Te Rangihakahaka

Our second teacher only day focusing on our professional development of Ngati Whakaue identity, language and culture.

Te Rangihakahaka 3 from Callie Raureti on Vimeo.

Student Teacher

Recently had a student teacher in her last placement who challenged my thinking and teaching practices. Good to have students (that's 15 in 5 years) as it is helping develop the profession and also keeps me up to date with current thinking and ideas. I also like to be able to work collaboratively with others and it is good to model this with the class.

Learning theories and informed research practice.

This week we looked at the different learning theories and their influence on our own personal practice. We were given a theory and asked to make a stop motion video about it. This is our video It's all about situated learning/cognition. Culture, context and activity contribute to knowledge evolving as individuals participate and negotiate their way through.

Learning Theories 

A learning theory is about changes in observable behaviour. It addresses: how such changes become relatively permanent, whether the change is immediate or potential, what role experience plays, and what aspects of reinforcement are present.

Olsen, M. & Hergenhahn, B. (2013). An Introduction to Theories of Learning (9th ed.) Boston, Mass: Pearson. 

Below are some recognised learning theories which are relevant to digital and collaborative learning. I see myself influenced by Dewey, who sees the teacher as a guide and the students as self governing learners. He also recognises the need for hands on experimental learning and outdoor education. Vygotsky also sees the teacher as a facilitator rather than a content provider. He also states “The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” Which is relevant as we prepare our learners to be successful in modern society. other theorists that have influence on my current thinking and practice are 

and Wegner

these alliterate the need for collaboration in teaching and learning.

• Conditioning
• Connectionism and the Law of Effect
• Progressive Education
• Constructivism: Social Development Theory
• Constructivism: Equilibration
• Social Cognitive Theory
• Situated Learning / Cognition
• Community of Practice
• Constructionism
• Connectivism

We also looked at the need for research informed practice and evidence based practice. It was discussed that many other fields such as medicine and engineering are constantly influenced by these, but as teachers, we make our decisions based on a range of grounds – tradition, hearsay, suggestions or advice from colleagues, observing other teachers, fads, ‘common sense’, myths, ‘gut feeling’ and probably most frequently, ‘we’ve always done it like this’. It is important that leaders and teachers constantly look at educational research as it includes research on; pedagogical knowledge, applied research, traditional teaching, practice as research, modern learning practice, and research informed practice improves educational outcomes for students and enriches their experiences. It also encourages us to be reflective practitioners.

Research informed practice is an important aspect of leadership, since research provides insights both into leadership itself and the activities you are leading. We compared and contrasted the leadership qualities needed to lead a team of researchers and a team of teachers, we found only similarities.

Implementing technology innovation

Looked at these tools/frameworks which identifies the knowledge teachers need to teach effectively with technology.

Then developed an activity using GOOGLE earth which was informed by these tools.

Guided Tour
The teacher creates a guided tour using Tour Builder and Google Earth. Locations are pre-set for students which allows them to explore on their own. As each location is visited by the student, the teacher will have additional materials available such as video links, websites, facts and more. The teacher could embed a Google Form quiz at each location with a clue to move onto the next location and to receive immediate feedback on the students as an assessment of their learning.

There is much talk about bringing education in line with the modern world and there is also arguments against the use of technologies in the classroom. They have been depicted as being distracting hampering attention and perseverance. It has also been argued that they are isolating children and that these children are no longer able to communicate face to face.

I hold mixed feelings on the above, I agree that technology maybe distracting and that children still need to learn social interaction face to face. However, often technology is distracting when not used to empower the learners. I have found that students are really engaged in conversation about what they are doing when technology tasks are fun, challenging and engaging and this conversation is face to face and they are enthusiastic about showing and sharing. Technology also allows for communication anywhere and anytime. I also believe that we live in a world where innovative change and digital transformation occurs constantly and we have to prepare our students to be able to be part of it. There is a need to break with traditional models of education and bring it into the modern world.

This week also looked at augmented reality and experimented with apps which allow for this. looked again at Aurasma which have used in class briefly. This time added more layers and triggers using the Aurasma website. Also looked at apps which allowed for 3D viewing and for enhancement of objects which may not be available in the classroom and some which allowed for immersion in their learning.

21st century skills

week 2 looking at 21st century skills. What skills do our students need in this time of change?

Reflected individually through a Google form on our thoughts then all of the Rotorua group had their responses recorded in a word cloud.

My thoughts

• Collaboration
• Reciprocal learning
• Problem solving and problem creating
• Creativity
• Innovation
• Self-regulation
• Communication

Our next task was to look at Gert Biesta’s domains of purpose

We were asked to discuss in groups 

• Are schools balanced across the three domains?
• Skills in a time of hyperchange?
• How does the ‘Knowledge as a noun’ idea sit here?

There were some interesting discussion around socialisation and whether we change in different places, situations and who we are with. Are qualifications always needed? I feel that knowledge as a noun sits in this area and that that knowledge as a verb sits in subjectification. Many innovative people don't necessary have formal qualifications and I believe our existing ways of being can change especially in the global world we find ourselves in and the many interactions we have from it.

We looked at the document 21st century learning design and compared their defined skills needed for 21st century learning with the key competencies.

21st century skills	Key Competencies
Collaboration Knowledge Construction Self Regulation Real World Problems/Innovations ICT for learning Skilled Communication	Thinking Relating to others Understanding language, symbols and texts Managing Self Participating and Contributing

Our group (Kath, Kersty and I) were given one of the ITL research 21st century skills and an activity rubric to create a video. We were given Collaboration and the following rubric.

We looked at the steps needed to create a good movie.

Collaboration of the three little pigs

Watch the three little pigs move through the rubric of collaboration, where they have shared responsibility to make substantive decisions.

In our other paper on leadership in digital and collaborative learning we were asked to

• reflect: How might teachers’ strengths in developing capabilities in thinking, using language, symbols and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated?How might students’ capabilities in thinking, using language, symbols, and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated?
• I believe the key competencies all weave together and are not separate.

Teachers-when working collaboratively: planning, teacher inquiry, moderation, PLD, class blogs, working with other teachers or schools, learning conversations, working with the community,
Asking questions,reading current literature, reflecting on practice, identifying own goals, RTC blog, balanced time on work and away from work, professional networks,

Students-working in groups, inquiry learning, reflecting, setting and assessing against goals, planning for their learning, critical thinking and problem solving and setting, challenging assumptions, curiosity, interpret information,provide information and communicate with others, student blogs, knowing when to lead and when to follow,positive interaction with others-within the school and the community and with other school students when at activities or events. Certificates indicating when  key competencies are been displayed. Setting class Dojo behaviour awards to the key competencies. Constantly referring to them and questioning what they look like in action. Identifying them through units of work or inquiries.

Mindlab-the purpose of education and

Started on a new journey with Mindlab and looking forward to learning so much.

First week and we were asked to describe what knowledge is. Worked with a great group of people in developing our concepts about it. first on paper and then challenged to create a video in 30 minutes.

We were also asked; reflect on how your understanding of the purpose of education is visible in your classroom.
First I thought about how learning is displayed in the classroom.

• Learning and ways to help learn are displayed all around
• Class and individual blogs share learning to a wider audience
• SOLO and other thinking and questioning and assessment is displayed, together with questions about why and how we are learning.

Next I thought more about what we had been doing around the concept of knowledge and feel that my purpose in education is to empower the students to be life long learners and prepare them for a future that is uncertain and that they need the skills to do this rather than just content and facts. So I thought again; how are the skills needed to be a successful learner visible in my classroom? Or how I would really like to have them visible in the classroom.

• Teacher as facilitator more student centered
• Collaborative working
• reciprocal learning
• problem solving and creating problems
• sharing of ideas, thoughts
• having a questioning attitude
• inquiry learning
• critical thinking
• creativity
• resilience, having a go and not frightened to make mistakes
• developing own goals and self assessing
• discovery and exploration
• fun, positive, safe environment
• learning space, environment which allows for choices of individual learning styles and how and where children learn
• access to different technologies

 Hopefully in mine and the students learning there is more focus on  these skills, allowing for collaboration, creativity, understanding and awareness of others,effective communication and connected with the world.

Te Rangihakahaka

Attended our school's Te Rangihakahaka wananga at Paratehoata-Te Kohea marae. Where we experienced the marae setting and deepened our knowledge of Ngati Whakaue identity, language and culture through various korero about whakapapa, tikanga and whenua. We also learnt about the setting and significance of Ohinemutu and various other places in and around Rotorua, including the stories around the street names in the CBD. From the wananga experience we reflected and considered what we had learnt and how we can use this new learning within the school community and classroom, and what support is needed.