CORE Blog

He kōrerorero, he whakaaro

CORE Blog

He kōrerorero, he whakaaro
CORE Blog
He kōrerorero, he whakaaro
  • HomeKāinga
  • About usMātou nei
  • CORE WebsitePAENGA CORE

April

Home
/
2015
/
April

Four things leaders are, but aren’t

Posted on April 30, 2015 by Renee Cornelius

How our expectations of leadership will determine its future

leadership

Sometimes people get into leadership for the wrong reasons: they wanted a title, a pay bump, a higher rank — sometimes they end up in leadership roles by accident, because no one else wanted the job, or they were the ‘most senior’ or ‘most qualified’ person available. Many of us have worked with these types of leaders and probably sworn that if we ever find ourselves in a similar position we will definitely not be like them. But what were they like, and why was that so disappointing to us and/or destructive to our teams?

If we can answer this question, we stand a much better chance of getting, or becoming, the leaders we want to work with in the future — because just creating more leaders will not help us achieve our goals, but creating more great leaders will.

What follow are four things we expect leaders to be, but often just aren’t.

 

read more
Posted in

Confessions, assumptions, and keeping your educator brain alive

Posted on April 28, 2015 by Andrew Penny

Confessions of a teacher: getting the brain alive

I’ve been thinking about my recent experience in getting to grips with educational research and escaping the confines of my assumptions. My involvement in an education innovation project has enabled me to do exactly that, and I can certainly recommend it — provided you are prepared to visit spaces outside your comfort zone.

The need to go beyond your comfort zone and assumptions

Having the time to read, reflect, think, visit schools, talk with teachers and students, and engage in professional conversations about a topic of interest is like taking a very deep breath of fresh air. It’s enjoyable but scary at the same time. Scary, because, not only am I working towards an outcome that is not yet known (thanks to the design methodology process being followed), but I also realise that my educational focus has gradually narrowed over the last few years.

 

read more
Posted in

CORE Education’s Ten Trends for 2015

Posted on April 23, 2015 by Jedd Bartlett

Staying ahead of digital technology trends that impact on all aspects of education

CORE's Ten Trends 2015

Each year our growing team of researchers, educators, and digital technology experts pool their expertise and combine their understanding and evidence of the ways that digital technologies are influencing all aspects of education. The result is CORE’s list of the Ten Trends that are expected to make a growing impact upon education in New Zealand in the coming year.

The purpose in presenting these trends is to provide a glimpse of the ‘big picture’ within which we operate in the education system. It is important to recognise that these are trends, not specific predictions, and they are presented to provoke further research, investigation, and discussion, in order to determine how they may affect the strategic planning within your educational institution.

 

read more
Posted in

Failing to learn

Posted on April 21, 2015 by Stephen Lowe

The analog mission

If I measure the success of the analog mission in terms of meeting my expectations, then it was a failure. A right-royal failure. But, this is the life of a games designer. You have to learn to live with your mistakes. You have to learn to dance in the rain. You need to harden up. I’m talking about being a games designer in the context of education. I’m not professing to be any kind of expert. I’m a newbie, but already I’m learning a few things, and that was the purpose of the analog mission.

So, what is an analog mission? I have stolen the term from NASA. Because you want to learn from your mistakes before you go into space, rather than while in space, NASA runs complex missions underwater and in the desert. These analog missions are designed to test people and equipment in harsh conditions akin to the extremes of heat, cold, and isolation that will be experienced on real missions in space.

My analog mission was a puzzle game that used digital technology for communications, but not to define or enhance the game. I chose Twitter as the communications channel, but the game itself was old school and real world. A wooden puzzle called the Locked Cross was disassembled, and each piece was packed into a luscious and mysterious blue purse with a gold cord for hanging it around a players neck. Then the purses were hidden around the venue which served as the game environment. A player who had followed the clues via a Twitter hashtag would know another player by their unusual and similar attire. The queen (the senior female present) held the key (a clue to be found in Robert Bly’s title Iron John mysteriously left lying around for players to find). This game was designed to test the concept for a fully blown augmented and alternate reality game called Fragmented, where the wooden puzzle pieces will be replaced with fragments of a narrative embedded (electronically) in a real-world learning environment. Up to now, everything was going to plan.

Then a bombshell dropped — no-one was tweeting.

 

read more
Posted in

Schools engaging with iwi, hapū and whānau

Posted on April 16, 2015 by Wharehoka Wano

Engaging with iwi

How do schools engage with local iwi or hapū networks? Iwi can be complex organisations, whether you are in an urban kura in a large city or a rural kura out in the country. Iwi politics are to be avoided at all cost, so let’s look for an easy option, let’s talk to our Māori friends.

Iwi organisations around the country are dynamic in how they function. As we move into the post-settlement era, we have on the one hand iwi that are well organised (they are usually post-settlement) and may even have an education arm; on the other hand we have iwi that are thin on the ground in terms of personnel (they are usually pre-settlement). Settled iwi have mandated iwi bodies and resource; they have compensation money, usually for land confiscated in the 1800’s.

Bigger iwi usually have a large number of kura within their region, so there is difficulty for iwi in managing kura relationships. For example, Ngāi Tahu, a post-settled iwi, takes in a large geographical area. They have education arms across their 18 rūnaka (subtribes). Within some of those rūnaka they have recently been running professional learning and development hui on their local marae for kura, who come together as clusters to learn and hear about tribal histories and their iwi aspirations for the future.

 

read more
Posted in

Pages:

1 2 »
Subscribe to our emails
Make an Enquiry
Subscribe to our emails
Make an Enquiry

© 2022 CORE Education Policies
0800 267 301
© 2022 CORE Education
0800 267 301
CORE Blog
  • Home
  • About us
  • CORE Website
  • Policies