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Alana Madgwick

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Alana Madgwick
making connections

Building horizontal connections

Posted on November 4, 2016 by Alana Madgwick

making connections

The opposite of horizontal is vertical. It is singular in its focus and one dimensional. It is an isolated line that does not encompass or broaden to anything deep or meaningful. It is thin and narrow. When learning is separated from context or compartmentalised, it has the danger of being stored in a box in the recesses of our mind — or not even stored at all.

Research demonstrates that skills taught, practiced, and tested in isolation are not used as consistently or effectively as skills taught when children are actually reading and writing (Basic skills belong in context.
—Lucy McCormick Calkins, 1980).

When a brain learns something new, it forms new neural pathways. These new pathways become stronger the more they are used, causing the likelihood of new long-term connections and memories.

Research shows the importance of connecting to existing knowledge

What comes with teaching in 2016 is the luxury of up-to-date research into how learning happens. We no longer need to guess about how to teach our learners. Teaching has changed. There is a plethora of research that has been growing exponentially since the late 1980s into what works for teaching and learning — and this research keeps being updated daily.

We now know the importance of integration and connecting to prior knowledge when we teach some new skill or content. It is much easier for the brain to learn something new when it can hook onto something: a schema (a system or framework for organising new information). Constructivism proposes that new knowledge is constructed from old.

The 2013 Research report: Educational Practices that benefit Pacific learners in tertiary education states that:

Learning in traditional Pacific Island culture took place everywhere: at home, during gatherings, in the fields and at sea. “Family and community were inextricably interwoven, like strands of pandanus, into a coherent ‘school’ of learning” (Onikama, Hammond, Ormond & Koki, 1998, p. 1).

…success in education is still largely attributed to the influence of family, friends and community (Meyer, Weir, McClure, Walkey & McKenzie, 2009).

Building horizontal connections in our classrooms is when we deliberately activate the prior knowledge and worlds of our learners with the new learning we are introducing. It is also about validating learning contexts that are familiar and valued in the worlds of our Pacific learners. This builds on the strengths that our learners have and acknowledges their contexts as legitimate contexts to learn.

How can we build horizontal connections between informal and formal learning?

How can we build horizontal connections between the worlds our Pacific learners walk in (informal learning), to the worlds of school (formal learning)?

If we deliberately strategise to make these worlds intersect, then we can amplify these learning opportunities.

opportunities to amplify learning

For instance, Pacific sports such as volleyball or Kilikiti could be used to as assessment opportunities for Physical Education and Health. Students could evaluate the similarities and differences between Cricket and Kilikiti in a piece of persuasive writing.

Polyfest is not only a rich cultural experience for dance, it could also be a context for mathematics and physical education. Could this be a data gathering opportunity? Students could measure their heart rate prior to practice, then straight after to notice increased elevation. It might be more engaging than drawing a bar graph of the heights of boys versus girls in your classroom! Could students capture a sample of student voice as a qualitative and quantitative measure. They could come up with their own survey questions in regards to Culture, Language, and Identity, then survey participants from different schools. Or, for Technology, look at the different stakeholders that are invested in this event. There are so many opportunities, it just takes a culturally responsive mind to validate these as legitimate contexts for learning.

Cultural responsiveness will find legitimate contexts for learning opportunities

White Sunday is a highlight of the calendar year for Samoan and Tongan families. It is a day for parents and communities to acknowledge and celebrate childhood by hosting special programs during church services that include scriptural recitations, biblical story re-enactments, and creative dance performances. Many Pacific students spend hours preparing for these church performances; these could be assessment opportunities for English, Drama, and Dance. How can we make it work?

Learning happens outside of school in many naturally occurring situations; like strands of pandanas, let us weave these learning opportunities together.

As we broaden our horizons to maximise wider community connections, let us think about how we can build relational trust to be in true partnership with our Pacific community.

In talking to your learners and families, have you thought of building a more holistic picture of your learners:

  • Which churches do your Pacific learners attend?
  • Does anyone in their family have a leadership position within the church?

Could you connect with this wider community to hold a partnership meeting where church members alongside schools, solution-build how to amplify natural learning opportunities?

Learning opportunities to promote and foster deeper understanding

Below are some questions Delta Learns has created to help teachers plan teaching and learning opportunities with authentic learning contexts that promote and foster deeper understanding. The checklist questions provide prompts to scaffold and maximise the learning opportunities.

Do:

1. Have real-world relevance

Provide authentic contexts that reflect the way the knowledge will be used in real life.
Checklist:

  • Does the context of the course represent the kind of setting where the skill or knowledge is applied?
  • Is the pathway students take through the learning environment flexible, where students are able to move around at will?

2. Provide authentic activities and tasks

Activities and tasks are loosely defined, requiring students to define the tasks and sub-tasks needed to complete the activity.

Comprise complex tasks to be investigated by students over a sustained period of time.
Checklist:

  • Do the activity and tasks mirror the kind of tasks performed in real-world applications?
  • Is the activity presented as an overarching complex problem (or series of small sub-steps) that is worked on over a longer period of time?
  • Do students work on the activities and tasks for weeks rather than minutes or hours?
  • Are students able to choose information from a variety of inputs, including relevant and irrelevant sources?

3. Provide access to expert performances and the modelling of processes

Checklist:

  • Does the learning environment provide access to expert skill and opinion from a variety of sources?
  • Does the learning environment allow access to other learners at various stages of expertise? (E.g., Putting students in groups or letting them work with a mentor.)
  • Are the students able to hear and share stories about professional practice [editor: i.e., examples of what is professional practice]?

4. Provide multiple roles and perspectives

Provide the opportunity for students to examine the tasks from different perspectives, using a variety of resources.
Checklist:

  • Are students able to explore issues from different points of view?
  • Are students able to use a wide variety of learning resources and materials (not just a single textbook)?

5. Provide the opportunity to collaborate

Support collaborative construction of knowledge
Checklist:

  • Are students able to collaborate (rather than simply co-operate on tasks)?
  • Are grades given for group effort of a whole product, rather than individual effort?

6. Provide the opportunity to reflect

Promote reflection to enable abstractions to be formed
Checklist:

  • Are students required to make decisions about how to complete the task? (reflection-in-action)
  • Are students able to move freely in the environment and return to any element to act upon reflection? (Non-linear)
  • Can students compare their thoughts and ideas to those of experts, teachers, guides and other students?
  • Do students work in collaborative groups that enable discussion and social reflection?

7. Promote articulation to encourage students to verbalize their knowledge and thinking

Articulation enables tacit knowledge to be made explicit. Provide opportunities for students to articulate the knowledge they gained.
Checklist:

  • Does the task require students to discuss and articulate beliefs and growing understanding?
  • Does the environment provide collaborative groups and forums to enable articulation of ideas?
  • Does the task require the creation of a polished product that requires presentation of thought and argument?
  • Does the task enable presentation and defence of arguments?

8. Tasks are seamlessly integrated with assessment

Provide for authentic assessment of learning within the tasks.
Checklist:

  • Are students assessed on the product of the investigation rather than by separate testing?
  • Are there multiple assessment measures rather than a single measure?

9. Create polished products

Create polished products valuable in their own right rather than as preparation for something else. Allow competing solutions and diverse outcomes.
Checklist:

  • Are products of performances polished and refined rather than incomplete or rushed drafts?
  • Do students participate in the activity for extended periods of time?

10. Provide coaching and scaffolding at critical times

Instructor does not attempt to ‘transmit’ knowledge. Instructor’s role is supporting rather than didactic.
Checklist:

  • Is the teacher’s role more supportive than didactic?

Keep weaving the pandanus strands to explicitly link the naturally occurring worlds that our Pacific learners walk in. By valuing horizontal connections, Pacific worlds will be validated as authentic and meaningful learning opportunities.

 


References:
Delta Learns website: Toolkit for Innovative Teaching and Learner Success: Building Horizontal Connections

Image credit:
Connections image used under CC0 Public Domain

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window on the world

Mirror and window contexts for learning

Posted on July 22, 2016 by Alana Madgwick

Window on the world

I look out the window and what do I see? A world of wonder that stimulates my curiosity, and opens my eyes to a world that is different from mine. I do this so I can gain insight into how others work, live, and feel; their history, myths, and innovations. I see things I wouldn’t otherwise see. This window is bright and colourful; my teacher helps me open the latch.

Our New Zealand Curriculum allows freedom of choice and exploration for teachers and students to value window texts (texts and contexts that are foreign to the worlds of the learner). These window texts help students see the world through different eyes and perspectives. This is a key part of our curriculum. It helps our young people get prepared for a future society.
looking in the mirror
The opposite of window texts are mirror texts. I look in the mirror and I recognise experiences, contexts, worlds that are similar to mine. These texts and contexts reflect my culture, values and beliefs. I look in and see myself. The mirror is metallic and shiny; my teacher holds it for me.

When we have our learners at the centre of our curriculum choices, we ensure our texts and contexts are evenly balanced with both mirror and window texts.  All of these choices are critical, because they send out subtle and not-so subtle messages about whose knowledge is important, what success looks like, what achievement matters and whose worldviews dominate. On the positive side, J. Cummins writes:

“Students who are empowered by their school experiences develop the ability, confidence, and motivation to succeed academically.  They participate competently in instruction as a result of having developed a confident cultural identity…”
(Cummins, 2001).

A turning point for me; that exemplifies the importance of this balance and the impact it has on our Pasifika learners, was listening to a student reflect on his educational experiences. As part of a professional learning and development workshop, University of Auckland Pacific students were invited to share their reflections on their educational experiences as Pacific young people in the compulsory sector. A young Tongan male exposed the fact that his Tongan world, contexts, heros, values or history were never acknowledged in any way or form through his journey as a learner. This imbalance of mirror texts left him feeling marginalised; like his fāmili (Tongan word for family) worldview did not warrant a mention about what was and is important to him

balancing the scalesThis experience led him to studying Pacific Studies at the University of Auckland to try and tip the scales into balance.

How can we ensure our learners get a balance of window and mirror texts, so that they grow with confidence and build a strong sense of cultural identity that is rich and valued in your curriculum choices?

Quite often in an honest effort to be culturally responsive teachers and schools tokenise culture rather than building on cultural contexts for authentic learning. It goes beyond using Pacific names in mathematical problems, or tapa cloths on walls.

Misatauveve Dr Melani Anae (Senior Lecturer, Director of Research, Pacific Studies, Te Wananga o Waipapa, University of Auckland) states what is urgently needed is ethnic enhancement programmes i.e. teaching students the socio-political and historical contexts of Pacific cultures and peoples in the context of their learnings. For example, teaching them (within the primary/secondary/tertiary sectors) the socio-political and historical contexts of the myth/song/performance they are learning about, when cultural dances are being performed.

Do you have a balance of window texts and mirror texts in your curriculum?

A starting point would be teachers allowing choice, valuing Pacific texts and heroes, critical analysing of the negative stereotypes that overflow in media, and ensuring Pacific ākonga can be proud of what they see in the mirror that the teacher holds for them.

Image sources:

Window image: CC Public Domain: https://pixabay.com/en/window-open-ocean-sea-beach-1163609/
Man looking in mirror: our own creation of an image by an unknown artist.
Scales image: by Eva Brosnan: http://unisci24.com/322481.html

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My reflection on the Light the Fire meetings

Posted on December 19, 2014 by Alana Madgwick

Light my Fire event

The end of the year — as well as throughout — is a time for contemplative reflection on the impact of our choices and deliberate actions. We do this to see whether we have made a difference or not in the work that we do, either in the classroom, as leaders of others, as a parent or as a member of a community. Years can and do roll by, but experience doesn’t necessarily correlate to improved effectiveness if we do not stop and critically reflect on where we have put our time and energy.

For me, this year was about trialling something different — that didn’t require me ‘to wait for someone to ask me’. It was not about the impact that I can make, but about the impact we can make. It all came about from a cup of coffee (not tea) with a friend who just happens to be a revolutionist (Michelle Johansson). The concept ignited the passion of our lovely Fuatino Leaupepe-Taula, who joined us, and thus formed the committee!

Without a doubt there are pockets of excellence within every school and community, and there are people putting endless amounts of energy into supporting groups of students for whom our system does not adequately provide. For us, that group is our Pasifika students and community. They are our aunties, uncles, cousins, grandparents, our children, our āiga. However, it is not about exclusion but about inclusion. A community that values diversity is one that thrives.

Light the Fire is about people meeting to CELEBRATE successes of our Pasifika people. It is about rejecting deficit theorising — failure is not an option, and valuing Pacific values of service, humility, alofa, humour, respect, academic excellence, and leadership.

This inaugural year of Light the Fire has been highly successful with schools opening their doors to host.*

To give an idea of what we have don, we had four guest speakers this year:
Term 1– Emilie Sila’ila’i, DP at Konini school, inspired us to set not challenging goals but outrageous goals; linked to research from Eric Jensen (Teaching with Poverty in Mind) and John Hattie. A blog of Emilie’s work is on the University of Auckland’s website: Carlos and his outrageous goals.
Term 2 – I provided the five key findings from ERO’S 2013 report: Making Connections for Pasifika success, to align with a case study that I was involved with.
Term 3 – Alfriston College’s new Fijian principal, Robert Solomone introduced his students; from different Pacific nations reflecting on their successes, barriers and aspirations. The values that were epitomised with each story were also complemented by each individual’s culture and identity. A real tear jerker!
Term 4 – The Principal of Rowandale school, Karl Vasau shared his leadership journey with humility and humour.

Each meeting started at 4pm: 30 minutes guest speaker, 30 minutes networking.

Pacific people don’t want to be a problem to be solved, we want to share with you our values and build a collective agency around valuing an individual’s culture, language, and identity. We want this reflected in your curriculum and your pedagogy because what works for Pasifika will work for all, but what works for all doesn’t necessarily work for Pasifika.

So Community, let us hear from you! If you came to a Light the Fire meeting, can you share with us your reflections? Did it ignite a passion for something different in your school? I know another Light the Fire meeting is starting down in Wellington — anywhere else? It would be really great if you could spare a minute and reflect with our community — it might just be the bit of inspiration someone else needs today.

 

* We would like to thank De La Salle College for Boys, Manurewa High School, Alfriston College and Rowandale Primary School for providing food and a venue, and hosting us with such grace and generosity.

 

Guest blogger:

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