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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Make a difference…

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What drives the value I place on making a difference and on our ākonga making a difference…

Proponents of socio-critical discourses have foregrounded critical pedagogy (Culpan & Bruce, 2007; Gillespie & Culpan, 2000; Ross, 2001; Sparkes, 1996; Tinning, 2002). In  education, advocates of critical pedagogy are committed to ongoing reflection and action, as a process for creating change in classroom structures and practices that perpetuate undemocratic life. Furthermore, proponents attempt to develop a culture of schooling that supports empowerment of culturally marginalised and economically disenfranchised students (Baltodano, Darder & Torres, 2003). Critical pedagogy involves questioning assumptions of power, inequalities, and the relationship between power and knowledge. In addition, by acknowledging these inequalities, critical pedagogy aims to empower individuals and groups to take social action for change. Consequently, emancipation and social justice are major goals of critical pedagogues (Culpan & Bruce, 2007; Friere, 1972; McLaren, 2007).

I have written about students making a difference in a couple of posts before…

engage through powerful partnerships ….contribute confidently and responsibly in our changing world…

Ākonga making a difference through powerful partnerships.

This is a major driver for me philosophically. I am therefore lucky to be working in a school that has “powerful partnerships” as a main driver and critical pedagogy being applied in praxis, through an on going process of reflection and action. I am excited to be able to work in the “Impact Projects” at school this year and ensure I put this into action so that it is not just rhetoric. The intent of the project is to work with our special needs unit on site here at school “Arohanui” to ensure inclusion for all. To ensure we challenge power relations involving those with special needs and how they are included in society.

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with a focus on the Manaakitanga strand…

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Liz , Cairan and Rebecca make up our awesome project team at HPSS and have developed the curriculum around this to have student voice into passions, interests and needs of our students. The students are currently working their way around sparks over a six week period to get a true taster for what project may light their fire. I am running sparks for students and have tried to do this with the voice of the Arohanui students. Here is the voice of our potential partners…

What has been exciting to me over the past few weeks is that there is great interest from our students in this project. They see this project as a potential symbiotic relationship, where both groups of ākonga benefit from this definite challenge to the status quo. On the one hand, I feel that those who opt into this project have had a sense of empathy from the outset, on the other hand, what an amazing opportunity to develop many other skills and attributes. These attributes and skills may include, empathy, compassion, communication skills, leadership skills, patience, tolerance, acceptance of diversity and many more… The Arohanui students are excited to work with the mainstream kids and it has been rewarding seeing the students after the video provocation, going down and introducing themselves to the Arohanui students, the smiles on their faces as they say their names and introduce themselves has been tear jerking. As all of the seniors in the school are moving through the sparks, they are all learning their names, so we talked to the fact that even if they do not pick the project they can set on the path to greater inclusion by interacting and acknowledging at the least. This is another provocation that I used around #notspecialneeds

People talk of ākonga being citizens of the future, I believe they are citizens now and truly can make an impact locally and globally. I look forward to finding out who is coming into the project, continuing to develop a path based on social action and starting to co-construct with them a way to “make a difference”, knowing in doing so the rewards are great for all….As a final note, assessment will fall out of this around taking action. However, the evidence will be the on going journey of reflection and action of the ākonga as a portfolio and not be used as the main driver…

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

Culpan, I., & Bruce, J. (2007). New Zealand Physical Education and Critical Pedagogy: Refocussing the curriculum. International Journal of Sport and Health Science 5: 1-11.

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

Gillespie, L., & Culpan, I. (2000). Critical thinking: Ensuring the “education” aspect is evident in physical education. Journal of Physical Education New Zealand, 33(3), 84-96.

McLaren (2007). Life in schools: An introduction to critical pedagogy in the foundations of education. Boston: Pearson Education, Inc.

Ross, B. (2001). Visions and Phantoms: Reading the New Zealand Health and Physical Education Curriculum. Journal of physical education New Zealand, 34(1).

Sparkes, A.C. (1996). Research in physical education and sport: Exploring alternativevisions. London: Falmer Press.

engage through powerful partnerships ….contribute confidently and responsibly in our changing world…

Engage through powerful partnerships ….Contribute confidently and responsibly in our changing world…
Parts of our vision and not just rhetoric…

I truly believe that we are making a difference more than ever before. Many people are talking about MLE (modern, learning environments) rather than about the pedagogy. Here at HPSS, the thing that is apparent when you come into our school as an outsider is that it is all about the pedagogy, not just the environment.

I would like to focus in on the above two aspects of our school vision. In the past I have gathered anecdotal evidence on what “taking action” looks like in the context of PE in schools. My take on things is it is often just to meet the requirements of a standard. Often not really underpinned by the underlying concepts in the NZC. These underlying concepts are..

Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.

Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.

The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.

Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.

Also often with a token relationship with Strand D of the HPE curriculum.

“Healthy communities and environments, in which students contribute to healthy communities and environments by taking responsible and critical action”.

As the National Moderator for 5 years for PE I saw a lot of work on taking action where it was often a one off event where it was difficult to reflect and act in an ongoing manner as would be expected by taking action models such as the action competence process (Tasker 2009)…

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Action competence learning process

The action competence learning process is a process for engaging in health promotion. It provides a framework that enables students to take individual or collective action. The term “action competence” means the development of those competencies (understandings and skills) that enable students to take critical action. The issue selected for action should be one that students have chosen so that it has meaning and relevance for them. Issues will emerge out of the themes or contexts that are currently being studied. (TKI-HPE online)

At HPSS our students are only year 9 and 10, so we are not being driven by assessment to take action, rather by a belief and vision that involves…engaging through powerful partnerships ….contributing confidently and responsibly in our changing world…
Well I really want to reflect on the amazing impact that the akonga/students in our module MATHH is making for the akonga/students from Arohanui (the special needs school on site here at HPSS).

In this module we are working towards the following…
Modification and Equality for Arohanui Through the Hobsonville Habits (MATHH)

We will work closely with Arohanui in this module. We will explore how disabilities can effect peoples participation in physical activity. You will make sense of this by experiencing how it feels to have a variety of disabilities. You will innovate games, activities, equipment, space and rules by using and developing your knowledge of geometry and measurement. You will explore the specific needs of the students in Arohanui to allow you to transform participation for them. In all aspects of this module you will do this through the Hobsonville Habits.

Our learning objectives are..

To TEST by applying concepts from measurement and geometry to model physical education equipment and activities to transform participation by Arohanui students.

To REFINE physical activity and sport for Arohanui students by transforming games, activities, equipment, space and rules.

Along the way students have taken individual and collective action within this module and are taking action every week for two terms in an on-going way including reflection and action…

Students got to know their learners…
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Libby Arohanui questions

They plan in an ongoing manner, where there is individual responsibility for stations but collective action…

Week 3 Stations For Arohanui Students

Hurdles - Stations For Arohanui Students

Copy of Stations For Arohanui Students

(Katherine and Rebecca) Stations For Arohanui Students

There is also on-going reflection and action about individuals that learners have worked with…
Copy of Copy of Arohanui Reflection

Petra - Arohanui Reflection

As well as personal reflections on the disabilities that they are experiencing through their own practical PE and how modifications are required from here, gaining understanding and empathy for others…
Inclusion for all

Pictures speak louder than words so here are the crew taking action…
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In conclusion, taking action does not need to be token, assessment driven or one off experiences… it can be meaningful, authentic and truly make a difference and the highlight of my year to date is seeing these kids (both HPSS and Arohanui) developing the powerful partnerships we talk of and allowing our learners to be fulfilling the school vision of…contributing confidently and responsibly in our changing world…alongside showing our Hobsonville Habits in action, including, being compassionate, contributive, purposeful and resourceful.

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

Week 3 Interpersonal skills Annie Wang

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…
barriers (1)
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…
ecosystems

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.

barrier

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….

Something truly special is brewing here….

Whakataukī

E kore au e ngaro, he kākano i ruia mai i Rangiātea.
I will never be lost, for I am a seed sown in Rangiātea.

To search a little further, I believe this whakatauki to have a real tie into the first week at Hobsonville Point Secondary School. Once again I am left awe of our community and the partnerships we have continue to nurture between our school, Hobsonville Point Primary school and the wider community and whānau.
I will develop this further, however, it is important to look at aspects of the metaphor used within this whakatauki.

He Kākano
“Kākano means “seed”. The concept of He Kākano conveys growth, development, and expansion. Even before a seed is planted or nourished, it has inherent promise — the capability to take root, develop, grow, and blossom. A person, like a seed, is inextricably linked to generations who have gone and are yet to come. He Kākano comes from somewhere, it belongs to someone or something, and it cannot be isolated or detached from those connections. It has both history and potential. He Kākano reminds us of the opportunity we have in schools to make new beginnings, to plant, to nurture, to cherish, to realise potential, to grow and enhance that which is. He Kākano is a symbol of productivity and the promise of success through learning and achievement”. (TKI Whakatauki)

This makes me think clearly of what we are nurturing in our akonga within our community. From our relationships and whanaungatanga that we are developing working on in our on-going journey as a school. See past reflections on whanaungatanga here… https://sallyhart72.wordpress.com/2014/04/27/whanau-connections-what-how-why-so-what-now-what-the-importance-of-whanaungatanga-at-hpss/
I will talk more specifically to our Waitangi celebrations below. After a couple of weeks of inducting new staff and starting to introduce akonga to our school, through getting to know the learner development in hubs and communities, I feel another level of community developing within our schools. Both affirming and exciting as we the next steps on our journey as a new school. Akonga/ learners in this sense is wider than just the students. We are all on a learning journey as staff and Whānau as well.

Ruia
“Ruia means to plant, to sow, or to establish a foundation from which to develop. As the name of these leadership resources, Ruia represents the stepping stones, building blocks, or foundations that contribute to realising a seed’s potential. Individually, the parts of Ruia are valuable. Together, they form a strong platform upon which to grow future successful practice.
Ruia earths the seed – He Kākano – so that it can be nourished with time and energy. Ruia is the link between potential and realisation. It sets the direction for development, travelling forward to Rangiātea and from it as well. Rangiātea is the start and finish, depicting the cyclical nature of growth and development, the links and connections, and the enduring strength of relationships and location”. (TKI Whakatauki)

We are planting those seeds and releasing their true potential. We had a stream running in twitter #HPSWaitangi, which I will draw from. Through the day there were inspiring action shots, engaging activities showing the powerful partnerships in action between the two schools and whānau. However, for me the most moving of them all, was when I got home last night and our Principal had tweeted two tweets. It was wider than just Waitangi day and reflective of the whole week. Here are the two special tweets…

These were a true reflection of the difference we are making with learners, this is a testament to the vision, values that have developed and come back to, this is affirming for all involved, this is after one week!! This is why (selfish here) I am one lucky teacher to be a part of this.

Rangiātea
“Rangiātea is the origin of Māori migration. It represents the wider world, a place to put theory into practice and observe others who do the same. Rangiātea marks the start and the end of the journey of potential – He Kākano – as well as arrival at the point of opportunity to realise it – Ruia.
Rangiātea as the name for a collection of case studies provides location and context. It represents an opportunity to examine the way in which ideas, concepts, and tools can be applied and how the tools developed in Ruia to tend He Kākano manifest in the real world”. (TKI Whakatauki)

We are not at that arrival point, I think you are actually never there, as life is an ongoing journey and so is learning, however there are many points along the way that you need to take stock, recognise and celebrate that something truly special is brewing here….

Here are some other tweets to show you the special community I am a part of…

I am not the only one on the staff feeling the “love” of our school, which has been triggered by our first week and Waitangi as the final highlight of this. Steve has written a great post on powerful partnerships that show his inspiration around the day… https://stevemouldey.wordpress.com/2015/02/05/powerful-partnerships-in-action/ Sometimes on the ground you are so involved in your workshops and activities, it is not until you get a chance to sit back and see what all have experienced and to hear my daughters explanation of her awesome day, that you see the full extent and impact of it all.

We are sharing and communicating through our blogs, not only to show you what we have experienced, but to show you potential for the way things should be. Sarah and Sharon did the most amazing job of bringing things together. Our akonga did an amazing job of working together to run workshops, learn and celebrate the powerful partnerships at the fore of our vision and values. I love that I have moved my older girl to the primary. She is thriving and I feel lucky that she too gets to be a part of this. For her seed to be planted and nurtured as she works along the way to her final destination…

Resourceful