innovative learning environments

“Will my child get lost in an innovative learning environment?”

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innovative learning environments

“Will my child get lost in an innovative learning environment?”

I was asked this question at a parent hui recently, and the conversation that followed touched on a number of very important points that all educators might find useful to explore. When asked to explain further, the parent said they were worried that their child would go into a big open space with lots of other students running around and that without someone to ‘look after’ their son or daughter, the child may get lost. As the conversation progressed, an educator in the group reminded us all that based on current achievement evidence plenty of learners are getting lost in our existing system, and that we should all focus on ensuring every child’s needs are met, regardless of the physical environment. The conversation then turned towards how schools can foster a sense of belonging to ensure that all learners felt included, safe, and that there were high expectations of them and their learning.

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Mrs Millar's class

A teacher to remember

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Mrs Millar entered my life in 1986. I was a skinny 12 year old with a face full of freckles. She was my Year 8 teacher. It wasn’t my favourite year of school. I faced hormonal surges, erupting pimples, squabbles with friends, and the impending doom of college. Yet Mrs Millar made my school days bearable. She easily takes the cake for favourite teacher. She made such an impression on me, that I wanted to become a teacher just like her.

Mrs Millar's class

So what was it that Mrs Millar did almost 30 years ago to make her a teacher to remember? And do her attributes still have a place in classrooms today?

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NatureWatch Observations

Using iNaturalistNZ to build 21st Century capabilities in students

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iNaturalist app

In my previous blog, I wrote about my largely personal reasons for getting involved in iNaturalistNZ (by downloading the iNaturalist app for Apple or Android).

In this second post of this series, I look at reasons for educators to use iNaturalistNZ. In doing so, I structure my arguments around the Vision for our young people, from the New Zealand Curriculum 2007 (NZC). Note: text below that is italicised denotes that it is quoted from the NZC.

I also talk about the role of iNaturalistNZ as a digital technology for teaching and learning, and in building digital fluency, a key 21st Century concept. I point out where the role of the teacher is particularly important, and make suggestions to get you started with iNaturalistNZ at school.

The vision for young people

The Vision espoused in the NZC is for young people to be:

  • connected
  • actively involved
  • confident
  • lifelong learners.

NZC

How could using iNaturalistNZ help?

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curious kitten

Asking the questions

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Recently, I came across an interesting chapter from a book that unpacked different scenarios and their failings around participants’ fear of asking questions. While reading, I began to reflect on the nature of different organisations (within which I’ve worked and facilitated), questioning whether they have a visible culture of trust and an openness to having leadership decisions questioned.

curious kittenThe book in question is aptly named, Developing More Curious Minds, by John Barell. Chapter one shares several scenarios where disaster has struck but could have been avoided if questions had been asked or, in some cases, listened to. From analysing failings at Texas A&M through to the accidental bombing of the Chinese Embassy by Nato planes in the Former Yugoslavia, they all had the overlapping feature of someone being afraid to challenge a decision, or not making their case heard due to the nature of hierarchy within the organisations. Another dominant feature was the commonality of government-run administrations. Perhaps coincidence, but it alluded to the fact that being a government-run organisation, the hierarchical structure did not allow for leadership or larger decisions to be questioned. Of course, the parallel was eventually drawn to higher educational establishments. The question is around whether we should all embrace the model displayed by scientists, whereby new information and data is questioned widely across the scientific community, in order to challenge, prove, or disprove.

When analysing a bonfire collapse at Texas A&M in 1999, a commission found:

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Dr Ann Milne

Developing warrior-scholars, rethinking success

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Dr Ann Milne

A conversation with Dr Ann Milne (principal of Kia Aroha College, Ōtara, Auckland)

On a hot summer’s day in mid-January 2016, I sat down and interviewed Dr Ann Milne. We discussed her inspirations, who influences her thinking and practice, and what she’s working on presently.

 

E te Aumangea, tēnā koe. Thank you so much for making the time to talk with us about your educational work.

To begin, could you share a little bit about your background and your family?

Well I have four kids, twelve grandchildren, and three great grandchildren!

I grew up in Pataua, a small all-Māori community outside of Whangarei. I went to a tiny school where there was only one other Pākehā family. My parents both left school at age eleven and twelve. They didn’t rate teachers – my dad would call them “educated idiots.” In the end, they both developed successful businesses. Dad taught himself how to build houses, and mum was a hairdresser. All self-taught. A lot of my work-ethic came from them.

My paternal grandmother didn’t go to school; her parents were Scottish immigrants. She lived with us for many years and was selfless. In fact, she was famous for her manaakitanga! She always invited people to come and eat at our place, even when there was little food in the house to actually share. My grandmother always put others first. Her sense of manaakitanga has really stayed with me.

Who has inspired and challenged your thinking?

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