tag:blogger.com,1999:blog-89776640747796687752024-03-13T21:53:23.122-07:00slightedgeMany small steps towards an evolving teaching practiceAnonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.comBlogger15125tag:blogger.com,1999:blog-8977664074779668775.post-48596449260909614282014-08-16T01:46:00.001-07:002014-08-16T01:46:11.308-07:00The Power of YES!<div style="text-align: justify;">
Last week I participated in the inaugural #edchatNZ conference at Hobsonville Point Secondary School. 2 days, 300 teachers, inspiring conversation and challenges to keep me thinking.</div>
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It was <b>AWESOME!! </b></div>
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<a href="http://3.bp.blogspot.com/-kJtcNRM-MBg/U-8GjoVguOI/AAAAAAAAAHs/UAugM5BeLec/s1600/banner%2B2%2B(1).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-kJtcNRM-MBg/U-8GjoVguOI/AAAAAAAAAHs/UAugM5BeLec/s1600/banner%2B2%2B(1).jpg" height="196" width="400" /></a></div>
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After a week to reflect, the following are the thoughts which resonate with me most strongly;</div>
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<b>I've found a place in the NZ Professional Learning Network. </b></div>
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A few years ago I really started investing in my professional development by seeking out and attending all different types of professional learning on offer. But the truth is, I had to force myself to attend these events. I felt uncomfortable. I didn't know anyone. I loathed the small talk and the effort it took to try and engage people. But the #edchatnz conference was a time to reflect on just how much I've grown and how far I've come. No longer do I feel like an outsider, the conference felt like the meeting of friends, with time of reconnect, catch-up and meet a few new people. I'm so glad I persisted through the beginning discomfort of engaging in the NZ PLN because I'm reaping the benefits now - exponentially - and giving back too! </div>
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<b>The Power of YES </b></div>
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I was lucky to be on the steering committee for this conference (a great experience in itself), which gave me some great insight into just all the things that came together to make this conference a success. And, in my opinion, by far what oiled the wheels was the answer "YES". Maurie Abraham said 'yes' you may host the conference at Hobsonville Point. Pam Hook and Mark Osbourne and Karen Melhuish-Spencer said 'yes' they would present - along with dozens of others. NEAL said 'yes' they would handle the banking side of things. Yes, yes, yes, yes ... people just kept saying yes and, as a result, the entire conference came together in 16 weeks. I have to tell you hearing 'yes' is so refreshing when many of us are so used to trying to circumvent the frequent answer of 'no' (frustration from which reduced more than a few teachers to tears during the conference). Its made me reflect on the conditions required for YES, of which there are a few. Firstly, Vision - Danielle had a vision she could articulate - the 'why should we hold a conference' was an easy selling point and the desire to chat, share and collaborate already demonstrated. Secondly, community voice - an organically created #edchatnz community was ready for a conference and in many ways Danielle was responding to #edchatnz voice! And finally, well, NZ educators are just awesome. My heart swells with pride when I see all the good will amongst teachers - plus their passion, willingness to collaborate and commitment to the best learning opportunities for our students. All in all it keeps me motivated to keep pushing for YES and believing that it doesn't need to be as hard as we often make it out to be. </div>
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So many more great things occurred during this conference - things which will have a lasting impact on my teaching practice .... but for now I think i'll just leave it there ....</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-4YNzvOkapZg/U-8KeMB1iyI/AAAAAAAAAH4/Vg4aKfntxlA/s1600/2014-08-16_1938.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-4YNzvOkapZg/U-8KeMB1iyI/AAAAAAAAAH4/Vg4aKfntxlA/s1600/2014-08-16_1938.png" height="216" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">#edchatNZ steering committee</td></tr>
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<br />Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-82888595848406192292014-01-24T21:50:00.001-08:002014-01-25T23:37:40.776-08:00The Chief, the Tribe and the Medicine ManMost organisations, and societies for that matter, are organised around a Chief-Tribe hierarchy. The Chief, as we know, is the leader - he may be inspiring, he may be a bully but nonetheless he is in charge of making decisions for the Tribe. Successful relationships between the Chief and the Tribe rely on mutual respect, loyalty and accountability. However, sometimes, things go wrong - and that's when you call in the Medicine Man. The Medicine Man brings his medicine - his knowledge - to provide guidance and heal relationships between the Chief and the Tribe. Sometimes he brings new information, sometimes he reminds them of ideas and values they have forgotten. Nonetheless for a Tribe to be healthy the Chief, the Tribe and the Medicine man must all function in harmony.<br />
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<tr><td class="tr-caption" style="text-align: center;">The Medicine Man sits outside the organisation He offers his knowledge/medicine to the Chief and the Tribe. <br />He is loyal only to his knowledge.</td></tr>
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Thinking about this model has made me reflect on the many groups I am and have been involved in. Be it family, work or social groups I can see this Chief-Tribe-Medicine Man dynamic playing out. It has also led me to conclude that I am and want to be a Medicine Man. I am most comfortable living on the fringe of the Tribe, I enjoy the solitude and I feel that it's from this vantage point that I can 'see' and offer medicine most readily. This model also resolves the tension I have felt over the past few years about my professional role. Increasingly over the past few years colleagues have said to me, "it would be good to see you in a leadership role." I think they have sensed my growing restlessness as part of the Tribe. However, the problem is, while I'm bored being part of the Tribe I don't really want to be a Chief. Now I see that there is actually a third option - the path of the Medicine Man - someone who works alongside people helping them develop and 'see' new paths. This, I think, is the role I really want to move towards, using my knowledge as my strength and most powerful tool.<br />
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<tr><td style="text-align: center;"><a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcT6BYSM5SvRk1yPXobLMuVPmBu6RMx-05_EXBTkobGENaVAoK77" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcT6BYSM5SvRk1yPXobLMuVPmBu6RMx-05_EXBTkobGENaVAoK77" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Available on Amazon - $4 <br />Quick and Easy read!</td></tr>
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<br />Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-8127683501266857952014-01-20T00:02:00.001-08:002014-01-20T00:02:54.243-08:00You Need No Title To Be A Leader<div style="text-align: justify;">
Last year, while on my efellowship journey, one of the things I discussed with my peers was that I sometimes felt stuck not having a title or position to allow me to lead and activate my ideas. I didn't see myself as a leader - but someone aspiring towards leadership. It was Claire Buist who said to me, "but Heather, whether you realise it or not, you are already a leader." Claire inspired me with her consistent support and professional reflections to explore and think more about my ideas about what it means to be a leader - which it turns out have nothing to do with a title or status and everything to do with sharing my knowledge and developing others. This is quite empowering as it means wherever I am in the workplace hierarchy I have the ability to lead in my role - to do my very best, lean into change and support and inspire others. Some of these ideas are shared in Robin Sharma's book <u>The Leader Who Had No Title.</u> In the book Robin talks about four keys to being a successful leader:</div>
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<b>1. You Need No Title To Be A Leader</b><br />
<b>2. Turbulent Times Build Great Leaders</b><br />
<b>3. The Deeper Your Relationships, The Stronger Your Leadership</b><br />
<b>4. To Be A Great Leader, First Become a Great Person</b><br />
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So as 2014 begins I have a fresh outlook on leadership and my ability to affect change!!<br />
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<b><span style="font-size: large;">Being a leader isn't about having a title - it's an attitude and an intention to always do your best for yourself and others. </span></b></div>
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<a href="http://2.bp.blogspot.com/-mseQy1wDMPw/UtzHRsDc9PI/AAAAAAAAAFg/PTVHduVwXTU/s1600/robin+sharma.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-mseQy1wDMPw/UtzHRsDc9PI/AAAAAAAAAFg/PTVHduVwXTU/s1600/robin+sharma.jpeg" height="400" width="270" /></a></div>
<br />Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-45104336060279425542014-01-05T22:01:00.001-08:002014-01-05T22:08:49.003-08:00Tag ... pass it on<br />
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<span style="color: #222222; font-family: Arial, Helvetica, sans-serif; line-height: 1.4;"><b>A great way to start the New Year - connecting with peers, reflecting on ourselves and planning for the year head. Happy 2014!!</b></span><br />
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<span style="color: #222222; font-family: Arial, Helvetica, sans-serif; line-height: 1.4;">I got "tagged" (nominated) by </span><a class="twitter-atreply pretty-link" dir="ltr" href="https://twitter.com/mattynicoll" style="color: #0084b4; font-family: 'Helvetica Neue', Arial, sans-serif; line-height: 1.4; text-decoration: initial; white-space: pre-wrap;"><s style="color: #66b5d2; text-decoration: initial;">@</s><b style="font-weight: normal;">mattynicoll</b></a><span style="font-family: 'Helvetica Neue', Arial, sans-serif; line-height: 1.4; white-space: pre-wrap;"><span style="color: #333333;"> - check out his awesome blog </span><a href="http://classroommatt.blogspot.co.nz/2014/01/blogging-tag.html" target="_blank"><span style="color: magenta;">here</span></a></span></div>
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<span style="background-color: rgba(255, 255, 255, 0); vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;">Share 11 random facts about yourself.</span></span></div>
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<span style="background-color: rgba(255, 255, 255, 0); vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;">Answer the 11 questions the nominating blogger has created for you.</span></span></div>
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<span style="background-color: rgba(255, 255, 255, 0); vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;">List 11 bloggers.</span></span></div>
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<span style="background-color: rgba(255, 255, 255, 0); vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;">Post 11 questions for the bloggers you nominate to answer, and let all the bloggers know they have been nominated. Don’t nominate a blogger who has nominated you.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: blue; line-height: 20px;">11 Random Facts about me!!</span></span></h4>
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<li style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 1.4;"><span style="color: blue; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">If I didn't become a teacher I would have studied to become a carpenter</span></li>
<li style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 1.4;"><span style="color: blue; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">I'm quite good at line dancing</span></li>
<li style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 1.4;"><span style="color: blue; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">When I was in university I facilitated a programme where each Sunday morning we closed the swimming pool to men so Muslim women could come and swim - I've never met a group of women so strong or fun!</span></li>
<li style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 1.4;"><span style="color: blue; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">I'm an introvert. I enjoy my own company and need alone time to recharge. </span></li>
<li style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 1.4;"><span style="color: blue; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">I came to New Zealand for only one year - 10 years ago ...</span></li>
<li style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 1.4;"><span style="color: blue; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">Watching Shortland Street is my guilty pleasure. </span></li>
<li style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 1.4;"><span style="color: blue; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">My best travel experience is when I hired a man named Hien to drive me on the back on his motorbike through the highlands of Vietnam. </span></li>
<li style="font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; line-height: 1.4;"><span style="color: blue; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">I love grocery shopping!</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: blue; line-height: 20px;">Last year I won my first indoor bowls club title. </span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: blue; line-height: 20px;">I love the satisfaction I get from crossing things off a to-do list. </span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: blue; line-height: 20px;">I really miss Canadian winters!</span></span></li>
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<span style="background-color: white; color: #6fa8dc;"><span style="font-family: Arial, Helvetica, sans-serif;">Answers to </span>@mattnicoll's Questions </span></h4>
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<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">What inspired you to become a teacher? <i>I guess the fact that I really like learning. I actually started university studying business but quickly decided that it wasn't for me so I started looking at what else I might do and realised that all my part-time jobs - swim instructor, babysitter, day-camp programmer all involved kids and teaching and that's what I really loved!</i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">What is/are the biggest change/s you made to your teaching in 2013?<i> Personalising learning for each student. </i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">What is the best thing about being a teacher? <i>When students get excited about learning something new or feel confident and rewarded with their learning achievements. </i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">Which country do you most want to visit/revisit next? <i>Spain </i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">What does Christmas mean to you? <i>Christmas means family ... and pavlova with strawberries!</i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">What are your favourite films? <i>Hmmm, many to choose from but since its just been Christmas I'm going to say Elf - I watch it every year at this time. </i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">What type of music do you listen to?<i> Country music ... I love Canadian country music radio.</i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">Film or theatre? Why? <i>Theatre - each performance has something new to offer and there is engagement between a cast and the audience. </i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">What pet/s do you have? <i>None, but I have some plants I'm pretty partial to. </i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">What are you looking forward to most in 2014? <i>Watching my new baby grow</i></span></li>
<li style="margin: 0px 0px 0.25em; padding: 0px;"><span style="background-color: white; color: #6fa8dc; font-family: Arial, Helvetica, sans-serif;">If you had a million dollars but had to give it <u>all</u> away, what would you do with the money? <i>I would give it to micro-finance companies. I like the idea of empowering communities of people to help themselves and build businesses based on an individuals own skills and ideas. </i></span></li>
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<span style="color: #0b5394; font-family: Arial, Helvetica, sans-serif; line-height: 1.4;">My 11 Questions:</span></h4>
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<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">What is one of your goals for 2014?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">What is your favourite place in New Zealand?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">How do you recharge after a long day?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">What advice would you give to a beginning teacher?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">Who would you invite to your dream dinner party?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">Who is the most influential person in your life?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">What is your mantra?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">What inspires you?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">Sweet or savoury?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">What was your best moment of 2013?</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #0b5394; line-height: 20px;">What is your favourite app?</span></span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;">Nominations:</span></h4>
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<li>@sterling_amanda<span style="color: #222222; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="line-height: 20px;"><br /></span></span></li>
<li>@sukhpabial</li>
<li>@JamiePowerNZ</li>
<li>@EmmaWinder25</li>
<li>@MsBeenz</li>
<li>@carltonwinter</li>
<li>@arrow12345</li>
<li>@emmerw</li>
<li>@paulinehendog</li>
</ul>
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Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-8394632581930689562012-07-28T02:16:00.001-07:002012-08-23T01:10:02.851-07:00Individual vs the CollectiveIn talking with my Pasifika students this week I've been reflecting about the cultural divide and the barriers they face in learning at school.<br />
<br />
We have a very ethnocentric education system the very much values individuality and independence. Pasifika students coming from a culture that values community, the collective struggle to find a place within our education system. How do we adapt our education system to value the collective as much as the individual? How do we create communities at school and develop academic role models? How to we create greater links to the community - supporting parents and showing students pathways to their future?<br />
<br />
All things I'm thinking about .....<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-65431110456758306152012-07-28T02:09:00.001-07:002012-07-28T02:10:24.285-07:00Collecting Maori Student Voice<span style="font-family: Georgia, 'Times New Roman', serif;">Recently I have been collecting the <b>student voice of Maori students.</b> The purpose of this has was to inform a series of PD sessions for the school staff about how we may provide better meet the needs of our Maori students.</span><br />
<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span><br />
<span style="font-family: Georgia, 'Times New Roman', serif;">The following is a summary of some of the students responses<span style="background-color: white;">.</span></span><br />
<br />
<span style="color: #333333; line-height: 18px; text-align: left;"><span style="font-family: Georgia, 'Times New Roman', serif;">Students want the freedom to put learning into a context that is relevant them</span></span><br />
<br />
<ul style="color: #333333; line-height: 18px; margin: 0.2em 0px 0px; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">As teachers we talk about making choices that make learning <b>relevant</b> to students but students what more power to tell YOU how the learning is relevant o them</span></li>
</ul>
<ul style="color: #333333; line-height: 18px; margin: 0.2em 0px 0px; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">Students self-identified themselves as being <b>social learners</b>. We like learning by discussing and collaboration.</span></li>
</ul>
<ul style="line-height: inherit; margin: 0.2em 0px 0px; padding: 0px;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">Difficult to adapt to quiet, individual learning environment</span></li>
</ul>
<ul style="line-height: inherit; margin: 0.2em 0px 0px; padding: 0px;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">Feel most comfortable when talking or there is noise in the background</span></li>
</ul>
<ul style="line-height: inherit; margin: 0.2em 0px 0px; padding: 0px;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">They are <b>aware that other ethnic groups learn differently</b> to them and ‘fit the expected mould’ better – identified Asian and Pakeha students</span></li>
</ul>
<ul style="line-height: inherit; margin: 0.2em 0px 0px; padding: 0px;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">Students are keenly aware of <b>negative stereotyping</b> of Maori but want to be seen as <b>individuals.</b></span></li>
</ul>
<ul style="line-height: inherit; margin: 0.2em 0px 0px; padding: 0px;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">When asked if it is important to them that their teachers know they are Maori students responded that ‘it depends’ – they feel it is important in their teachers knowing them but fear their teacher may make unfair generalisations about them according to negative Maori stereotyping.</span></li>
</ul>
<ul style="line-height: inherit; margin: 0.2em 0px 0px; padding: 0px;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">Students feel within the Maori community they are allowed to make mistakes but that they don’t define them as they sometimes do outside the classroom. Whare as safe place where they can be themselves, receive support and are more understood</span></li>
</ul>
<ul style="line-height: inherit; margin: 0.2em 0px 0px; padding: 0px;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">Students want to <b>learn WITH their teachers</b> and diffuse the strict teacher-student hierarchy.</span></li>
</ul>
<ul style="line-height: inherit; margin: 0.2em 0px 0px; padding: 0px;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">We want to understand the <b>learning process</b> more. Why do we have to be quiet? Want to use technology in the classroom, “why do I have to write it down when I can just take a picture of it”</span></li>
</ul>
<div>
<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;">My next step was to run a series of PD sessions for staff. Each session was linked to our appraisal document, Principles of the NZC (particularly Treaty of Waitangi and unpacking what it looks like in the curriculum) and Ka Hikitia. Three sessions were developed under the following themes:</span></div>
<div style="color: #333333; line-height: 18px; margin-bottom: 0.4em; min-height: 1em; overflow: hidden; padding: 0px; text-align: left; text-overflow: ellipsis;">
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</div>
<div>
<span style="font-family: Georgia, 'Times New Roman', serif;"><b>#1. Language and Relationships</b></span></div>
<ul style="color: #333333; line-height: 18px; margin: 0px 0px 0.4em; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">I played a series of video clips of students discussing their feelings that it makes a huge difference when teachers pronounce Maori words correctly. Students highlighted that it’s OK if teachers get it wrong as long as they are seen to be making an effort to get it right. Students said they were willing to work with teachers to help them get it right and that showing respect for their language indicated to them respect for their culture.</span></li>
</ul>
<ul style="color: #333333; line-height: 18px; margin: 0px 0px 0.4em; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">One teacher highlighted a strategy he was using to improve Maori language use in his classroom. He labelled Science lab equipment in English and Maori on the student instruction sheets but only in Maori where the equipment was stored thus supporting students in using Maori words when gathering their equipment.</span></li>
</ul>
<ul style="color: #333333; line-height: 18px; margin: 0px 0px 0.4em; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">We then ran a mini pronunciation session focusing on four commonly used words. We laminated them and put them up in the staff room for future reference and practiced four or five new words in each of the subsequent PD sessions.</span></li>
</ul>
<ul style="color: #333333; line-height: 18px; margin: 0px 0px 0.4em; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">In addition to this PD session we offered ‘Help with Te Reo’ sessions at lunchtime led by Maori students in the Whare.</span></li>
</ul>
<div style="text-align: left;">
<span style="color: #333333; font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 18px;"><br /></span></span></div>
<div style="text-align: left;">
<span style="color: #333333; font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 18px;"><b>#2 Connecting in the Classroom</b></span></span></div>
<ul style="color: #333333; line-height: 18px; margin: 0px 0px 0.4em; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">When collecting student voice students identified they don’t always want to be identified as Maori for fear of negative stereotyping or that they will not meet cultural expectations of students and teachers. Some students expressed that when a teacher calls on them as an expert when viewing Maori content, they feel shame if they don’t know the answer. Strategies for making Maori students feel safe in the classroom were discussed and solutions such as checking with students before you call on them in front of the class identified.</span></li>
</ul>
<ul style="color: #333333; line-height: 18px; margin: 0px 0px 0.4em; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">One teacher discussed how she had worked alongside a student when helping him write an essay, spending some extra time out of class and scaffolding the learning. This resulted in a change in his behaviour and attitude in the classroom.</span></li>
</ul>
<ul style="color: #333333; line-height: 18px; margin: 0px 0px 0.4em; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">I also presented some snapshots of visual displays of Maori cultural inclusiveness in the classroom and challenged teachers to reflect on their own classrooms and what material they have/or is absent from the classroom walls, which Maori students could connect with and how students may make assumptions about a teachers’ perception of Maori based on such visual cues.</span></li>
</ul>
<div style="text-align: left;">
<span style="color: #333333; font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 18px;"><br /></span></span></div>
<div style="text-align: left;">
<span style="color: #333333; font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 18px;"><b>#3: Connecting to our Community</b></span></span></div>
<ul style="color: #333333; line-height: 18px; margin: 0px 0px 0.4em; padding: 0px; text-align: left;">
<li style="line-height: inherit; list-style: square; margin: 0px 0px 0.4em 1.5em; padding: 0px;"><span style="font-family: Georgia, 'Times New Roman', serif;">Some very brave parents discussed with the staff their feelings that it is important to them the Maori values they are teaching their children at home are supported in the classroom – and that actions such as not sitting on tables make a big difference. They also expressed that they want their children to value other cultures and want classrooms to be a place where cultural diversity is supported and fostered.</span></li>
</ul>
<span style="color: #333333; font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 18px;"><br /></span></span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 18px;">Some notes about collecting student voice: </span></span><br />
<ul>
<li><span style="background-color: white;"><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 18px;">Students are apprehensive if you single them out or invite them to contribute. </span></span></span></li>
</ul>
<ul>
<li><span style="background-color: white;"><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif;"><span style="line-height: 18px;">The best responses I got were when students discussed in groups - they felt safer and conversations unfolded naturally </span></span></span></li>
</ul>
<ul>
<li><span style="background-color: white; color: #333333; line-height: 18px;"><span style="font-family: Georgia, 'Times New Roman', serif;">It helps if you have a resource/video or set of questions to start the discussion, get students talking in groups and then scaffold them to more targeted answers - sentence starters are helpful. </span></span></li>
</ul>
<ul>
<li><span style="background-color: white; color: #333333; line-height: 18px;"><span style="font-family: Georgia, 'Times New Roman', serif;">Jing has a really useful video editing software</span></span></li>
</ul>
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<span style="font-family: Georgia, 'Times New Roman', serif;"><br /></span><br />
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<br /></div>Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-15561853780134532452012-07-17T03:05:00.001-07:002012-07-17T03:05:58.917-07:00Student ChoiceJust a quick thought .....<br />
<br />
Recently I was struggling to meet the formative assessment demands of students who were completing a piece of work for summative assessment. Despite scaffolding and providing exemplars for students a bottleneck was occurring as students waited for feedback from me resulting in some off-task behavior. To remedy this, I began the next unit of work and ran both units of learning at the same time. In this way, while they were waiting for feedback from me about one piece of work they had other learning they could be doing. The result of this is the highest engagement in learning I've seen from these students all year. Students liked the fact that they could make choices about their learning - particularly what learning they were going to focus on for the lesson and how to manage their time effectively. I think perhaps one key to improving student engagement is improving the choices they have in their learning. Schools and departments can do this in many ways such as giving students choice in the topics they learn about, books they read, or even just choice in the type of activity they do in a lesson. These are easy changes to make if a teacher is committed and flexible enough to move away from traditional modes of teaching where they make almost all of the decisions about learning. However, at the same time <span style="background-color: white;">I feel it's important to strike a balance between not giving students too much choice so that they feel indecisive and insecure but just enough so that they don't feel limited and become passive learners. </span>Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-64246888911694417322012-07-17T02:45:00.001-07:002012-07-17T02:45:41.680-07:00Forums in the Secondary Classroom<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 115%;">While I have experienced some success
with blended learning in my classroom thus far, my</span><span style="color: #222222; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"> attempts to engage students with the use of forums
has met with mixed results. However, after reading the Nichols article I feel I
have identified some key reasons for this. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #222222; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Initially I set open-ended questions to be answered
after the teaching of a key concept, hoping students would apply what they had
learned and demonstrate some extended abstract thinking while reinforcing
classroom learning. I set this as a homework task. BIG FAIL. Students were
reluctant to post their thoughts with almost no participation. I surveyed my
class as to why this was and they responded that they weren’t confident to post
in case they were wrong – they feared losing face in front of their peers, and
if they were confident in their answers they didn’t want to share because they
didn’t want their peers to ‘steal’ their ideas. The idea that they didn’t want
others stealing their ideas surprised me but I think what they really meant was
if they had done the hard yards to learn the material they didn’t want to offer
up the answers to their peers who perhaps had a more casual attitude towards their
studies and would benefit from their answers. I have been perplexed by this
deficit thinking and the fact that my students struggle to see the benefit and
rewards of collaboration. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #222222; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">The Nichols (p. 28) article outlines that there are
three critical elements of asynchronous online learning; design, facilitation
and participants and that the first two are most easily modified and controlled
by the teacher to direct the effectiveness of learning. After reading about
these variables I feel that I may experience more success if I scaffold student
participation over time beginning with lower-stakes questions as well as
providing improved guidelines about the purpose of the task and what it is that
is expected of them.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #222222; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"> Also, I
think I underestimated the difficulty students have adapting to an online
environment. While they are quiet social and keen to participate in lessons,
the dynamics of the class seemed to be altered once introduced to an online
environment, which I hadn’t expected. I feel I may improve interaction online
if I begin in a more teacher role, giving more feedback to encourage confidence
and monitor participation more closely and then ease off into a facilitator
role as participation gains momentum. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #222222; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">While I had made the participation in the forums
mandatory homework, that seemed to have little to no influence of on improving
participation. It feel a bit stuck on this one as I defiantly see the benefit
of using external motivators as suggested by Nicols (p.30), however under NCEA I cannot assign credit for
participation and thus far the intrinsic reward that it contributes towards
their learning, and thus overall grade has yet to convince my students. <o:p></o:p></span></div>
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<span style="color: #222222; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><br /></span></div>
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<span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">Nichols, M. (2009). No. 4: Online discourse. </span><em style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;">E-Primer Series</em><span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px;"> Retrieved 10 March 2010, 2010, from</span><a href="http://akoaotearoa.ac.nz/download/ng/file/group-661/n2304-online-discourse--4-in-eprimer-series-pdf.pdf" style="color: #600080; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 13px; line-height: 18px; text-decoration: none;">http://akoaotearoa.ac.nz/download/ng/file/group-661/n2304-online-discourse--4-in-eprimer-series-pdf.pdf</a>
</div>Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-40459129290952012-07-09T05:12:00.001-07:002012-07-09T05:12:43.049-07:00myPortfolio Action Research Cycle 2For my second cycle of Action Research may aim was to find a greater balance between teacher-led instruction and student-centered inquiry. May students while keen to learn with computers expressed they still wanted some 'traditional' teaching elements. Thus the learning for the first three weeks of this unit was teacher-led with many collaborative elements and focused on developing key concepts. For the remaining three weeks students had to work in groups to create a page in myPortfolio with case study examples and evidence of their application of taught concepts. Students received robust feedback from their teacher and their peers during this process.<br />
<br />
<b><u>Results</u></b><br />
<br />
<b>Teacher Reflections</b><br />
<br />
<ul style="color: #14336f; line-height: 16px; margin: 5px 0px 10px; padding: 0px;">
<li style="margin: 0px 0px 3px 20px;"><span style="font-family: 'book antiqua', palatino;">When directing students towards research it is important topics are easily searchable.</span></li>
<li style="font-family: Arial, 'Nimbus Sans L', Helvetica, sans-serif; font-size: 12px; margin: 0px 0px 3px 20px;"><span style="font-family: 'book antiqua', palatino; font-size: small;">Some students copy-and-pasted much of their information from the internet. More guidance must be given about evaluating sources, citing sources and insisting informtaion be written in students own words.</span></li>
<li style="font-family: Arial, 'Nimbus Sans L', Helvetica, sans-serif; font-size: 12px; margin: 0px 0px 3px 20px;"><span style="font-family: 'book antiqua', palatino; font-size: small;">As with any group work, some students contributed more than others. Some students were challenged to manage poorly contributing group members</span></li>
<li style="font-family: Arial, 'Nimbus Sans L', Helvetica, sans-serif; font-size: 12px; margin: 0px 0px 3px 20px;"><span style="font-family: 'book antiqua', palatino; font-size: small;">Some students sabatoged their peers work, deleting their pages and writing menacing feedback comments. myPortfolio does not have a facility to track the actions of such persons or retreive deleted work which was problematic.</span></li>
<li style="font-family: Arial, 'Nimbus Sans L', Helvetica, sans-serif; font-size: 12px; margin: 0px 0px 3px 20px;"><span style="font-family: 'book antiqua', palatino; font-size: small;">Students produced high-quality work, refelcting depth in their understanding of key concepts</span></li>
<li style="font-family: Arial, 'Nimbus Sans L', Helvetica, sans-serif; font-size: 12px; margin: 0px 0px 3px 20px;"><span style="font-family: 'book antiqua', palatino; font-size: small;">Enthusiasm and on-task behaviour was high. </span></li>
<li style="font-family: Arial, 'Nimbus Sans L', Helvetica, sans-serif; font-size: 12px; margin: 0px 0px 3px 20px;"><span style="font-family: 'book antiqua', palatino; font-size: small;">Two weeks was given for the group work component - less time was actually needed and students work rate slowed down considerably in the second week. 5 - 7 lessons would have been better. </span></li>
</ul>
<br />
<br />
<b>Student Voice</b><br />
<br />
<ul style="color: #14336f; font-family: Arial, 'Nimbus Sans L', Helvetica, sans-serif; font-size: 12px; line-height: 16px; margin: 5px 0px 10px; padding: 0px;">
<li style="margin: 0px 0px 3px 20px;"><span style="color: #ff6600; font-family: 'arial black', 'avant garde'; font-size: small;">I think I was more motivated because I knew that if I wanted to do well in the assessment I would have to go out and research in depth and I couldn't just rely on the teacher to give me the information I needed. </span></li>
<li style="margin: 0px 0px 3px 20px;"><span style="color: #339966; font-family: 'comic sans ms', sans-serif; font-size: small;">In my opinion people end up getting out what they put in, which seems rather fair to me.</span></li>
<li style="margin: 0px 0px 3px 20px;"><span style="color: #993366; font-family: 'courier new', courier; font-size: small;">I think it helped us learn as a group and find the information ourselves. We all had to do something and we helped others in our group understand a certain part of the work. Making our own page was fun and sharing it, helped other people learn from us, as well as learning from them.</span></li>
<li style="margin: 0px 0px 3px 20px;"><span style="color: #3366ff; font-family: georgia, palatino; font-size: x-small;">We could add information and images to our pages and also link websites and videos to the page therefore allowing us to use a variety of resources. </span></li>
<li style="margin: 0px 0px 3px 20px;"><span style="color: red; font-family: helvetica; font-size: small;">Our group work was in one place and it was easy to find and we could work on it at the same time or from home too.</span></li>
<li style="margin: 0px 0px 3px 20px;"><span style="color: blue; font-family: impact, chicago; font-size: small;">It was really cool creating our own pages and puting our findings on it as we could share it with our peers and see what they are learning too.</span></li>
<li style="margin: 0px 0px 3px 20px;"><span style="color: blue; font-family: impact, chicago; font-size: small;"><br /></span></li>
</ul>
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<br />Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-45434636413917340092012-07-09T04:59:00.002-07:002012-07-09T05:00:18.166-07:00Balancing competing formative and summative ePortfolio purposes<br />
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">Electronic
portfolios are becoming increasingly popular in the education landscape as
their value in enriching learning and assessment opportunities are realised.
Improved technology in the classroom increases their accessibility, and the
ability of students to document digital stories of deep learning. ePortfolios
provide holistic measures of learner competencies supported by a differentiated and reflective learning
environment. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">The Ministry of
Education has identified eportfolios as an innovative tool towards enhancing
learning for all students and has incorporated digital portfolios in New
Zealand’s national education strategy. Their
provision of Mahara’s myPortfolio software for all schools widens available
learning platforms and allows students to learn in ways intuitive to many
digital natives. However, while learners and educators are exploring the
potential of the eportfolio as a tool for learning they are challenged when
applying the multiple purposes of portfolios. Pedagogical issues related to the
application of eportfolios have hindered their more rapid adoption. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><br /></span><br />
<span style="font-family: 'Times New Roman', serif; font-size: 12pt;">In today’s 21st
Century learning landscape eportfolios are ideally suited to support the development of formative assessment processes
as the predominant measure of learning to
develop reflective life-long learners while new pedagogies must be applied
towards summative assessment tasks and purposes so as not to distract from the
process of learning. A balance must be found between the often competing
interests of formative and summative assessment to create portfolios of
learning reflective of their owners’ knowledge development and voice. Eportfolios
provide new opportunities for learners. They may be used for formative
processes or as a summative product however these purposes are often in
conflict. To negotiate a balance, formative portfolios must develop reflective
learners. Learners must have ownership over the process of learning with minimally
invasive summative elements embedded within them. When created according to a
constructivist model, eportfolios unfold as organic learning stories rooted in
the past while providing links towards a future of lifelong learning. <o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-28939792755018547902012-06-03T21:09:00.001-07:002012-07-09T05:14:47.862-07:00myPortfolio in a Constructivist Classroom<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">I've just completed my first cycle of action research about the impact of <span style="background-color: white; line-height: 16px; text-align: center;">constructivist learning supported by the use of myPortfolio on student engagement. This was my first foray into facilitating student learning opportunities with computers and I was keen to evaluate the impact of engagement before I invested any further. However, I'm pleased to report that some very engaging learning was had and that this is is only the beginning for more blended learning in my classroom. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: white; line-height: 16px; text-align: center;"><br /></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="background-color: white; text-align: center;"><span style="line-height: 16px;">I've summarized my research in a </span></span></span><span style="color: red;"><a href="http://voicethread.com/share/3105025/" style="font-family: Arial, Helvetica, sans-serif; font-size: small; line-height: 16px; text-align: center;" target="_blank">VoiceThread</a> </span>and<span style="color: red;"> <a href="http://myportfolio.school.nz/view/view.php?t=C0RJM9qPcpG5fjTZ6x8d" target="_blank">web page</a>.</span><br />
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="line-height: 16px;"><br /></span></span></div>Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-137121692080681672012-05-08T00:44:00.000-07:002012-05-08T14:48:30.673-07:00Transformation vs. Modernization<br />
<div style="background: white;">
<span lang="EN" style="color: #333333; font-family: Times, 'Times New Roman', serif;">As I get farther down the path of integrating ICT with my
teaching I am continually reflecting on whether it’s adding value to students
learning. Are the students engaged? How can this tool be used to facilitate
collaboration? What skills are students learning and using to meet key
competencies? Am I using ICT to transform students learning? This question of
transformation, I think, is key when reflecting on the way in which we use ICT
in the classroom and offer opportunities to students. While today we have more
access than ever to ICT in our classrooms in many cases we continue to use it
to support the same teaching strategies we have used for the past Century. One
of my colleagues refers to the use of the latest gadgets in the classroom as
‘sexy teaching’ – it’s new, it looks good but underneath the delivery and learning
process remains largely unchanged. Are notes projected on the white board any
better than those written in chalk on the blackboard? Are pictures streamed
from the internet better than those found in text books? In both cases,
probably not and surely not to the extent that they improve learning outcomes
for students or provide them with 21<sup>st</sup> Century skills. Modernizing
processes, such as these, continue to focus on learning <b>from</b> technology while transformative processes are about learning <b>with</b> technology – using it as a tool
for collaboration, sharing and personalized learning. At the Learning at
Schools conference his past January keynote speaker Frank Green challenged
all teachers to consider the modernizing or transformative processes operating
in their classrooms. He suggested that you can only get so far with
modernization – from the steam train to the bullet train he said – and that at
some point transformation is required to truly fly to new lands. Another
thinker with transformative ideas about education is Heidi Hayes Jacobs. In her
book, <i>Curriculum 21: Essential Education for a Changing World</i>, she asks, “What
year are you preparing your student for?” Transformative changes are needed to
prepare students not only for the world of today but as global citizens of the
future. Transformational questions are the first step to getting there. <o:p></o:p></span><br />
<span lang="EN" style="color: #333333; font-family: Times, 'Times New Roman', serif;"><br /></span><br />
<span lang="EN" style="color: #333333; font-family: Times, 'Times New Roman', serif;">Heidi Hayes Jacobs describes new forms in education</span></div>
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<span lang="EN" style="color: #333333; font-size: 12pt;"><br /></span></div>
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<object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://3.gvt0.com/vi/XsUgj9_ltN8/0.jpg" height="266" width="320"><param name="movie" value="http://www.youtube.com/v/XsUgj9_ltN8&fs=1&source=uds" />
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<span lang="EN" style="color: #333333; font-size: 12pt;"><br /></span></div>
<div style="background: white;">
<span style="color: #333333;"><br /></span><br />
<span style="color: #333333;">An </span><a href="http://plpnetwork.com/2012/05/07/a-day-in-the-life-of-a-connected-educator-using-social-media-throughout-your-day/" style="background-color: white;" target="_blank">infographic</a><span style="background-color: white; color: #333333;"> about how using technology may transform the learning and practice of teachers</span></div>Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-67744914223873092812012-05-07T01:18:00.000-07:002012-05-08T01:13:16.191-07:00Technology to support formative assessment<div style="text-align: left;">
</div>
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</div>
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<span style="background-color: white; color: #444444; font-family: Times, serif; font-size: 12pt;">I've
been doing a bit of research about how I may use ICT to support formative
assessment. The following is a summary outlining some of the benefits and
methods that may support the increasing use of ICT </span><span style="border-bottom-color: windowtext; border-bottom-style: none; border-bottom-width: 1pt; border-image: initial; border-left-color: windowtext; border-left-style: none; border-left-width: 1pt; border-right-color: windowtext; border-right-style: none; border-right-width: 1pt; border-top-color: windowtext; border-top-style: none; border-top-width: 1pt; color: #444444; font-family: Times, serif; font-size: 12pt; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">to overcome
barriers of traditional formative assessment and support teachers in developing
students as more independent, reflective and self-actualised learners.</span></div>
<br />
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<br /></div>
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<span style="background: white; color: #444444; font-family: "Times","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Valid
and high quality formative assessment underpins all successful learning and
teaching processes and has the potential to improve learning outcomes for
students. While in many ways, technology used for assessment is still in
its infancy it is a logical step that our assessment modes become increasingly
electronic to match the growing use of ICT in the classroom. Technology has the
ability to support robust formative assessment through the use of blogs,
picture taking, audio files, e-portfolios, online quizzes, telephone
conversations and SMS messages, online simulations and text-mining software
supported by appropriate pedagogies.</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt; vertical-align: baseline;">
<span style="border: none windowtext 1.0pt; color: #444444; font-family: "Times","serif"; font-size: 12.0pt; mso-border-alt: none windowtext 0cm; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; padding: 0cm;">The use of ICT to support formative
assessment overcomes barriers of time and immediacy often faced by traditional
assessment methods and is most successful when encouraged in the
classroom. Many students have found that online formative assessment
assists them in identifying what they don't know, supports new learning and
improves the quality of questions and discussions during class time (Whitelock,
2007). Online formative tools may facilitate multiple retest opportunities
and assessment that adapts to the learning needs of the student. Text-mining
tools can scaffold students to write at more academic levels while increasing
the autonomy of the student and quantity of available assessment opportunities
(Hsu, Chou & Chang, 2011). The sharing of learning experiences with an
audience through blogs, e-portfolios or pictures provide new forms for students
to co-construct their learning and further the meaning making process resulting
in deeper reflection and documentation of the learning process. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt; vertical-align: baseline;">
<span style="border: none windowtext 1.0pt; color: #444444; font-family: "Times","serif"; font-size: 12.0pt; mso-border-alt: none windowtext 0cm; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; padding: 0cm;">Learning supported by online formative
assessment has the capacity to be authentic, social and reflective of
real-world learning. Assessment may be differentiated, based on internal
fairness and allow students to utilise assessment modes that best suit their
preferred learning style and needs (McGuire, 2005). Such assessment
provides valid information for the teaching as inquiry process while
highlighting students’ interests and needs. ICT automates some forms of
formative assessment while maintaining quality and supporting the learner and
teacher in demonstrating learning using tools that match our times. Concerns of
validity and reliability may be overcome by offering authentic and interactive
assessments and variety in tasks (Gikandi, Morrow & Davis, 2011).</span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt; vertical-align: baseline;">
<br /></div>
<div class="MsoNormal" style="background-attachment: initial; background-clip: initial; background-color: white; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; margin-bottom: 0.0001pt; vertical-align: baseline;">
<span style="border: none windowtext 1.0pt; color: #444444; font-family: "Times","serif"; font-size: 12.0pt; mso-border-alt: none windowtext 0cm; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ; padding: 0cm;">The future of formative assessment
using ICT offers improved collaboration across a global community and will
become more holistically integrated in the learning process. Formative
assessment will increasingly focus on the evaluation and attainment of skills
which are transferable to a multitude of disciplines (Bennett, 1998). My
readings support the increasing integration of ICT as a formative assessment
tool in the classroom to improve learning outcomes though collaboration,
reflection and self-directed learning supported by a myriad of paths towards
success. </span><span style="font-family: 'Times New Roman', serif; font-size: 12pt;"><o:p></o:p></span></div>Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-90075072854410069022012-05-05T01:54:00.001-07:002012-05-08T01:12:11.179-07:00The Slight Edge<br />
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<span style="font-family: Times, 'Times New Roman', serif;">I’ve titled my blog SlightEdge as a reminder that achievements are the
result of many small steps over time, each embedded with their own learning. Years
ago, I read a newsletter my financial advisor uncle had prepared for his clients.
In it, he talked about the idea that it’s not what we do at any one point in
time that matters but the little things we do each day. Whether it’s saving for
a financial future, keeping good health or achieving a career goal it’s the
collective effort made every day that pays dividends in the end. This idea
appeals to me and has stayed with me ever since – in fact I think I still have
that old newsletter folded up and tucked in my diary. When I’m feeling overwhelmed
and like there is just so much I don’t know, I try to remind myself of the Slight
Edge Theory and that taking little steps towards my goals each day means that
over time ….. I’ll get there.</span><i style="font-weight: bold;"><o:p></o:p></i></div>Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0tag:blogger.com,1999:blog-8977664074779668775.post-76844975007519365572012-05-05T01:21:00.002-07:002012-05-08T01:11:06.351-07:00Expert who?<br />
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<span style="font-family: Times, 'Times New Roman', serif;">Welcome to my first foray into blogging. I have been
thinking about this for a while as I have recognized the increasing importance
of reflection and collaboration for professional and personal growth. However, I've been putting it off. It’s just a little bit scary putting my thoughts out
there. I keep thinking if I wait ‘just a little bit longer’ I’ll know more,
have more to share and post reflections with more depth. Luckily a little intervening
inspiration from my peers has encouraged me to share my ideas and
knowledge and ‘stop waiting until you’re an expert.’ There is so much I don’t
know but I’m excited to share what I’m learning. Here goes….</span></div>
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<o:p></o:p></div>Anonymoushttp://www.blogger.com/profile/07885782275142439731noreply@blogger.com0