Interpersonal Skills in PE, we have looked to see how we can ensure learning is visible along the way. How to capture evidence of where the learners are, while still holding tight to our philosophy of ensuring the learning is “in, through and about movement”, not diminished to just learning theoretically. Also not just a final snapshot of where they are at, but evidence collected in an on-going way over time, valuing the process of learning over just the outcome.

At the start of the term I gathered evidence on where learners were at, with their understanding of interpersonal skills as well as introducing how we would focus on these and apply and develop this understanding over the term. Development of both understanding of and application of interpersonal skills is imperative. This means that in the learning programme, there must be the opportunity to show these in action and we have done this using a variety of contexts, sports, team activities, group challenges and more..Here are a few samples of some of the evidence gathered…
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With the focus on the impacts that interpersonal skills can have on a team, we set about using on-going evaluations of sessions. Where learners think of what they have just taken part in and reflect on specific examples of their use of interpersonal skills and how this impacts on their team/group and how they know this. These have developed along the way showing the growth in their understanding of interpersonal skills in action…Here are a few examples of these reflections…
Week 5 Interpersonal skills Annie Wang

Week 3 Interpersonal skills Kiara Padayatchi

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Week 2 Interpersonal skills Annie Wang

We have developed SOLO rubrics for levels 4, 5 and 6 of the curriculum for Interpersonal skills, so that I can clearly articulate exactly where learners are sitting and what their next steps are to move up curriculum levels and SOLO levels, here is an example of one of the rubrics…

Part way through I captured another snapshot of where learners were at by using socrative, here is a sample…Student_Greenhalgh, Amanda_15_05_2015__12_19_interpersonalskillsandme

Using both the data in the socrative, the describe++ sheets (evaluation sheets above) and the evidence of where the learners are at practically, learners have been given very specific midway feedback on where they are at in terms of both curriculum level and SOLO level within this. Here is a snapshot of this data…Screen Shot 2015-05-24 at 5.24.05 pm

Since then, as giving specific examples within reflections was a next step for many learners. I needed to shift again what strategies I was using to make this clearer for learners. I set up for students to take part in a peer assessment, where peers captured specific examples for their partner as it was happening in action, students then used this feedback to deepen their own reflections on what they are doing in action. Here is a blank copy, which learners did on hard copy, I will post at the end of the term..Peer Assessment Interpersonal Skills

In addition I have given students a learning reflection using De Bono’s 6 thinking hats to reflect on their learning in an explicit way…Screen Shot 2015-05-24 at 5.20.50 pm

Cindy that I am co-teaching with has added another level to this as, I am co-teaching with a scientist, who has made the use of interpersonal skills explicit in aspects she is working with here is an example of her doing so as well, allowing natural connections to arise within our different contexts…

This is only half way through the inquiry, however, from the many different tools, tasks and strategies that I have been trying to use to make learning visible, I feel the students/akonga have a very clear understanding of where they are at and what their next steps are. Towards the end of the inquiry, I will capture student voice on the process of learning that has taken place and make a final analysis of the intended and actual outcomes.

Well you mucked that up, how are you going to make things clearer?

Being a reflective practitioner, I have an on-going inner monologue going on, always thinking what did I do wrong there? How could I do that better? What was an alternative? How can I deepen their learning more? How can I make learning more visible? Well you mucked up there, how are you going to make things clearer?…

Is this a bad thing? Is being an over analyser an issue? Maybe, maybe not….

Maybe, just maybe, this puts you in the state of on-going learning? Not being a knower, but always looking to learn from mistakes to help learners with their own learning. To ensure you make the difference you believe you can make. High expectations for your learners and yourself.

Here is a few examples of this in recent teaching and learning…Here are the modules for me for the first semester (Term one/Term two different Key Concepts)

Key Concept Term One: Culture and Diversity
Key Concept Term two: Relationships

In SLM 1 for Year 9’s with Science and PE.

It’s all about the T’s: Timelines, timescales and team talks

Description Term One: We will explore different stages of life and development, from young to old, involving ecosytems and physical activity. This will include a couple of off-site activities, involving powerful partnerships.
Learning objectives:
Share understanding of physical activity over stages of life, by teaching others.
To explore ecosystems by considering life processes, situations and factors that change over time.

Description Term Two: We will be looking at the impact that human activity has had on our environment over time. In addition we will work in group and team situations. We will explore how we might optimise impact on team performance.
Learning objectives:
To test interpersonal skills by implementing strategies to impact on the functioning of a team. To make sense of chemistry by connecting human impact on our environment over time.

In SLM 2 for Year 10’s also with Science and PE

E² around the world-ecosystems and exercise around the world

Description Term One: In this module you will explore and make sense of the characteristics of all living things and biological ecosystems, choosing one from a country of your choice. In addition you will explore societal influences on participation in physical activity, sports, games and incidental exercise in different cultures and share by teaching others a game/activity from your chosen country.
Learning objectives:
Explore and make-sense of cultures around the world by showing an understanding of ecosystems and exercise. To share by teaching others a game/activity from the chosen country.

Description Term Two: You will investigate how human activities change the chemistry of the environment and as a result impact on the biology of ecosystems. In addition you will take part in games, sports and physical activity and attempt to improve the functioning of groups/teams.
Learning objectives:
Refine our interpersonal skills to impact on the effective functioning of a group/team.
To make sense of chemistry by exploring the impact of humans on an ecosystem.

That is the background, time for my learning and muck ups….

With the Year 9’s, I explored barriers and enablers as influences on physical activity as well as benefits and risks of exercise.

First of all I started off with what they know already…
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I used hexagons that I made on http://pamhook.com/solo-apps/hexagon-generator/ here are the docs…
Getting them to go deeper, with barriers, enablers, benefits and risks…
Asking them to group them through negotiation and justification with each other…
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From here I asked students to link the hexagons further into subgroups and annotate their justifications on the sheet…this is where I lost them, even though they had had great conversations in their sorting, they did not know what I meant by justify…I tried to reword this several times and still think I lost them…anyway the session ended, so I need to go back to this… @AndreaHenson_nz had a great chat afterwards about not making assumptions about what Year 9’s can do and supporting and scaffolding to ensure learning occurs. They need more scaffolding, it is not that they could not justify, they just did not understand what I was asking. I am going to focus in more by using this…
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This will support and scaffold and build their justifications to allow for greater coherence in their PEEL paragraphs.

Here is a collage of the group in action exploring play and ecosystems at the local park…
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With my year 10’s we are exploring barriers and enablers, with a focus on physical activity from around the world. Again I started with what they know…

Here is a picture of them exploring Maori Myths and legends through dance..also using the scaffold that I learnt was required to justify links, through my year 9’s.

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I organised a collaborative task that all members of the group would have input into, each with a role and responsibility for the groups learning. To be followed by the generation of a PEEL paragraph/s answering this…

There are barriers and enablers that influence physical activity around the world. How might we use this understanding to increase physical activity for self and society?

Here is a blank copy of the task and rubric…pan down to see whole task..

Anyway, students went off and worked in groups, I thought I had scaffolded this well, but I did find myself clarifying things to the learners and some had harder aspects than others, the cultural norms part was tricky. Also there were a couple that did not pull their weight in their groups learning. So the positives are there was collaboration and most were engaged and contributing. With 53 learners in the class there were a couple that did not and that was where it was great to have the lovely @CbwynnWynn on hand to support. So in my head most benefited from the collaborative work, but the couple that did not had an impact on their group. I allowed students to select their own groups and I tend to mix this up, sometimes I do, sometimes I don’t, perhaps on reflection I could have been more purposeful in my selection.

I look forward to their PEEL paragraphs and @CbwynnWynn had a great idea to get the learners to give peer feedback against a SOLO rubric for PEEL and a chance to refine from this as well as my feedback, to allow step ups in learning to occur…watch this space for how they all go.
So yes I have mucked up, been unclear, assumed… but using that to modify and support and scaffold in an on-going way is a must for deeper learning….