Today I took part in a shared session with manaiakalani teachers from around Northland to share ideas, tips, tricks and experiences on distance learning so far and what we were doing. It was great to connect and hear about and see what others are doing.
Wednesday, 22 April 2020
Wednesday, 18 March 2020
Mana Potential Staff Meeting
Today we had a staff meeting with Angelique to reflect on where we are currently at with Mana
Potential within our school and individual classrooms.
Potential within our school and individual classrooms.
Key notes from this session to remind me for my own practise moving forward and the further explore..........
Possible Questions:
Who is your go to person for you learning today / right now?
Have a look around and see who is going to be your go to person today.
Where is going to be the best place for you to work today?
Who could be your go to person if I am busy?
Learn about the Atua / kaitiaki
Karakia to close the day - karakia does not have to be in Maori, the purpose is to thank people for the
day and wish them a good evening.
day and wish them a good evening.
E te atua maanaki mai…
What could we use that is also suitable for jehovahs?
Use a circle to begin and end the day and use the colours and do the colours line up in the middle for
the check in questions.
the check in questions.
End of the day - tell your buddy one cool thing that happened for you today.
Colours for the end of the day.
You must be an active participant as well and line yourself up also.
When you state how you are feeling eg I’m in the purple, you need to also tell them I need to do this
and this for myself right now and I need you to do this for me.
and this for myself right now and I need you to do this for me.
Light blue is re-entry, restoration and repair.
Learning
Yellow is engaged and challenged
Orange - its OK
Purple - I can do it but I don't love it, I might be bored, it might be too easy and Im cruising
Red i'm disengaged with my learning / I don't understand
Blue - I make a new plan and am shown a new or different way so I can move into independence
Light Blue - I now know how and I can help someone else
Need the arrows
Talk with the students
What makes a good go to person in the classroom?
What would this person look like? Why would they be good?
What makes a good go to person in the Playground?
What makes a good go to person after school?
Dr Rangi Matamua YouTube - check it out for Matariki
https://www.youtube.com/watch?v=x3FQ-jyydF8 Matariki Presentation 2017
https://www.youtube.com/watch?v=fCgbqWtNiAc Planting Seeds Podcast
Look at Tuatara site for the Mana potential song.
Silent statements and the power of these to gauge the room:
Stand up and move if you had breakfast
Stand up and move if you had a good day
Stand up and move if you are wearing blue etc
Next steps:
I need to go back and look at the above videos and do some more work around the colours to get
these and the stories underpinning these clear in my mind before moving on with my class.
these and the stories underpinning these clear in my mind before moving on with my class.
Wednesday, 29 January 2020
Manaiakalani Launch Day 2020 (TOD)
Dorothy Burt presentation
Key Messages for me:
Leading the Digital Curriculum: Kerry Boyde-Preece and Monika Kern presentation
Decoded Digital Technology Outcomes for Learners
BREAKOUT 1: Using Explain Everything to Amplify and Turbo-charge learning. Presentation
Key Messages for me:
- It is vital that students need a concurrent and ongoing programmes supporting what is means to be a CyberSmart leaner.
- for 2020 the emphasis expands on from Recognise to AMPLIFY - we need to use the technology to amplify or turbocharge the learning.
- Manaiakalani is not about getting rid of or replacing the greatness of the past, it's about finding ways to bring the great things forward and amplify them further through the affordances of technology.
Leading the Digital Curriculum: Kerry Boyde-Preece and Monika Kern presentation
Decoded Digital Technology Outcomes for Learners
BREAKOUT 1: Using Explain Everything to Amplify and Turbo-charge learning. Presentation
(If the task is not shared it cannot be redefinition, its sits within modification.)
Thursday, 5 September 2019
Mana Potential
Session run by Angeline at the Kahi Ako AP DP hui Thursday 5th September.
Mana potential gives a universal language without assumption.
It does not require the 'back story' until the person is ready and/or willing to share it.
At the core of everyday is the skill set that sits inside of you that you bring.
Papatunanuku always gives us our strength, these are the supports and strategies you identify for yourself to support you.
The only questions which needs to be asked is "is there anything I can do for you right now?"
I felt a lot of professionalism, knowledge and mana from Angeline.
I believe that this would be a programme which would resonate with our students and could be something worth investigating further.
Need to look at how much time and impact it would have.
Understanding the korero around the colours also is powerful in itself.
Mana potential gives a universal language without assumption.
It does not require the 'back story' until the person is ready and/or willing to share it.
At the core of everyday is the skill set that sits inside of you that you bring.
Papatunanuku always gives us our strength, these are the supports and strategies you identify for yourself to support you.
The only questions which needs to be asked is "is there anything I can do for you right now?"
I felt a lot of professionalism, knowledge and mana from Angeline.
I believe that this would be a programme which would resonate with our students and could be something worth investigating further.
Need to look at how much time and impact it would have.
Understanding the korero around the colours also is powerful in itself.
Monday, 22 July 2019
Christine Ruby-Davis PD TOD
Creating High Expectation Classrooms
Manaiakalani TOD - Teacher Bias, Goal Setting and Class Climate.
BIAS:
Some teacher are more influenced or swayed by bias than others.
Both the way the teacher sets the classroom up and the classroom climate created are impacted by teacher bias.
Research shows that ability grouping can have a strain on student learning. Hattie's research shows ability grouping as a 0.1 effect size (<0.4 is basically a waste of time according to Hattie).
PISA 2017 - 2 main findings that have the most impact on student achievement and motivation;
- degree to which students were taught in mixed ability groupings
- the opportunity to learn that they received.
Stereotyping turns into bias when we assume that everyone in a particular group fits the stereotype without any allowance for variance within the group.
Consequences for students of teacher bias around ethnicity:
- received less opportunities to learn
- put in the lower ability groups: within class and between class.
Explicit vs Implicit Expectations (and bias)
**On average in e-asTTle kids improve around 30 points over a year.
Mixed ability grouping supports:
Rangatiratanga - providing a platform for students to become more self managing
Nga whakapiringatanga - teacher providing positively and well managed classroom
Ako
Positive Class Climate promotes:
Whanaunagatanga - strong relationships
Kotahitanga - classroom as a community
Manaakitanga - supported students
Goal Setting:
Rangatiratanga - students taking responsibility for learning
Wananga - joint goal setting and monitoring / encouragement
Mana motuhake - teacher care about the students reading the goal
GOAL SETTING:
Non contingent rewards (unexpected ones) are much more likely to support intrinsic motivation than contingent rewards. (you must do this and this before you get ____).
e.g. instead of "you must tidy up if you want free time" / change this to "great tidying up, you did that so well that we can have some free time".
Benefits of intrinsic motivation:
- persistence
- creativity
- conceptual understanding
- optimal functioning and well being
CLASSROOM CLIMATE
Manaiakalani TOD - Teacher Bias, Goal Setting and Class Climate.
BIAS:
Some teacher are more influenced or swayed by bias than others.
Both the way the teacher sets the classroom up and the classroom climate created are impacted by teacher bias.
Research shows that ability grouping can have a strain on student learning. Hattie's research shows ability grouping as a 0.1 effect size (<0.4 is basically a waste of time according to Hattie).
PISA 2017 - 2 main findings that have the most impact on student achievement and motivation;
- degree to which students were taught in mixed ability groupings
- the opportunity to learn that they received.
Stereotyping turns into bias when we assume that everyone in a particular group fits the stereotype without any allowance for variance within the group.
Consequences for students of teacher bias around ethnicity:
- received less opportunities to learn
- put in the lower ability groups: within class and between class.
Explicit vs Implicit Expectations (and bias)
**On average in e-asTTle kids improve around 30 points over a year.
Mixed ability grouping supports:
Rangatiratanga - providing a platform for students to become more self managing
Nga whakapiringatanga - teacher providing positively and well managed classroom
Ako
Positive Class Climate promotes:
Whanaunagatanga - strong relationships
Kotahitanga - classroom as a community
Manaakitanga - supported students
Goal Setting:
Rangatiratanga - students taking responsibility for learning
Wananga - joint goal setting and monitoring / encouragement
Mana motuhake - teacher care about the students reading the goal
GOAL SETTING:
Non contingent rewards (unexpected ones) are much more likely to support intrinsic motivation than contingent rewards. (you must do this and this before you get ____).
e.g. instead of "you must tidy up if you want free time" / change this to "great tidying up, you did that so well that we can have some free time".
Benefits of intrinsic motivation:
- persistence
- creativity
- conceptual understanding
- optimal functioning and well being
CLASSROOM CLIMATE
Class rooms which focus on skills and goals as opposed to competition result in happier students.
Psychologists recommend discussing or identify the following as a type of 'treasure box' students can go to when feeling down.
- Brag Wall
- Special Person gallery
Thursday, 13 June 2019
My Family Story Animation
We have been learning about our families.
We have been learning the stories of our families.
We have been learning to tell stories though animations in Slides.
We have been learning to record using Screencastify.
We created this because we wanted to be able to share and save the special stories from our families.
Here is Cooper's family story.
Two things I think I did well are
Next time I would like to
Do you like what you see?
We have been learning the stories of our families.
We have been learning to tell stories though animations in Slides.
We have been learning to record using Screencastify.
We created this because we wanted to be able to share and save the special stories from our families.
Here is Cooper's family story.
Two things I think I did well are
Next time I would like to
Do you like what you see?
Tuesday, 28 May 2019
Create to Learn Staff Meeting
Staff Meeting held at Taipa Area School, Tuesday 28th May 2019.
Lead by Kerry Boyd-Preece
Learning happens when meaning is CREATED in the brain.
CREATE helps to engage students in the curriculum and with 21st learning technologies and to empower them to use their device to be creators of their own learning, not just consumers.
Give students something to do which demands thinking, learning then naturally results.
If students are actively involved in what they are creating (creating to learn) they will be utilising higher level thinking.
Learn Create Share is NOT linear. Students may Share to Learn or Create to Learn.
Using maths and giving students a problem then the materials to solve this themselves is a good example of using create to learn.
We had a go at creating our own short movies.
Lead by Kerry Boyd-Preece
Learning happens when meaning is CREATED in the brain.
CREATE helps to engage students in the curriculum and with 21st learning technologies and to empower them to use their device to be creators of their own learning, not just consumers.
Give students something to do which demands thinking, learning then naturally results.
If students are actively involved in what they are creating (creating to learn) they will be utilising higher level thinking.
Learn Create Share is NOT linear. Students may Share to Learn or Create to Learn.
Using maths and giving students a problem then the materials to solve this themselves is a good example of using create to learn.
We had a go at creating our own short movies.
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