Week 32 - Activity 8 Change in my Professional Practice

I roto i ngā wiki 32 kua taha ake nei, kua tīmata atu te arohaehae me te whakamātau i tōku ake taiao whakaakoranga mā te whakaemi i ngā mātauranga me ngā pūkenga kua kohia e au i roto i tēnei o ngā akoranga.  Hei whakatō ki ngā ākonga o tā mātou kura.  Ka whakamahia e au i te tauira nā Rolfe et. als mō tēnei o āku rangitaki whakamutunga.

He aha?
I mua i taku kuhu atu ki roto i ngā mahi o MindLab kāore i āu ngā momo mātauranga matihiko pēnei i ngā akoranga kua akongia e au mai i a MindLab.  He maha tonu ngā puna mātauranga i āu i mua i taku tīmatanga, heoi he maha tonu ngā pūna mātauranga matihiko kua ako e au i roto i ēnei wiki 32.  I te mea tokoono o mātou e whai ana i te tohu nei, ko mātou te hunga kaiako tuarua nō tō mātou kura kua whāia tēnei o ngā tohu.  Kua ngana e rātou te whakaemi i tēnei āhuatanga o te blended learning. 

Koira tētahi pūtanga kua whāia e au i tēnei tau.  Kei taua huarahi tonu ahau e whai ana i tēnei o ngā mahi.  E mātau ana ahau ki tēnei o ngā akoranga, kua tīmata hoki ōku hoa mahi ki te whai i tēnei āhuatanga, heoi anō mō tētahi. Ka whakamahia e mātou i te tīemiemi hei punaha tautoko. 

Nā reira?
I te tīmatanga o tēnei o ngā huarahi o MindLab i roto kē ahau i a Poutokomanawa (tau3-5) me te mōhio i te hiahia ahau kia tāpiri atu i te blended learning i roto i aku mahi o ia rā.  Heoi he maha tonu ngā mōhiotanga, ngā pūkenga me akongia e au kia ora pai tēnei o ngā whāinga ōku.  Engari i te tīmatanga o tēnei tau i tīmata au ki roto i ngā akomanga o Poumua (tau6-8) katahi au ka kite i tētahi huarahi hei whāinga mōku.  Ā, i tīmata hoki te katoa o te kura ki te whakamahi i a tīemiemi hei pūnaha kōpaki hiko mō ngā ākonga mai ngā pēpī ki ngā ākonga o te wharekura. 

I tēnei tau i tīmata au ki te whakaemi i tēnei āhuatanga i roto i aku mahi o ia rā, i tīmata ki roto i aku mahi tuhituhi, ka whakarite i ngā hei mahi ki runga o tīemiemi ā, e matua mōhio ngā ākonga ki te uru ki runga o tīemiemi, te whakamahi hoki i ngā pukarangi, ipapa rānei.  Ka whai wāhi tonu ngā ākonga ki te hui kanohi ki te kanohi ki te kaiako i ia wā e hiahia ana, rānei ki te kite ahau kei te noho āwangawanga ana te ākonga ka karanga hui e au.  Kua kaha whāia e au i tēnei o ngā tūkanga whakaako, he maha ngā pukenga hou, ngā rautaki hou kua akongia e au, e aku ākonga hoki.

Nā wai rā?
E mōhio ana e au he maha tonu ngā akoranga me whāia e au kia tupu matomato tēnei o ngā huarahi mōku, mō aku ākonga hoki.  He maha ngā tūmahi wheako e āhei tonu au te whāia he mahi ngātahi ki aku ākonga.  Mā te tiro haere ki ngā māhinga a kaiako kē kua rangahaua e rātou ā, e whakaemi ki roto i wā rātou mahi o ia rā.  Ka kaha tonu te akiaki i aku ākonga ki te whai tonu i te huarahi o ngā rautau 21 ā, ka pērā hoki ahau.  Ko te aronga matua he waiho kia tūwhera aku whakaaro kia whai wāhi ki te kapo i ngā āheinga kei waho atu i taku ao, kia pakari haere tōku ake ao whakaako, tōku ao matihiko otirā toku ao tangata i a āu e mahi ana.

Reference

Ministry of Education (2017). Our code, our standards. Retrieved from
https://educationcouncil.org.nz/content/our-code-our-standards

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators: professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Week 31 - Activity 7 Indigenous knowledge and cultural responsiveness in my practice

Te noho haepapa a ahurea nei, te noho Māori nei i roto i aku mahi.

He aha?

He uaua te whakakupu i ōku whakaaro mō tēnei o ngā kaupapa.  Ko ahau tēnei e noho Māori nei i roto i tōku ahurea Māori ake nei.  

I tipu ake ahau i roto i taku ahurea Māori kua kaha kite au i ngā āhuatanga o te ako me te noho i roto i te ahurea Māori, kua kaha kite i roto i ngā tau maha ngā rerekētanga o ngā tūmahi wheako i waenganui i a mātou ko tōku whānau.  Ko mātou ko ōku tungane noaiho kua tipu i roto i te kura Māori, tae atu ki te wharekura.  Ahakoa ka kaha whai tōku whānau i ngā mahi kapa haka ka oti pea ngā āheinga ki reira.  Inā he take Māori, he hui rānei ka karangahia e au e tōku whānau. 

Nā reira?

He kaiako ahau ki roto i tētahi kura Māori, ko ngā tuāpapa o tā mātou kura ko ngā mātāpono nā o mātou whakaruruhau, iwi, hāpori i āta wānangahia i ēnei o ngā mātāpono.  He tiro hoki ki te whakatauki "He kura te tangata" he whakatauki nā Te Kiripuai.  Kei roto i ngā mahi o ia rā ka kite i ngā akoranga Te Reo Māori, Tikanga Māori me te Mātauranga Māori koia nei ngā āhuatanga o ia rā.  Ka kaha aro ki te arohaehae i ngā mahi o ia rā, ka whakamātauria ngā āheinga ngā rautaki, te whakatō, otirā te whai māramatanga puta noa i ngā mahi o ia rā.

Ko tētahi o ngā āheinga ka kaha akiaki e mātou ko te whai wāhitanga o ngā ākonga i roto i tō rātou ake ao.  He mōhio ko wai rātou, nō whea rātou, ā he aha hoki tōna hononga ki ngā whenua, whakapapa aua atu hoki.  Ka kaha akiaki ahau i tōku whānau ki a whai i ngā huarahi reo Māori, kia poipoi i ngā āheinga o ngāi Māori, otirā te ako me pēwhea te tū pākari i roto i ngā āhuatanga mohoa ake nei.  Koia rā hoki aku hiahia mō aku ākonga, kia tū pakari ahakoa te aha, ahakoa kei whea.

Nā wai rā?

Kei taku kura ka riro mā ia tangata e kawe mai i wā rātou mōhiotanga ki te tēpu mā tērā ka whāngaihia kia tupu matomato te ahurea Māori.  He kura Kapa Haka mātou, he kura Manu kōrero mātou, he kura pū kōrero hoki.  Ka whai wāhi mātou te whakatinana i ngā mātāpono o te kura.  Ka tū ngā hui whāinga ako ia wāhanga ki te whakawhiti kōrero ki ngā mātua, ka tū tētahi rā kaumatua, ka whakanui hoki ngā ākonga i runga i ngā mahi o te tau arā he rangi 'he kura te tangata' ka puta ki tētahi wāhi mīharo kia whai wāhi ngā ākonga te tākaro haere mai ngā pēpī o ngā kakano ki ngā taiohi o te wharekura. Ka noho tahi kia whakatinana i ngā mātāpono o te kura kia kite whānuitia ngā āhuatanga o ēnei mātāpono ki waho atu o te kura.  Ka noho tahi ka whaiwāhitanga ngā ākonga katoa, ka kite i te whānaungatanga i waenganui i ngā tuakana me ngā teina, ka rangatira ngā ākonga i taua rangi, heoi ka whakatinana i te kaitiakitanga i a rātou e mahi ngātahi ana.

                                Figure 1. Action continuum - eliminating white spaces (Milne 2017)

Reference 

Source: Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al.(2011).Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Wellington: Teaching Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Milne, A.(2017).Coloring in the white spaces: reclaiming cultural identity in whitestream schools. New York: Peter Lang Publishing, Inc

Kōrero - History. (2018). Kura-porirua.school.nz. Retrieved 12 July 2018, from http://www.kura-porirua.school.nz/263/easy_pages/87-korero-history 

Week 30 Activity 6: Trends influencing NZ or Internationally

Te Ao Matihiko

He aha?

I ngā tau e rima kua tū au hei kaiako, ko te ao matihiko tētahi huarahi kua kaha whāia e ngai tātou ahakoa kaiako mai, aha mai. Heoi kua kaha whāia e te hunga mātātahi kei te noho katoa nei rātou ki roto i te ao matihiko.  Ko tā te kaiako he whai i ngā huarahi kia tōia mai te ākonga me ōna katoa, otirā te whai pānga ki tōna ake ao.  Kua kite au i ngā āheinga a  ngā ākonga mō te whakamahi i ngā momo rawa matihiko nei pērā i te īpapa, rorohiko, pukarangi, tī-papa ahakoa te momo rawa e āhei ana te raweke haere me te whai mōhiotanga kia tutuki pai ngā mahi.

Mā te whakamahi tika i ngā rawa matihiko nei kia whai hua ai ngā puna mātauranga a ngā ākonga koia rā te huarahi mōku.  Te whakamahi tika i ngā rawa matihiko i roto i ngā mahi, i ngā akoranga o ia rā ka whai wāhi te whakapakari ngā akoranga a ngā ākonga otirā te whakawhānui i ngā pūkenga matihiko nei.   He maha ngā pātai ka kaha pātaihia, e pēwhea tātou e whakaemi i ēnei pūkenga kia whakarite i wā tātou ākonga kia tutuki pai te mahi ahakoa te aha, ahakoa a whea.

Nā reira?

I tēnei tau i uru tōtika mātou o Poumua ki roto i te ao Tīemiemi ahakoa kua whakamahi kē ahau i te tīemiemi he mea tauhou ki roto o Poumua.  I te noho āmaimai ahau ēhara mō ngā ākonga te take ko ngā kaiako kē, he uaua ki te kore tētahi kaiako i te hoe i te waka orite, heoi ki te tainatōra ōna whakaaro ka pērā hoki tōna aro ki ngā mahi o Tīemiemi.  Ki ahau nei ko te huarahi tīemiemi te huarahi pai rawa kua whāia e mātou hei whakarite kōpaki hiko mō ngā ākonga.  Mā tīemiemi ka rongo, ka kite, ka pānui i te reo o te ākonga.  Ko te whāinga kia noho matihiko ngā mahi ka āhua whakarerea ngā pukapuka.  Heoi kei taua ao tonu tātou e noho taiapa nei ki ngā āo e rua.  

Ko tāku he rapu i taku wāhi kia noho taurite ki ngā ao e rua te ao kikokiko, otirā te ao matihiko.  Heoi nā te kaha whai i ngā āhuatanga ka kite ki runga i ngā waea atamai, ngā īpapa, ngā rorohiko.  ka kōrero ka pānuihia, ka mātakihia, ā ka tirohia ki runga i ngā pūtirotiro pērā i a pukamata, tiriata, paeāhua, atapaki aha atu aha atu.  Kua mōhio pai rawa tātou koia rā te ao ō a tātou akonga.  Ki roto o Poumua ka whakamahi ngā ākonga i ngā pukarangi, he hunga ka whakamahi i ngā īpapa heoi kua nawhe ngā rawa matihiko mō ia ākonga o Poumua.  

Ko tāku he akiaki i tēnei āhuatanga o te flipped learning.  Kua tīmata i tēnei tau, heoi kua kaha kite au ka noho ngū ngā ākonga ki roto i tōna ake mirumiru mahi ai.  Kei te rapu tonu i te huarahi kia noho taurite te ao matihiko me te ao akonga ki te kaiako, otirā ākonga ki te ākonga.  

Nā wai rā?

Ko nga nekenekehanga o te ako matihiko i roto i te akomanga, puta noa i te motu, i te ao he mea e kaha whai whai haere e ngai tātou kaiako mā.  Ko te take i pērā rawa te whai nā te maha o ngā ākonga e noho ki runga i wā rātou rawa atamai.  Ko te whāinga kia eke ngā kaiako katoa ki tēnei o ngā huarahi, heoi he uaua mā rātou nā te kore hiahia, nā te kore whakapono koia nei te huarahi hei whāinga mā tātou.  Ko tāku noa mō te hunga kaiako e noho āwangawanga ana me kaha whakapā atu ki te hunga kaiako e mau nei i aua pūkenga, rānei whai i ngā huarahi whakapakari pūkenga, hei pāinga mōu anō.  Mōku ake whakapono ana ahau inā he oranga kei roto mō ngā ākonga koia rā te mea nui, ko ngā ākonga. Mō ngā tamariki hei pāinga mō anamata.

Reference

Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Week 29 Activity 5: Using social online networks in teaching or professional development

I roto i tēnei rangitaki ka whakamahia e au i ngā kōrero nei nā Jay and Johnson’s reflective model

1. Whakaaturanga

Mōku ake, ka whakamahia e au i te pukamata ngā whārangi kaiako, i a Pinterest, i a Tiriata hoki.  He maha ngā āheinga mōku ake ka kaha kapo ake hei painga mōku anō.  Ko tāku he kite atu he aha ētahi mahi hei painga mōku ake, hei painga hoki mō tōku akomanga.  I te nuinga o te wā ka kite atu he aha ngā mahinga a kaiako kē kua whakairihia ki runga o pukamata, he aha ētahi momo mahi toi kia whakarākaihia taku akomanga. Kua kaha whakamahia e au i te hāpori o kūkara hei pāinga mōku anō i roto i aku mahi MindLab

Mō te taha ki tōku ake hurahi whakapakari pūkenga kua kaha whakamahia e au i te maha hoki o ngā momo pāhapori.  I te nuinga o te wā ki te hiahia āwhina ka huri ahau ki te ao matihiko ahau e hāpai ake.  Ka tirohia ki runga i a kūkara, ki runga o pukamata ki ngā wharangi kaiako, āra Primary teacher, kaiako rūmaki, otirā te tiro ki te whārangi tīemiemi.  Ko tāku i tēnei wā he whakamahi i te tīemiemi ki rō akomanga, ā ka whakapā atu ki ngā mātua ko tā rātou he hono ki wā rātou tamariki.  

2.Whakataurite

Nā te tiro haere ki ngā kohinga kōrero, me ngā raraunga mō te noho ao matihiko nei, kei te huri te ao, tamariki mai, taiohi mai, rangatahi mai, kaiako mai, mātua mai ngā tangata katoa, ko te nuinga o wā tātou rangi he hono ki te ao matihiko.  E āhei ana te kite i te hirahiratanga (Wade) o te whakamahi i te matihiko i roto i ngā akomanga, ko tā tātou he rapu huarahi hei pakari ake te ao mātauranga, otirā te ao e noho nei tātou. Ko tātou ngā kaiako kē te hunga e parahutihuti haere ana kia eke ki ngā āheinga a ngā ākonga.  E mōhio whānuitia ko te hunga taiohi tērā e noho noa ki te ao matihiko ko ngā waea ērā kua noho pūmau ki te ringa i ngā wā katoa.  Ko tā tātou he kapo i ngā huarahi pai kia hīkoi ngātahi ngā kaiako ki te ao o naianei.  

Kua tīmata au te kite i te hirahiratanga o te akiaki i ngā ākonga kia noho ao matihiko.  Te hono i wā rātou mahi ki ngā tangata puta noa i te akomanga, heoi i te tuatahi mōku ake ka whai wāhi kia hono ki ngā tangata o te kura, rānei ki tōna ake whānau.  Ki te hiahia ki te puta whānui i te ao matihiko ki ngā tangata kei tua o tā tātou kura ka waiho tērā māku e rapu, e whakapā atu ki tangata kē, ko te mea nui kia noho haumaru aku ākonga i runga i te ipurangi.

3.Āta arohaehae

I te nuinga o te wā ka whakamahi au i te ipurangi, ka noho ao matihiko nei nā te maha o ngā āheinga, te maha hoki o ngā akoranga.  Whakapono ana ahau he maha tonu ngā akoranga e āhei ana te ako hei whakakī i tōku ake puna mātauranga.  Ko tāku hiahia ki te pānui i ētahi akoranga hou me whakamahia, whakamātauhia kia kite i ngā hua.  Ki te kite hoki i ētahi ākoranga hou, ko tāku he whāngai atu ki aku tamariki, ōku hoa mahi hoki.  

Nā tēnei o ngā mahi wetewete kua whai mōhiotanga e au he wāhi e noho motuhake ai te ao matihiko i ēnei o ngā rangi.  I a rā ka whai wāhi ngā ākonga o Poumua tau 6-8 ki te atapaki i ngā mahi o te rā (vlog) i tapaina ko atapaki i te mea e hanga rite nei ki a atapaki he kapo i tētahi pakiwaitara iti nei, he tahi miniti noa iho te roa o ngā atapaki.  Ka tāpirihia ki runga i ngā whārangi tīemiemi, ā ka whai wāhi ngā mātua ki te mātaki.

References:
Education World. (2012). Study Suggests Benefits of Social Media in the Classroom. Retrieved, 23 June 2018, fromhttp://www.educationworld.com/a_curr/study-suggests-social-media-has-place-in-classrooms.shtml

Faizi,R., Afia,A. & Chiheb, R. (2013). Exploring the potential benefits of using social media in education. International Journal of Engineering Pedagogy. 3(4), 50-53

Hashem, Yasmin. (2015). The Impact of Social Media on the Academic Development of School Students. International Journal of Business Administration. 6. 46. 10.5430/ijba.v6n1p46.

Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education.Teaching and teacher education, 18(1), 73-85.

Wade, L. (n.d.). How Social Media is Reshaping Today’s Education System. Retrieved, 23 June 2018, fromhttp://csic.georgetown.edu/magazine/social-media-reshaping-todays-education-system/

Week 28: Activity 4: Legal and ethical contexts in my digital practice

I ēnei rā kei te aro te katoa o tātou ki te ao matihiko.  Ka kaha whakawhiti kōrero ngā mātua, ngā kaiako, otirā te whānau whānui.  Kua huri tātou katoa ki te taupānga pukamata.  E mōhio pai  ana au ki ngā mahinga, ki ngā āheinga o te whakamahi i te ipurangi hei huarahi mā tātou.

Mō tēnei o ngā rangitaki, ka whakamahia e au i te tukanga a Rolfe’s reflective model hei hāpai i ahau ki te wetewete i ngā kohinga kōrero nei.

He aha? Kua mōhio pai ahau ki te hiahia a ngā mātua kia whakamahi i a pukamata hei huarahi hononga. Kua kite koia nei te huarahi ngāwari hei whakawhiti kōrero ki ngā mātua, ahakoa te pouri i te nuinga o te wā kei runga rātou i a Pukamata, he ngāwari ake te whakapā atu ki ngā mātua mā tērā huarahi. Heoi ko te raru ko ētahi o ngā mātua e whakairihia i ngā take e pā ana ki ngā mahi o te rā ki wā rātou whārangi hei kaupapa kōrero mō te katoa. Ko ngā huarahi whāinga mā tā tātou kura ka whakamahia e te tari i te pukamata. Heoi ko te huarahi whāinga mā ngā kaiako, whānau me ngā ākonga ko te tīemiemi (Seesaw) he huarahi e āhei ana ia ākonga te noho haumaru.


Nā reira? Mā te whakamahi i te Ehrich’s model kua tautohua e au i te hononga ki ngā hāpori me te whānau whānui hei aronga māku. I tīmata au te whakaaro mō ōku ake whakapono, me aku whakamaioha hei rapu i te huarahi pai mōku anō.

Nā taku kaha aro ki te pukamata, ko tāku he whai i te huarahi pai mōku anō kia rapu i taua rarangi, kaiako, rarangi tangata ake. Ka whakamahia e au i taku whārangi pukamata, kia whakapā atu ki ōku hoa, ki taku whānau whānui, otirā ngā mahinga o te wā. Ko tāku he rapu he huarahi kia whai wāhi au te noho hei kaiako, otirā te noho tangata ake nei. Ka hoki māhara ki ngā kōrero mai aku kaiako i te whare wānanga o Waikato, ki te whakarite koe he whārangi pukamata, ka kitea e te ao. Ko tāku he āta whakaarohia mō ngā momo mea ka whakairihia ki taku whārangi, ngā whakairinga o ōku hoa he aha hoki ngā kitenga ka kite e te mārea.

Koia nei tētahi take i whakatauhia ka waiho te whārangi pukamata mō te kura whānui, ko ngā kōrero e whai pānga ana ki ngā ākonga ka whakairihia ki runga o Tīemiemi. Mā reira ka kite atu he aha ngā rawa ka whakairihia ki runga i ngā whārangi. Ki konei ka whai wāhi ōku ake hiahia mō tōku ake whārangi ki runga o Pukamata, he noho muna ngā tautuhinga, ka whakakorengia ngā hononga ki ngā mātua o te kura, inā kāore he hononga ā whānau, ka waiho i tōku whārangi hei whārangi mōku anō.


Ka aha inaianei? whakapono ana ahau ki te hirahiratanga o te whakamōhio atu ki ōku ākonga mō te noho haumaru i a rātou e mahi ana ki runga i te ipurangi, kia mōhio hoki i te hirahiratanga o te ako i ēnei momo mōhiotanga, te noho muna hoki. He hirahira hoki ngā kōrero nei nā ngā hononga ki ngā kawenga a te kaiako Code of Conduct ki roto nei ka whakamana tātou ngā kaiako i ēnei kōrero e hāpai ake nei e tātou katoa te hunga e whai ana i tēnei huarahi.

Reference
Rolfe et al.’s (2001) reflective model

Lisa Catherine Ehrich , Megan Kimber , Jan Millwater & Neil Cranston (2011) Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185,

https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Week 19 - Contribution of Teacher inquiry to my communities of practice

Activity 3: Contribution of Teacher Inquiry Topics to my Communities of Practice

Create a reflective entry where you critically reflect on how two potential and inspiring digital and/or collaborative learning related teacher inquiry topics would contribute to your Communities of Practice. Your reflection should be based on a reflective model of your choice.

This week we ask, what is a Community of Practice? We explore some definitions and integrate these into the required blogging task, a discussion on how your possible topics for the Teacher Inquiry project plan in the RESEARCH paper are related to and could contribute to your Community of Practice.

He aha tēnei mea te Community of Practice? Mā te whai anō i ngā rangahau a Jay and Johnsons ēnei whakaaro e whai oranga anō.

Hāpori: he aha tēnei mea te hāpori, ko te whānau whānui, i te mea he kura Māori tātou ka kaha aro ki te whānau, otirā te whānau whānui. Mā te mahi tahi tātou e ora ai Wenger-Trayner and Wenger-Trayner (2015).  Ka noho tā mātou kura i raro i te maru o Ngāti Toa nā tērā me kaha kite i te huarahi o te mahi tahi ki ngā tangata katoa kei te whānau whānui otirā te hāpori katoa.

Teihana 1(Whakaaturanga) E rua ngā huarahi hei aronga mōku, i te tīmatanga i aro au ki te Class Dojo me te SeeSaw heoi kua kite kāre au i tino whakamahi i te ClassDojo, heoi anō kua tīmata au ki te whakamahi i te Trello i tēnei tau, me te ngāwari hoki o te whakamahi i tēnei taupānga, ā he ngāwari te whakaemi i ngā mahi i runga ake i tēnei.  Ko tā mātou i tēnei wāhanga he hāpai ake i te Trello me te SeeSaw i roto i aku akoranga katoa.  I te tīmatanga he uaua he pōturi hoki nā ngā āheinga rerekē a ngā ākonga heoi i te mutunga he orite ngā mahi. Ā kua rongo i te hari o ngā mātua ki te tiro atu ki ngā mahi i taua wā tonu.

Ko tāku kua kite mō te mahi ngātahi ki ngā taiohi nei ko te noho pū ki ngā akoranga matihiko me tā rātou āheinga ki te ora i roto i tēnei ao matihiko.  Nā te kaha hāpai ake o te kura katoa ki tēnei ao o Tīemiemi kua tino kite i ngā āheinga.  Ko au tētahi o ngā kaiako mō ngā mahi kapa haka i roto i te kura tuatahi, ā ko Tīemiemi tā tātou huarahi hei whakairi i ngā waiata, i ngā kupu otirā ngā ā-ringa.  Ko tāku e kite nei me rite matika mātou ngā kaiako, me whai wāhi ki te whakairi i ngā kōrero, e āhei ana ngā ākonga ki te whakairi i wā rātou ake kōrero, inā he whakaaro hoki wā rātou.  

Ko mātou ngā kaiako katoa kei runga i te huarahi kapa haka me whai wā ia kaiako ki te whakairi i ngā ākoranga mō taua wiki, mō taua waiata, mō aua nekehanga, me kī he waka eke noa.  Kua pērā hoki i roto i ngā akomanga tau 6-8 me whai wāhi ngā kaiako katoa ki te whakarite, whakawhiti kōrero ki ngā ākonga.  Ko tēnei mea te CoP ki tā te tirohanga a Leffler (2015) ko te hunga e āhei ana te panoni i ngā mahi ahakoa te aha, ā e āhei ana te whai oranga i roto i tēnei ao rautau 21 arā te ao ao matihiko.  Ko te hiahia kia kotahi te whakaaro, kia kotahi te aronga o ngā kaiako katoa e whai ana i tēnei huarahi mā tērā ka whai oranga ngā ākonga ki roto i ngā mahi katoa.

Teihana 2.  I tēnei tau, ko te hiahia, otirā te moemoea kia aro tātou katoa ki tēnei ao matihiko i te mea koira te ao o ngā ākonga o anamata.  Ka hui ngātahi mātou ia rā ahakoa te tōmuri o ētahi rānei te nuinga i ia rā, ka whai wāhi tātou katoa ki te whakawhiti kōrero mō ngā mahi o te wā.  kua āhua haurua te rōpū, tokorua o mātoiu e koke rawa whakamua ana i roto i ngā mahi ā, he tokorua anō e noho ana ki tēnei ao pepa, ahakoa ka whakamahi rorohiko, ko tā rāua he kaha pūreretā i ngā mahi, me te hōhā hoki o tērā āhuatanga.  Heoi koia rā te hiahia nē, kia noho ngātahi kia noho hāpori tātou katoa i roto i ngā mahi katoa ahakoa te mahi. I te mea ko tātou te hunga e ngana ana ngā practitioners Wenger-Trayner and Wenger-Trayner (2015) arā ngā kaimahi e para ana i tēnei huarahi, ko te aronga kia noho hāpori tātou katoa o Poumua hei hāpori o ngā kaimahi e para katoa ana i tēnei ao o te ao matihiko.

Ki te tiro atu tātou ki te kounga ākonga o Te Kura Māori o Porirua ko te hiahia kia tupu whakaritorito ngā ākonga i roto i ngā mahi katoa e whai ana e ia.  Ko ngā pūkenga ka ako, he pūkenga hei hāpai i a ia kia tipu i roto i tōna ao i te kura, otirā tōna ao pakeke.  Kia whakarite i a ia anō mō ngā rā kei tua atu o te kura, ki te hiahia whai huarahi ki ngā whare wānanga e āhei ana, ki te hiahia ki te whai mahi, ā e āhei ana hoki i tērā.

Ko te aronga o te whakamahi i te Tīemiemi me te Trello i a rātou tau 6-8 e āhei ana te whakarite, te whakaraupapa i ngā mahi, he aha ngā mahi me whakaoti i a rātou i taua wā tonu a taiho ake rā rānei. Ā ko te taha ki a Tīemiemi he wāhi kia noho ngā akoranga katoa ki tētahi wāhi.  Kua kaha kite au he huarahi mutunga kore a Tīemiemi, ka pakari ake ngā āheinga ia rā, ka whakahoungia a tīemiemi i wā rātou wāhanga kia pai haere, kia ngāwari ake ngā mahi a te kaiako.

Teihana 3. Kotahi noa te aronga o te kaiako he whakaako i ngā ākonga, he tutuki pai i ngā hiahia katoa, he eke taumata anō i roto i te ao Matihiko ahakoa Māori mai ahakoa Pākehā mai.  Heoi ki te aro noa ki taku taha Māori, arā te mau i ōku mōwhiti Māori nei ka āhua whānui ake ōku kitenga, ki ngā tanga katoa arā te manaakitanga, te whanaungatanga, te kaitiakitanga, te tuakana/teinatanga koira tātou e ako tonu ana i ngā pūkenga kia ora i roto i te rautau 21.  Ko te mea uaua mō te taha kura Māori he whakaako i ngā tamariki me ngā taupānga reo Pākehā nei, ko te mea matua kia noho pū ki te reo Māori mā reira tātou anō e whai oranga ai.  Mā tērā ka rangatira ai te whakatauki a tō tātou kura "He kura te Tangata" ko te tangata te mea nui.

Reference

Jay, J., & Johnson, K. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching And Teacher Education, 18(1), 73-85. http://dx.doi.org/10.1016/s0742-051x(01)00051-8

 Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Communities of practice a brief introduction

Leffler, N: Communities of Practice need some Practice retrieved from:

https://www.technkl.com/communities-of-practice-need-some-practice/

Week 18 - Future-oriented Learning and Teaching

Hei mahi 2: He whai whakaaro ki ngā panonitanga i roto i ngā ahu anamata whakaako. 
Create a Reflective entry to critically reflect upon how you have positivey changed your practice during your postgraduate journey. 

Whakaaturanga
He hiahia nōku ki te whakarite i ngā heimahi katoa ki runga i a SeeSaw kia tīmata i tēnei huarahi o te flipped learning.
I whakaaro, he ngāwari ake mō ngā reanga 6-8 ki te whakahaere i tā rātou ake akoranga.

1.I te tīmatanga o te tau, i tīmata au te whakaaro mō ētahi huarahi whakaako tauhou ki ahau.  Nā te noho ki roto i tētahi akoranga MindLab i hua mai te whakaaro ki aro ki tēnei me te flipped learning, mā te whai i te huarahi Seesaw hei hāpai ake i tēnei o ngā hiahia.  I tīmata au te noho tahi ki ōku hoa mahi, me te kaha whakawhiti kōrero mō tēnei o ngā huarahi, me taku mōhio he uaua te whakaako i te hunga tawhito e kore e hiahia nei ki te mōhio mō te ao o naiānei ngā akoranga mō te ao matihiko.  Ko tāku kia tino aro atu ki te whakapakari i ngā ākonga kia whai wāhi ki te mahi motuhake katahi, karua ka tipu i te hunga e āhei ana te whai whakaaro mōna anō.
I mua rā ko tāku e noho ana ki roto i te ao o te anei ngā mahi, whai mai i ahau, kaua e aro ki mahi kē atu, he aro ki te rori tōtika heoi nā tērā ka tīmata ki te tipu mai te hunga karetao, e whai ana i ngā āhuatanga o te kaiako.  He pai noa tēnei huarahi kia tutuki pai ngā aromatawai heoi anō mō te tipu i ngā ākonga e āhei ana te whakaako mōna anō. Ā kāore hoki tēnei i whakamana i ngā mātāpono o tōku kura arā, te whaiwāhitanga, te whanaungatanga, te kaitiakitanga, me te rangatiratanga.

He aha ngā panonitanga i whai.

1.  I whakaemi i te Tīemiemi(SeeSaw) ki roto i ngā mahi o ia rā
2.  I whai wāhi ki te whakaako ki ngā ākonga me pēwhea te whakamahi i te Tīemiemi
3.  I whakaatu i ngā āheinga whānui rawa ki te aro tātou ki runga i a Tīemiemi
4. I whakaatu i ngā heimahi me whakaoti ngā ākonga heoi ko ngā hei mahi katoa mō taua wiki, ā ko tā rātou he whai wā ki te whakaoti i ngā mahi, kei a rātou hoki te kōwhiringa mō te raupapatang ao ngā mahi.

2. (aku whīra) I te tuatahi i āhua āmaimai ahau ki ēnei akoranga me taku pōhehe ka kore ngā ākonga e rata ana ki ēnei momo mahi, ka kore e rata ki āhau, ka kore au e taea te whakatutuki i ngā whāinga i ngā hiahia a ngā ākonga.  Heoi i whakarerea aua whakaaro me taku kaha aro ki ngā tamariki kei mua i ahau, me te aro ki aku mahi me whakatutuki.

Whakapono katoa au ki tēnei o ngā mahi, nā te kaha noho o ngā ākonga ki roto i te ao matihiko, ko ngā akoranga mai i a Mindlab kua tipu rawa aku mōhiotanga i roto i te ao matihiko, me taku whakatau ko te kaiako tērā e ngana ana ki te whai haere i te whiore a ngā ākonga.  Ko tāku me koke whakamua kia hīkoi ngā tahi au me aku ākonga i roto i te ao matihiko nei.

3. (aromātai) Mai te tīmatanga o ngā mahi i kite ko ngā tau 6 tērā e arahi ana i ngā mahi mō te taha ki te tīemiemi, heoi ko ngā tau 7-8 ērā  e arahi ana i runga i te mōhio pai rawa ki tēnei ao o te ao matihiko.  Mā te whakamahi i te Tīemiemi, he ngāwari rawa te taha ki te whakamahere i ngā heimahi mō te wiki, otirā ngā heimahi mō taua akoranga katoa.  I kite i ngā atapaki o ngā mahi i taua wā tonu, e āhei ana te whai mōhiotanga mō ngā akoranga a ngā ākonga i taua wā tonu.

I rata ngā ākonga ki te huarahi hou a tātou, ahakoa kua whakarite kētia tēnei momo huatahi inā rua tau ki muri heoi ko te para tonu i taua huarahi tātou e whai nei.

E mōhio marika ana ahau ki te kore te katoa o ngā kaiako i roto i te reanga tau 6-8 e whai i tēnei huarahi Tīemiemi mō te taha ki te flipped learning, ka whai noa iho mō te taha he wāhi whakairi i ngā mahi a ngā ākonga ka kore tātou e whai hua i roto i ngā mahi katoa. Me mahi tahi tātou ā me whakapakari ake i ngā pukenga whakawhiti kōrero.

4(tātari) Nā te whai i tēnei huarahi i panoni katoa tōku ao whakaako, ahakoa he ngāwari mōku te aro ki ēnei o ngā mahi, ko te huarahi uaua ko te panoni haere ōku ake whakaaro kia whai hua ēnei mahi matihiko.  Nā tērā e āhei ana te kite i te hononga o ngā mahi nei ki te Personalising learning, kua kite au i te takitahitanga o te tangata, ā kia kaua au e aupēhi i te tamaiti ki whai i te huarahi a tangata kē atu.  Ko tāku kia puawai aku pūkenga i noho tau, heoi kia whai tonu i tēnei huarahi o te kaiako i roto i ngā rautau 21, me ōna pānga katoa.  Heoi anō he whai tonu i tēnei huarahi mutunga kore ā, e whai pānga ana ki ngā kōrero a Hargreaves (2003).  Ko tāku me rite rawa ahau, aku mahi kia rite ngā ākonga ki te whai i ngā mahi.

5(whakakapi) Ki ōku nei whakaaro mā te aro ngātahi ki tētahi o ngā hei mahi katahi tātou ka aro ki te katoa o ngā mahi, mā te āta whāinga i ngā mōhiotanga me pēwhea ngā kawekawenga o ngā mahi ka hua ai ngā mōhiotanga a ngā ākonga, ā e āhei ana rātou te whakahaere i ngā ākoranga, te hāpai ake i wā rātou hoa mahi tātou e whai hua ai i roto i te ao o te rautau 21, otirā ngā mahinga o te ao matihiko.

6( he anga whakamua) ka aha ahau inaianei? Ko ahau tērā inaianei e whakaaro ana, uuu e pēwhea hoki au e whakatutuki i tērā ki runga i a Tīemiemi he whakarite i aku mahi katoa ki runga ake o Tīemiemi.  He ngana ki te panoni haere i ngā tainatōra(ōku hoa mahi) nei te pakeke kia peka mai ki tēnei ao hou, aro ko te ao Matihiko.  Heoi ka aro tonu ki te kounga o te mahi kaua ko te rahinga o ngā mahi ka puta mai.

Rārangi pukapuka

Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, (2012): Supporting future-oriented learning
& teaching — a New Zealand perspective

Clayton Christensen Institute (2017) Retrieved from: https://www.blendedlearning.org/models/

Hargreaves, A (2003) Teaching in the knowledge Society: Education in the Age of Insecurity

Week 17 - Reflective Practice

Teihanga 1 (Descriptive stage) - āta whakamārama tōku huarahi whaiwhakaara
He aha ai i kōwhiri i tēnei huarahi.
- kia whakapakari ake ōku pūkenga matihiko
- kia wero i ahau anō
- kia ako pukenga hou kia whakaako atu ki ngā tamariki
- kia hākoakoa aku mahi matihiko
- kia whai wāhi au ki te tūhura ki ngā huarahi rerekē hei hāpai ake i taku taha whakaako.

He kaiako ahau ki roto i ngā akomanga tau 6-8, koia nei taku tau tuatahi kua aro atu ki tēnei o ngā reanga.  Ko tāku e hiahia ana kia eke ki tēnei o ngā taumata nā taku noho kiriora ki roto o tōku ao kaiako, 4 tau au e noho ana ki ngā akomanga tau 3-5 i tino waiā haere au ki taua reanga nā reira kāore au i te tino wero atu i ahau anō.

I ahau e kōrero ana ki tētahi o ōku hāpai ō, me tana kī mai ki ahau kua tae ki te wā me nuku koe, eke anō, kia wero atu i a koe anō.  Ko tāku i te tuatahi kāore i te paku pīrangi kia nuku nā tāku mataku, katahi, nā taku kore hiahia kia tuku atu i ngā taura (hard to let go) me taku whakaaro KAO koianei te huarahi pai ki ahau, koia nei te reanga mōku.

Ko tāku ka kaha noho puku me te whawhai ki ahau anō, mō aku hiahia, mō aku kore hiahia rānei.  Ka noho au ka whakaaro me tōku kotahi, me taku āmaimai, ka aha inā ka nuku ahau, ka aha ki aku tamariki.  Koinei te mea uaua ko te whakawātea i ahau anō mai aku tamariki.  Heoi i haere ngā mārama ngā wāhanga ka puta mai anō taua kōrero "kua rite koe kia nuku, me nuku" me taku whakaaro ae.

Mō te taha ki te whaiwhakaaro, mō te whakaputa rānei i aku kōrero, ka tāpirihia ki runga i a Interlead, heoi ruarua noa iho ngā wā ka noho au ki te tuhi kōrero.

Teihana 2 (Comparative stage): Whaiwhakaaro ki ngā huarahi rerekē, ngā whakaaro a tangata kē ki tā te tirohanga rangahau.

I ahau e pānui ana i ngā tuhinga a Finlay (2008) me taku whakaaro mō ngā wāhanga e rima mō te taha ki te whaiwhakaaro (reflection) He tere (rapid) nō mātou ngā kaiaka ki te panoni i ngā whakahaerenga o roto i te akomanga ki te panoni ngā āhuatanga o te rā, ngā āhuatanga ā ngā tamariki, ngā āhuatnaga a ngā kaiako.  Heoi i ētahi wā he maha ngā wāhanga me kaha whakatikatika (repair) nā tēnei o ngā panonitanga nā te kore mōhio o ngā kaiako, nā te kore hiahia rānei ka noho matakana nei te tangata.

Mō te taha ki te arohaehae(review) i ngā mahi ka tiro tātou ki te arotake AIO, he aha ngā wāhanga i i pai Ake, ngā wāhanga i pai Iho, otirā te wāhanga i whakaOhorere i a mātou. Ki reira mātou e kaha wetewete ana i ngā nekehanga o ngā mahi, he aha i pai ai, he aha i raru ai, ā e pēwhea tātou e whakatika i ngā mahi.  Koinei ka hua mai ko te taha ki te rangahau i ngā huarahi hei pāinga mā tātou.

Teihanga 3 (Critacal Reflection)

He āta aro haehae i ngā mahi.  Koinei tētahi mea ngāwari māku he aro ki ngā mea kāore i pai, he aro ki ngā wāhanga i pai ai, heoi ko te taha uaua ko te whakarite i te huarahi ka aha inaianei.  Mā te aha i te whakaaro, koira te whakautu i te nuinga o te wā  engari kao ka aha tātou kia whakapakari ake. Me aha tātou.

Nā te āta wetewete i aku huarahi whaiwhakaaro kua kite au me whai tonu au i te huarahi wetewete kia ruku hohonu i roto i ngā mahi katoa.  Kia kite i ngā hua me pērā aku whakaaro inā kei te ako au i ngā mahi kapa haka, ka tino wetewete ahau i ahau anō kia tika rawatia aku mahi, kia tika te hanga o te tinana, kia tika ngā nekehanga. Nā me pērā ahau i roto i aku mahi katoa.

Kohinga kōrero

Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice.

Finlay, L. (2009). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from 
http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Jay, J.K. and Johnson, K.L. (2002). Capturing complexity:
a typology of reflective practice for teacher education.
Teaching and Teacher Education, 18, 73-85.

Whakataukī - School Motto. (2018). Kura-porirua.school.nz. Retrieved 15 April 2018, from http://www.kura-porirua.school.nz/263/easy_pages/156-whakatauki-school-motto

w11

Entrepreneurialism an analogy

      is there risk?
      is it managed?
      can everyone do it?


can we develop entrepreneurialism in our classrooms?  do we give them enough opportunities?


NZC
our vision is for young people
- who will be creative, energetic and enterprising

top skills every entrepreneur needs are
 - resiliency
- focus
- invest for the long term
- find and manage people
- sell
- learn
- self reflection
- self reliance

O le lei - (samoan for good)
learnt where milk came from, then looking at a substitute for the milk, first almond base products.

networking, meeting new people, more independent,

it was a programme that they saw they would be able to continue how they do thing, how they see things

Week 10

Is there a culture learning in class?

 "We talk a lot in education about creating a culture of learning in our schools. But we dont have reliable ways of creating this culture. Agile does"
 Agile Manifest

 Responding to change over following a plan - Tūngia te ururoa kia tupu whakaritorito te tutū o te harakeke Individuals and interactions over processes and tools - \



Two out of 12 of the Principles behind the Agile Manifesto

 - The best architectures, requirements, and designs emerge from self-organizing teams.

 - At regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly.

Improvement Kata

-Term from Martial arts
-A repeating four step


What a the expectations
group the current expectations  improve on what you did the previous round

when looking at the rules, read between the lines to change the barriers to suit you as a person or as a team.

(Kaizen or Kaikaku)

Do you get opportunity to go and make a change?

week 8 digital thinking in the classroom

854 jelly beans in the jar importance of giving feedback 1. show a butterfly they told him what was wrong, they were specific but not mean about it. does it in drafts, use the eye of a science why should you fight the urge to defend your ideas? its about the designer and customer working together, giving feedback and design process. if you are designing DT mindsets embrace ambiguity : the unknowing, embrace all ideas that might help you solve the problem, pathway towards solving problem optimism : creative mindset, iterate x3 : people are adopting what someone has created. moving through concepts more quickly, arrive at better solution learn from failure : experiment from learn of play to learn from the customers idea make it creative confidence : jump in there and do it emotions you have with ideas and you make them happen. innovation empathy Design thinking challenge How might: your customer be a better online learner Empathising Defining Ideating Prototyping Testing Reflecting iterating Design doesn't solve all problems. it helps people and organisations cut through complexity. great for innovation diffusion of innovations and digital leadership? use digitals tunnels understanding the needs of students, teachers, wider stake holder Early Adopters : how to deal with EA strong face to face support study the trials reward promote recruit regular feedback innovation diffusion lifecycle the first follower changed the lone nut to a when we find a lone nut doing something new be the first follower to make a change and be co who are your early adopters how will you identify them kaiako akonga mātua pōari pillars of digital leadership establishing relationships communications publuc relations branding student engagementlearning origessuibal growth development what is your school moto: He kura te tangata nga mātāpono o te kura how can you brand your change: get people into what you want to see,

Leadership week 7

turnitin it could take upto 24hrs to turn it in put it through at least two days before so you have time to read through the report, comments or where to now to help out for your assignment you can run the report as many times as you like but keep in mind the 24hr you need to do. All need to make sure you have your turn it in

Mindlab week 7

Created a twitter account today Twitter #mindlabpg #nzmindlab EDpuzzle - tinyurl.com/Novflipped Flipped learning, kids having the choice to decide when they want to learn, what they are going to learn. Access to learning, they are able to go over it over and over again until they understand. Need to look at Flipped learning. It should free us up to tackle those kids who need more help. work one on one with students with where their gaps are. its community driven, there were heaps of community meetings Flex model — A course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customised, fluid schedule among learning modalities. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, whereas others have minimal support. For example, some Flex models may have face-to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-face enrichment. Still others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model How can the flex model work in PouMua? I think if we were to make a move into flipped learning, this year 2018 would be the best year for us to take the leap' need pd for the pedagogical in the flipped learning. cant do one thing one year and then one way another year Edpuzzel ted ed: flex model, seperate tech from ted talk, you can create your own lesson, its free, you can flip the class and the kids can do it, you can search clubs and different topics tes teach: links images youtube can search up topics and create a lesson in like 5min,??? Distributed leadership what does it look like? what does it feel like Everything that happens in school is inter school leadership not distributed leadership, however it is easy to move from one to the other. Wicked Problems TPACK model