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He kōrerorero, he whakaaro
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March

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2015
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March

Device choice in schools driven by the ‘write’ things?

Posted on March 26, 2015 by Warren Hall

device for collaboration

Modern Learning (environments, practices and supporting technologies) is something that most schools I interact with have firmly on their radar. Some are just starting out, and others are well on the way. The conversations about Modern Learning Environments and Modern Learning Practices sometimes start slowly, but usually end up being vibrant, exciting discussions jam packed with possibilities, and leave me feeling thrilled to be part of the transformation of aspects of our education system.

Themes in discussions about Modern Learning

I find that discussions with school personnel about Modern Learning (ML) have many common threads. You can see a more formal definition on CORE’s website, but things that often get mentioned in conversation are:

 

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external space

Considering environment as the third teacher

Posted on March 24, 2015 by Viv Shearsby

Children are consistently learning regardless of the involvement of an adult/teacher or their peers. Even when a child is alone they are learning. With this in mind, consideration of the environment becomes a critical undertaking within the planning of an early childhood programme.

Personal identity is co-constructed and reflected in the places we regularly participate in. In order to reflect the values and beliefs of a community within a space, an environment benefits from flexibility so as to create a responsive platform that supports children’s learning as they develop and grow. It is also important that teachers reflect on their own values, and how their values impact on the decisions they make about the arrangement of space, the equipment, and materials made available to children (Fraser & Gestwicki, 2002).

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Give credits where credit is due

Posted on March 19, 2015 by Anthony Faitaua

Polyfest dancers

The magic of the Regional Polyfest festivals

It's that time of the year where the buzz of excitement begins to kick in as the Secondary Schools cultural groups are currently preparing for Regional Polyfest festivals across Aotearoa. The ambience of nervousness, suspense, passion, and anxiety waits for our Pasifika students when they showcase locally who they are and where they come from. It’s such a magical event that embraces the true meaning of biculturalism and multiculturalism from different walks of life.

ASB Polyfest logo

There are many forms of primary and secondary school cultural festivals, but none bigger than Auckland Secondary Schools’ ASB Polyfest, who will be celebrating their 40th anniversary in a few weeks time. Congratulations on your success and longevity of service to the wider community! An amazing accomplishment thus far, and may you continue to drive the vision of scaffolding the future for our Pasifika learners, parents, families, and communities. In my opinion, this event stands alone for providing the best atmosphere for bringing a diverse group of communities together to celebrate culture, language, and identity as one neighbourhood.

It's surprising how many schools don't assess their students for Polyfest using NCEA credits

I was fortunate to attend the festival last year as part of the CORE Education Pasifika professional development fono, and I was stunned to hear from some Pasifika parents about the number of secondary schools that don’t assess their children for Polyfest using NCEA Dance credits. I felt for them because I know, as a parent, I have been advocating for Polyfest credits in the past 3 years for my daughter’s Pasifika group. Christchurch is no different.

For many Pasifika groups, the time and effort the students put into their preparation, is nothing short of aspirational. Some groups have started preparation since the beginning of the term, some groups have been preparing for months. We’re talking about rehearsals during lunchtimes, after school, weekends, and during the holidays. If you’re looking for what Pasifika collaboration, connectedness, and agency may look like, I encourage you to attend one of their performance practices. It defines the meaning of reciprocity of teaching and learning between the seniors and juniors — an ideal environment where our young upcoming Pasifika students understand that pathway to leadership is through service.

Christchurch Polyfest preparing for a first

Christchurch SpacPac Polyfest is gearing up for the first time as an outdoor event to be held on 21st March at Westminster Park. Christchurch SpacPac has been around for over 15 years. Participating secondary schools hail from the top of the South Island (such as Nelson Boys College), right to the bottom of the South Island (such as Southland Girls’ High School). They have participated in the festival over the years, and it’s overwhelming to see such a diverse group of learners across the South Island participate with enthusiasm, energy, and passion. As a proud Pacific Islander, it’s more powerful and inspiring to witness non-Pasifika students such as Palagi students dance and sing songs that are foreign to them. Check out this video clip where a Korean student leads the Epsom Girls Grammar in a performance and won the best Fuataimi (conductor) prize at the Samoan stage last year. She also gained Excellence credits for her performance.

Although Auckland has been setting the standards for high quality performances for 40 years, Christchurch should be proud of setting their own performance standards. Some secondary schools offer Polyfest credits, and I commend them for being responsive and proactive. Other schools don’t know what they don’t know and must look at ways of implementing these cultural credits as part of their school-wide assessments.

My plea for Polyfest credits

In reference to my advocacy for Polyfest credits for my daughter’s school, the Principal and the Music teacher are willing to offer singing credits for the Pasifika group. As a parent, it’s a small step in the right direction, but the girls and the parents are screaming for dance credits.

I believe some secondary schools need to rethink their wider-assessment criteria and take a serious look at how other schools reward Pasifika groups for the mammoth time and effort put in to represent their school with pride. The impact of offering NCEA Dance and Music credits for Polyfest can only enhance Pasifika student achievement. It can also have a positive impact on the Pasifika community. On a personal note, it’s the right thing to do. It’s 2015, never too late to encounter change.

Finally, I would like to share a video where Manu Faaea-Semeatu talks about NCEA Polyfest credits on Tagata Pasifika 2014. Best wishes to all participants of all the regional secondary schools Polyfests. Stand tall, brown, and proud!

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Virtual field trips open the door for all learners

Posted on March 17, 2015 by Barrie Matthews

Virtual field trip

In this blog post I’d like to briefly explore how participation in a virtual field trip with the aid of technology such as web conferencing helps all students learn alongside their peers.

Dyslexia Advocacy Week and the Web

This week (16-22 March) is Dyslexia Advocacy Week in New Zealand. Curious, I did a web search and landed at Plus 20 in 2015 – Making Good in the Classroom, where I wondered if the content could be accessed other than by just reading text. I was pleasantly surprised as. Alongside the usual option of reading the text on the web page yourself was the option of having the text read to you in a fairly good automated rendition. The text highlighted in time with the narration, and it could be paused and restarted. I further noticed that the heading fonts on the page were big and wavy and colourful, and there is also an interesting big-scale, colourful graphic that summarised the content. I must admit, although I enjoy reading, I went straight to the interactive graphic to get the underlying message quickly! Anyway, I thought this was a good example of a website that was accessible to those with dyslexia, but was also interesting and accessible for everyone.

It got me wondering if everything on the Web improves learning for everyone, not just for students with dyslexia (reading), dyspraxia (fine motor skills), dysgraphia (writing) and dyscalculia (maths). It seems to me that the UDL (Universal Design for Learning) framework offers some hope — I wrote more about this in a previous blog called UDL and Teaching.

Our own experience in applying the principles of UDL

We have always taken this issue seriously. We are increasingly applying UDL principles to our e-learning programme called LEARNZ virtual field trips which has been operating on the Web for 20 years, reaching a wide diversity of New Zealand teachers and students. We are always looking at ways to make our field trips more engaging and more accessible and UDL is part of the “heavy lifting” we undertake so precious teacher time goes further in reaching all students in a class. For students with dyslexia, any learning experience that removes total reliance on printed text should be beneficial.

The benefits of web conferencing as a useful tool for all learners

To provide more immediacy and a more realistic experience for all learners, another addition to LEARNZ is Web Conferencing. It allows multiple interactions to take place in real time between people in different locations. Incidentally, we are also using the same platform to run regular free Teacher PLD about LEARNZ.

During field trips, web conferencing enables our guest experts in the field, such as scientists or conservationists, to discuss and answer students’ questions. LEARNZ teachers, working alongside the experts can also connect to the platform using their mobile phone over the cellular network. Enabling the webcam on their mobile phone means they can show who the experts are, where they are and what they are working on. Back in the LEARNZ office support staff preload or upload in real time related material like photos, diagrams, charts, raw data and web links or summarise spoken responses in the text area. Students, or teachers on their behalf, type questions live into a chat window and the expert’s support people or the LEARNZ support people answer them straight away or provide hints to guide their inquiry.

The multi-mode nature of web conferencing, its immediacy and flexibility allows all students to get a sense of what’s going on and to deepen their understanding. Dyslexic students benefit because web conferencing de-emphasises reading text. Although they may initially find the many nodes of a web conference busy and overwhelming, access via a mobile device shows just one node at a time and allows dyslexic students to focus their attention and spend more time on one activity; such as interpreting a photo.

Web conferencing also allows collaboration. Students, or teachers on their behalf, can upload items to share. It could be photo of a class on its own field trip. It could be a photo of a local action they have taken, like native planting along a waterway. It could be water quality data for discussion.

Conclusion

Combining a field trip experience with a web site and a web conferencing platform whilst applying UDL principles creates a powerful e-learning experience for everyone, dyslexic students included. 

What other sites have you found to be a good user experience for those with dyslexia as well as all users?

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Strengthen your inclusive practice

Posted on March 3, 2015 by Chrissie Butler

Wondering how you are going to meet the variability of learning needs of the students in your classroom? Keen to plug into the experience of other teachers or hear first-hand recommendations from students? Come and explore Inclusive Education: Guides for schools.
Inclusive Education: Guides for schools” is the new Ministry of Education’s website. There you’ll find a range of guides which provide “New Zealand educators with practical strategies, suggestions and resources to support learners with diverse needs”.

To orientate yourself visit the Guide intro or About Inclusive Education pages. Alternatively just dive in and explore guides such as:

  • Dyslexia and learning
  • Making the curriculum accessible to all
  • Inclusive use of digital technologies
  • Creating a more inclusive classroom culture
  • Universal Design for Learning

It’s worth noting that guides focused on an area such as ASD and learning have separate content dedicated to supporting teachers in primary contexts and intermediate/secondary contexts.

Valuing first-hand experiences and perspectives

On the website you’ll also find videos of NZ students talking about how teachers can create more effective learning environments. For example, here a high school student with dyslexia makes some useful recommendations that could be employed in every classroom and could benefit all students.

Having dyslexia – how teachers can help from Ministry of Education on Vimeo.

You can also view videos of NZ teachers talking about how they are adjusting their practice to develop more student-centred approaches in partnership with families and carers.

Involving families in transitions from Ministry of Education on Vimeo.

International content has also been curated for the website.You’ll find videos, articles and research papers from leading educational researchers and teachers from around the planet, plus there’s TED Talk videos and relevant case studies and stories. It’s great that we can now both access an international body of knowledge and tailor it for our own context. We can also make a considerable contribution.

Resources

The website includes a growing Resources and downloads archive where you can filter your search by both subject and format. We’re also keen to add to the archive, resources that you have found particularly useful, so do let us know about them using the inclusive@tki.org.nz email.

Bookmark the site — more content to come

It’s worth bookmarking the site as new content will be available early in term 2. Upcoming guides focus on leadership, governance, assessment, deterring bullying behaviour, supporting positive behaviour, approaches to support Māori and Pasifika students, IEPs, and developing the teacher's aide role.

Help us improve and refine the website

Lastly we would love to hear your feedback and recommendations of things we could refine and improve on the website. We want this site to be useful for NZ schools and their communities. The design and content development have been underpinned by many, many cycles of inquiry and cross-sector collaborations and we are keen for this to continue.

Email feedback, ideas and suggested resources to inclusive@tki.org.nz, add a comment below or just utilise the feedback link on the website.

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0800 267 301