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He kōrerorero, he whakaaro

CORE Blog

He kōrerorero, he whakaaro
CORE Blog
He kōrerorero, he whakaaro
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Sandpit play

Learning through play

Posted on February 19, 2016 by Viv Shearsby

“Play is the highest form of research” (Albert Einstein)

Sandpit play

I find myself increasingly interested and engaged in the changing landscape of education to one that intentionally considers the context of the 21st century. Much of the research — and many current trends influencing educators — relates to the need and desire to enhance problem solving, social capability, and reducing traditional industrial approaches to teaching and learning. Educators are beginning to consider what is important for learners, how to motivate and engage them, reduce the “dropout” rate, and position learners to best meet the education and societal challenges of the future.

We know young children are expert learners. They are hard wired to do this. Recent advances in brain development research showcase the ways in which this takes place. It is particularly vigorous in the first 3-5 years. Studies have shown that the application of divergent or creative thinking patterns sits at 98 percent for those under 5 years. But, evidence clearly shows the decline of this throughout childhood with a massive reduction in creative thinking processes by the time they leave school.

In western society, the broad dialogue in relation to learning for very young child is that ‘children learn through play’. But, how well can we articulate this in action? I suggest that deeper insight into how learning takes place through play is at the heart of progressing the education system, and engaging learners with motivation and enthusiasm.

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cabbage tree

The inevitability of change, and how virtual mentoring can help you work with it

Posted on February 18, 2016 by Hazel Owen

cabbage tree

Ka whati te tī, ka wana te tī, ka rito te tī
‘When the cabbage tree is broken it sprouts and throws up shoots’

This fabulous whakaktauki (proverb) encapsulates the idea that even when things appear to be broken and beyond repair, something with deep roots and strong life-force can start anew. It also holds notions of the inevitability of events once they are set in motion — including change.

Learning, by its very nature is change. When we learn we will have changed our skills, our behaviour, our beliefs, our identity, or a combination of all four. Change can, however, be uncomfortable, sometimes threatening, and occasionally something we don’t want to work through as things feel as though they are working fine for us.

I remember a few years back working in a super team of teachers to develop a fully integrated blended course for students. We loved teaching the course and the feedback (and academic results) from students was very positive. In the second year we received notification that the Learning Management System would change from WebCT to Blackboard. It would mean hours of work, and getting used to another platform, and I was fuming. It turned out to be a really positive event; the growing team pulled together to re-develop the online course with some students also helping out. Many things were improved, and the evaluative points from students around their user experience were easily integrated into the design. Looking back though, I would have really benefitted from (and appreciated) being able to make more sense of my initial reaction, and have had support to lead the team through the change more effectively.

I’d like you to now imagine….

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conversation

Feeling you need to have that conversation?…Help is here

Posted on February 17, 2016 by Liz Stevenson

conversation
Photo: Allie Lehman

The other day I asked a scientist from a research company about what was important to him in employing new people. Unhesitatingly he replied:

“More and more, I’m finding that the way we communicate with all sorts of people is really important. This is actually what we’re looking for – people who can communicate with each other so they can collaborate and also with the ability to work with our diverse clients to ensure their needs are met. So they need to be good listeners first. We can get ten people with the knowledge background we need, but we need communicators …”

We’re hearing this everywhere. So what does this mean for our learning places? For learners in the classroom and for teachers and leaders needing to provide good role models? What does it mean for the raft of others working in schools — community workers, advisors and facilitators?

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Do we need to change the mindset of ‘school reunions’?

Posted on February 16, 2016 by Anne Kenneally

 I have recently had cause to reflect upon school reunions. I know, some people love ‘em; some people hate ‘em. But what is it that causes the desire to reconnect with people from our past — or not want to reconnect?
The subject interested me enough to conduct a survey on the subject. Here’s the simple question I asked:
What are you first thoughts when you hear the words ‘school reunion’?
 
With the people I surveyed, there was no middle ground, reunions seem to be something you love or loath:

  • ‘fear, horror, regrets…’
  • ‘boring, recognition or lack of, waste of time….’
  • “too far away (distance), fun, laughter, amazement…”
  • “quite cool, would like, love to see what people are doing now, but too far away (distance)”

survey about school reunions

So, apart from the issue of distance (real or an excuse?), some of the reasons for the appeal, or not, are one/s experiences with the people with whom you went to school.

The appeal and benefits

Are there any benefits, and what is it that makes reunions work for those who attend them? Here are a couple of anecdotal personal examples that really highlight what makes a reunion.

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Hoki atu ki tō maunga — Return to your mountain

Posted on February 15, 2016 by Jason Ruakere

Mt Taranaki

Taranaki is my pou. When I look to my mountain I feel connected, I feel grounded, I feel strong. Taranaki is my tipuna, my identity. When I travel away and return, I see my maunga and I know that I’m home.

I visit my mountain often, when I need time to think, to reflect and to be re-energised. My two boys have started coming with me and it is exciting to see them connect as I have from before I can remember.

Beneath its shadow lies the rugged Taranaki coastline, the whenua where my tipuna lived. My father was born on our family farm next to my marae at Puniho Pā and my favourite memories are coming here as a boy with my cousins. This is my turangawaewae, like my mountain, it is the place that anchors and sustains me.

Ko Taranaki te maunga
Ko Matanehunehu te awa
Ko Tarawainuku te marae
Ko Puniho te papakāinga

When my wife was hapū we looked at different options for a place to raise our family. We wanted our children to know who they are and where they are connected. Puniho Pā was the obvious choice.

Following conversations with whānau, kaumātua and marae trustees we relocated two old buildings, and joined them together to make our home at the pā. We established a garden, built a deck, installed a coal range and solar panels to cook and heat our water. We are very much amateurs at living here but have benefitted from the learning that has happened over the last seven years.

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0800 267 301