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/