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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Everything is nothing with a twist…I am not a non existent teacher who just lets students go!

everything is nothing

Everything is nothing with a twist…

Even after a wonderful performance by the All Blacks this morning, I cannot get out of my mind this article in stuff.co.nz re: modern learning. Riddled with assumptions and possibly fuelled by an agenda to fight MOE changes to classrooms of the future, I feel to stay quiet on the article would be to agree in a passive manner. Here is the article… http://www.stuff.co.nz/national/education/73042309/Top-schools-give-multi-million-dollar-classrooms-a-fail-grade

I never judge a colleague, a practitioner, a teacher, a learner, by what school they are in. I never make judgements about what might be happening in a persons classroom, how they are helping their learners to grow. I never make judgements about how school communities are trying to ensure positive student outcomes, academically, socially or emotionally. I always assume that no matter where a person in education works, both in and outside/alongside the school community, that they have the best interest of the students at heart.

So… how is it when it comes to modern learning environments that many choose to make assumptions and generalisations about what is occurring. As I said in the title of the blog, I am not a non existent teacher who just lets students go! I feel that I need to stand in support of my colleagues working in a modern learning environment and challenge what has been said.

This is my 20th year in education, I have taught in a variety of decile schools and have seen quality practice in every school I have ever worked in. Passionate colleagues who have the best interest of the students at heart. Teachers who have put the students at the centre and personalised learning for them, working with them and not doing education to them. Personalised learning is not therefore just letting go and letting students go. There is a power shift required. However, this is nothing new, this has come in educational theory for years…see this old post on going old school in a new school. https://sallyhart72.wordpress.com/2013/10/20/going-old-school-at-a-new-school/

Colleagues at HPSS are shifting education for sure, however, they are excellent practitioners, who are differentiating and connecting learning more than I have ever seen before. As I say, not to take away from any other school or setting as I believe there is good practice everywhere. Yes we allow students to explore, make sense, focus and more… (aspects of our learning design model, that allows for cohesion in the language of learning across the school) see post by Steve on this in more depth… https://stevemouldey.wordpress.com/2015/02/22/empowering-language/

Teachers are getting also to deep learning at school rather than just surface. Teachers are working to make learning visible and meaningful to their learners. https://sallyhart72.wordpress.com/2015/05/30/what-are-we-really-learning-making-learning-visible/

Oh of course a teacher in a MLE is going to say these sorts of things…they must not believe in assessment, they will never get in the league tables, do we care about that? No. Do we care about positive student outcomes? For sure! What are those? Now this is something up for debate? Who decides what positive student outcomes are “we do!” our school, our community, our learners, our whānau.

I believe that I have a good handle of curriculum, assessment and pedagogy, here is a link to my MEd (1st class honours) http://researchcommons.waikato.ac.nz/handle/10289/8984 show off putting that here! No proving that there is depth and an understanding of education to be challenging the view points put forward in the article. Also working as National Assessment Moderator for NZQA for 5 years, I also have a reasonably good handle of what is required to achieve success as is currently measured. We are looking to shift things and transform things in our context. However, we are well aware of constraints and work to see these in different ways, how can we collect naturally occurring evidence? How can we align curriculum, assessment and pedagogy and ensure that assessment is not the main driver?

It is not a dichotomy… modern learning vs traditional learning. Maybe it can be seen more as a dialectical relationship for your Marxists out there. Where hegemony and counter-hegemony work against each other to create a new hegemony. Where things do need a radical shift, but not to throw out the old, but to truly re-vision what success in education is and can be? It does not have to be a dichotomy…

dichotomy

I want to paint a picture…I am currently teaching collaboratively in a module with Tanya, who has many years under her belt as a Mathematician, she is an amazing practitioner differentiating more than she has ever done before. Working hard to put her students at the centre and achieving not only depth in learning, but also extending her learners more than she has ever before. Yes it is in a MLE, however, she is pushing herself as a practitioner more than she has ever done before, scaffolding and supporting along the way, not just letting go…however, that will come more as the students move further along the school pathway. She is also connecting with HPE, who would have thought that! Here is a write up on that module and the awesome social action taking place within it by @Sarvnazz http://attitudelive.com/blog/sarvnaz-taherian/opinion-exploring-disabilities-gain-empathy

Then we have https://twitter.com/CbwynnWynn our awesome SCT (specialist classroom teacher) who supports SCT across the region, has been an advisor and also a National Assessment Moderator for Biology. An amazing practitioner in any setting. She always has the student at the centre, more than any other practitioner I know, she always has, no matter where she has taught, she personalises learning constantly. However, she too scaffolds, supports, differentiates all the way. She is responsive to the learners and listens to their voice. This is good practice whatever school you are in.

I could go through all my colleagues at school and give you a brief on them and their teaching and learning programmes in their classes in the same manner. They are awesome practitioners, constantly inquiring into their own practice striving for positive student outcomes. I could have also done this when I taught at Onehunga High School, Takapuna Grammar School, St Cuthbert’s College and in London. Why, because I always see the best in my colleagues, I don’t run down other schools for what they are doing, I don’t see education as competition, I see it as collaboration to get the best for akonga/students across the nation. For allowing schools to work in their context in their way, with their communities, akonga/students, whānau to work out the best way to achieve “positive student outcomes” in line with their vision. If we are all working towards the same goal only then… Everything is nothing with a twist…

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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SOLO

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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.

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

Pulling out the PE…Deconstructing my teaching and learning…what did I do with my PE hat in connected learning this year?-Resources and thinking to share…

SOLO

The long holiday period is a time for rejuvenation, reflection, resolutions and relaxation alongside the chance for more intensive and invigorating whānau time! In my last post I recorded my thinking on the end of year celebrations and how this aligned with our values, see here
In this post I want to deconstruct my teaching as a bit of a resource bank for others, maybe Physeders will find this useful, maybe not, but I will put it out there. The links and connections I have made in teaching and learning I have been a part of have been a part of, have arisen from the three aspects of our school curriculum. These have included, hubs, specialised learning modules and Big projects. What I would like to do is share a record that includes resources that can be modified, shared and used to suit others learners and context.

A good way is to start with knowing the learner activities, over the last holidays, I prepared resources for a hub tool box for all our coaches to uses, these included activities for knowing the learner, hauora, quadrants of thinking and reflections. These types of resources in the past have been the scope of Health and Physical Education teachers and others who may use to get to know their learners at the start of a year. I would like to think that others may find some of these useful for getting to know more about their learners in any context, so here are the resources (I am adapting, but these are the current slides/cards)…

As well as the knowing the learner type activities that we have used with our hubs, which this year was a group of approx 9 students with each hub coach (shifting to 12 this year with the second intake for us coming in). I have also developed resources that I have used within modules across the year to get to know the learner in these different areas, with my PE hat on. Here are some of these resources below. I will not get into so much what was involved in the modules, but the resources and teaching and learning programmes aligned to our Big concepts each term, such as, identity, citizenship, place and space and systems.

The first one was exploring my pepeha, which learners also did-“Museum of Mihi”…
https://www.haikudeck.com/pepeha-who-am-i-where-am-i-from-education-presentation-IYyOw7cC7c

Explorations of family trees-“Museum of Mihi”…
https://www.haikudeck.com/exploring-my-family-tree-education-presentation-WzGNpKmlpp

Exploration of passions in PE-“P.A.S.S” (Physical Activity, Sport and Society)…
https://www.haikudeck.com/exploring-passions-in-physical-education-education-presentation-s3e4ZSInrN

Exploring critical thinking in PE-“P.A.S.S” (Physical Activity, Sport and Society)…
https://www.haikudeck.com/critical-thinking-in-pe-education-presentation-FxV0kHZJtP

My hub and their exploration of the local whenua and history of Hobsonville Point…
https://www.haikudeck.com/waiarohia-tahaki-hub-sally-education-presentation-Ux7avZs51a

Goal setting the “purposeful habit” for “thought in sport”…
https://www.haikudeck.com/purposeful-education-presentation-r45XWQq1gI

and my learners from my first big project, taking action at the primary school and demonstrating the school habit of “contributive”…
https://www.haikudeck.com/physical-project-primary-school-coaching-uncategorized-presentation-D5RO6vsSzi

Haha, yes I do quite like Haiku deck as a form of presentation software!!!!

This was a planning board linking PE and physics-“going through the motions”…
https://docs.google.com/document/d/1sy76FoieK2NHVPGtdPtEJw3y8gckYSGVP6m34J_T_Ns/edit?usp=sharing

This was a scaffolded task for “going through the motions”…
https://docs.google.com/document/d/1iBMqZ03mMCyl6d3qMkxcUmINGQVOrtb8d4HlZB_t1LY/edit?usp=sharing

A google form gathering prior knowledge…
https://docs.google.com/a/hobsonvillepoint.school.nz/forms/d/1PNtYH4hCuWOglaqDyrGAbun9KUIcxT6aDcVXWmLca64/viewform

These are examples of docs and tasks that we did in -“move it, move it” -with Liz and Technology…
movements

skeletal

respiratory

These are a couple of docs that learners have worked on to show the interrelationship between anatomical movements and cams and followers in technology…if you pan down the side of the docs you can see the whole thing…

This is an infographic for personal and social responsibility…this came from the module “It’s not all about me” and also “just do it and analyse it”… read reflections and details on these modules here…https://sallyhart72.wordpress.com/2014/09/26/i-am-a-writer-of-books-in-retrospect/

Personal and social responsibility

This was an infographic for “thought and sport”…here is a reflection and more on this module here…
https://sallyhart72.wordpress.com/2014/07/27/about-time-overdue-reflections-and-where-to-now/

-Thought in Sport--Reflective thinking Copy (1)

There were many other resources that I used along the way, some are included in the deeper reflections, some are formats that cannot embed, others were using hobsonline and online forums etc to gather evidence along the way. Some verbal debrief docs and ongoing narratives that I have blogged about previously. This is a collection of a few, it may help to trigger ideas, it may not, but teaching and learning is an on-going experience that will evolve and transform as we go along the way, my ideas come from working with others in a variety of curriculum areas and from reflecting and acting, trying to be responsive to learners and the environment I work in…if not useful for others, it is useful for me to collate some of the ideas that have arisen for PE this year in the modules I have been involved in…I hope this may help others by sharing.

My major focus and goals across aspects of teaching in a connected, cross-curricular manner, where learning is attempting to being relevant and responsive to the learner, is to experiment, research, collaborate with other physeders (Alex at Rutherford is keen to get involved in working together-with her department), Bryce and Anna are at our school, with the potential to work with Anne McKay, Margot Bowes and Kylie Thompson with some flipped research they are looking at, with teacher lead research. Both Alex and I are keen to look at ways to develop, utilise and empower students through different modes of assessment and gathering evidence of learning along the way and in action. While the potential focus will have a physed hat from my end, it will still be in conjunction with those teachers I co-teach with this year and responsive to the learners that we have. Watch this space for reflections along the way…

You may never know what results come of your action, but if you do nothing there will be no result…

action 6

Words by Mahatma Ghandi…quoted by many…. These words when used, are they utilised in action? Are they preached without practice? Are they used to inspire and in turn cause action? What are the results when action occurs? One thing we are exploring at HPSS in a variety of ways, is the importance of action/taking action in learning. Learning that is more relevant and meaningful not only because there is a search for results and outcomes. But also that the learning arising from taking action, taking part in a process of taking action and the results that arise, whatever they may be… In doing so we are creating powerful partnerships on many levels. Working with the ARC, sustainable coastlines and the BNZ during this action, making the learning authentic and amplifying the learning process and outcome.

project

beforeafter

These pictures are from the “Big project” that Bryce and I have been working with a group of Year 9 students on this year. The students were involved in taking on-going action on Hobsonville Point. The action was to remove 1000’s of plastic bags from a mangrove area on the point. The “result” was a huge cleanup and improvement. The students made a major difference to the community but also to their learning through this process. I will let the students do the talking, here is their website, this contains the learney and was developed by the whole team, with roles of website development, storytelling, filming and film editing, brochures and more…

http://jalenw8.wix.com/action

The reflections by students show not only their learning, but thinking about the process and outcomes… Here is an example of a Year 9 reflection on the project… https://docs.google.com/document/d/1rPS-PuNNrerkKdFUueIr6Kihyg7frz7g-opd2NbofjM/edit?usp=sharing

This was the project that I have been working on. In conjunction with this project, there were many others taking action and making a difference. One group saving the near extinct, native plant, epilobium found here on Hobsonville Point… here is a video of their learning https://www.youtube.com/watch?v=IDTwzDgwTVU

Another group landscaped a community members garden. All involving partners to ensure learning was real world and authentic. The school show ran at the same time, with students involved in promotion, back stage, costuming, makeup, lighting, scripts, acting, dancing, music and more. All based on their passion and opted into by choice. With the focus on 2025 and the future, students took action through their voice about issues and concerns for them, what they foresee and what may be… Hitting issues like, bullying, rubbish, sustainable transport, food, global issues of consumerism and more.. All coming to a head at the project celebration the other night. I feel very proud of HPSS when I see the outcome of all this real world learning and in awe of our year 9 students. See more of the photos celebrating our projects on the school facebook page… https://www.facebook.com/hobsonvillepointsecondaryschool

Projects are only one example of taking action, we also have Arohanui onsite, which is a satellite school for special needs learners. Students have been involved with these learners. Sometimes in “my-times” and sometimes in ways that they are taking action.Arohanui
This is one collage that shows our students running physical activity for the learners from a variety of the satellite schools involved with Arohanui. Students giving back, making a difference and learning in the process.

action 3

On a different tangent but involving the same word “action”. As a physical educator connecting learning, in an integrated manner, through cross-curricular, collaborative teaching. I continue to revisit my strong beliefs around learning in physical education being “in, through and about movement”. Trying to ensure that the teaching and learning programmes that we develop for and with our learners still involve the “doing” while continuing to find connections with other learning areas.

Connecting this term in “going through the motions”, involving physics and biomechanics…looking at forces, motion, energy, projectile motion, force summation and more…
Students have their own youtube channel, with a collation of their own videos showing these in sporting contexts, developed in small group situations with voice overs of knowledge…students have also been involved in practical where the physics and biomechanics are applied, observed and recognised in game situations rather than just in set up situations.. I am amazed by their level of understanding of the interrelationships involved at year 9 and strongly believe it is from doing these things in “action”, applied and tried, not just learnt about in theory… The same module worked with an authentic partner the other day with a visit to the University of Auckland East Tamaki Campus, where students took their application a step further with 3D motion equipment and testing of forces in action with expensive equipment and software, making the learning again amplified to another level.

image (13)

In another module “move it, move it”, PE is integrating with tech and is involving movement analysis, which they have explored in a variety of contexts and have now shifted to their context of choice.
In tech they made ergonomes, which they have used to draw phases of execution of a skill, they are now going to make cams and followers to represent the movements of the joint… these are examples of cams and followers https://docs.google.com/document/d/1WPuaTQjEY4XI2W33I0ij5XaVaFLiXIDKnOzKCr_tk0s/edit?usp=sharing

followed by drawings of the steps involved…
Step by Step

Students have also been making sense of movements in application…in a variety of contexts, using circuits, activities and their own contexts/activities to explore…
https://docs.google.com/document/d/1FNbxkahufVd8k2jaDXcEAwx5Xnpvmt5KNvb237DwlG0/edit?usp=sharing

The learning is connecting easily this term, it differs from term to term, always exploring how learning areas see links from concept to concept. The tension is to ensure that the “action” is still there…I feel like we are finding and exploring ways to ensure this that will continue into the senior school. With many modes being used to gather evidence of learning, see last term on verbal debriefs and narrative for feedback/feedforward…

We are inquiring into how? why? what? we are doing in our teaching and learning, but always coming back to positive student outcomes as a measure. For us this is not just academic excellence but personal excellence as well..represented by our Hobsonville Habits.
Hobsonville habits

To finish this post, I return to Ghandi with a final quote, trying to mix things up at HPSS, we are are doing this on multiple levels of taking action and learning in action, anyone can do this, wherever you may be, just remember…
action 5