Webinar: Professor Welby Ings

22 April 2020

How to keep relationships at the forefront of learning and teaching from home

Relationships and Common Sense

This time is ideal for learning new things we’d otherwise never have had time for. During the time of polio outbreak in NZ in the past - New Zealanders learnt other skills. This time doesn’t have to be perfect, time to be creative and work with what we have - resources, time, energy. Technology might change, but human behaviours are most important. This is temporary, time has become more gentle, it is a time to make and create things which will sustain us. Remember that nobody knows what is going on in your world!

Covid history!
Our kids are embodied in history - comic book daily diary, time capsule, they are all living inside Covid history. Don’t replicate what is at school, think interdisciplinary - read a book, illustrate it, new chapter, set projects that can be realised in flexible ways, put the potential for growth at the forefront, create activities relevant to time and situation in which students are living.

Learning is not a glass full of water, you are not going to be worse off for it - your child is learning brilliantly in a world outside of school...they are not going to forget how to read, each child is a sponge and will use whatever context wraps around them…

Let's think about what learning really is - your child is just learning just in different ways!

Human's over curriculum! 
The child being at the center of learning. It is easy to become remote from the humanity of educating. Ask kids about what is good about learning this way, and what would they change and what is worth keeping. We should have positive discussions with kids, and put humanity back into learning. How do you learn? What’s the best way for you to learn? Why?

We should encourage passion project learning, and flexibility to learning where our role is to facilitate the context around these passions. When a person is involved in the question they are learning, there is buy in.The wonder of learning in a different context. Community care - i.e. teddy bear everywhere in the neighbourhood, look at how communities make environments and how they can support education. It doesn’t necessarily need to be technology based.

Some questions to ask ourselves
How do we recover from failure and carry on? How do we work with a difficult situation where you don’t have the resources that you think you need to carry on? How can we best meet the needs of our most at risk students? I don’t think we can realistically solve situations now that we couldn’t solve before this, we can get insights and this experience may teach us something.

Flipped Learning Lens
One lens is never as good as multiple lenses offering different takes on a situation - flipped learning lens. An interesting point is that while Professor Welby Ings couldn’t read and write until high school, his parents never let him think he was stupid, while still being logical parents they did preserve belief in him. For some who have trouble learning in formal environments they may have found great value in the current situation.Things that may be challenging in school are not challenging in the same way. School is not the god of education, we function as educators. There is a greater realm outside of school - do the best that we can!

Te Reo Pronunciation

Te Reo Pronunciation 

presented by Sharon Holt

Some background: Sharon used to be a relief teacher ECE, her own passion was to build confidence and skills in te reo in other teachers, given how difficult it is when not immersed in te reo.  

Today Sharon is the author of Te Reo Singalong books/shows/workshops and author visits known as 'The Writing Bug'

Pronunciation Help

sharonholt@outlook.com

tereosingalong.co.nz

Facebook: (Te Reo Māori Challenge)

Te reo learning videos: patreon.com/sharonholt. 

See www.tereosingalong.co.nz for free music.

Music and repetition is the way to learn!

The 5 vowels are the way to go....aeiou ah eh ee oh oooh. FYI every māori word ends in a vowel (the spirit flows on the vowel)

Vowel songs  - aeiou he piko....

Remember to take a break after the vowel ta/ma/ri/ki

8 consonants and 2 digraphs -sing to the tune of Twinkle Little Star

h k m n p r t w ng wh........roll the rs

Make a chart....get into practicing consonants all the time!

ta te to (different pronunciation of this t: sounds like tah teh toh tongue on roof of mouth) while this t is different: te ti  tea for two
au....whanau
ai..kai
ie..ata marie
kō/wh/ai....kor/whai not (koh)
kauri....kau/ri
tōtara....tor/ta/ra
Pukete ...puh keh teh
Rototuna....Ro/to/tu/na
Matamata...Ma/ta/ma/ta....don't stress t
Ōhaupō....Ohh/hau/poh

Two recommended games

1. vowel chart and two dice labelled with vowels and ? , put counter on when land on dice, can also interchange the dice, good for groups racing to complete a line across, down, or diagonal to see who wins first.

2. Place names (as above) with segmented sounds in different colours, 1x dice with colour, and cover when each colour appears in the word - when one word is complete pick up next, the winner is the person who gets the most words. 

New Updates to Mathletics

Professional Development with Maggie from Mathletics 23rd October 2019

Student console 

This uses traffic light system, red, yellow and green shows which activities need to be done again.

How to limit access to Live Mathletics so that students spend time completing activities properly. Animation will not complete if not getting answers correct.

Use the 'i' to turn off animation, as it the animation prevents students from using the 'drag' tool during activities.

• Good to use in student console - the A-Z dictionary (at side)

Problem solving activities are in Explore - students do not have access to this until we assign it in teacher console.

• Good to use  - the videos to show examples to students.

Play - games area for students,

Rainforest Math - good for additional work (select by year)

Mathletics will add a Multiplication game by end of the year

Teacher Console

Recently added -Assess learning loss - step by step guide how to access learning gap

Teacher Profile - allows us to adjust password
Classes - best way to move students between groups- go Student Management.  Remember don't remove students from class - however it is possible to reinstate without going through admin.

NOTE: Will lose current data when move to new curriculum - therefore download the material if want keep records

My Courses - create custom course - select Year level that you want to particular student to follow

Resources Hub - similar to what used to be Mathletics Library. Mathletics for Early Learners - videos, Numbeanies games (sep App) - uses cards to work with devices, it is also more interactive and good to use in groups.

Problem Solving - from Years 3-11
Best to use filter by Year levels - can do sub strand - preview/assign students also have a workbook to complete - record, draw, or type into
Best to 'favourite' activities that you like/want to use - then Assign

Launch live or Assign. Launch live takes priority for 60 minutes then other activities take over again. If students have questions it will show up in problem solving assign grid

Curriculum Activities - the traffic light system easily shows where students are sitting

Results
Shows where students or class are sitting by topics

Reports - see student of class strengths. Also possible to filter by date.
Effort & Participation

Certificates
Can only get 1 certificate per week.
4 bronze certificates = silver
4 silver certificates = gold (20 weeks of work)

STPs

Adding the 6 Standards for the Teaching Profession. The 12 RTCs have been made non-viewable but this can be turned back on again in the labels gadget by selecting all labels not just selected labels.

Neuroscience of Self Care

Kathryn Berkett Keynote Speaker

Neuroscience of Self Care

Red Reactive…........................................................................................Green Rational

Sandpapered brain concept….When something affects/stresses you, then it can continue to build up - it is important that we need to be able to reset ourselves. In order for creativity to develop requires green brain zone. The staffroom needs to be a red brain friendly zone.

We need to consider are our leaders the cheese or the owl? Do they activate (sandpaper) their colleagues stress levels. It doesn’t take much to sandpaper us!!

A Sandpapered Brain

Fight/flight response due to stressor i.e lost car keys. This results in physical effects: heart, breathing, eyes/hears sharpen, stress response, combine to activate brain to survive. Think about our students and ourselves - look around, fig-it, breathing, heart rate, stomach, dry mouth, stomach purges (nauseous), temperature changes, immunity lowers, panic attacks, long term stress response - weight gain/loss, bowel/bladder, blood increase -tightness in shoulders.

As teachers we need to stay in the green zone, especially when dealing with students who may be in red reactive zone. After cortisol has been activated it takes time for cortisol levels to decrease.

Remember to check in with your body - need to reset asap rather than wait till end of day. Physiologically this has an impact on our bodies - reason for getting sick in holidays. Therefore we need to reset ourselves. 

Perfect Practice make Perfect (calm self down) - walk, run, yoga, drink tea, cook....

1. Identify what calms you
2. Do that until you create a physiological calm state in your body
3. Condition this moment (think of Pavlov dog, bell, salivate - word/action only associate with calm not stress/anxiety link)
4. Practice, Practice, Practice

Check in with yourself…

Some See me….

Boys Show me I Belong….

Hate Tell me what is Happening….

Carrots Give me some Control….

Deep breaths until calm! The lungs are the only organ we can control when in high stress state.

The Sandpaper differs for everyone - status, person, it is important to acknowledge the sandpaper for you. Then reset, move back into green creative rational brain zone.

Kaahui Ako Conference Workshops

Workshop 1

Teaching as Inquiry Jill Carter

There is more than one way to go about Teacher Inquiry, however all have the same core principles. I am used to the Spiral of Inquiry Model. Teacher Inquiry should be driven by passion not compliance! It is about teaching practice and new learning/teaching practice, not about fixing learners. We should ask ourselves. What can I do better? Then have this confirmed by various forms of evidence. TAI is about genuine openness to ‘wondering’ and investigating; about our own professional growth.

Phase 1 - Peel
Mining for Gold - selecting a “rich” topic, step back and look at the big picture - obvious challenge? or opportunity to try something new? TAI doesn’t have to succeed, it’s part of learning - risks and mistakes, dig deep with trusted colleague, or gather student voice.

Refining/Clarifying your Topic. Is this new learning? Interrogate various forms of data. Does this interest you? Open-ended invites inquiry

Plan - Phase 2
Engage in purposeful, targeted and intentional PL - course, reading, prof conversations
Use the PLD and evidence from Phase 1 to plan Deliberate Acts of Teaching (DATs).

Phase 3. DO ….Keep specific - teacher trialling, then reflect and review
Remember the value of collaboration - inquiry hubs, regular time to discuss inquiry, adds motivation and value.

Girls High have been following the 4-phases of Inquiry. This involves gathering specific evidence of authentic work undertaken in each phase of TAI. This forms part of Appraisal. A rich, purposeful and authentic TAI will yield quality evidence towards the Professional Standards.

Workshop 2

Sketchnotes Krystal Hapuku

Good for SLD students, collaborative, can be done digitally, and can buy specific pens to use on tablets, however prefer pen/paper. Those who doodle while listening retain 29% more than those who did not. 

Sketchnotes is one way to optimise spoken word and declutter speech…”listen for the bones”.

Key elements

1. Font
2. Bullets
3. Frames
4. Connectors
5. People
6. Icons

Recommended pens - Aliexpress - $4; $2 shops, Stabilo pens expensive, and fine sharpies
Recommend that students draw in single colour only, then add colour/detail later, can also take a photo and upload to digital platform.

Workshop 3

Digital Tools for Writing Kat, Jude, Catherine

• Digi modelling books used with Pobble
• Collaborative writing using google slides - mixed ability level writers, play writing - speakers, actions in brackets
• Digital Storytelling - audience, purpose
• Adobe Spark - slide based templates for videos. Story Spine - go onto Adobe Spark and follow the story structure. Photos are on adobe, pages, music, transitions, layouts just choose. Catherine couples this with spark.adobe.com and onceuponapicture.com

Māori Perspectives of Giftedness

Dr Melinda Webber Māori Perspectives of Giftedness

Māori Perspectives of Giftedness

Ūkaipō - to be fed by the breast at night, it’s symbolic meaning looking to nourish the relationship between land and people in order to develop sense of where one comes from, students should feel this at school and in class.

As educators we need to ask ourselves. What does this look like? How can we measure this? We must remember that identity matters. We must celebrate the whakapapa of our students- the curriculum should be localised. We need to arm students with their narrative of where they come from and celebrate their goals. It is important that we hold Maori ancestors up to students as exceptional role models.

Stereotype Threat (Steels, 1997) is where people around you don’t expect you to succeed as much as other people; resulting in negative stereotypes, This influences academic performance and as a result students risk becoming that stereotype. Māori students need access to a programme of learning that affirms and promotes Māori theories, Māori knowledge, Māori heroes/role models and Māori worldview.

We need to remember the importance of role models: Ask students who inspire them? Who are their role models. Ask students to describe them in so many words and why?

We need to consider - How to make the playing field more level?

Te Arawa Case study looked to address the question: In what ways do whanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?


Results: Qualities of success

1. Positive sense of Māori identify - resilient to negative stereotypes, some knowledge of language and protocols to successfully contribute/participate in Māori contexts, connection to land and place (genealogy).
2. Successful Māori student are diligent and have an internal locus of control - disciplined, self-motivated, attentive, focused
3. Successful Māori students learn how to nurture strong relationships - willing to learn, willing to mentor, aware of own strengths and weaknesses. Manaakitanga - cherish mana
4. Successful Māori students are curious and innovative - courageous, competitive, curious, creative
5. Successful Māori students look after their wellbeing - healthy, fit, resourceful, balanced
6. Successful Māori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals - an intrinsic desire to learn and an innate curiosity
7. Successful Māori students possess humility - puts others before self, accept criticism, work in service to others, team player
8. Successful Māori students understand core Māori values - manaakitanga (care others), kotahitanga (ability commit to a kaupapa/vision), wairuatanga (moral compass and sense of social justice)

Conditions that enable success: The Mana Model

Reflection

What will you do in your classroom to grow the mana of your students?