Showing posts from January, 2015

CORE ED Modern Pathways to raising Maori Achievement

Janelle Riki's Presentation

Our Professional Development today focussed on Maori Achievement and digitally connected kids.

While the URL above is a link to it, most of the presentation was Janelle's spoken words around it. This was a very concise definition of why we should be using MLE's, which is one of the strongest points I took from it. Janelle was a very analytical and well-spoken presenter.

Slide 8 " be modern, anything were designing or building must be conceived of and developed for what we know and understand 'just now', drawing on our lessons from the past, an d considering the demands of the future.."

Explaining that our 'modern' spaces are about recognising what we need now and catering for the future made this seem a whole lot less 'catchphrase-y', and more about being realistic with our design, rather than just trying to force the modern practices we are already likely to be using into boxes that were designed for mode…


11. Analyse and appropriately use assessment information, which has been gathered formally and informally (from RTC)
i. analyse assessment information to identify progress and ongoing learning needs of ākonga ii. use assessment information to give regular and ongoing feedback to guide and support further learning iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching iv. communicate assessment and achievement information to relevant members of the learning community v. foster involvement of whānau in the collection and use of information about the learning of ākonga

So reflecting on Monday's Professional learning, we worked on understanding how to make feedback meaningful. What is useful and going to be cognitive and what is empty. "weak effort..." doesn’t help. It tells the student nothing about how they could master a new skill, improve technique or help to improve the student's general confidence.  We used a reading from Carol An…

Showing a Commitment to the Bi-cultural Partnership in Aotearoa New Zealand

The Treaty of Waitangi
 Respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi  How is this relevant in my Art teaching practice;
I do often feel like when I am given a form to tick off for appraisal, that when I get to this section, are they asking me if I can say the Maori students names clearly and reasonably correctly? Who is planning on trying to prove there is more to it in my subject area? It's a little bit frustrating that we are essentially founded on this document as a nation and resultingly, as a culture, yet an acknowledgement of this document is something more like lip service. I am almost certain that people I have held in esteem in the past of my teaching career have all but encouraged this without necessarily meaning to offend. 
I find the wording does allow for that; '...respect for...' sort of allows you to ignore that there are two cultures here, if you don't want to personally allow it into your practice; '.…

Start of 2015

We need a selfie stick! Today we are working on the best mocktail recipes, and blogs and google sites, in the country heat of Swannanoa, locked inside away from rather large blowflies, dobermanns and the nor'wester when it winds up every now and then.

Intentions for today are for the 'culture vultures' to get more comfortable with each other's blogs, for us to hoepfully facilitate each other's learning on blogs and to then work on. All without vodka...

still working...

So we intended this day to be about working on our blogs and google sites. This was a collaboration of colleagues who all had similar goals. We have succeeded in further up-skilling ourselves in blogger, albeit with frustrations with the technology, and we have nicknamed ourselves the 'culture vultures'. Rhymes well, but I am not sure about the meaning we are mean't to draw from it. Katie maintains it is 'sexy'. ? Don't they eat dead things? All of us are set up for continuin…