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digital divide

Digital (insert word here!)

Today started with an interesting conversation with an amazing teacher friend of mine. Someone who’s extremely experienced and delivers powerful, meaningful learning opportunities. She ranted, ‘If I hear another ‘digital something’ my head will explode!’ I laughed and it made me think of how many digital somethings I experience in my day-to-day meanderings. Let me
many streams

Should we review our curriculum?

The Minister has invited us to have our say on Education as many aspects are up for review. Should the New Zealand Curriculum be one of them? There is ongoing debate about whether our curriculum really meets the aspirations of our tamariki to be active citizens now and in their future so that they are
waka

A personal story of leadership for learning

Leading authentically and mindfully closes the gap between our intentions and reality. Being culturally responsive requires effort, and relational pedagogy is an experience best measured by those around you. It’s not what you say you do, it’s how others experience your decisions and actions that defines your leadership and ultimately leads to successful outcomes. This
team meeting

The ties that bind

Can Learning Circles strengthen Kāhui Ako? Communities of Learning or Kāhui Ako bring together education providers who may have never met or shared a conversation with each other. So how can these teachers start talking together? Harvard writers, Gratton and Erikson, in their Eight Ways to Build Collaborative Teams, tell us that it’s not an
changes next exit

Building the capacity for organisational change

Change is often referred to as the constant in our present age, particularly in education — but too often it’s something we like to watch from afar, preferring that it affects someone else. And yet, the reality is that few of us are ever immune from the impact of change. So, why is it that
ratings

What kind of feedback do you give? Constructive or destructive?

Providing someone with feedback is valuable. In our roles as educators, whether facilitator, leader, teacher, or a combination of all, we leave ourselves open to opinion. From time to time this feedback is shared constructively, points are collaboratively established to be worked through and targets are set. The outcome? Positive change. And then there are
level up

Level up your inclusive practice

Here’s a loose attempt to apply a gaming analogy to valuing and planning for diversity in your learning community. Level 1 : Planning for the predictable Imagine this scenario: You have been asked at short notice to prepare lunch for 20 people You don’t have an opportunity to find out about preferences/allergies You are directed
I am still learning

Finding the joy in learning. Harnessing the power of ‘What if…’

I cannot believe that I have just spent the last four hours learning a new skill, so engrossed that I was totally oblivious to the passage of time. My goal was to become familiar with a new (for me) digital tool to share with teachers. I saw its potential to increase the engagement of students
student engagement

Engagement – visibility = mischief

Curiosity is a natural part of learning and is especially evident in our young learners. This natural drive to know about the surrounding world is a brilliant aptitude that supports us as educators when developing teaching and learning programmes. A curious child can be engaged for hours on end in their own world of knowledge

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