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He kōrerorero, he whakaaro
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uLearn

Preparing for uLearn 2016

Posted on September 29, 2016 by Anne Kenneally

uLearn

Today, we want to focus on attending uLearn for the first time. But, don’t think this post is just for newbies. This post is your opportunity to comment and share your experiences, to help make this experience the best it can possibly be! You might want to check out TIPS FOR GETTING THE MOST OUT OF YOUR CONFERENCE EXPERIENCE,

  1. Get organised! Get ready to get out of your comfort zone, and connect and engage!
  1. Come prepared to work hard and play hard!
  1. Use the ShowGizmo app, and update your profile.
  1. Join Twitterand follow the hashtags #Ulearn16 and #CENZ16
  1. Choose your breakouts strategically, and remember JOMO! There is always JOY in missing out on something, as it allows you to experience something else. Do you want to attend sessions by certain presenters? Or, by theme? Choose sessions that fit your Learning Style! Don’t forget to check out where your breakouts are, and allow yourself enough time to get there!

ulearn map

  1. Find out about the keynotes: Larry Rosenstock, John Couch, Karen Spencer, and Michael Fullan. What do you know about them already? What do you wonder? Have you followed them on Twitter? Larry, John, Karen, Michael.
  2. Check out the spotlight sessions (more info in link) You can search for and book Spotlight sessions as part of the wider programme, as well as search by presenter.
  3. Think now about how you are going to capture your new learning. Are you going to blog it, tweet it, capture it on Evernote, set up a group/school google doc for collective gathering of insights? How are you going to reflect on it, share it, revisit it, in a way that works for you and colleagues you want to share with? Don’t wait till you get home to start reflecting on your sessions. Share your thoughts with others. Begin to unpack your thoughts and possible impact on your practice while you are surrounded by people in the same ‘hype’.
  4. Find your tribe. Take the time to meet new people. The friendly tribe you’ll meet at uLearn16 can be your support network going forward. Follow them on Twitter, find and follow their blogs, share and connect beyond the face-to-face event.
  5. Wear comfortable shoes and clothes. Layers work well, as you can peel then off as you move between venues! You are going to chalk up some steps at uLearn. Have you got your personal fitness wearable charged and ready to go? Have you got a suitable backpack to carry all you need for the day? And, don’t forget to label your belongings — just like camp!
  6. Slow down to speed up: Take time to soak up the atmosphere. Allow yourself time to just ‘BE at uLearn’. Remember, there are people tweeting from sessions and sharing links, that will all be available asynchronously. Maybe catching up on shared notes and links later; it frees you up to really focus on the session you are in.
  7. Be charged! Pack the ‘right’, fully charged, device for you. Can you capture all you need on your iPad, tablet, or phone? Do you need to bring your laptop or chromebook? Make sure you have all your charging cords with you, but travel as light as possible! You can pop by the Connected Educator station during the day to use the charging station, and connect with the friendly Connected Crusaders who are there to help you.
  8. On your own? It’s okay to hang out at the Connected Educator Station, ask questions, and, hopefully, meet up with other singles, or suggest other places to connect with people e.g. coffee cart! Also, when in workshops, join someone else who looks like they are on their own and introduce yourself. If you are alone, choose workshops that are interactive, because then you get to talk to people.
  9. Don’t forget to allow time to visit the Trade’s Hall and talk to the vendors. The Hall can be very busy in break times, so maybe visit during a session, and take time to talk and to interact with what is on offer. Don’t forget, various competitions and prizes being offered there as an incentive. You need to stay to the end for the draws.

grand hall

  1. Take some time out. Find a quietish space, or come and find us in the Connected Educator station and chill out. Your brain will be buzzing, and you might need some time to reflect and recharge. You don’t have to go to every session — you need time to breathe and think too — in fact, it’s probably more important than dashing to the next session and then forgetting everything you heard.
  2. Don’t forget to pack your Kiwiana-themed costume. No matter how small, almost everyone dresses and parties in theme… so pop in your Kiwiana kit.
  3. Take some time to enjoy the culture and arts around Rotorua in your evenings or early mornings. There are lots of places to walk and explore.

Looking forward to connecting at uLearn.

Now that you’ve read this, come along to the Connected Educator station at uLearn, and share the ‘secret message’, which is, ‘connections that make a difference’’, and receive the first free gift on offer. (And find out how to work towards the set…)

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Kia pai mai

Posted on September 28, 2016 by Anahera McGregor

kia pai mai
I have finally caught my breath. It has been a particularly busy time for us of late as we put ourselves forward to become accredited facilitators. I was tempted to decline the offer to the write this blog, but it really was a welcomed distraction. If anyone is a journal writer, they will understand the solace of putting words to paper — somehow it alleviates the stresses of life. I have pondered about a potential theme to engage you all — some radically inspiring, deep and meaningful, innovative, next-level guru post — but maybe ‘simple’ does it best. Perhaps something light might bring a smile to your face in the busyness of your work life too.

“He aha te mea nui o te ao? He tangata, he tangata, he tangata” is a well-known adage. It has become so common, it’s almost a cliché. It does, however, make me think. If people are indeed the most important thing in this world, is this manifested in my life? In our lives as facilitators and educators? To what extent do we truly honour those we work with? Perhaps we have slipped into a default mode of going through the motions of our ‘work’ — meeting criteria; educating; and trying to inspire others because it is our job. A wise man once said, (well actually he was my husband), “People before programme”. I often get hōhā with him talking for ages with everyone he knows down the street. He takes the time to have quality conversations with everyone he knows, regardless of where he really should be — like picking me up from the supermarket! I am once again confronted by this concept of ‘tangata’ being the most important thing in this world. People before programme.

Hubby’s manaakitanga of others is not contextualised. He is always consistently caring for others. He has an acute awareness of the power of positivity, and he shines. I don’t want to bore you with stories about the love of my life, but I have learnt a valuable life lesson from him that is worthy of sharing. In all we do, we really can make others feel good. We can show them they are valued. From every person who gets on your nerves, to someone you actually do like, taking a few minutes to engage with them authentically can make a difference to their day. Be the rainbow in someone else’s cloud (random internet quote that I found when I was bored).

To sum up, I learnt from Oprah a few years ago to “be mindful of the energy we bring to a place”. She has it written on the wall of her studio, to remind her staff that one’s energy truly affects others. Self-awareness of the energy we bring to our work can be more impacting than frameworks, theory, intelligence and programme. There is value in the adage — our forefathers were wise when they instilled in us that people are the most important thing in the world.

Okay, that about does it. Going to sign off with Aunty’s top Make-other-people-feel-good tips:

  1. Smile, all the time.
  2. Say thank you often, sincerely.
  3. Make the time to talk to people, genuinely.
  4. Be kind, every day.
  5. Choose to do good.
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sherlock and the curse of the bell curve

The curse of the bell curve

Posted on September 22, 2016 by Sarah Whiting

Sherlock Holmes and the bell curve

On a crisp July winter’s morning, I had the pleasure of spending 45 minutes listening to the fabulous Yong Zhao (YZ). For all 2700 seconds, I sat on the edge of my chair enthralled by what he said, the synapses in my brain tingling with passion and purpose. A few weeks later, my mind is left buzzing; his words still ringing in my ears. Which is why this blog post exists; my way of re-gifting these key messages (and calls to action) from such an inspirational gentleman.

So, sitting from the comfort of my chair, in the warmth of my wee house, it feels fitting to tell the ‘Sherlock-Holmes’-style tale of, “The curse of the bell curve”. Cue: the typical murder mystery introductory style music….

Somewhere in the world today (the exact location is not important — because, in fact, it could be anywhere), there is an education system or two in which failing learners seems to be an uncomfortable yet consistent trend. Although the system aims to provide the best setup for learners everywhere, the ongoing ‘crimes’ of Learner Disengagement, high levels of Youth Unemployment, and Inequity, continue to cast a shadow over the outcome that the system itself strives for. So, what is happening in this structure that is having such a worrying impact on the learners of today?

Now, being aware of this, the Education Detective Agency (The EDA) has cross-examined and kept a close eye on the three main suspects of this sorry tale: Assessment, Curriculum, and Pedagogy. They have put each one under the spotlight, examined and provided tweaks here and there (the system’s equivalent of a nip and tuck) in hope of changing the ending. The problem is that these tinkerings have, in reality, done little to change the outcome for all learners. Leaving the EDA puzzled and confused about what to try next, enter left of stage Education’s version of Sherlock Holmes (in this instance, Yong Zhao)…

Yong Zhao closely examines the evidence before him, looks for the reasons beyond what are there purely in black marks across pages and pages. After months, days, and hours, and viewing education system after education system, Mr Zhao finds the link between the cause and effect and jumps up (in a “I’ve-got-it-my-dear-Watson”-style moment) to suggest that the problem is not that a poor education is being delivered, but that it is the wrong education. He proceeds to talk about how tweaking is not enough, and that a complete system transformation needs to occur to make a real and authentic difference, meaning that those crimes mentioned earlier no longer occur. Surrounded by a room full of empty faces, not sure how to receive this insight, Zhao knows that he is going to have to draw the web of evidence out to really convince his peers.

Zhao, takes a pen and beings to draw a curve on a board. In actual fact it is a bell curve, something that all in his company are aware of. He proceeds to add some stick figures on different parts of the bell curve:

curse of the bell curve

He then goes on to explain that the problem with the bell curve is that, in order for it to exist, there must always be someone at the bottom, a large group at the top, and a few stragglers leading the way. This leads us to fitting our learners into categories (failing, coping, and sailing). If we continue to view learners in this way, then we are never going to move beyond this — 85% at or above … someone has to fall into the 15% — this means we are always failing these learners.

The room begins to grow in noise and activity as those in the EDA start muttering in agreement and understanding with what had been presented to them. The problem has been identified and reason unleashed, but the questions bubble up — Is this really what we want for our learners? Is this how we want to view our society as a whole? How can we break this curse?

santa and rudolph
The good thing to mention here, is that the story is yet to end, and, therefore, the final chapter can still be written! And, here are the things that need to be considered in order to do so. YZ knows that the curse will not be easily broken, and what it does require is a united front in which all in the system flip it on its head. To begin this process, the first thing that needs to happen is that the system has to fit the learner (not the other way round) — being personalised and learner driven. This means, not only acknowledging, but celebrating, individual differences and moving away from prescribed outcomes to fit-for-purpose ones that are responsive to the individual. Take Rudolph the red-nosed reindeer, as an example. Under the prescribed outcome, he didn’t meet the criteria but all it took was a wee bit of belief from Santa, a foggy night, and a chance to shine for the little fellow to finally see what it was that made him special. His purpose was established.

So, this is where the tale ends (for now anyway) with a call to action to all to help write the last chapter and make a difference to those we work for — our learners. Start with something small and watch the ripple effect occur. Ask yourself, ‘What am I doing to help my learners to find their strength, their point of difference, and their motivation? And, how can I utilise this to help them to succeed?’

For more information, why not delve into Yong Zhao’s book Counting What Counts: Reframing Education Outcomes.

 

Reference
Zhao, Y. (2016). Counting What Counts: Reframing Education Outcomes Bloomington, IN: Solution Tree Press.

 


Image reference:
Sherlock Holmes image retrieved from: https://pixabay.com/en/sherlock-holmes-detective-147255/ under CC0 with adaptions.
Santa and Rudolph image retrieved from: https://pixabay.com/en/santa-claus-reindeer-573826/ under CC0.

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together

If it’s important to you, it’s important to me

Posted on September 20, 2016 by James Hopkins

“Emotional invalidation is when a person’s thoughts and feelings are rejected, ignored, or judged. Invalidation is emotionally upsetting for anyone, but particularly hurtful for someone who is emotionally sensitive. Invalidation disrupts relationships and creates emotional distance. When people invalidate themselves, they create alienation from the self and make building their identity very challenging.” (Hall 2012)

I’ve written previously about validating resistance and the importance of taking time to listen to colleagues with differing viewpoints. All too often, in the busy world of leadership, it’s easier to use personal experience to inform, connect, and make decisions, rather than take the time to unpack challenges thoroughly. But, what if the personal experience is at odds with the emotions being displayed by a colleague? What if they’re reacting to something in a way you wouldn’t because you have a much different experience? There were many times throughout my teaching career in schools where I was called upon to support a colleague. Often, displays of emotion were heightened and irrational thinking had taken over as the cortisol levels rose, forcing my colleague into a stress response. In this situation, a good leader could be said to be one that listens, analyses, and offers support in order to move the colleague forward. However, I wonder how many times leaders have found themselves in the position where they are judging a colleague’s reaction to a situation, rather than stepping back in order to connect and problem solve collaboratively. Here’s a scenario:

discussion
Teacher A (a Beginning Teacher) is upset about the behaviour of the students she teaches. There has been a notable decline since the beginning of the week, due to lack of outdoor time and disruption of the calendar because of inclement weather. Her students are making choices that seem to show they do not value the learning or the learning environment. Teacher A is visibly upset and harbouring a growing feeling of failure. She turns to Teacher B (a senior teacher with many years’ experience) for support.

Pause and take a moment to ask, what you would do in this situation. How can you reassure your colleague without over-sheltering her from some of the hard truths she has yet to learn? As an experienced professional, it certainly crossed my mind that it was not something that Teacher A needed to be or should have been particularly upset about. It is common for student behaviour to decline when outdoor time is limited. One of the first expressions I found myself thinking was, ‘stir-crazy.’ But is that okay? Is it right for me to dismiss the feeling of my colleague because she is disappointed in the choices being made by her students, when my experience tells me it’s common? Of course not. Whether I, as a leader, would be upset by the same scenario is not particularly relevant. The fact remains, she is, and has turned to me for support — not to be told it’s ‘one of those things’ and to ‘brush it off.’ Furthermore, other issues the teacher may be experiencing are not being taken into account. For example, it’s the middle of the second term and she is a Beginning Teacher in her first year at a new school. She has also just finished writing reports for the first time in her career, and feels like she has had to rewrite them all after peer review. Everything is new, each inquiry, each topic, each success and failure. She is well within her rights to be utterly overwhelmed.

children togetherAlthough we choose to lead in different ways and by using different leadership models to inform our practice, there are many simple strategies we can draw from.

Listen — Let them vent and let them speak freely. Sometimes our colleagues just need to let off steam and share their frustration. Offer nothing but your thanks for their honesty.

Ask yourself what they are saying and whether it’s what has really upset them — Often, we begin to share our frustration with a situation, but it is merely the ‘straw that broke the camel’s back’, masking several other issues that, given time, may rise to the surface.

Do not invalidate — You may have been through a similar experience and survived, but dismissing their emotions as unnecessary, or, offering an ‘it’ll-be-fine’ response could be detrimental to the moving forward process.

Wait — Do they need you to actively help them in this situation or simply listen? Instead of leading in with, ‘Well, this is what I’d do…’ ask ‘Would you like some advice or help with this?’ Allow them to make the decision to take the next stage of help.

Phrases like, ‘In my experience,’ and, ‘Well, I would do it like this,’ are sometimes fantastic in helping a colleague or friend move forward. But just how easily we forget we were there once, too. For some, it was many years ago; for others just a couple, but all of us have felt the overwhelming feelings associated with unfamiliar experiences in a high-stress environment. Pause, listen, validate, and wait…

References and Further Reading

Hall, Karyn. “Understanding Invalidation”. Psych Central.com. N.p., 2012. Web source.


Image sources:

  •  Discussion: From Pixabay.com CC0 Public Domain
  • Children walking together: From Pixabay.com CC0 Public Domain
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ARM-computer-chip

ARMed for the Internet of Things

Posted on September 16, 2016 by Jedd Bartlett

computers
Whatever happened to Acorn computers, once sprinkled through schools across the country?

Many of the New Zealand teachers who were using technology in their classrooms 20 years ago will recall BBC and Acorn computers, including the Archimedes, the A3000, the RISC PC, as well as the educational games and software that came with them.

While the many Acorn computers sold into schools languished in classrooms in the nineties before being tossed out, the processing power that made them more powerful and advanced than most offerings of the day has gone on to greater things.

ARM chips (ARM was originally “Acorn RISC Machine” but changed later to “Advanced RISC Machines”) have recently been in the news as a result of Softbank’s NZ$45 billion proposed purchase of ARM Holdings, now one of the U.K.’s most successful tech companies.

Back in 1978 Acorn Computers was a British computer company based in Cambridge.  The ARM-based Acorn Archimedes desktop-computer series seen in many New Zealand classrooms was released in mid-1987 and was popular in the United Kingdom, Ireland, Australia and New Zealand. This 1993 video produced in “the Information Age” by The Sunday Times and Acorn Computers about the use of computers in education features these distinctive computers, (and nostalgia-inducing messages about the use of computers in the future – the 21st century).

In 1998 the company was broken up into several independent operations, but one of Acorn’s former subsidiaries lives on as ARM Holdings.  Their primary business is the design and licensing (but not manufacture) of ARM processors, and they report selling more than 15 billion units in 2015. Almost all of the world’s mobile phones and personal digital assistants contain ARM CPUs, making them the most widely used 32-bit microprocessor family in the world.

The Softbank purchase is seen as representing a significant strategy from Softbank in the world of mobile communications and the development of the “Internet of Things.” Softbank CEO Masayoshi Son is an advocate for the combination of ubiquitous computing and artificial intelligence bringing about the singularity – a time in the future when artificial intelligence will exceed human intellectual capacity and control.

Son says “I think we are about to see the biggest paradigm shift in human history. The Singularity is coming. Artificial intelligence will overtake human beings not just in terms of knowledge, but in terms of intelligence. That will happen this century.”

As an educator who invested a lot of time and energy into early technology in the classroom, especially Acorn technology, it’s been interesting for me to track the trajectory of RISC technology and ARM designed processors over 25 years, from the Acorn in the corner of the classroom, to a time where most of us have ARM designed technology in our pockets.  The purchase price of NZ$45 billion seems to indicate that ARM technology will have a significant role to play in the spread of microprocessors and the internet of things in the near future.


Feature image by Fred Taylor-Young under CC

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