It’s been a while since I last posted. So here we are… in the midst of Covid-19 that has sent so many of us around the world to our homes with the possibility that this might go on for longer than originally thought. As an educator my role has become more important than ever in maintaining the connections with my tamariki (children) and their whanau (family) as we all navigate through this. As we all know, relationships are the glue that keep society together and offer a sense ofnormalcy and must be maintained..
As an educator now is the time for me and my colleagues in this field to be flexible and open to learning a bunch of new skills to provide learning opportunities for our tamariki. We need to provide ways to engage them in learning that will allow our students to connect into something other than thinking about the current situation 24/7.
Over the past few days I’ve been mulling over what this will mean for my immediate whanau at my school and the wonderful group of educators that are currently designing appropriate learning opportunities that meet the needs of the different levels across the school.
Learning is not just of an academic nature, it should be holistic where the whole child is developed. In New Zealand we have nine curriculum areas across the Primary Sector (Mathematics, Writing, Reading, Te Ao Māori (language & Tikanga), Science, Social Studies, The Arts (Drama, Dance, Music & Visual Arts), Technology (includes Digital – Computational Thinking & Designing, Developing Digital Outcomes), Health & Physical Education.
As you can imagine filling a child’s kete (basket) is a process over time, and right now we need to take care of their emotional well-being first. Learning online is not about putting activity after activity in front of a child to keep them busy. We must consider the needs and levels of our communities. Going in light and gentle for those starting this journey is important. In doing so we will reduce stress levels for all involved in this process. Learning should be interactive and interesting, not a chore for a family to be burdened with.
As I work through options and approaches I will do my best to share these with you. If I can be of support to others out there on the same journey, I am here and will help where I can.
So from my bubble to yours, kia kaha (be strong) my friends, draw your loved ones close and keep in your bubble.
We cannot give learners agency! Agency is a complex set of capabilities that must be learned over their time in schools and homes. Currently, ‘agency’ is expected in schools rather than being consciously enabled. Learner agency is only possible if learners have the required capability sets that allow them to take increasing executive agency over their world. To take agency over their learning world, learners need to be:
1. … competent
2. … able to understand and apply the Learning Process
3. … able to work within a conceptual curriculum
The roles of teachers and students need to be transformed, enabling students to become learner-educators, and for teachers to become educator-learners. Learning is the key to unlocking our curiosity and our ability to explore our world. The transformation of teachers and students to become learner-educators and educator-learners requires a 2-4 year process of consistent Professional Learning. This involves…
I am constantly being reminded how far I’ve come, yet how little I still know. I found this post to be informative and inspires me to step out of my comfort zone…. Thanks Sonya Van Schaijik for sharing.
I was a little shocked to uncover my own lack of visible evidence for this practising teacher criteria or PTC 10. This is when practising teachers work effectively within the bicultural context of Aotearoa New Zealand. Key indicators are highlighted as:
Practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context.
Specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning.
Don’t get me wrong. I can get by with many formulaic expressions…
Raising awareness often means putting yourself out there. Recently I agreed to be in a video to raise awareness around professional development for teachers because my students have directly benefitted from the Postgraduate Certificate in Applied Practice (Digital & Collaborative Learning) with MindLab.
There are some really strong avenues out there to build teacher 21st skills to pass onto our students. There are also many ways a teacher can now receive professional development (PD), but not all are equal. Not all will provide better outcomes for students (or teachers). Over the 10 years that I have been teaching I’ve attended loads of courses. Some good, and some just plain boring. So if the purpose of PD is to make me a better teacher, and therefore make a positive impact on my students, shouldn’t the PD be interesting, interactive and looking to develop my 21st Century skill set?
Click on thislink to watch the video (you will need a Facebook account to watch this).
Quizzes can help students learn because it helps them identify what they know and what they don’t know.
I have found the areas bolded in the text below to be true when I’ve used Kahoot for maths and science. Still early days, but will continue to incorporate into my programme.
The students then have a better idea of how well they are grasping the material, hopefully motivating them to study more and helping them allocate their study time effectively by focusing on the information that still needs more practice.
What’s more, though, in some cases a test can make the next study opportunity more effective. Teachers can help students see what topics they are not grasping by providing feedback after quizzes, and that feedback need not be immediate to be most effective.
1) Quizzes help students learn: Find out what they do/don’t know
2) Quizzes give teachers feedback: End of each slide and stop and discuss if you want to
3) Quizzes increase attendance: Not really relevant in my class
4) Quizzes promote test expectancy: Looking for the right responses
5) Studying is more efficient after a quiz: Identify what needs to be learnt and learn it.