As I reflect on the opportunity to be part of the Manaiakalani Innovated Teacher program for 2021 I am in awe of my own growth as an educator. It has been at times challenging but overall an extremely rewarding experience. I have had the pleasure to work alongside innovative teachers and made new professional friendships from across New Zealand. A huge shout out to Matt for his support and listening ear throughout our journey and to Dorothy, Jenny and all the others that sit behind the MET team.
Below is an overview of some keys moments of reflection during this inquiry.
Earlier the year we entered the Resene Wall Worthy Competition which gives you a chance to paint a mural in your local community that celebrates a local hero, tells a story about your area or communicates a nature or conservation theme. Below is our entry.
Place – Turanganui-a-Kiwa
Our mural tells the story of how our place was once a kai basket for iwi that lived in this area where our school now resides. The stream was abundant with the fish kanae, hence its name Waikanae, the raupo that the pukeko lived amongst, kumara that was planted from the arrival of one of the first waka – Horouta. It shows the environment that the toroa and karearea birds soar through, with the sun (Gizzy) and the four winds that visit. These stories were shared with us from the local iwi and have influenced our school so much so, that we have incorporated the birds and winds into our school values and brand.
Yay! we were one of 10 winners from schools across New Zealand. Now the real work begins. The logistics of creating a mural the size of a building was our first stumbling block. We brainstormed many ways to upscale the design. Our Principal took on the challenge and changed the scale and drew it directly on to the sheets of Ply. Then we were off.... not quite! Covid lock down hit again! As we reassessed the mural and timeframe in order to get it completed on time we made the decision to switch it from a student project to a teacher project, which turned out to be the best thing! We have come together as a staff to create our story and leave a legacy for our students.
Exploring and levelling up is always fun and the Toolkit sessions with the Manaiakalani Team provide just that. In this toolkit lesson I learnt how to help students to tell stories, create and explore with Google Earth. I will a lot of practice to learn about the world with Voyager. I like the way you can tour the world with a collection of map-based stories. Explore topics like travel, culture, nature, and history. Start Quizzes, Find Carmen Sandiego and even view data layers. At the click of a button you can begin Exploring.
So excited to level up my skills and implement this in the classroom. How cool would it be to create your own local stories and share them with your community. Let's get practicing. If you have any tips or tricks that your have discovered please leave a comment below. :)
We came together face to face in regional clusters or from far and wide online during this wānanga. Here are a few notes I recorded from today's session.
Pat Sneddon - Amplifying the learn, create and share - Pat shares an important message especially in these challenging times and the impact of Covid 19 has had on our communities. Manaiakalani learn, create, share pedagogy has helped close the gap when in online learning and demonstrates just how important it is to maintain and build on this pedagogy in our current changing environment.
Dr Rebecca Jesson - I always enjoy listening to Dr Rebecca Jesson. She has a wealth of knowledge and I always walk away with another gem or to or a different perspective to investigate. She spoke about the importance of the purpose of the 'why' behind reading and the importance to fine and review.
Looking at the data
Interrogate evidence of strengths and needs
Identify strategies likely to work, based on research evidence
Close interrogation of implementation - so that strategies adjusted to learners’ strengths needs
Refine and review
Design with the end in mind
This model was developed this year bringing together elements of the Manaiakalani pedagogy, high leverage practises and digital affordances and has informed the observations, questionnaires and these recommendations.
T-shaped Literacy
The importance of purposeful text to go of surfaceand depth
Up until recently, the selections were not chosen to build knowledge from one lesson to another. The units of study, five or six weekly lessons, were all too frequently a hodgepodge of selections organized under a vague theme, such as serendipity or adventures. Fortunately, the most recent versions of core programs present units of instruction with unified themes and selections that build knowledge over several lessons (LaVenia, 2019).
The importance of higher order questioning and extended discussions.
Students are invited to speak and students build on from each other to extend the discussion. The importance of teaching discussion skills.
Learn, Create, Share
Reflecting on my own professional practice and exploring ways I can implement more SHARE opportunities in our team
Currently our students have the opportunity to share within reading groups, use of blog to share across the team and give feedback to others, creating to share e.g poster or direct action of their learning.
How can we increase the SHARE platform in our school community?
It's MIT time... after an informative morning the time came to share our pre-recorded MIT Pecha Kucha. It was a surreal feeling sitting with our cluster watching myself online. It all went well and I feel painted a good overall summary of my journey this year. I am proud to be amongst a great cohort of teachers during this 2021 MIT inquiry and each and everyone of our tools or websites will be valuable resources in the future. GO TEAM!
With the ongoing COVID level changes and Manaiakalani HQ in lockdown our wananga presentations have gone from live face to face in Auckland, to live online from Auckland to pre recorded and shared in our own regional clusters on the 30th November. With the ongoing support from Matt (MIT mentor and digital guru) I created my Pecha Kucha in Google Slides, downloaded as a PNG, uploaded into iMovie, recorded audio, added to iMovie and then edited! Whew!!!
I will not be giving up my day job any time soon to become a video editor.
After many takes (many, many, many takes...), splits and cuts to remove unnecessary gaps to keep it within the correct time frame and aligning each still shot with the correct video recording, the completed video is done albeit with a few obvious edits.
The biggest challenge now is to sit in the wananga and watch myself on the screen with our Tairawhiti Cluster.
This MIT inquiry journey is fast coming to an end. As I put my final touches on my Google site I have found I am still challenging my own thinking. The outcome of my final product is completely different from my initial idea which Dorothy and Matt said would happen!
What started as a focus on instructions has merged into a curation based on inclusive practice. My Google Site is a collection of specific tools and strategies. It is a living document of ever evolving resources, tips and tricks to support educators in the classroom. Other educators will have the opportunity to submit readings, resources, or personal tips and tricks through a Google form.
I am looking forward to sharing this with many and hope to gain more information to build a strong resource.
As I zoom in and reflect on the changes I have made with instructions across our curriculumprogram I have the challenge of locating some diagnostic data. The interviews I have done with students have all been positive and largely in favour of the introduction of new digital instructions sitting alongside the more traditional methods of classroom visuals, dot to jot and teacher modelling. There is need for both and it has made me stronger in my inclusive practice to ensure the right instructional strategies are used for the right tamariki.
There have been significant shifts within some students PM reading levels, which is a huge celebration but I can’t establish that this shift is amplified by the introduction of different instructional strategies as this cannot be quantified in raw diagnostic data.
I have however identified a shift in their learning behaviours, attitudes and students seeing themselves as successful learners resulting in them being empowered to drive their own learning.
This data shows shifts in PM benchmarks reading curriculum levels of my target groups.
Super proud of this cohort of students, they have worked hard and it has payed off.
Some of the results in this cohort are;
An ESOL student who came to our team with little English has move from PM level 10 to PM level 26
A severe dyslexic student who was stagnant at PM level 10 for 2 years has shifted to PM Level 12. Digital tools and the use of a multi modal platform has opened up his learning experiences.
An ASD student who had shifted from PM level 22 to PM level 24 and has become more confident with joining in group discussion allowing furtherunderstanding and development with comprehension.
As a kaiako, many of us are quick to reflect on what didn't go well and improvements needed for next time rather than celebrate what did. I think teachers are the hardest working of many professions. We are driven by the love of what we do and the many beautiful smiling faces that pass our classroom doors. I know I need to celebrate the little successes more often, especially as those aren't reflected in our school wide data.
I got busy adding more information to the creation of my Google Site. I have included four key areas.
1. All about me - some information of how and why I have created this Gsite.
2. A link to my professional blog which follows my inquiry journey.
3. A curation page - which has a range of links to specific needs and links to resources e.g Autism, Dyslexia.
4. A Google form for educators to share their gems and knowledge.
Each section is slowing filling up with some valuable information. Some specific to learner needs, some general information that I have found valuable, some apps and tools I have used, some are game changers like MOTE!! Gotta love Mote it has transformed how I give digital instructions, how I comment on digital mahi and much more.
As I move through the design process my final product is constantly evolving and changing with each stage. It is nothing like I initially envisaged all those months ago at the first connect hui in Kuaotunu. I am hoping it will be a valuable resource for many but if helps only one that is still awesome!
With the return to level 2, back to school we go. With only a three weeks until we head into the school holidays there is a lot to do.
Lockdown did give me that elusive thing called TIME to continue to work on my Google site, the finish product of this inquiry but I have to be honest I have not done as much mahi as I should have before lockdown hit in terms of data collection for my inquiry... time to get busy!
Data collection has always been a challenge for me during this inquiry, how do you collect data on how effective instructions are? How can you tell if the students understand these instructions? Earlier in the year I interviewed a large group of students across a range of learning needs, I have documentedtheirresponses. My next steps are to get the students in our team to fill out a Google form and answer 5 questions all about instructions and compare the responses with the students I interviewed in Term 1.
The questions for this google form formulated by some year 5 students in our team.
As part of my inquiry I have been working with a group of students with specific learning needs in reading throughout the year. Adapting their multimodal reading slides and making changes around instructions to see if makes a difference. Here is one reading slide I have adapted for a student with severe dyslexia with a reading age of 6.5-7 years, PM reading level 11. In this particular reading slide we had a new student so I ask him to support him in how to use the reading slide. Like any student he loves being a helper and was proud to be sharing his knowledge with another student.
Next is to do a PM assessment on the reading groups I have been working with this year and compare the results to the mid year data. Exciting times ahead. Better get busy...
In this current Covid climate life is back in lockdown which for many work comes to a screaming halt. For many educators life becomes very busy as we adapt back into online preparation and learning. Learning never stops and each lockdown brings new ideas and collaboration amongst those in our industry.
Today our MIT 2021 cohort were meant to be meeting for our termly hui at KPMG in Auckland. Lockdown didn't stop this team of innovative teachers, we meet for an online hui. We shared our experiences of online teaching and successes and challenges it brings.
One of our tasks today was to split off into pairs or small groups and retell our inquiry as if we were explaining it to a Beginner Teacher. I worked with Sarah & Manpreet. The buddy I was reporting on was Sarah.
Sarah's inquiry was based on the gaps she sees in her classroom in Mathematics.
The Problem - she has identified that this gap in her students number knowledge is preventing them for moving up a level.
Her Goal - to create teacher directed resources to support her learners. She is collaborating with Rebecca who also sees this gap in her students even though they are working at a different level. Sarah and Rebecca are formulating google sheet worksheets with a range of number strategies and levels within the curriculum.
Classroom Practice - Sarah has introduced the Google sheet workshops into her daily maths program as a ten minute warm up. The students are required to take a screenshot of the completed sheet and of a photo of their working out to put in a blog post. She has seen an improve me in the students understanding of different number strategies. This is a great way for students to reflect on their learning and also awesome evidenced based practice by tracking their achievement through the students blogs.
Next steps for my own inquiry is to continue to check my to do list and keep on track. I have a clear understanding of what I been doing and what outcomes have come from the introduction of tools to support my learners with their understanding of instructions. I now have to practice being more succinct in my preparation for the upcoming wananga in October.
Huge shout out to Matt and the MIT cohort for our hui today. It was so great to SEE you all and to connect with others outside of my bubble.
With the return of Covid-19 the DELTA VARIANT we were plunged into a sudden level 4 lockdown with hours notice.
As we have been here before is wasn't so daunting. Lockdown is such a busy time for educators and can be a real juggle managing your own whānau, online preparation and teaching. Our kura focuses more on well being than replicating the daily life in the classroom, which is so important during this time.
Being part of the senior team our tamariki are familiar with a digital platform so the transition was quite smooth. Our team set up 'Learning from Home buttons' in our Goggle site where we created a variety of interactive mahi. Reading, writing and our inquiry could carry on as normal and we tweaked maths, science and art. We also developed a choosing board with a range of learning activities that the students could select.
I then created a series of screencastify (videos) to support our whānau and teach them how to navigate our Toroa Google Site so our message to both students and whānau was transparent. Lockdown always creates unique opportunities like connecting with whanau, following teacher social media platforms where so many resources are shared, professional development by attending Manaiakalani Tool kit sessions and of course for me time to continue to work on my MIT inquiry project. On so many levels I find Level 4 lockdown a blessing, a moment in time where we can take a pause, adapt and grow as an educator but also time to yourself to fit in that walk or run, bake and whānau fun. Literally you have time to stop and smell the flowers (totally cliche I know!)
Has lockdown affected your project?
Not at all. Lockdown has allowed me to catch up on some mahi, adapt and research ways to improve my knowledge for preparation of my Google site, which will be a curation of resources for teachers. My inquiry is based on supporting learners with specific needs to understand and unpack instructions. Being in lockdown is a gift of time. It gave me the opportunity to create instructions audio and/or visual informative videos to support whanau. If anything the shift to Level 3 is going to create more barriers for my Inquiry as 'Bubble Teaching' is very restrictive, you work with a range of students across the school and from whānau bubbles making it more challenging to have time for connecting online with your own cohort. Finding the balance moving forward with be a challenge as Bubble teaching is more like a holding pattern until the return of a 'normal' school day.
Day 2 started bright and early. We headed back to Apii Te Uki Ou to pick up Principal Mark Harris who was our tour guide for the day. We were privileged to visit six schools around the Island. Our day started with a stop at the sacred site where in the early 20th century the Māori Great Fleet of seven canoes (the Tākitimu, Tokomaru, Kurahaupō, Aotea, Tainui, Te Arawa and Mataatua canoes) departed for Aotearoa. This was especially special to me as my ancestors we part of this journey upon the Mataatua waka.
This garden in Rarotonga with its seven stones was constructed to represent the seven canoes.
The schools we visited were Imanuela Akatemia, Arorangi School, Tereora College, St Joseph's School, Avarua School and Takitumu School. Such diversity between schools with passions coming through for the importance of preserving the culture, sustainability for the Island and the importance of creating more connectivity.
The day ended with our fabulous hosts at Apii Te Uki Ou preparing an Uma Kai. We came together with staff, whānau and community to share the delicious kai. The setting was at the least stunning with the sun setting in the sky creating warm colours tones that was picturess. As if this wasn't enough they had prepared gifts for us, so special. We had prepared gifts also and with this exchange we forged new bonds with our friends at Apii Te Uki Ou.
Overall a rich experience that I will treasure.
Thank you to all the wonderful Cook Island educators, whānau and students that made us feel so welcome. We were truly blessed to have visited your pacific island paradise.
The Manaiakalani Innovative Teachers cohort for 2020 and 2021 were fortunate enough to go to Rarotonga to present our challenges and Inquires and work with local educators.
After an early start we exited the plane to be met with a gush of warm air, sunshine and the realisation that our adventure was underway. I met up with my travelling buddies and we made our way through customs and on the Resort.
I found the rest of the MIT group soaking in the shallows of the warm ocean having a chat, we joined them and as the sun set on the first day I was filled with warmth and in no hurry to return to Aotearoa's winter weather. We then gathered for an evening hui to discuss the next few days mahi.
Day 1 was great fun. The welcome we had form Apii Te Uki Ou was simply stunning. The performance by the students was beautiful as they shared an official Cook Island welcome. We enjoyed the morning sharing kai with our hosts, partaking in some cultural activities with the students and exploring the school. We visited different stations where we had a go at Pareu Printing, Coconut Husking and Weaving Plates. The senior students that lead us around were full of confidence and shared their culture and knowledge with such pride.
Another highlight was the opportunity to walk around the school, seeing the teachers in action and the students in their element. What a colourful, warm environment with the sound of the waves crashing in the background. What we see as a unique setting is their everyday norm. They face many challenges, especially with connectivity but have so many other rich experiences. For me this experience was so rich and rewarding with so many highlights! Where do I apply!!! Here are a few photos to sum up our day.
That night was the night many of us were anxiously waiting for. We had to do our Pecha Kucha presentations. Nervous was an understatement! The turn out from local educators and those involved in many Ministry areas from all over the Island was fantastic, although it made it more daunting it was also heartwarming. No matter how far along you are in your journey it's such a special moment to share ideas and relate to educators that face many similar issues in the classroom. The feedback was fantastic and an immense amount of pride followed not only for the accomplishment of my own presentation but watching my fellow colleagues being successful in their presentation. The commandery after the main event was the highlight, connecting with others and sharing different ideas, exchanging emails and building new friendships. It was an amazing experience.
As part of our preparation for our MIT adventure to Rarotonga we had to prepare a workshop to be held in a local school. The workshop didn't have to link with our project. In the eyes of the School it was a chance for those "cool techy teachers" to demo a "cool techy thing". It could be fairly casual, and unscripted. We did have some barriers as internet was limited and unreliable on the island but we could download something to our laptop or phone to share.
Ummm what to do?
Having a digital component or the use of a digital platform for delivery of our daily curriculum is so ingrained in my classroom practice. What cool techy thing could I share at this workshop that doesn't require a strong digital component that is still techy! I know, very thought provoking...
I wanted to do something that could be easily used but bring a different perspective to a multiple of curricular areas. I decided to do a Science session that could also cross over into literacy and/or photography. A while ago I found these little gems at Kmart. They are a smartphone microscope converter (only $5 each, gotta love Kmart!) and are fantastic to use in the classroom. Simply attach to any iPad or cell phone to view the surrounding world from a different perspective.
I ordered some to take over to Rarotonga and put together a kete with other resources like journals, a Science Learning Hub lesson plan, a House of Science lesson plan and a print out of my presentation. Below is the outline of my presentation, it is a few simple ideas I have used in the classroom, I didn't wanted my audience to be listening for to long, I wanted to allow maximum time for hands on discovery.
With the last of my preparation done, I am starting to get excited. It seems so bizarre to be travelling overseas in this unpredictable world of Covid-19 and was something I did not expect to be happening this year. I am so grateful to be part of this MIT 2021 journey and the opportunities it is providing.
Now it's time to pack and countdown for the day of departure...
Pecha Kucha??? when I first heard this word I thought what on earth is this... I had never heard of it before and was unsure even where to begin. The thought of 20 slides in 20 seconds to deliver a presentation seemed crazy. I can't believe that you could deliver the key information of an inquiry in this time frame. This was going to be interesting learning for me... best place to start was by researching what a Pecha Kucha was and where the idea came from.
What is discovered ... Pecha Kucha (Japanese for “chit chat”) is the world’s fastest-growing storytelling platform, used by millions around the globe. Pecha Kucha is what “Show and Tell” always dreamed of becoming.
20 slides. 20 seconds of commentary per slide. That’s it. Simple. Engaging. Spurring authentic connections. Pecha Kucha is the ideal tool to share passions and drop some knowledge. Global innovators like to use the Pecha Kucha platform to create powerful, visually-compelling stories that move audiences in less than 7 minutes.
Ok, that sounds easy... I found this task a little daunting and procrastinated about it for days. I guess it's the fear of the unknown which is a great reminder of how our learners may feel when faced with a new task.
I broke my inquiry to small chunks and added 20 secs of explanation to each slide. It was great to have Matt (MK) to share it with to get feedback. After a few tweaks I felt it was ready. I just need to practice, practice, practice in the lead up to Rarotonga.
. 
