tag:blogger.com,1999:blog-10820312738508035852024-02-19T19:32:48.420+13:00cheesynzCheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.comBlogger51125tag:blogger.com,1999:blog-1082031273850803585.post-8755729245760829452019-02-06T20:23:00.002+13:002019-02-06T20:30:06.318+13:00The Joy of Nature<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhevhHEyuaMERQoS-ijuRMFeme44b3g6lyW4j8wTOr2-r6ZfWSr9Mrhvo_ZgmSi86Jzs4Q-7IlnkjAEdpSzLw4FZNGkrmBM0ys8HjXs-UCI2s8mcTf-YiFkJUhj8OSgkf6nEaCqwaeRqpo/s1600/IMG_8183.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhevhHEyuaMERQoS-ijuRMFeme44b3g6lyW4j8wTOr2-r6ZfWSr9Mrhvo_ZgmSi86Jzs4Q-7IlnkjAEdpSzLw4FZNGkrmBM0ys8HjXs-UCI2s8mcTf-YiFkJUhj8OSgkf6nEaCqwaeRqpo/s200/IMG_8183.JPG" width="150" /></a>Since mid-Janaury one has had to sneak around my deck due to a thrush or a blackbird building his/her nest right on the vine on my fence.<br />
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Four beautiful BLUE speckled eggs, in the most perfectly made nest.<br />
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Mumma sits on the nest<br />
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Just hatched 1 day old! [27th of Jan]<br />
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Waiting for feeding.....about a week old<br />
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A fledgling - ready to leave - only 10 or 11 days old but nest is slipping in branches of the tree so looks like they are fledgling earlier for preservation reasons - pretty sure it's a thrush!</div>
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departure day Waitangi Day 6th FebruaryCheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-3669286558873975702019-01-26T15:38:00.000+13:002019-02-06T16:21:49.208+13:00Mindfulness in the Classroom<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://tinyurl.com/yab8w64q"><b>https://tinyurl.com/yab8w64q</b></a></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td></tr>
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Over the past few years I have been trialing a variety of Mindfulness exercises for the classroom and timetable slots that suit.<br />
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Simple Habit and Headspace apps are incredibly powerful but are expensive and require a considerable outlay for schools with limited finances.<br />
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Smiling Mind is a non-profit App and can be specifically tailored to students of different ages.<br />
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Last year our school also participated in the <a href="https://breatheproject.com.au/" target="_blank"><b>Just Breathe </b>project</a> run by Bohdi and Kat from Australia. This was a marvelous focus for the students and they understood the value of breathing quickly and clearly. They have daily audios for mindfulness breathing and now a <b><a href="https://www.youtube.com/channel/UCSSPsOgUUKw3-J2lve5C34g" target="_blank">YouTube channel</a></b> Once the project has been done by the school all the aspects of their website and resources are free to use. Their channel is free also. <br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://tinyurl.com/ycw8yhm5"><b>https://tinyurl.com/ycw8yhm5</b></a></td></tr>
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Recently I found a new site called <b><a href="https://mindyeti.com/" target="_blank">MindYeti</a></b>. We are currently trying this daily for a few weeks also. Nice a short calming videos/audio for students. However parts of it are locked out unless premium is purchased [again at quite a high cost]. An intro to <a href="https://vimeo.com/235359271" target="_blank"><b>MindYeti</b></a><br />
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Free for use are also the mindfulness exercises in <b><a href="https://app.gonoodle.com/channels/flow" target="_blank">FLOW</a> </b>which are part of the GoNoodle site. A great site for warm up's, brain breaks, mindfulness or just a plain bit of good ole fashion fun!<br />
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Graham Watts webinars for personal PD was undertaken in 2017 and he gives massive insight into the positives and benefits of regular Mindfulness/meditation with students.<br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://tinyurl.com/yclgygfg"><b>https://tinyurl.com/yclgygfg</b></a></td></tr>
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I have found that practicing small bits of mindfulness training are beneficial for learning and focus with students when undertaken straight after morning tea or before tests or after an eventful lunchtime. Keeping a regular time slot is beneficial for both students and teachers.<br />
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Students learn to practice breathing when they become anxious or stressed for whatever reason or event in their lives. I've heard from students who are still practicing it as they move on through to Intermediate. I've witnessed highly strung students using it to calm themselves automatically without prompting, I've witnessed students using it before a race or sports game.<br />
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I've also found that using Mindfulness in conjunction with viewing the brain animation series by <b><a href="https://tinyurl.com/jejn7n2" target="_blank">Sentis on YouTube</a></b> is also beneficial. Using the <b><a href="https://www.bookdepository.com/Mindup-Curriculum-Grades-Pre-K-2-Brain-Focused-Stratagies-for-Learning-Scholastic/9780545267120?redirected=true&utm_medium=Google&utm_campaign=Base1&utm_source=NZ&utm_content=Mindup-Curriculum-Grades-Pre-K-2-Brain-Focused-Stratagies-for-Learning&selectCurrency=NZD&w=AF7CAU9SGVT848A803B2&pdg=pla-309308959159:kwd-309308959159:cmp-947803846:adg-45233890737:crv-225027758853:pid-9780545267120:dev-c&gclid=Cj0KCQiAheXiBRD-ARIsAODSpWOm9ratDtWkbT20WG0RNiaotYUCC8c1qJlGtKPjSomoaPOv8h2rzFoaAr2EEALw_wcB" target="_blank">MindUp Curriculum</a> </b> book and <b><a href="https://www.bookdepository.com/Your-Fantastic-Elastic-Brain-Stretch-It-Shape-It-Joann-Deak/9780982993804?redirected=true&utm_medium=Google&utm_campaign=Base1&utm_source=NZ&utm_content=Your-Fantastic-Elastic-Brain-Stretch-It-Shape-It&selectCurrency=NZD&w=AF7CAU9STM3Y01A803B2&pdg=aud-346191234401:pla-309526196534:kwd-309526196534:cmp-710646238:adg-42660986568:crv-163904097987:pid-9780982993804:dev-c&gclid=Cj0KCQiAheXiBRD-ARIsAODSpWMTHFZ6xXFibSUiEf8_ejfw5dWNFAT9SBCZGdycTGz0RsnBPc8sqyEaAqZHEALw_wcB" target="_blank">Your Fantastic Elastic Brain</a></b> book all help for students to understand HOW their brain works and what we can do to support our own well being and learning. ClassDojo also have a selection of <b><a href="https://ideas.classdojo.com/b/growth-mindset" target="_blank">Mindset mini lessons</a> </b>and activities that support Primary students in developing a more positive attitude to learning. I have discovered that combinations of all of these things have not only helped ME to improve my positive well being and thinking but has also helped my students in well being and developing a positive growth Mindset.<br />
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A great source of Mindfulness activities is <b><a href="http://www.mindfulteachers.org/2014/03/marble-roll.html" target="_blank">Mindfulteachers </a></b><br />
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Long may the growth and well being continue!<br />
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Just breathe, just breathe, just breathe...........<br />
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CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-51108735440050340342018-02-07T21:16:00.001+13:002018-02-07T21:27:45.476+13:00Global Play Day 2018<span style="font-size: large;"><a href="http://www.globalschoolplayday.com/" target="_blank">Global Play day 2018 </a></span>- day 1 gets off to a flying start in R10 at Laingholm when we particiapted in Global Play Day for the first time.<br />
Because it was day 1 we are splitting ours over 2 afternoons.<br />
Loved seeing the students sharing and playing together and chatting. <br />
Many great games were played and introduced....lots of fun all round<br />
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Click the ENLARGE symbol in the top right and use the arrows to scroll through the slideshow<br />
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CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-78743868327698210902017-04-28T16:39:00.000+12:002017-04-28T16:39:14.391+12:00Pool Noodle Fractions/DecimalsUsing pool noodles to create fractions that can be manipulated to see which fractions make the whole.<br />
The video/instructions include putting the decimal equivalent on the other side but I also wrote the fraction word on it also.<br />
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<a href="https://tinyurl.com/lxyfa88"><b style="-webkit-text-stroke-width: 0px; background-color: white; color: black; font-family: Verdana, Geneva, Arial, Helvetica, sans-serif; font-size: 12.8px; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">https://tinyurl.com/lxyfa88</b></a><br />
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CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-28270354850688595742017-04-27T13:11:00.001+12:002017-04-28T16:31:16.602+12:00How does Google work?<span style="font-size: large;">Check it out here:</span><br />
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<span style="font-size: large;"><a href="https://archive.google.com/pigeonrank/">https://archive.google.com/pigeonrank/</a></span><br />
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<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-35039111593992676142017-04-25T15:22:00.002+12:002019-02-06T20:43:10.573+13:00iPad Recording Booth<span style="font-size: large;">Saw this idea on the tinternet [good ole Peter Kay] the other day and thought it can't be too hard.</span><br />
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<span style="font-size: large;">Get Bunnings Clever Cube @10.40 each [assorted colours - I got pink and red]</span><br />
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<span style="font-size: large;">Cheaper options for sound proofing foam are available over seas - however Foam & Rubber store inside Storage Box in Link drive Glenfield had pre-cut sound proofing rubber that fits perfectly @14 per square.</span><br />
<span style="font-size: large;">You'll need 4 sheets - roof, back and 2 sides </span><br />
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<span style="font-size: large;">Student can then crawl inside to record sound and block out general class room noise.</span><br />
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<span style="font-size: large;">This is also great for short recordings for Student story on Class Dojo and adding sounds to Tellagami and iMovie, audio recordings, voice memo's and recording on Flipgrid. </span><br />
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<span style="font-size: large;">Inspired by: <a href="https://blairsmithteaching.com/2017/02/06/how-to-create-your-own-ipad-recording-booth-for-the-classroom/" target="_blank">Blair Smith</a> post </span><br />
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<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-13436767167822640242017-03-12T13:44:00.003+13:002017-03-12T13:44:54.175+13:00Class Dojo<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHtge7yHklROPtwHvabDpjCkCL0GhAVEnRSqnDoxL-DJ_ut0cvnWcwLwC-ELk5Pz_vUk7vGJ7l7DscMEhIGJfJrUIncgisWvWTVpzFAtUuny6FFVpIbrLWuGHjzlR5-4NFlcpTFLhDcr8/s1600/MentorBadge.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHtge7yHklROPtwHvabDpjCkCL0GhAVEnRSqnDoxL-DJ_ut0cvnWcwLwC-ELk5Pz_vUk7vGJ7l7DscMEhIGJfJrUIncgisWvWTVpzFAtUuny6FFVpIbrLWuGHjzlR5-4NFlcpTFLhDcr8/s400/MentorBadge.png" width="400" /></a></div>
<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-31893637907557824302016-12-14T21:05:00.000+13:002016-12-14T21:08:11.440+13:00Apple Advert in vain of Mitre 10 Advert<blockquote class="twitter-tweet" data-lang="en">
<div dir="ltr" lang="en">
<a href="https://twitter.com/Apple">@Apple</a> <a href="https://twitter.com/AppleEDU">@AppleEDU</a> Maybe some sponsorship due here...raising funds for our new school playground <a href="https://t.co/KhQr2sPUAX">https://t.co/KhQr2sPUAX</a></div>
— cheesynz (@cheesynz) <a href="https://twitter.com/cheesynz/status/808934212237754368">December 14, 2016</a></blockquote>
<br />
Original Mitre 10 Advert<br />
<br />
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script><iframe width="560" height="315" src="https://www.youtube.com/embed/UT6oZqYij8U" frameborder="0" allowfullscreen></iframe>CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-24889633045847770292016-11-07T21:12:00.003+13:002016-11-07T21:15:21.687+13:00QR Codes in MathsA great session today learning to use QR codes for your maths programme.<br />
<br />
Only problem being there is a distinct lack of examples out there on the net unless you are willing to pay for it.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJs8WcjgTnwfqlrh1VfPdHCPSQB0LpeKBDZnWqhvopZXXxIN2O9CtO9cnjN1Sf0q8opesPAcDLFJ6WW24sqR_AtDrAXNlgT5qnQ-b4SR_-VuH07WfV7iTvED6O6YBjvWcHpQzQVFMCK3A/s1600/Screen+Shot+2016-11-07+at+9.08.47+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJs8WcjgTnwfqlrh1VfPdHCPSQB0LpeKBDZnWqhvopZXXxIN2O9CtO9cnjN1Sf0q8opesPAcDLFJ6WW24sqR_AtDrAXNlgT5qnQ-b4SR_-VuH07WfV7iTvED6O6YBjvWcHpQzQVFMCK3A/s400/Screen+Shot+2016-11-07+at+9.08.47+PM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">example of math and QR codes - juniors</td></tr>
</tbody></table>
<br />
What's great about the problem solving activities part of these QR Codes [not the ones above] is that it is instantly fun for students because of the act of scanning...it creates collaboration in the groups.<br />
Their own QR Codes can be made with their solutions and then a fun Gallery walk entails followed by discussion.<br />
<br />
It does require lots of devices - BUT I did discover that software can be added to laptops so their webcams can be used as the scanners [that was news to me]<br />
Macs use QR Journal<br />
PC's use quickmark.com<br />
<br />
<br />
<br />
<br />
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<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-33834488496194675962016-10-23T13:17:00.003+13:002016-10-23T13:25:56.577+13:00Changes in my practice at the end of the Mindlab journey32 weeks down and the final assignment!<br />
<br />
<div class="MsoNormal">
<span lang="EN-US">My Mindlab journey has been enjoyable in
places and quite rocky in others. My main focus for taking this on was I had
seen first hand with a colleague at school what some of it was about as I was
her ‘go to’ person for all the ICT support she needed to get through it. I
supported her understanding of the technologies that were being swiftly
introduced and trying to implement them in her classroom. For her it was
inspiring and encouraging to watch her start to implement technology in the
classroom with a new found understanding and interest. For her, the first
intake of Mindlab was successful. I was encouraged by my boss to take it on for
the ‘paper’ that it offered. I was skeptical as I did point out that I clearly
didn't need a ‘paper’ to prove my skills in technology as they had employed me
without a paper as the eLearning Director in the school. However, take it on I
did. </span><br />
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Osterman & Kotkamp (1993) stated that “awareness
is essential for behavioral change. To gain a new level of insight into
personal behavior, the reflective practitioner assumes a dual stance, being, on
one hand, the actor in a drama and, on the other hand, the critic who sits in
the audience watching and analyzing the entire performance.” (p.2)</span><br />
<br /></div>
In a lot of respects I think Mindlab has grown
too fast and too quickly to cope with the myriad of students at different
levels requiring different interactions with the staff. There are a lot of
issues that have arisen this intake rather than the previous one; according to
continued conversations with my colleague who had already done it. However,
some positives did arise.
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">For the most part the collaboration and new
found friendships I have built from the Mindlab experience are by far the best
positives. I am keen and hopeful that the friendships I have built over the 32
weeks will continue and thrive. I did enjoy being a support to other
Mindlabbers particularly in the technology area, however this also put added
pressures on me during assignments and being a full-time teacher – very hard to
keep up the momentum of keeping on top of teacher requirements and Mindlab
requirements.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">I was disappointed that the one aspect of
Mindlab that I was most keen to do was scooted over very swiftly – blink and
you’d miss it. Week 3 was my week…except it wasn’t. I was most excited to learn
the ‘how to’ of Aurasma. However all I got was what I already knew, not a ‘how
to’ at all. Disappointing. Week 6 was an enlightening week. Understanding and
delving into different leadership styles was interesting and quite eye opening
too. It never hurts to understand different styles and ways of working. It
indicated to me my leadership style and the one I was aspiring to be. This
improved my practice in the way I utilised my time as an ICT facilitator in the
school – always a bonus when positive change occurs. “</span><span style="mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">A facilitative transformational leadership style
also encouraged frequent reflective dialogues. This supports the general idea
that transformational school leaders can create a learning organization and can
stimulate teachers to innovate and take risks” (Bryk et al., 1999)</span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxqIN9fmgCdTbx8aOzCg41acX01510ptttLbbgfavIGECtfgYF_g58jqRuOjnm7iVPdjP2aeAGTKGcMeUFVn1QeyTT6qOugT4XSzAJb0wPVpbCga5vawMgTpVACCLRuHMtYWUcfsuQezI/s1600/Screen+Shot+2016-10-23+at+1.05.59+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="117" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxqIN9fmgCdTbx8aOzCg41acX01510ptttLbbgfavIGECtfgYF_g58jqRuOjnm7iVPdjP2aeAGTKGcMeUFVn1QeyTT6qOugT4XSzAJb0wPVpbCga5vawMgTpVACCLRuHMtYWUcfsuQezI/s400/Screen+Shot+2016-10-23+at+1.05.59+PM.png" width="400" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">The experience of using a
varying model of learning; traditional verses online, was suitable for this
purpose and enjoyable on my part. I thoroughly enjoyed the weekly sessions
catching up with my fellow Mindlab Madge’s at the Mindlab. I also relished the
online reflective section as this is an area I am very comfortable with and
have engaged in for many many years. However, I do know that this was a large
stress to some Mindlabbers and doesn't suit everyone – enter me the supporter,
the teacher and the lead workshopper that supported and taught a number of
students so they could achieve this section of the paper. As Osterman &
Kotkamp quoted (1993) “In the reflective practice model, the learner’s role is
far more active: “The practitioner becomes a researcher. . . and engages in a
continuing process of self-education” (Schon, 1983, p. 299). In doing so, the
learner assumes a central position, and the model of instructor as expert gives
way to that of the instructor as facilitator.” (p. 15)</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">The biggest change in my practice has
surprisingly come from the most difficult and taxing part of my Mindlab journey
– the dreaded Literature Review. This was the hardest and most stressful aspect
for me personally as I hate writing formally and always had trouble with it
since my school days moving into College. However, I did enjoy understanding
how Mindset and Mindfulness are interlinked and can be utilised in the
classroom, so following the Lit Review and entering into the Teacher Inquiry
segment I found myself planning a programme for testing the effectiveness of
this learning. I think having colleagues on board who are as excited as me to
implement my programme at the beginning of next year is thrilling and
energising. Implementing a programme of Mindfulness, Growth Mindset and
understanding the brain fits perfectly with the Ministry’s Practising Teacher criteria
in a number of areas:</span></div>
<ul type="disc">
<li class="MsoNormal" style="mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: "times"; font-size: 10.0pt;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criterion-2" title="Criteria 2">Criterion 2</a>: Demonstrate commitment to
promoting the well-being of ākonga.</span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: "times"; font-size: 10.0pt;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criterion-4" title="Criteria 4">Criterion 4</a>: Demonstrate commitment to ongoing
professional learning and development of professional personal practice.<a href="https://www.blogger.com/null" name="eztoc9935_0_1_0_2"></a></span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: "times"; font-size: 10.0pt;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criterion-6" title="Criteria 6">Criterion 6</a>: Conceptualise, plan, and
implement an appropriate learning programme.</span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: "times"; font-size: 10.0pt;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criterion-7" title="Criteria 7">Criterion 7</a>: Promote a collaborative,
inclusive, and supportive learning environment.</span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: "times"; font-size: 10.0pt;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criterion-8" title="Criteria 8">Criterion 8</a>: Demonstrate in practice their
knowledge and understanding of how ākonga learn.</span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"><span style="font-family: "times"; font-size: 10.0pt;"><a href="http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning/Criterion-9" title="Criteria 9">Criterion 9</a>: Respond effectively to the
diverse and cultural experiences and the varied strengths, interests, and
needs of individuals and groups of ākonga.</span></li>
</ul>
<div class="MsoNormal">
<span lang="EN-US">It’s only October and heavily into report
writing but I am already excited about the year ahead and really putting my
teeth into Carol Dweck’s Growth Mindset and seeing if as Dweck states (2012)
that "In a fixed mindset students believe their basic abilities, their
intelligence, their talents, are just fixed traits. Their goal becomes to look
smart all the time and never look dumb. In a growth mindset students understand
that their talents and abilities can be developed through effort, good teaching
and persistence. They believe everyone can get smarter if they work at it”
(p.2)</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">While I went through many mindsets/attitudes and behaviour changes during my Mindlab journey - I can at least say thank heavens I have come out the otherside a better Educator and a better person.</span></div>
<div class="MsoNormal">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJfqwyYWq7LhHWTqoH_e0HT3sXlHeoXbf-ZqCOi1JMfZDwtHunQ2MAsmV_vesq80upcIXIMv_ANxc30SL2D5E7V0fO6Dgw8JqpzGjTH2TBv7RhR2qEbtoH_CMlPdbKHp2KQtS9r3HdLnc/s1600/7fe848bb250640fd2117f3b5632824e2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJfqwyYWq7LhHWTqoH_e0HT3sXlHeoXbf-ZqCOi1JMfZDwtHunQ2MAsmV_vesq80upcIXIMv_ANxc30SL2D5E7V0fO6Dgw8JqpzGjTH2TBv7RhR2qEbtoH_CMlPdbKHp2KQtS9r3HdLnc/s400/7fe848bb250640fd2117f3b5632824e2.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a class="profileSource" data-element-type="25" href="https://nz.pinterest.com/source/rainingresources.blogspot.com"></a><br />
<h4 class="fullname">
<a class="profileSource" data-element-type="25" href="https://nz.pinterest.com/source/rainingresources.blogspot.com">
rainingresources.blogspot.com</a></h4>
<a class="profileSource" data-element-type="25" href="https://nz.pinterest.com/source/rainingresources.blogspot.com">
</a></td></tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">My new focus for professional development
will be to find out what is required for the next paper so that I can use this
Post Graduate paper towards another achievement. Is it achievable while in
full-time employment? Hopefully it won’t be quite as full on as this paper and
that it is doable. I am both relieved and pleased I have survived the
experience and come out with some very pleasing grades [some of the best of my
career] the elation of completion is like nothing else. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Roll on graduation day!</span></div>
<br />
<br />
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><u><span lang="EN-US">References</span></u></i><span lang="EN-US">:</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times"; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Bryk, A. S., Camburn, E., & Louis, K. S.
(1999). Professional community in Chicago elementary schools: Facilitating
factors and organizational consequences. Educational Administration Quarterly,
35(5), 751e781. http://dx.doi.org/10.1177/ 0013161X99355004 via a paper
entitled Teaching and Teacher Education</span><span style="font-family: "times"; font-size: 10.0pt;"> <a href="http://ac.els-cdn.com.libproxy.unitec.ac.nz/S0742051X16300415/1-s2.0-S0742051X16300415-main.pdf?_tid=1898bfd8-1a28-11e6-9fc3-00000aacb362&acdnat=1463267199_aecb08cb7dea5dc50c04d6afd164fd00"><span lang="EN-US" style="font-family: "cambria"; font-size: 12.0pt;">http://ac.els-cdn.com.libproxy.unitec.ac.nz/S0742051X16300415/1-s2.0-S0742051X16300415-main.pdf?_tid=1898bfd8-1a28-11e6-9fc3-00000aacb362&acdnat=1463267199_aecb08cb7dea5dc50c04d6afd164fd00</span></a>
</span></div>
<div class="MsoNormal">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Dweck, C. S. (2012). <i>Mindset - How You Can Fulfil Your Potential</i>. Random House.</div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Morehead, J. (2012). Stanford University’s Carol Dweck on the Growth Mindset and Education. Retrieved from http://onedublin.org/2012/06/19/stanford-universitys-carol-dweck-on-the-growth-mindset-and-education/</div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Osterman, K. F., & Kottkamp, R. B. (1993). Rethinking professional development. <i>Reflective Practice For Educators</i>, 2–17. Retrieved from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf</div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
TKI, & Ministry of Education. (2015). http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning. Retrieved from http://elearning.tki.org.nz/Professional-learning/</div>
<div class="MsoNormal">
<br /></div>
CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com4tag:blogger.com,1999:blog-1082031273850803585.post-82780515272635968092016-10-06T17:21:00.006+13:002016-10-06T17:29:16.657+13:00My interdisciplinary connection map<style>
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<span style="font-family: "cambria"; font-size: 12.0pt;">This was quite a taxing task to start with -
firstly just trying to ascertain what interdisciplinary actually means.</span><br />
<br />
<span style="font-family: "cambria"; font-size: 12.0pt;">Andrews (1990) defines interdisciplinary
collaboration as occurring "when different professionals, possessing
unique knowledge, skills, organizational perspectives, and personal attributes,
engage in coordinated problem solving for a common purpose" (cited in
Berg-Weger & Schneider, 1998).</span><br />
<br />
<span style="font-family: "cambria"; font-size: 12.0pt;">Once I began they seemed to flow into
different areas as can be seen by the map...additions kept popping into my
head, so this image has now been changed five times.</span><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://tinyurl.com/h3plnr7" imageanchor="1" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbiTSMDwDp1g1UiiKQmPVjSBEFaNne-MiXJ2HYiAOWAmIiEL5qaJX02u4uddjpTzjWeSdhuD14GjKSAf9GRhd9Squucnv-Qev7SprizCZ9WYrSAH0pdzXJlByueGazUkL4F7hGK2cq_kY/s400/My_interdisciplinary_connection_mapClaire_Cheeseman.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://tinyurl.com/h3plnr7" target="_blank"><span style="font-size: medium;">See ONLINE with active links <b>http://tinyurl.com/h3plnr7</b></span></a></td></tr>
</tbody></table>
<br />
<br />
<span style="font-family: "cambria"; font-size: 12.0pt;">As to focusing on one - tough call. I have
decided to focus on my TEAM and my Team Leader as my interdisciplinary future
focus as this is the plan in the forefront after completing my teacher inquiry
aspect. This area for future focus will incorporate a variety of skill bases
and can easily be thought of as interdisciplinary. My Team Leader has the
skills [and has been doing this for many years) for running effective
Mindfulness training in her classroom; a team colleague effectively runs a
brainology type programme at the beginning of every year in her room; my
proposal is to combine these expertise and knowledge with my goal to focus on
Growth Mindset and begin a study on the effects and possible positives of
running such programmes in conjunction with each other on the learners in my
room. Also combining the outside expertise of Carol Dweck's information and <b style="mso-bidi-font-weight: normal;"><a href="http://tinyurl.com/jejn7n2">Sentis</a></b>
productions. Jones (2009) cited interdisciplinary benefits as having a “wider
knowledge base”, “wider personality base”, and a “wider design, teaching, and
assessment methods to draw on and thus more balance in the overall approach”
(Haynes, 2002, p.19). Reading a fellow Mindlabbers blog, which I will continue
to follow with interest, has also inspired this interdisciplinary future plan
of action. <b style="mso-bidi-font-weight: normal;"><a href="http://thedigitallychallengedlearner.blogspot.co.nz/">Dion Paxie</a></b>
has been running some interesting mindfulness activities on a daily basis and
has through his blog he has inspired me to purchase books they have used as
well as trial a few myself. Now to implement the plan in the new school year to
see the overall effect it has on the students who have a ‘I can't do it’
attitude.</span><br />
<br />
<span style="font-family: "cambria"; font-size: 12.0pt;"> Our focus would be to combine the
knowledge and understanding of all three of us to create a programme that
enriches and benefits our learners from the beginning of the year. We might
also see if the combined ideals have any discernable or observable benefits to
some of our learners, particularly those with fixed mindsets. Jones stated
(2009) “the interdisciplinary approach is a team-taught enhancement of student
performance, an integration of methodology and pedagogy, and a much needed
lifelong learning skill” (p.3).<span style="mso-spacerun: yes;"> </span>One
would hope that as Jones (2009) suggests the “students and their teachers will
advance in critical thinking, communication, creativity, pedagogy, and
essential academia with the use interdisciplinary techniques” (p.5). Our
interdisciplinary focus would follow a clear plan of action.</span><br />
<br />
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Initially students will be
taught about a growth mindset, what it is and how it can affect their learning.
They will be taught specifically about the workings of the brain and how this
can benefit their learning using ‘Your Fantastic Elastic Brain Stretch It,
Shape It’ (JoAnn M. Deak) and the ‘Mindup Curriculum’ as well as using
Mindfulness Made Easy cd of exercises by Renew Your Mind. Boaler, 2013,
commented on the teaching of the brain in schools being critically important
and learning about its plasticity in improving students’ attitudes. “Research
shows the plasticity of the brain and the ability of students to develop
smartness through hard work and challenge” (p.145, p.150). Students will also
be taught some mindfulness techniques and strategies, together with their
peers.<span style="mso-spacerun: yes;"> </span>According to Mrnjaus &
Krneta, 2014, our subconscious and conscious minds are always searching for a
'handrail' to hold on to. This 'handrail' can be someone’s belief, spiritual
thought or unknown energy, and it is something our minds perceive as true, this
'handrail' is called creative energy (p.1048). If we start to develop and
challenge the subconscious attitude of the student we can start to change their
mindset, which affects their ability to learn and achieve.<span style="mso-spacerun: yes;"> </span>Mindfulness can begin to create a more
positive subconscious brain and therefore improve the mindset of the student;
the challenge will be whether we observe this change in students and teachers
over the research period. We would need to incorporate some of Andrew Fullers
‘resilience’ training ideas too. The intention will also be to focus on how we
as educators give feedback to students and how the students give feedback to
each other. Lesson time during each week would focus on effective feedback
strategies. The focus needs to move from being achievement based feedback or
natural talent based to effort based; it needs to focus on the students
understanding their steps to success and how their effort to achieve it is
progressing.</span><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju_whg22PRvPnNnc7zqtyeHB29xTCpm640wTjsf7GsVTaESmUAvwiyoPEkCi6-2VrAmvjHsHICx6suWkhA7apNM9RTZzzcJxfEXIPxvSN0hv_70q7JO5C1u_4bWLhDiFN9_IGNVJoGFpY/s1600/Screen+Shot+2016-10-06+at+5.02.20+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="353" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju_whg22PRvPnNnc7zqtyeHB29xTCpm640wTjsf7GsVTaESmUAvwiyoPEkCi6-2VrAmvjHsHICx6suWkhA7apNM9RTZzzcJxfEXIPxvSN0hv_70q7JO5C1u_4bWLhDiFN9_IGNVJoGFpY/s400/Screen+Shot+2016-10-06+at+5.02.20+PM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;"><span style="font-family: "times";"><b><a href="http://tinyurl.com/hjzjkjb">http://tinyurl.com/hjzjkjb</a> created by <a href="https://creately.com/">https://creately.com/</a></b></span></span></td></tr>
</tbody></table>
</div>
<span style="font-family: "cambria"; font-size: 12.0pt;">All these skills based teachings and
knowledge from different people should prove to be a fascinating incite into
the learners attitudes and minds as well as our own in a lot of respects. As
the focus will not be a specific inquiry it should make for an interesting and
adaptive learning focus over the year, which will encompass all aspects of our
timetable and curriculum while also developing some life-long skills.</span><br />
<br />
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span lang="EN-US">References:</span></u></i></b></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Barton,
K. C., & Smith, L. A. (2000). Themes or Motifs? Aiming for coherence
through interdisciplinary outlines. Retrieved from <a href="http://auburn.edu/~silvesb/smicha/Barton&Smith.pdf">http://auburn.edu/~silvesb/smicha/Barton&Smith.pdf</a></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Boaler,
J. (2013). Ability and Mathematics: The Mindset Revolution that Is Reshaping
Education. <i>FORUM: For Promoting 3-19 Comprehensive Education</i>, <i>55</i>(1),
143–152. <a href="http://doi.org/10.2304/forum.2013.55.1.143">http://doi.org/10.2304/forum.2013.55.1.143</a></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Jones,
C. (2009). Interdisciplinary Approach - Advantages, Disadvantages, and the
Future Benefits of Interdisciplinary Studies, <i>7</i>(2009), 1–6. Retrieved from
<a href="http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai">http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai</a></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Mathison,
S., & Freeman, M. (1997). The Logic of Interdisciplinary Studies. Retrieved
from <a href="http://www.albany.edu/cela/reports/mathisonlogic12004.pdf">http://www.albany.edu/cela/reports/mathisonlogic12004.pdf</a></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Mrnjaus,
K., & Krneta, M. (2014). Mindfulness, Concentration and Student Achievement
– Challenges and Solutions. <i>Procedia - Social and Behavioral Sciences</i>, <i>116</i>,
1044–1049. <a href="http://doi.org/10.1016/j.sbspro.2014.01.343">http://doi.org/10.1016/j.sbspro.2014.01.343</a></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Mulligan,
L. M., & Kuban, D. A. J. (2015). A Conceptual Model for Interdisciplinary
Collaboration. Retrieved from <a href="http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration./">http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration./</a>
</span></div>
<div class="MsoNormal">
<br /></div>
CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com2tag:blogger.com,1999:blog-1082031273850803585.post-17442759868663598062016-10-05T10:57:00.000+13:002016-10-05T10:57:10.259+13:00Little things cheer you upSometimes little emails put a wee smile on your face and a warm fuzzy in your heart.<br />
Love a resource being promoted...on one of my favourite sites<br />
<span style="font-size: large;"><b><a href="http://tinyurl.com/jhlwdxl" target="_blank">tes.com </a></b></span><br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://www.tes.com/au/teaching-resources/primary-planning?utm_campaign=RES-1799&utm_content=au-term4-planning&utm_source=tes-site&utm_medium=landing-page" target="_blank"><img alt="https://www.tes.com/au/teaching-resources/primary-planning?utm_campaign=RES-1799&utm_content=au-term4-planning&utm_source=tes-site&utm_medium=landing-page" border="0" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSADQGzqkc42DL6LVAn-KNXkfPIHJJ_wMPaoMWP7F4PI-XognEWKVvIKSEFOLPQDDivF0XSMsGKHm77kBsje-5qbCF49R0g-wsVKFEc7aKR4txQa4bOxnzriwCrUfn_Ygr1CPzXQ0nv_M/s320/Term+4+social+card+1.png" width="320" /><span id="goog_444271780"></span></a><span id="goog_444271781"></span></div>
<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-739486565489316332016-09-30T14:34:00.001+13:002016-09-30T14:34:12.906+13:00Using social online networks in teaching and professional development
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<span lang="EN-US">I have been an active user of social media
in my classroom programme for nearly 10 years, or maybe longer. Although it has
evolved over the years the initial premise is still there. The ability to
connect with learners and educators outside of my classroom, my area, my city
and my country…the world as they say is your oyster. As Whitby stated in
Connected Educators (2013)<span style="mso-spacerun: yes;"> </span>‘We have to
realize that as educators we’re always telling our students to be lifelong
learners, well, education doesn't stop when you get your teacher’s license. You
have to be a life-long learner” (4.12). Obviously as an early adopter I had to
learn myself before I took it into the classroom so my learning started online.
Enter my learning network of folk on <b style="mso-bidi-font-weight: normal;"><a href="https://twitter.com/cheesynz">Twitter</a></b>. Through my life on Twitter
I have gained close contact with a number of educators from around the world
and this was invaluable in supporting my set-up of class-blogs safely (so
locating other blogs was selected by me not by student accidental clicking –
top bar removable was a must for the class blog set-up). Being able to access
educational gurus knowledge and expertise in certain areas saved me hours of
work and reinvention of the proverbial wheel. Melhuish (2013) pointed out that
“The privileging of the individual voice saw a shift in the locus of control,
from ‘expert-driven’ learning modes to a more collaborative, participatory
model” (p.40) this is how the advent of using social networking in the
classroom has evolved an moved.</span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtNIAoAAc-1e4iPh81hU6wPRCJu2i3QMsqOt-a_Cf86sDw6qHWBJpC_qFn8QTcpOTbV9RjWxJ3lrxTWEQy1hOU9TunueRqF1ZPJmIfJZKYjs_R0OsyBWrYacf32RgXmknSZ6Aa04yZeBo/s1600/Social-Media-23iga1k.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtNIAoAAc-1e4iPh81hU6wPRCJu2i3QMsqOt-a_Cf86sDw6qHWBJpC_qFn8QTcpOTbV9RjWxJ3lrxTWEQy1hOU9TunueRqF1ZPJmIfJZKYjs_R0OsyBWrYacf32RgXmknSZ6Aa04yZeBo/s320/Social-Media-23iga1k.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://aoife-girl.blogspot.co.nz/" target="_blank">http://aoife-girl.blogspot.co.nz/ </a></td></tr>
</tbody></table>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US"><a href="http://www.edchatnz.com/">EdChatNZ</a> </span></b><span lang="EN-US">has
been my most resent collaboration tool over the last few years. As Melhuish
(2013) quoted “While collaboration and networking do not, of themselves,
enhance professional practice, they can be precursors for meaningful dialogue
to occur (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012; Timperley
et al., 2007) and EdChatNZ is this to an absolute T! Conversation every
fortnight with like minded and passionate educators is interesting from many perspectives
and often a source of on the spot PD as well. </span></div>
<div class="MsoNormal">
<span lang="EN-US">Our <b style="mso-bidi-font-weight: normal;"><a href="http://ithinklaingholm.blogspot.co.nz/">class blog</a></b> has been
utilized for a number of years (although a name change has been incurred due to
school movement). This particular social media has worked very well with the
class although I haven’t ventured into children having their own personal blogs
yet due to lack of technology here and the class enjoys sharing their own
posts. It has also become a great source of history over the years and the
ability to show past examples is a real lifesaver sometimes. For example, the
years of posts on the NZ Post MailBox designs has been great to demonstrate and
see past successes. The blog has almost become an archive of my teaching career
in some ways. The ability to communicate and collaborate with other schools is
educational on so many levels. <span style="mso-spacerun: yes;"> </span>The rise
of <b style="mso-bidi-font-weight: normal;"><a href="http://www.vln.school.nz/groups/profile/806819/quadblogging-aotearoa">QuadBlogging</a>
</b>has been an invaluable and rich experience for the children and my classes
have enjoyed this practice over a number of years within NZ and then <b style="mso-bidi-font-weight: normal;"><a href="http://quadblogging.net/">QuadBlogging</a></b>
in the wider world. The beauty of blogging is also the ability to approve or deny comments, this outwits the phishers and trolls that are around.</span></div>
<div class="MsoNormal">
<span lang="EN-US">I have a <b style="mso-bidi-font-weight: normal;"><a href="https://twitter.com/laingholmcheese">class twitter</a></b> account
for numerous years. This has allowed children to access experts and other
classes in other lands. This has been less successful on the class front, again
due to lack of technology in the classroom, and really only gets used when we
have something to comment on, a particular person we need to speak to or
something exciting has happened. I would love to use it more frequently with
the children. Using ‘fake’ tweets has been great at inspiring the reluctant
writer too. The limitation of 140-character writing is always a fun writing
exercise – can you write a short story using only 140 characters? Hopefully
with the onset of possible BYOD next year in my class and another class we will
support the twittersphere will become a much higher success rate and utilized
in an improved and productive manner.</span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDAzC1-QhV7GOAWqG_4D28VZzde1L4w4CETM_iGCkZqj7DIn2UTXzROXvYW-fEPXZ5FjRBod3ZNcMdHv_xI2jRpRdr4KKbTc4WdvdCzfFm2w37y1xtsSrqidN3JzYfjyqzUsQnaBAG3A0/s1600/Screen+Shot+2016-09-30+at+2.29.06+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="134" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDAzC1-QhV7GOAWqG_4D28VZzde1L4w4CETM_iGCkZqj7DIn2UTXzROXvYW-fEPXZ5FjRBod3ZNcMdHv_xI2jRpRdr4KKbTc4WdvdCzfFm2w37y1xtsSrqidN3JzYfjyqzUsQnaBAG3A0/s320/Screen+Shot+2016-09-30+at+2.29.06+PM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://twitter.com/laingholmcheese">https://twitter.com/laingholmcheese</a></td></tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Joosten (2013) stated we should “engage
students through rich current media” (s.25). With the evolution of the internet,
rich media and other apps and products out there we have over the years
utilized other aspects of social networks. Google hangouts and skype have been
invaluable to connect and chat to and SEE classes in other countries – the time
difference can always be a problem but this has been invaluable for children
learning about others and how education changes from country to country.
Instant gratification is the name of the game – such an improvement on the old
pen pal letter. Instagram has been a great introduction to the class and they
LOVE adding pictures on almost a daily basis (cheesyclass), the Daily Ducky is
their most loved posting each day. It’s allowed us to keep in contact with
students who have moved down the line and see how they are progressing. It also
recently became a great reminder/learning tool for discussing cyber bullying
when another group of students were writing nasty comments about another
student – great digital citizenship reminder.</span></div>
<div class="MsoNormal">
<span lang="EN-US">Our <b style="mso-bidi-font-weight: normal;"><a href="https://www.youtube.com/user/ClassCheeseman">Class YouTube channel</a></b>
and our <b style="mso-bidi-font-weight: normal;"><a href="https://www.youtube.com/channel/UCSDOCPwFy_lKXdLtPtWqeEQ">School YouTube
channel</a></b> has been a roaring success also. I particularly like to ability
to approve or deny comment postings but the public – keeping the riffraff to a
minimum. The students love sharing their videos and relatives aboard have
enjoyed this aspect as well as the blog. Again sharing across the world is
invaluable learning experiences.</span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd6S7RdAF0s_TO8MXZrbew4ppfy6DsNoi00KU2m9uP-xdjWS1MubMPp2tZWEAgOnDYqWoMYIc0r7QDPAkkxkfQsVPAo4BUXa-IaYXvyCv4l8RfHpwFzwMfjAlc92_y6qQnPE6AncVPfj0/s1600/Screen+Shot+2016-09-30+at+2.30.51+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="111" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd6S7RdAF0s_TO8MXZrbew4ppfy6DsNoi00KU2m9uP-xdjWS1MubMPp2tZWEAgOnDYqWoMYIc0r7QDPAkkxkfQsVPAo4BUXa-IaYXvyCv4l8RfHpwFzwMfjAlc92_y6qQnPE6AncVPfj0/s320/Screen+Shot+2016-09-30+at+2.30.51+PM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.youtube.com/user/ClassCheeseman">https://www.youtube.com/user/ClassCheeseman</a></td></tr>
</tbody></table>
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<span lang="EN-US"><span style="mso-spacerun: yes;"> </span>A
current favourite connection, which has been invaluable for students, teachers
and parents, has been using <b style="mso-bidi-font-weight: normal;"><a href="https://www.classdojo.com/">Class Dojo</a></b> in school. Their new
element of adding student stories, class story and class video has been an
absolute hit with all concerned. Parents are loving the snippets of
connectivity about what children are doing at school, students are loving
sharing their photos of what accomplishments and work they are doing at school
– it’s easy it’s monitored and it’s a safe environment. Again, this will be
better utilized with more devices in class but having some devices connected is
a fun way for children to share their learning. It’s been great for school wide
communications and I haven’t had anything but positive feedback from parents
that can keep up-to-date with the school/class/student goings on right from
their phones – anytime, anyplace, anywhere!</span></div>
<div class="MsoNormal">
<span lang="EN-US">Social Networking in the classroom has made
the world accessible from the classroom. It has opened my students up to a
world of possibilities and wealth of instant information. It has made learning
fun and appropriate to my learners who are digitally connected at home, why
would I get them to disconnect and write everything with pens and paper? This
is their world and we as educators in the 21<sup>st</sup> Century have to
embrace it, with all the challenges it entails but also the endless
possibilities it also offers. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span lang="EN-US">References</span></u></i></b><span lang="EN-US">:</span></div>
<div class="MsoNormal">
<span lang="EN-US">Joosten, P. T. (2013). Pearson: Social
Media for Teaching and Learning. Retrieved from <a href="http://www.slideshare.net/tjoosten/social-media-for-teaching-and-learning-27456257?from_action=save">http://www.slideshare.net/tjoosten/social-media-for-teaching-and-learning-27456257?from_action=save</a>
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Melhuish,
K. (2013). Online social networking and its impact on New Zealand educators’
professional learning.</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Office
of Ed Tech. (2013). <i>Connected Educators</i>.</span></div>
<div class="MsoNormal">
<br /></div>
CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com6tag:blogger.com,1999:blog-1082031273850803585.post-61297293874483325792016-09-28T13:20:00.002+13:002016-09-28T13:26:10.414+13:00Legal and Ethical contexts in my digital practice.<span lang="EN-US">According to <a href="https://ellismetcalf.wordpress.com/2016/04/24/social-media-ethics/" target="_blank">Metcalf</a> [2016] there were
2.307 billion </span><b><span lang="EN-US" style="font-family: "cambria"; font-weight: normal;">social
media users as of January this year with the prediction from <span style="color: blue;"><b><a href="https://www.statista.com/statistics/278414/number-of-worldwide-social-network-users/"><span style="mso-bidi-font-weight: normal;">Statista</span></a></b></span> of this number growing
to 2.95 billion users by 2020 – 4 years time! The internet and social media is
the world our students are born into. Is not our ethical duty as educators to
teach social online citizenship skills? I do not believe that we can rely on
communities and parents to do this effectively.</span></b><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2qTaEyVCzCHgqPF2wO5T1gAZBB6oxE7qbmtmgeYcNkEfbcUcUPYZxlz7VmPlOlIm9FNiKz-lxg75-E0XrUGQ5S7oHLTiIo8L8eihP4Oopiut41mEFiYWRtwR2YJH6q0akLnEA8Ycwey4/s1600/socializing-healthcare.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="314" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2qTaEyVCzCHgqPF2wO5T1gAZBB6oxE7qbmtmgeYcNkEfbcUcUPYZxlz7VmPlOlIm9FNiKz-lxg75-E0XrUGQ5S7oHLTiIo8L8eihP4Oopiut41mEFiYWRtwR2YJH6q0akLnEA8Ycwey4/s320/socializing-healthcare.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://curemd.wordpress.com/2012/07/13/social-media-in-healthcare/">https://curemd.wordpress.com/2012/07/13/social-media-in-healthcare/</a></td></tr>
</tbody></table>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw0w_Hb-Tkcszj1X-FL_TzQA2FxoMApYHXvEVZ5V9QJbIIWwr6FDc5l1FlBwJf8upRp6ifs172Vu7jDizEj7MA2FZHBa-IpwZwczYWPuwzhICIczDtJG5IykderE9yktE0Vm6y32RCHw8/s1600/ostrich-sand.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="https://politicalviolenceataglance.org/2013/09/10/ostrich-or-quixote-intervention-in-syria-et-moi/" border="0" height="195" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw0w_Hb-Tkcszj1X-FL_TzQA2FxoMApYHXvEVZ5V9QJbIIWwr6FDc5l1FlBwJf8upRp6ifs172Vu7jDizEj7MA2FZHBa-IpwZwczYWPuwzhICIczDtJG5IykderE9yktE0Vm6y32RCHw8/s200/ostrich-sand.jpg" width="200" /></a><b><span lang="EN-US" style="font-family: "cambria"; font-weight: normal;">I
am reminded on an incident nearly 10 years ago now….when I first decided to
have a Teacher profile on Facebook as well as a private Facebook account.<span style="mso-spacerun: yes;"> </span>So many children [even though they shouldn't
be on Facebook, they are] want to keep in touch with teachers – my decision rested
on using it for educational purposes and continuing to educate students even
after they’d left my classroom. It also opened up the conversation with
students within my class to feel comfortable discussing issues with me. Now I
am fully aware that they shouldn't have been on Facebook as the requirement is
being 13 years or over, however, I am also not going to be an ostrich and stick
my head in the sand and think it’s not happening when it clearly is. An
incident arose in quiet conversation where a female student asked me how to
stop someone from requesting friendship via Facebook. She had been approached a
number of times by the same male whom she did not know. Am I pleased she felt
comfortable enough to talk to me YES! Am I grateful she knew I had a Facebook
page and knowledge of the Privacy settings YES! Should she have been able to
discuss it with her family YES! But she didn’t……too often students feel more
comfortable discussing personal things with unrelated people – in this case I
am relieved she could ask for help and that I could help her deal with the
situation and stop it happening again. </span></b>
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</style><b><span lang="EN-US" style="font-family: "cambria"; font-weight: normal;">Henderson,
Auld & Johnson (2014) stated that “the ethical issues are largely founded
on the understanding that both students and teachers have lifeworlds outside of
school that are characterized by complex identities, social practices, and
discourse that influence how they engage or disengage with each other and with
social media texts such as Facebook” (p.2)</span></b></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2uV1j6OBn2IzUNW_pUV1qPxkObC-EJn9aL70qbM55Lzeny70UxFrY_vhSXhSPbNCSUw3Y5agbTMRx02_fl6VKnB3mF8_vqUo5J0g5Pk50EN8tN2KYpUuMBsIkE77kWN8SBIBZqC-bDAg/s1600/ethics.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2uV1j6OBn2IzUNW_pUV1qPxkObC-EJn9aL70qbM55Lzeny70UxFrY_vhSXhSPbNCSUw3Y5agbTMRx02_fl6VKnB3mF8_vqUo5J0g5Pk50EN8tN2KYpUuMBsIkE77kWN8SBIBZqC-bDAg/s320/ethics.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://ellismetcalf.wordpress.com/2016/04/24/social-media-ethics/">https://ellismetcalf.wordpress.com/2016/04/24/social-media-ethics/</a></td></tr>
</tbody></table>
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<b><span lang="EN-US" style="font-family: "cambria"; font-weight: normal;">There
is a real chance of opening oneself up to cyber attacks from parents and or
students by having a Teacher Facebook page – but the odds are already there
regardless. A website called ‘Rate my teacher’ came into action some 10 or so
years ago – actively promoting rating education institutions and staff on a
scale. Thankfully this particular site seems to have been revamped to give a
more positive spin on teachers, it certainly wasn’t the case then. With the
rise of social media platforms that give people a ‘faceless’ voice there will
always be the possibility of cyber-bullying. Look at the amount of trolling
that goes on with our own NZ celebrities. <span style="color: blue;"><b><a href="https://www.facebook.com/polly.gillespie/?fref=ts"><span style="mso-bidi-font-weight: normal;">Polly Gillespie</span></a></b></span> seems to put up
with an awful lot of cyber attacks. So my ethics are firmly planted in the – we
must educate our students arena. They need to know and understand that cyber
bullying is just as bad as face-to-face. They need to know that there are REAL
people on the other end of blogs, Twitter feeds, Instagram accounts, Facebook
accounts, Snapchats etc. Bullying should not be tolerated anywhere – not even
in cyber space! Henderson et al (2014) stated that “when students are
encouraged to examine and critique their use of social media, such as Facebook,
when interacting with the teacher or with fellow students, they are being asked
to behave, converse, share, and self-regulate in ways that are different to
their already established practices” (p.6).</span></b><br />
</div>
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<b><span lang="EN-US" style="font-family: "cambria"; font-weight: normal;">With
the continuing rise of online gaming forums, which allow ‘conversations’
between strangers and the continuing, rise of social networks such as Snapchat
and Instagram there is a real need to discuss ethics and cyber safety with our
students. We have a duty to keep our students safe in school…why not in cyber
space too. They need to learn the protocols of cyber safety as many of them are
already online. We had an incident recently of a student being verbally abused
by a number of other students on Instagram. According to the <b>Ministry</b> of Education
&<b> </b>Netsafe (2015) nearly 45% of youth have been attacked online (p.11), I am
guessing this number has probably grown, and this is only the percentage we
KNOW ABOUT – what about the youth that say nothing, that tell no one, what’s
that percentage?<b> </b> </span></b><br />
<br />
<b><span lang="EN-US" style="font-family: "cambria"; font-weight: normal;">Should
this be up to parents to monitor? Yes! Are we going to rely on all parents
doing that? No. We are living in an age where students have devices everywhere
– they WILL find a way to be online! It’s in their DNA! We need to teach the
basics if nothing else, especially as devices are being used in the classroom –
regardless of whether they are on social media sites or a locked in school
hub…the option to be unsafe is still there. Our students ARE online. They ARE
communicating in digital form. It’s the 21<sup>st</sup> Century. </span></b><br />
</div>
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<b><span lang="EN-US" style="font-family: "cambria"; font-weight: normal;">A
great source of information for your classroom on Digital Citizenship is:</span></b></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-family: "cambria"; font-weight: normal;"><a href="https://globaldigitalcitizen.org/resources"><span style="mso-bidi-font-weight: normal;">https://globaldigitalcitizen.org/resources</span></a> - Lee Crockett
& Andrew Churches - Education speakers and authors</span></b><br />
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span lang="EN-US">References</span></u></i></b><br />
<br /></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Chaffey,
D. (2016). Global Social Media Research Summary 2016. Retrieved from <a href="http://www.smartinsights.com/social-media-marketing/social-media-strategy/new-global-social-media-research/">http://www.smartinsights.com/social-media-marketing/social-media-strategy/new-global-social-media-research/</a></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Crockett,
L., Churches, A., & Global Digital Citizen Team. (2016). The Global Digital
Citizen. Retrieved from <a href="http://globaldigitalcitizen.org/">http://globaldigitalcitizen.org/</a></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Henderson,
M., Auld, G., & Johnson, N. F. (2014). Ethics of teaching with social
media, 1–7.</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Metcalf,
E. (2016). Social Media Ethics. Retrieved from <a href="https://ellismetcalf.wordpress.com/2016/04/24/social-media-ethics/">https://ellismetcalf.wordpress.com/2016/04/24/social-media-ethics/</a></span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Ministry
of Education, & Netsafe. (2015). <i>Digital Technology Safe and responsible
Use in Schools</i>.</span></div>
CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com5tag:blogger.com,1999:blog-1082031273850803585.post-55572996181374053032016-09-25T19:37:00.002+13:002016-09-25T19:46:13.275+13:00Indigenous knowledge and cultural responsiveness in my practice<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ0ToV4lsAe3tuCRe32nk4S0Y_Pffr0HOcM64fXr4OtECaISi6wN_VQy_gzE1vQSC225CqGPKEtWxiGI7UhJAB88-rFwQdmlhBpr5fA2AImK4iU-IEB7Hd60ICgt6Lijkohl1TBWyJFCE/s1600/cultural-diversity.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ0ToV4lsAe3tuCRe32nk4S0Y_Pffr0HOcM64fXr4OtECaISi6wN_VQy_gzE1vQSC225CqGPKEtWxiGI7UhJAB88-rFwQdmlhBpr5fA2AImK4iU-IEB7Hd60ICgt6Lijkohl1TBWyJFCE/s320/cultural-diversity.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><h4 class="MsoNormal">
<span style="font-size: xx-small;"><a href="http://empiregroup.careers/keeping-your-staff-happy/cultural-diversity-in-the-workplace/"><span lang="EN-US">http://empiregroup.careers/keeping-your-staff-happy/cultural-diversity-in-the-workplace/</span></a></span></h4>
</td></tr>
</tbody></table>
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<span lang="EN-US" style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">In the past I have worked in some very
culturally diverse schools. However, my current school is almost rural in
location and as such we have very few students from other cultures in our
school. <span style="background-color: white;"><b><a href="https://www.youtube.com/watch?v=n_8Bjz-OCD8">Wilson (2013)</a></b></span>
states "Culture is the beliefs and priorities that drives the
thoughts and actions of the people in the school” (0.54). The culture of our
school is lead from the top tier of management and then the leadership team.
For the most part is a collegial set up and works well with staff and students.
I would like to see more ownership from the students about how they learn and
what they learn, but at the moment this is contained to certain classes and teachers.
We have a student council group that meets weekly with the Principal and
reports back to classes. Our school also runs a values programme that supports positive
behaviours (honesty, excellence, aroha, respect and trustworthy), the children
do respond to this quite well and the HEART values are frequently discussed and
promoted. However, I do have reservations about the way this is rewarded and
how much it is related to the specific teachers opinions and attitudes to
certain children. I am not convinced it is effective in the right way.</span><br />
</div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">In my classroom I have 3 of the 8 Maori
students in school. I have high expectations of all my students regardless of
their cultural background. <b><span style="background-color: white;"><span style="color: blue;"><a href="https://vimeo.com/49992994">Bishop (2012)</a></span></span></b>
states that “Maori are an incredible educable population, just as easily
educable as any other group in society” (3.19). I am inclined to agree with
Bishop in a lot of respects, however I do feel that there appears to be a
vicious circle of ‘it’s someone else’s fault’ coming from some of the students
families. Which means regardless of the work we do in school it gets unraveled
fast at home with no effort or support given to learning and getting to school
on time, if at all. Some students are hindered by their backgrounds and a whole
different family dynamics while others are encouraged by a positive mindset and
supportive family life. However, I will also state this is not a cultural
thing, this is across many cultures and backgrounds, not just Maori. I
encourage students to share their own personal learning and we have a weekly
section called Genius Hour – students can research and study their own chosen
learning and share with the class. I also let go of setting ‘homework’ some
years back and set ‘home learning’ suggestions with free choices added so that
students have some guidance but are free to make their own choices of study
also. I have also encouraged parents with certain skills that we need to
support the class. Just this term we have had two parents coming in to teach
the class and share their knowledge from the film and advertising world to
support our film focus. It’s great when the community can gets involved in the
students learning. Cowie et al states that “Teachers seeking out, affirming and
incorporating student and community funds of knowledge into the curriculum
sometimes challenged traditional classroom power−knowledge relationships”
(p.3), this is where some teachers have difficulty in becoming the learners
rather than the educators and fountains of knowledge.</span><br />
</div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">We have a strong Kapa Haka and Te Reo
teacher who presently revolves around all the classes doing CRT. I feel that
this is the first school where Maori has had a sense of belonging and
involvement and yet it's one of the schools with the least Maori in it! We are
always encouraged to participate in <b><span style="background-color: white;"><a href="http://www.laingholm.school.nz/Site/Events/Maori_Events/Matariki/Matariki_2016.ashx" target="_blank">Matariki</a></span></b>, Maori language week, <b><span style="background-color: white;"><a href="http://www.laingholm.school.nz/Site/Events/Maori_Events/Whakamahi_2015.ashx" target="_blank">Whakamahi</a></span></b>
and termly <b><span style="background-color: white;"><a href="http://www.laingholm.school.nz/Site/Events/Maori_Events/Powhiri/Powhiri_2016.ashx" target="_blank">Powhiri</a></span></b>’s where the Kapa Haka perform and speak. Often we have
morning notices that encourage to the use of specific Maori words for the day.
There are also frequent Hui’s organized for whanau which celebrates community. </span><br />
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0lIyY7FlSTQidmWp785ACt5lWrEEUvC112rQ764dsdHMoueFsOG4PlemLgrwFxYvhY4W8-OtpxgBaDRZFdHmDLbIQocz9OCam5yH-zAqgcCKh5CQ109XjRx72PpZLplxHu3FzkrRRPpc/s1600/6_IMG_2846.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0lIyY7FlSTQidmWp785ACt5lWrEEUvC112rQ764dsdHMoueFsOG4PlemLgrwFxYvhY4W8-OtpxgBaDRZFdHmDLbIQocz9OCam5yH-zAqgcCKh5CQ109XjRx72PpZLplxHu3FzkrRRPpc/s320/6_IMG_2846.jpg" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Pitama<i style="mso-bidi-font-style: normal;">,
</i>Robertson and Cram (2007) suggest that it is important to ensure all
assessment tools and practices are “placed within the appropriate cultural
context to ensure valid hypotheses are drawn and that potential interventions
sit within appropriate cultural norms” (p.5). This is where I think a number of
schools in this country are suffering greatly. Just throwing in a Maori name
for a student into an assessment question doesn’t make it cultural
representational or appropriate to our students and neither does it include the
cultural diversity of our increasing diverse population. I would personally
like to questions/assessments written by a Pacific Islander, by an Indian or
even a Korean. We need to see more education in the different cultures and
space in our timetables to be able to include other cultures and beliefs other
than just in off hand discussions. </span><br />
</div>
<div class="MsoNormal">
<span lang="EN-US" style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><b><span style="background-color: white;"><a href="https://vimeo.com/49992994">Bishop
(2012)</a></span></b> “there needs to be support from the school, there needs to be
tremendous support in terms of time and energy provided for teachers and most
importantly very highly qualified and proficient professional development needs
to be provided for teachers” (5.37). He goes on to say that wrapped around the
education institution needs to be a robust education system that provides
“sufficient funding and support for ongoing change” (6.06). Our school is one
of the best (in my humble opinion) at providing just in time learning and
Professional Development for staff. It is positively encouraged and rarely is
PD turned down. Staff are always sent on courses to learn about new students
with <span class="tgc"><span style="mso-bidi-font-weight: bold;">asperger’s<b> </b></span></span>or
dyslexia etc Anything we deem as important is always supported. As Bishop
stated though (and I commented in my previous post) there needs to be more
funding and support given to schools to effectively promote change and provide
resources that are culturally diverse and support children with different
beliefs and backgrounds. This also allows for awareness within Pakeha to
understand, celebrate and appreciate other cultures, particularly given the
quite clouded media coverage of certain cultures in our ever changing diverse society.</span><br />
</div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><u><span lang="EN-US" style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">References:</span></u></i><br />
</div>
<div class="MsoNormal" style="margin-left: 24.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -24.0pt;">
<span style="font-family: "times"; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Bishop, R. (2012). <i>A Culturally Responsive Pedagogy of Relations</i>.
Retrieved from <a href="https://vimeo.com/49992994">https://vimeo.com/49992994</a></span><br />
<span style="font-family: "times"; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: EN-US;">
</span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-size: 12.0pt;">Cowie,
B., Otrel-cass, K., Glynn, T., Kara, H., Anderson, M., Doyle, J., … Kiri, C.
Te. (2011). Culturally responsive pedagogy and assessment in primary science
classrooms</span><span style="font-family: "times new roman"; font-size: 12.0pt;"> </span><span style="font-size: 12.0pt;">: Whakamana tamariki. Retrieved from <a href="http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf">http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf</a></span><br />
<span style="font-size: 12.0pt;">
</span></div>
<div class="MsoNormal" style="margin-left: 24.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -24.0pt;">
<span style="font-family: "times"; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><span style="mso-spacerun: yes;"> </span>Pitama, S., Robertson, P., &
Cram, F. (2007). Meihana model: A clinical assessment framework. <i>New Zealand
Journal of Psychology</i>, <i>36</i>(3), 118–125. Retrieved from <a href="http://www.biomedsearch.com/article/Meihana-model-clinical-assessment-framework/173643516.html">http://www.biomedsearch.com/article/Meihana-model-clinical-assessment-framework/173643516.html</a></span><br />
<span style="font-family: "times"; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: EN-US;">
</span></div>
<div class="MsoNormal" style="margin-left: 24.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -24.0pt;">
<span style="font-family: "times"; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Wilson, M. (2013). <i>Building a Culture of Success</i>. Retrieved from <a href="https://www.blogger.com/https">https;//www.youtube.com/watch?=n_8Bjz-OCD8</a><span style="mso-spacerun: yes;"> </span></span></div>
<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com1tag:blogger.com,1999:blog-1082031273850803585.post-41519955511373875022016-09-22T14:14:00.002+12:002016-09-22T14:27:30.328+12:00Contemporary Trend in NZ - BYOD<style>
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<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">The trend that
interests me the most at the moment is that of BYOD in schools. Having been a
high user of technologies in my classroom for many years and more recently
trying to encourage a school of teachers to use technology to enhance their
teaching and programmes, this trend is the one that is forefront in our school
and my classroom.</span><br />
</div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">While I have a
number of varieties of technology in my class we still have not yet gone BYOD.
Only recently with the SNUP upgrade has our infrastructure been robust enough to
possibly support a BYOD plan. Now….plans are being developed and discussed with
myself as the eLearning teacher and my Principal. We have an idea and plans are
beginning to be formulated, in the hopes that this will come into our practice
in 2017.</span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNz4_B81adjXo8sWchX-7uuyn_XHI6XqqKaLQ520FWw39QI1UYdM_mJt27ttwUN44Wjz1zvjZHoZGN8eBfb7vNyVuP5dgs3UwwyOdwNuYsNQU5X6aSCCqbmSeV6VpHTbhZoMjOe2Olk3o/s1600/byod_strategy_1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="207" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNz4_B81adjXo8sWchX-7uuyn_XHI6XqqKaLQ520FWw39QI1UYdM_mJt27ttwUN44Wjz1zvjZHoZGN8eBfb7vNyVuP5dgs3UwwyOdwNuYsNQU5X6aSCCqbmSeV6VpHTbhZoMjOe2Olk3o/s320/byod_strategy_1.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://blog.bizzdesign.com/byod-the-good-the-bad-the-ugly">http://blog.bizzdesign.com/byod-the-good-the-bad-the-ugly</a></td></tr>
</tbody></table>
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<br />
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<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US"><span lang="EN-US">According to the
Horizon Report 2015, “The use of mobile and other technologies, combined with
new instructional approaches and the ubiquity of the Internet, have led to more
student-centered learning where students have autonomy over the tools and
materials they use” (p.28). To my mind using their own devices develops more of
the child’s 21<sup>st</sup> Century skills necessary for their life outside of
the classroom and beyond the classroom. The skills needed today are very
different from the skills we needed when we left school [too long ago to
mention]. Students need to be able to communicate in person but safely and
clearly online too. It has for many years been hard to manage online
interactions and make sure all get a fair crack of the whip when there are
limited devices in the class. I imagine much more scope and creativity in my
class if each child had their own device, their learning would be more about
them than me directing and delivering. My role would invariably change as it
has over the last 10 years, it should evolve and develop as times change and I
want to bring this change to other teachers in the school that are just
beginning to see the possibilities available to them by using technology in the
class. </span></span><br />
</div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">In the priority
learners report 2012 “ ERO encourages schools to develop systems, processes and
connections that put students at the heart of learning and teaching, rather
than on the periphery of school decision-making and the curriculum” (p. 6), why
should our students not have a say in how they learn? The only problem with
this in our school at the present time is the funding to support it, therefore
BYOD is the only logical progression. </span><br />
</div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">Of course for
our unique situation this does pose problems. We have a small community that is
the only means for fundraising. The same people are required to pay all the
time – at present our situation is that we have lost a playground and are
trying to raise funds to rebuild…with the vast expense of 240K to do this
hanging over us it is difficult to ask parents/community for more funds to buy
personal devices. Although I agree with Future- Focused Learning (2014) that “taking
devices home also has consequential benefits” (p.11) it does become
problematical when the same peoples finances are being stretched.
Future-focused learning also stated that “schools and their funding and
hardware partners could provide back-up devices in case of technology failure
and breakage, and ensure no student misses out” (p.11) again this becomes
problematical with insufficient funding to support this.</span><br />
<span lang="EN-US"><br />
</span></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">It is important
for my role as eLearning director to facilitate the use and implementation of
technologies in our school. Future-Focused Learning indicated that “every
student and educator is to be a confident, competent user of digital
technologies, we will need to provide curriculum resources and professional
development opportunities for teachers” (p.9), my question again is who funds
this? It has worked really well this term me being released to support staff,
model and encourage in their classrooms with the technology, but this release
time is unsustainable due to financial limitations. It’s a grave shame as some
staff have really begun to gain traction in our focus on Film Making – it’s a worrying
to think that this will dwindle if it’s not a focus and that support is not at
their fingertips. Staff need to be comfortable and confident in the use of
ICT’s in their class and this is/was beginning to improve with my support and
guidance within their classes. In the <a href="http://essie.eun.org/" target="_blank">European Survey of schools</a> they also indicated that teacher confidence and ability were some of the biggest obstacles in implementing successful technology programmes in schools and BYOD.</span><br />
</div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<span lang="EN-US">The Ministry of
Education’s draft outline </span><span lang="EN-US" style="background: white; color: black;">vision
for education in 2025 (2015) stipulates that education institutions should
change and that all educators and students become the teachers and the learners
(p.2). This IS what we want for our school, this IS our aim and our focus….the
only problem will be when can it feasibly be implemented in our current
situation. </span><br />
<br />
</div>
<div class="MsoNormal">
<i><b><u><span lang="EN-US" style="background: white; color: black;">References</span></u></b></i><span lang="EN-US" style="background: white; color: black;">:</span></div>
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<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: "cambria"; font-size: 12.0pt;">21st
Century Learning Reference Group. (2014). Future-focused learning in connected
communities, (May), 1–37. Retrieved from </span><a href="http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf"><span style="font-family: "cambria"; font-size: 12.0pt;">http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf</span></a></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: "cambria"; font-size: 12.0pt;"> </span><span style="font-family: "cambria"; font-size: 12.0pt;"> </span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: "cambria"; font-size: 12.0pt;">Baas
Ton. (2013). BYOD - The Good, The Bad & The Ugly. Retrieved from </span><a href="http://blog.bizzdesign.com/byod-the-good-the-bad-the-ugly"><span style="font-family: "cambria"; font-size: 12.0pt;">http://blog.bizzdesign.com/byod-the-good-the-bad-the-ugly</span></a></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: "cambria"; font-size: 12.0pt;"> </span><span style="font-family: "cambria"; font-size: 12.0pt;"> </span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: "cambria"; font-size: 12.0pt;">Johnson,
L., Krueger, K., Adams Becker, S., & Cummins, M. (2015). <i>NMC Horizon
Report > 2015 K-12 Edition</i>. Retrieved from </span><a href="http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf"><span style="font-family: "cambria"; font-size: 12.0pt;">http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf</span></a></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: "cambria"; font-size: 12.0pt;"> </span><span style="font-family: "cambria"; font-size: 12.0pt;"> </span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: "cambria"; font-size: 12.0pt;">Stoop,
G. (2012). Evaluation at a Glance : Priority Learners in New Zealand Schools
August 2012, (August). Retrieved from </span><a href="http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf"><span style="font-family: "cambria"; font-size: 12.0pt;">http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf</span></a></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: "cambria"; font-size: 12.0pt;"> </span><span style="font-family: "cambria"; font-size: 12.0pt;"> </span></div>
<div style="margin-left: 24.0pt; text-indent: -24.0pt;">
<span style="font-family: "cambria"; font-size: 12.0pt;">Ministry
of Education. (2015). NEW ZEALAND EDUCATION IN 2025 : Lifelong Learners in a
Connected World. Retrieved from </span><a href="http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/Lifelonglearners.pdf"><span style="font-family: "cambria"; font-size: 12.0pt;">http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/Lifelonglearners.pdf</span></a><span style="font-family: "cambria"; font-size: 12.0pt;"> </span></div>
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CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com3tag:blogger.com,1999:blog-1082031273850803585.post-32919761453234690772016-09-11T11:22:00.001+12:002016-09-12T18:52:05.493+12:00Current issues in my professional context<style>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6xwpAhLj1R0erFHraBFjjbXB-dpzJg28vpuQ9DXkTBrrJhmsARRLanDsqEhu2Zw4z60cd9DawgonWbAWpEION4gc1PIiFRm4s27OzlK33uB5tiWEHrZPkr4_nN7sM61Xng-QY2woEiAA/s1600/cold_front.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="110" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6xwpAhLj1R0erFHraBFjjbXB-dpzJg28vpuQ9DXkTBrrJhmsARRLanDsqEhu2Zw4z60cd9DawgonWbAWpEION4gc1PIiFRm4s27OzlK33uB5tiWEHrZPkr4_nN7sM61Xng-QY2woEiAA/s320/cold_front.gif" width="320" /></a><span style="font-family: "" "times" "" , "serif"; font-size: 12.0pt;">When I first
arrived at my current school a few years back I had the distinct worry that
things were not as they should be. While the general ambience of the school was
welcoming and warm, there was a distinct buzz with the children and most of the
staff, there was also a distinct cold front. I was quickly told in no uncertain
terms that things were done this way for a reason [the reason was never given]
and that that’s the way we do it here. Stoll states the same thing, “Each
school has a different reality or mindset of school life, often captured in the
simple phrase “it’s the way we do things around here” (p.9, 1998). So trying to
suggest new ways of running some programmes [such as maths] were met with very
frosty responses. Thankfully the cold front was short lived and moved onto a
different area of Auckland and the general culture and feel of the school
warmed up considerably. School culture for me needs to be one where staff are
valued for their ideas and input regardless of whether they are on the
management team or not. Professional development should be shared and utilised
and ideas welcomed. We as educators expect this to happen in our classrooms
with our students so why not in the staffroom or meeting?</span><br />
<br />
<span style="font-size: 12.0pt;">Stoll (1998) defines </span><i><span style="font-family: "" "cambria" "" , "serif"; font-size: 12.0pt;">school culture</span></i><span style="font-size: 12.0pt;"> along three dimensions, the relationship among its
members; the organisational structure including the physical environment and
management system; and the learning nature. Some internal and external factors
that shape a school's culture include the school's history, the students'
socio-economic background, external contexts such as national educational
policies, and societal changes. </span><br />
<br />
<span style="font-size: 12.0pt;">Stoll and Fink identified the 10 cultural
norms that influence school improvement. Our school definitely seems to have
most of them pretty nailed. Although the first two maybe need some work. One of
the things I love about some of the staff I work with is the collaboration we
have. Frequently we spontaneously and voluntarily work together on different
programmes and ideas, we share activities and we join forces on activities too
– it certainly improves the general feel of positivity and alleviates the
stresses of the job. I have found the yearly challenges laid down to us quite
taxing sometimes but I love that there is always someone there to help. I love
that staff offer support and guidance in their areas of expertise frequently,
willingly and often without prompting. </span><br />
<br />
<span style="font-size: 12.0pt;"> </span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi_V4QUfGWJ3LWMqSl8RrDmPAZr7dm7CikLbIJ_Py1kYgLpXX5SlWey9phk3LSuz7CpT_7gsSKLXp5n_ggburqiDID3a9m99hx-q9RG-J24b1SHFJV5-WQuNa0eCtPZDVYL16SGLeSKVA/s1600/1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi_V4QUfGWJ3LWMqSl8RrDmPAZr7dm7CikLbIJ_Py1kYgLpXX5SlWey9phk3LSuz7CpT_7gsSKLXp5n_ggburqiDID3a9m99hx-q9RG-J24b1SHFJV5-WQuNa0eCtPZDVYL16SGLeSKVA/s400/1.jpg" width="400" /></a></div>
<br />
<span style="font-family: "" "cambria" "" , "serif"; font-size: 12.0pt;">There is an
openness and mutual respect <span style="font-family: "" "cambria" "" , "serif";">am<span style="font-family: "" "cambria" "" , "serif";">o</span>ngst</span> staff and this makes the school environment
a pleasant place to work in. The areas we need to work on as a school I feel
are definitely the first two. I’m not sure that the shared goals are often
decided on together as much as laid down in a ‘you shalt’ manner, this makes
for a divisive staff attitude and therefor success is often not strived towards
with the right attitude – it is rather dragged along kicking and screaming in
some cases; depending on the goal structure and discussions that led to it.</span><span style="font-size: 12.0pt;"> </span>
<br />
<span style="font-size: 12.0pt;"><br />
</span><span style="font-family: "" "cambria" "" , "serif"; font-size: 12.0pt;">I do
sometimes feel that the socioeconomic area of our school promotes a culture of
judgment and criticism; however, I have also experienced this in other areas in
schools also – it’s not just this school. I think a great deal of this attitude
comes from the constant media bashing of schools. ‘Schools failing in core
subjects’, ‘Parata fires shot at teachers’, ‘Schools under pressure’ etc etc.
It is a struggle to rise above the onslaught of negativity but as educators we
do need to hold a growth mindset on a daily basis. As Silns, Mulford, Waters et
al (2003) state “If we want to nurture a growth mindset, we need classroom,
school, and community cultures that reflect the language and expectations that
come with it.” (p.2). Our school and culture must be positive even in a sea of
negativity otherwise we will all drown. Promoting and using mindfulness on a
daily basis has become a useful tool for myself as well as my students. It
helps to take stock of the pressures of the world around us it actually helps
to refocus the brain on the things that matter. It’s a new strategy I have
implemented lately and will continue to implement as the year continues. As
Mrnjaus & Kmeta (2014) suggest “maintenance of concentration, social
problems resolution skills, how we manage frustration, negative and positive
feelings (this is connected with frontal lobe) is extremely important for
school, social and personal results”. (p.1046)</span><br />
<br />
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<i><u><span style="font-size: 12.0pt;">References:</span></u></i><br />
<br />
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Deal, T.E., & Kennedy, A. (1983). Culture and school performance, Educational Leadership, 40 (5), pp.140–141.</div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Mrnjaus, K., & Krneta, M. (2014). Mindfulness, Concentration and Student Achievement – Challenges and Solutions. <i>Procedia - Social and Behavioral Sciences</i>, <i>116</i>, 1044–1049. <a href="http://doi.org/10.1016/j.sbspro.2014.01.343">http://doi.org/10.1016/j.sbspro.2014.01.343</a></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Silins, H., Mulford, B., Waters, T., Marzano, D. R. J., McNulty, B., & Blackwell, L. (2003). Growth Mindset in Context Content and Culture Matter Too. <i>School Effectiveness and School Improvement</i>, <i>15</i>(3–4), 43–466. <a href="http://doi.org/10.1080/09243450512331383272">http://doi.org/10.1080/09243450512331383272</a></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Stoll, L., & Fink, D. (1996). Changing our schools: Linking school effectiveness and school improvement. <i>Buckingham: Open University Press.</i></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Stoll, L. (1998). School Culture. <i>School Culture</i>, (9), 9–14. Retrieved from <a href="http://www.educationalleaders.govt.nz/content/download/483/3690/stoll_article_set3_2000.pdf">http://www.educationalleaders.govt.nz/content/download/483/3690/stoll_article_set3_2000.pdf</a></div>
<span style="font-family: "" "cambria" "" , "serif"; font-size: 12.0pt;">
<br />
</span><br />
<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com8tag:blogger.com,1999:blog-1082031273850803585.post-9897646785927667922016-09-04T11:44:00.003+12:002016-09-12T18:52:47.840+12:00My Community Of Practice<style>
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<span style="font-size: 14.0pt;">As an educator in a senior class my closest
community of practice is the team members I work with most directly.
However, it also overlaps into the wider community of colleagues, as I am also
the eLearning director in our school; this position affords me the co-ordinator
role and therefore has me directly interacting with, supporting and guiding
teachers in other areas of the school. Wenger (2009) says "we define with
each other what constitutes competence in a given context." My team of
four senior teachers is the community I most interact with through meetings,
professional development and our weekly breakfasts together – a much-needed
source of support and relaxing fun thrown in for good measure. The team is a
secure one and a supportive one as we all have skills in differing areas of
expertise and therefore we are frequently guiding and supporting each other in
different areas. Communications with the team are often casual, in passing, or
via emails sharing ideas and thoughts. It is the team I value the most as we
frequently have ‘parental’ issues that require support from each other in the
‘where to next’ category and the ‘how do I deal with that one’ category. I see
our team as equals because we have skills in differing areas: ICT’s,
mindfulness, literacy, numeracy, science and sport. We all offer skills for
each other to learn from and I feel that this team works symbiotically together
because of our skill base and natural nature to support. </span><br />
<br />
<span style="font-size: 14.0pt;">Given previous assignments my reflections on
my own practice have grown over the period of working with Mindlab. Wenger
(2009) states "communities of practice grow out of a convergent interplay
of competence and experience that involves mutual engagement". On a
previous assignment I reflected that my role as eLearning director took a
mostly 'fix it', 'sort it' role rather than a supportive and guiding role.
Therefore over the last term as we have focused on filming and photography in
school I have directed two of my ICT blocks a week to support in the classroom.
This has then afforded me time to support and guide teachers in their learning
using ICT's in the classroom. I have felt like I am supporting and guiding
teachers, I have had a sense of belonging to other parts of the school where
once I was I felt disconnected from [most specifically the juniors], I have
also felt that I am valued and needed within the school not just as a <span style="mso-spacerun: yes;"> </span>'fix it' lady. It has been enlightening for
myself as well as the other teachers in the school whom I am supporting with my
skill base. This is what the role SHOULD have been all along. Even when the
filming project for school as finished it is my intention to keep the two
blocks weekly for support in classes or modelling – whatever colleagues
require. The excitement I have seen generated by staff who once thought it was ‘too
hard’ to integrate ICT’s in the classroom with all the other demands on our
class time has been so very rewarding for them and me. </span><br />
<br />
<span style="font-size: 14.0pt;">New connections have been forged with the
teacher enquiry into including growth mindset and mindfulness into my
daily/weekly programmes. I now have a new community of practice where we will
implement the programme I set out to do, I seem to have energised a few staff
into practicing mindfulness after our professional development over a year ago,
just through my ideas of how I would monitor and implement it in the classroom.
This has extended through to other year groups of teachers and has been quite
energising and future focused for our school community of learners as well as
parents, colleagues and students. Wenger (2000) stated that communities of
practice “</span><span style="font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">can
evolve naturally because of the members' common interest in a particular domain
or area”</span><br />
<br />
<span style="font-size: 14.0pt;">The community of practice continues to grow
and evolve…</span><br />
<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNoZpmOPIClcs9dzRmcLmN9o_i_1RHwJmVO6r3bSmxgGhTpqdMfYovLDuQm3oyzLmuECbHqHk3ewmdA7M3_G402sBhDW9_ohjslCjZ6auFlCnXxDEWSXUHod8r_9DDcQeT1s9oQSnXxR0/s1600/cop-picture1.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="293" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNoZpmOPIClcs9dzRmcLmN9o_i_1RHwJmVO6r3bSmxgGhTpqdMfYovLDuQm3oyzLmuECbHqHk3ewmdA7M3_G402sBhDW9_ohjslCjZ6auFlCnXxDEWSXUHod8r_9DDcQeT1s9oQSnXxR0/s400/cop-picture1.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://convcme.wordpress.com/tag/communities-of-practice/" target="_blank">https://convcme.wordpress.com/tag/communities-of-practice/ </a></td></tr>
</tbody></table>
<br />
<i><u>References:</u></i><br />
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Finlay, B. L. (2008). Reflecting on “ Reflective practice .” <i>PBPL Paper 52</i>, (January), 1–27. <a href="http://doi.org/10.1016/0260-4779(91)90031-R">http://doi.org/10.1016/0260-4779(91)90031-R</a></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
Pennington, F. (2011). Communities of Practice - A Framework for Learning and Improvement. Retrieved from <a href="https://convcme.wordpress.com/tag/communities-of-practice/">https://convcme.wordpress.com/tag/communities-of-practice/</a> </div>
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<div style="margin-left: 24pt; text-indent: -24.0pt;">
<br /></div>
</div>
<span style="color: #333333;">Wenger, E., McDermott, R., & Snyder, W. (2002). </span><i style="color: #333333;">Cultivating Communities of Practice: A Guide to Managing Knowledge</i><span style="color: #333333;">. Cambridge, MA: Harvard Business School Press.</span><br />
<br />
Wenger, E.(2000). Communities of practice and social learning systems.<i> Organization,7</i> (2), 225-246 (Available in Unitec Library).</div>
CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com8tag:blogger.com,1999:blog-1082031273850803585.post-60892946191723520402016-07-17T18:30:00.000+12:002016-07-17T18:30:00.972+12:00Mindlab - literature review/discussionLots reading on mindfulness and growth mindset over the last few days relating to our research question:<br />
<br />
<br />
<div style="font-family: 'Helvetica Neue'; font-size: 14px;">
<div>
<b><u style="-evernote-highlight: true; background-color: #fffaa5;">What impact does growth mindset have on students achievement?</u></b></div>
<div>
</div>
<div>
I think over the last bit of reading we need to add mindfulness to our research question. there seems to be a direct correlation between the two and thinking forward to my teacher inquiry it would be good to include mindfulness into this research. </div>
<div>
<br /></div>
<div>
<b><u style="-evernote-highlight: true; background-color: #fffaa5;">What impact does growth mindset and mindfulness have on students achievement?</u></b></div>
</div>
<div style="font-family: 'Helvetica Neue'; font-size: 14px;">
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</div>
<div>
I am not convinced that all mindsets can be changed if they are deep seated over many years but i may be persuaded to consider that teaching mindfulness could create a growth mindset in young people that they may carry on into their future lives.</div>
<div>
</div>
<div>
I, myself have a fixed mindset with regard to teaching maths. This is deep seated from a young age [refer to DCL1 and DCL2], while it has improved over the years and the mindset occasionally relaxes the fixed mindset overrides it often as it is so deep seated. The moment i am questioned on my teaching on maths, the moment someone comes in on a maths lesson, the moment someone questions my planning or teaching or grading in maths the fixed mindset comes right back and the stress and chip is retained. I don't believe this will ever change; we as teachers are constantly being judged by communities, by students, by parents, by management, by colleagues by media....therefore if our mindset is tentatively fixed we will always revert back to this as a coping mechanism. We all drop back to most learned behaviour.</div>
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CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com2tag:blogger.com,1999:blog-1082031273850803585.post-31318986076409851822016-06-05T13:52:00.000+12:002016-06-12T16:57:32.418+12:00Mindlab Session 13 - Inquiry Learning<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBv_PKbnnF8K8QyHJMS_cqlzc497eihaaNmXHoeZYdIuj24nGzrA7q9G90maNiieULeRntIq2Nea5PQVYPArGSjWZLgXvPtClSFDcvdx1WvkLd_KUfib2l5R8J82KVMnv8aMzabEmAByg/s1600/Screen+Shot+2016-06-05+at+1.04.04+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBv_PKbnnF8K8QyHJMS_cqlzc497eihaaNmXHoeZYdIuj24nGzrA7q9G90maNiieULeRntIq2Nea5PQVYPArGSjWZLgXvPtClSFDcvdx1WvkLd_KUfib2l5R8J82KVMnv8aMzabEmAByg/s320/Screen+Shot+2016-06-05+at+1.04.04+PM.png" width="225" /></a>e-Learning tools and implementation strategies are there to support our teaching and learning not to replace it<br />
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Laingholm's Inquiry model - workable for the independent inquirers as well as the students who still require guided and modeled learning<br />
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Inquiry moving from Knowledge to Understanding<br />
needs to be:<br />
<ul>
<li>relevant to them and their world</li>
<li>hook them in from the get go</li>
<li>could be an event that needs to happen</li>
<li>provocative statement</li>
<li>or a real-life challenge that effects them </li>
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<li>Observe</li>
<li>Wonder & Ponder</li>
<li>Investigate</li>
<li>Conclude</li>
</ul>
Involve me and I will understand...<br />
<a href="https://www.youtube.com/watch?v=u84ZsS6niPc">https://www.youtube.com/watch?v=u84ZsS6niPc</a><br />
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Constructivist: ask questions, investigate solutions, gather information and create new knowledge, discuss discoveries and experiences, reflect on new knowledge - not teacher directed<br />
evaluate information<br />
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Teacher is the facilitator not the provider<br />
open ended questions<br />
activate prior knowledge<br />
discuss questions and research knowledge gathering<br />
present and reflect<br />
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<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-22253002243529982902016-05-29T12:36:00.002+12:002016-06-05T12:44:48.087+12:00Mindlab Session 12 -Design ThinkingDesign Thinking:<br />
Research, finding patterns and connections, design principles, make tangible, test and evaluate, iterate relentlessly eg fitness trackers in USA for children - <a href="https://vimeo.com/90355541">https://vimeo.com/90355541</a><br />
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<a href="https://www.youtube.com/watch?v=eXndL3TNCmo">https://www.youtube.com/watch?v=eXndL3TNCmo</a> <br />
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Defining the problem would be beneficial for understanding what the
specific problem is. By defining the problem you are able to identify
the underlying issue. If you are unable to define the specific problem,
the ideating/prototype stages will not help to solve the problem. You
need to define who the stakeholders are; ie know who the
problem/solution will affect.<br />
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Defining is an important part of Teaching as Inquiry process.<br />
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Ideating : Is there enough time spent on this phase?<br />
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- Variety of solutions<br />
- Can be as crazy as you want<br />
- Team = finding a solution<br />
- Opens your mind<br />
- An idea may be a solution for something else later<br />
- Takes out the leader (issue?) <br />
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Austin's Butterfly - try and try and again, careful advice to make it better, perseverance <a href="https://vimeo.com/38247060">https://vimeo.com/38247060</a> the eyes of a scientist<br />
a great one to share with children - for learning from constructive criticism and trying again<br />
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<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-41076624783981486242016-05-29T12:04:00.002+12:002016-05-29T12:51:50.749+12:00Mindlab Session 11 - Agile Functionality<span style="font-family: "helvetica neue"; font-size: 14px;">Agile Manifesto rewritten for schools:</span><br />
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Learner/facilitator collaboration over assessment requirements
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Responding to change over following a plan
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Teaching practices over curriculum documentation
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Meaningful learning over measurement of learning<br />
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Agile Leadership - the best can get better<br />
What can stay the same?<br />
What needs to be removed?<br />
What can be tweaked?<br />
What needs to be radically redesigned?<br />
get better all the time is the sign of an AGILE leader</div>
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Is our school working in an AGILE fashion??? No I don't think so - we are always pushing and pulling in different directions prime example being our current situation the school playground replacement.</div>
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Committee of parents - no communication to staff</div>
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Community Facebook page - no actual targets</div>
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school staff and children wanting to do something but not being allowed to with consultation<br />
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Trello - I can definitely see the benefits for using Trello in the classroom and in meetings to help make work smarter smarter.... already started one for our inquiry projects into developing ideas for getting money for our school playground<br />
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CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-59591357009860805472016-05-22T16:30:00.001+12:002016-05-22T16:30:12.890+12:00Mindlab Session 10 - crowd sourcing and entrepreneurship <u><b>Market Share</b></u> - board game - played for an hour and half with group <a href="http://www.marketshare.co.nz/">http://www.marketshare.co.nz/</a><br />
great game of purchasing small businesses and working up the ladder<br />
uses money, percentages, bonuses, accounting etc<br />
not sure how it would work with 9 - 11 year olds - quite complex and needs lots of math knowledge such as working our percentages of money, also lots of looking at different things - booklet to sheet to board.<br />
however we thoroughly enjoyed the experience and didn't want it to stop<br />
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<u><b>Crowd sourcing</b></u> - lots of benefits here for children to work with - giving something for something is a focus. although our video was for the givealittle page I need to look into crowd sourcing for gaining some momentum for raising funds for our school playground<br />
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Pledge me - what reward? Advertise your business on our Facebook page?
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Innocentive.com solve our problem for us
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Zooinverse - people powered research </div>
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<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-10323410112950124192016-05-15T21:07:00.000+12:002016-05-15T21:08:06.462+12:00Mindlab week 9 - engagementStudent Agency - what it is?<br />
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https://tellagami.com/gami/KFT5EB/<br />
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Success is about what you value...teaching the whole child - progress and achievement is a product of this…success<br />
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Success is PONO - to be true, honest, genuine and sincere<br />
Life-long learners<br />
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<a href="https://kahoot.it/#/" target="_blank">Kahoot</a> - a quiz online, interactive, need numerous devices, children love but engagement can be for the fun factor rather than the learning factor - even with teachers there was talking while explanations were being given so few were actually listening to answers. Could be good for children setting tasks for team mates - questioning skills etc<br />
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<b><u>Taiye Selasi - ted talks don't ask me where I'm from?</u></b></div>
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https://www.ted.com/talks/taiye_selasi_don_t_ask_where_i_m_from_ask_where_i_m_a_local?language=en</div>
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Rituals - wake up, play kitchen scramble and sims, shower, breakfast go</div>
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Relationships
- coffee and colleagues at school first task, breakfast every Wednesday
without fail - saving grace, family Skye's monthly, friends on vibes</div>
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Restrictions
- restrictions on house prices, affordability, family abroad, school
far away, teaching profession and Mindlab assignments and reading</div>
<br />CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0tag:blogger.com,1999:blog-1082031273850803585.post-42398770255538641222016-05-08T12:05:00.000+12:002016-05-08T12:06:59.557+12:00Challenge Accepted! Guantlet Run with<iframe width="560" height="315" src="https://www.youtube.com/embed/3vY1gN-u7O8" frameborder="0" allowfullscreen></iframe>CheesyUKhttp://www.blogger.com/profile/08872567703991966090noreply@blogger.com0