Week 20: Teaching as Inquiry

Teaching as Inquiry

In preparation for our next Teaching as Inquiry project we are reading around the topic:

Effective teachers inquire into the relationship between what they do (style) and what happens for students (outcomes).What is happening for students in my class? But effective teachers do more than simply inquire (or reflect) – they take action (in relation to what they are doing in the classroom) to improve the outcomes for students and continue to inquire into the value of these interventions. Thus effective teaching is more than style and it is more than outcomes – it is the continual interrogation of the relationship between these two dimensions with the aim of enhancing student achievement. Such a model implies particular attitudes or dispositions (open-mindedness, fallibility) and particular actions (questioning students about what they are understanding) but it does not prescribe or checklist such qualities. It simply prescribes inquiry, action and the search for improvement.

 (The inquiring teacher: Clarifying the concept of teaching effectiveness Dr Graeme Aitken)

Literature Review

Literature Review

For the past 3 weeks I have been spending time reading lots of articles around the topics of student self-management, motivation, engagement and student voice.

A summary kind of statement from John Hattie's 'What works in best in education" says 

            'teaching must be visible to the student

                 and learning must be visible to the teacher"

There is a lot of technology that helps make student learning more visible such as Padlet and student presentation tools. But for students to make presentations and work collaboratively they need good self-management skills. Self-regulation increases students capacity to plan, implement and evaluate their learning.

So my research question is based around the key competency of 'managing self' 

         How can the competency of 'managing self' be enhanced in the secondary classroom? 

 I wonder if self-management is largely a behavioural modification or does it have more to do with intrinsic qualities like willpower and feelings of competence? How much can we teach self-management?

Week 17: Introduction to research in educatiion

Research

David Parson Video "What is Research"

"Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. At a general level, research consists of three steps:

1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question." (Creswell, 2011, p.3)

Creswell, J. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. London: Pearson. Chapter 1, Retrieved from: http://ptgmedia.pearsoncmg.com/images/9780131367395/downloads/Creswell_C01.pdf

How Research can Support Teachers – Evidence Informed Practice

Evidence-informed practice or evidence-based practice  Evidence-informed practice refers to the ways in which teachers and schools use research evidence, in conjunction with other sources of evidence (such as student data) and their own expertise to make decisions and to support their teaching. It is based on the idea that to be their most effective teachers should engage with research and keep up to date with the latest developments in their curriculum areas and in the discipline of education more generally.

 Coe's (1999)  article, in Week 17 media makes the point that "The only really sound evidence about what works comes from actually trying it." (p.5)

Coe, R. (1999). Manifesto for Evidence-Based Education. Centre for Evaluation and Monitoring, Durham University.

Kaupapa Maori Research

According to the Rangahau website, there are 8 key elements or principals of Kaupapa Māori research:

• Tino Rangatiratanga - The Principle of Self-determination
• Taonga Tuku Iho - The Principle of Cultural Aspiration
• Ako Māori - The Principle of Culturally Preferred Pedagogy
• Kia piki ake i ngā raruraru o te kainga - The Principle of Socio-Economic Mediation
• Whānau - The Principle of Extended Family Structure
• Kaupapa - The Principle of Collective Philosophy
• Te Tiriti o Waitangi - The Principle of the Treaty of Waitangi
• Ata - The Principle of Growing Respectful Relationships

From Reflexivity In Kaupapa Maori   

       

For help with literature Review

Unitec 

Go to Unitec >Study Toolbox > Post Grad Study > Literature Review

Week 16: Mobile Learning and WYOD and Research Leadership

WYOD
(Wear your own device)

Education delivered by a mobile device

Brain Sensing can facilitate the detection
1.Monitoring to understand what is going on in someones brain
2. Neurofeedback - presenting info to person in real time eg to improve my focus, calm down and get ready to sleep
3. Control/ interface applications - to control things with your thoughts eg computer, robot, artificial limb

Brain Control
https://youtu.be/rSQNi5sAwuc

Next Part of Course

Research Review

Talk about different answers and viewpoints in the literature, not my opinion..

Compare and contrast

A Plan for a Teaching as Inquiry project

Use format of choice - blog (engage with community, class evidence of data, asking from people, share their views,etc), video blog

Assessable within 12 mins

Online Participation

Four pieces of evidence

screenshot of Google+ community or comment on a blog

Discussion to help each other -should be about the topic(2) for assessment 1 & 2 or class notes of weeks 17-24.

Need to take screenshot

Week 15: Gamification

Zone of proximinal development (enough to be a challenge )

Serious Game Examples
Sparx recommended game for mental health
Quest2teach
Games to treat Tinnitis

Educational Game Models

• Be relevant, explorative, emotive and engaging
• Include complex challenges, puzzles or quests
• Be gender-inclusive and non-confrontational
• Provide appropriate role models
• Develop democracy and social capital through dialogue
• Support authentic learning activities
• Support the construction of tacit knowledge
• Problem Solving Skills

Kupu Hono Maori Game
Poke-A-Muscle

Ticks most of the game model

Games

Playful, Physical, Gameful

Games are :Just a set of problems that must be solved.

If learning is so rich and so deep we won't need a summative assessment.

Flow Theory

You get what you need when you want it.

Flow is widely accepted to be one of the fundamental reasons that people play games. It is the essence of games. For game designers, the question is not whether flow is important, but, rather, how long you can keep your players in flow.

Murphy, C. (n.d.). Why Games Work and the Science of Learning. Retrieved from: http://www.goodgamesbydesign.com/Files/WhyGamesWor...

Badgeville (n.d.). Game Mechanics. Retrieved from: https://badgeville.com/wiki/Game_Mechanics

Next LDC Assignment Tips
Focus of feedback
Early adopters would be .... use components of the  lean plan for these...
through the lens of leadership models

Use words in the rubric for key phrases
This change initiative can be ...in the local context by
The .... has a broader context...


From Decade of social to decade of games.

4 Impt Game Dynamics (Video Ted)

Appointment dynamic
1.Must do something in a predefined place at a predefined time
eg Happy Hour - to win just turn up at the right place at the right time.
         Farmville - have to return to water your crops...
        Vitality - a site to help you take your medicine on time

2. Influence and Status
eg. The colour of the credit card
Modern Warfare level
School levels, valedictorian

3. Progression dynamic- moving through steps, progress bar
eg. LinkedIn
Levelling up - spending time to get awarded more and progress
eg coffee cards, loyalty cards

4. Communal Discovery
Everyone must work tog. to solve problems
eg. Digg,

Activity turning up to class after a break (Appt dynamic)
10 min break in a two hour class.
-Start an exciting starter
Hide a clue (write a message in chalk on concrete or window chalk)Students must find, memorize and and get back to class in 10mins.
Could be culumlative game with big prize eg win a basketball, tablet, phone at end of term. Points for ranking.

Fun Theory
Changing peoples behaviour thru fun.
eg musical stairs

Week 13 Inquiry learning

Inquiry Learning

Ss co-construct their learning in an authentic context.

Steps

       

Rubric

Inquiry learning as we test drive a programmed a robot car in groups.

Teaching as Inquiry

InstaGrok
Helps for students who are not sure where to start and overwhelmed by Google search
Visual map

Thinking about our Research topic
About Inquiry

Single (like a thermostat -no reasoning just basic level)or double loop learning (thermostat -why is that too hot or too cold) Questioning basic assumptions. Questioning beliefs and assumptions. (it may not be the students but the way I am doing something) Double -loop -open to learning approach.
eg. Kids in my class fail bc they come from low socoi-eco family.
               Kids from These are some other factors like coming hungry,

See Albany High links on Portal (3.1-3.4)
Parsons Teaching as Inquiry process

Week 14: Maker Movement and Innovative places

Various Stations tonight

Our groups meme:

Week 12 Designer Thinking

Designer Thinking

Human centred design
Ideation-Means problem solving,collaborative ideas, divergent thinking- exploring many possible solutions
and generating creative ideas. #mindlabDT
divergent, convergent, analysis, synthesis

5 Key elements of design thinking (from Week 12 video-What is design thinking?)



David Kelly "Human centred design" video week 12
The focus used to be on objects, now focused on human centred approach to design. Behaviour and personality in the products. Showing how objects will be used-man/machine relationship.

Innovation, empathy, observation, prototype

Design thinking Kite Model

Empathise, Define, Ideate, Prototype, Reflect.

How might one of these phases be beneficial in my practice?
Ideate-think of all kinds of ideas

• Learn from Failure
• Make it
• Creative Confidence
• Empathy
• Embrace ambiguity
• Optimism
• Iterate, iterate, iterate

Check out mindsets related to Design Thinking.(Week 12 Leadership notes)
Write a reflection and goals about why and how you could rehearse that mindset as part of LEADERSHIP 2 plan.

Embracing Ambiguity
Exploring lots of possible solutions
"I'm not quite sure how this might fit, I just want to hold on to this idea."
Permission to explore lots of possibilities
Creative Confidence
Knowing that you have the ability otherwise you have a fear that you have to remove. You need to go through lots of iterations to become successful. The more you try new things, and having stick-to-itness then the more creative paths you go down.

Leadership 2 assessment
How are you going to lead - think of variety of reactions see photo slide Innovation Diffusion Lifecycle

Rogers, E., Diffusion of preventive innovations, Addictive Behaviours 27(6) 989-993
eg who are early adopters, who are late majority etc
Early adopters could give highest of opinion leadership, don't care if things are not perfect, will test and make suggestions, can see potential benefits and pitfalls.

Define characteristics of early adopters then How to work with early adopters .... so how does that apply - make it relevant to my situation.

Early Majority- need to see the benefits
From Robinson L(2009)
Fullan Good Change Leadership
Lean plan (not the plan itself but how you will lead) is not a leadership theory so see bottom of slide

Talking about stakeholders, early majority

Week 11: Lean Education

Week 11
We missed the Mindlab session this week because of Teacher-Parent interviews but this is what I gleamed from the readings.

Lean learning is when the student pulls value from the educator- what they need, when they need it, rather than the educator pushing content at the student in a timescale dictated by the institution.

Week 8: School Transformation

The 5 Whys Problem Solving Method

Must be based on fact and use up to 5 whys .
Drilling down to solve the root cause.


Using Coggle to think about by education philosophy

NZ Education in 2025:

Lifelong Learners in a Connected World

 Change Management

Kotter (1996) suggests that there is an 8 step process for change management

Climate is conditions for change

Sustaining Change

Need system thinkers

Week 9 - Assessment, Culture, Engagement

Successful Education

Finland has been highlighted as one of the most successful education systems in the world. We started with a Kahoot on the similarities and differences to NZ.  Finland has a similar sized population, remoteness and outdoorsy population. Apparently Finnish men can't dance and with all their lakes they have a terrible number of mosquitos. Finland  is a very monocultural  with only 4% born in other countries.

Concerning education - in Finland there are no private schools, the average school size is small. Standardized testing and charter schools do not play a part in Finnish education. Finnish teachers are highly qualified but is that the answer  to NZ's education problems? 

It seems there are many significant factors that are different in Finland especially social, cultural and economic factors.

What is agency?

Control and Power to problem solve, authentic. Agency- to make choices and act on those choices

Culture- customs, rituals etc
Climate - conditions for change

Don't ask me where I'm from?

'Where are you a local" to see a set of experiences
Your experiences are where you are from

3R's
Rituals
Breakfast with family
Driving to Work
School
Driving/Children's sports
Driving Home
Family

Relationships
Family
Colleagues
Students
Church
Friends
Facebook community

Restrictions

Finances
Employment
Children's education

Global Lives Project

When thinking about what do you want to change in NZ education keep in mind hackeducation.co.nz crowd sourcing website and your assessments

Leadership 2 will be a Change initiative

You will also get to reflect upon your cultural responsiveness in practice in the last "Applied Practice in Context"

What does engagement mean?

Hooked in, involved, not always learning (for example being hooked into Candy Crush)
Always a relationship- to something

Types of engagement-Behaviourally, emotionally(relationships), cognitive(critical thinkers), cultural

App Review Tool

Week 10 Entrepreneurship, Lean Canvas

Entreprenuership

We started this week playing the Marketshare board game.

It was a lot of fun to play(we stopped after 90mins) and the average game is about 4 hours.
The goal seemed to be that you buy as much as you can to make the most money and in order to move up from small to larger businesses you need to have more supporting resources like marketing, sales staff, production equipment.

It provides a good opportunity to enhance financial literacy and helps you understand more about running a successful business.


Apparently research shows that there is a much higher level of entrepreneurship in 12 year olds than 16 year olds. How can we encourage students to identify their passion?

At our school students in Year7/8 run a market day for all the students to buy from. There are often some very creative ideas. 
Also the Enterprise class market products which can be very successful such as creating and selling tie-died t-shirts.
I think there is a need for all students to learning budgeting and this should be part of the health and well being classes.

Lean Canvas

A tool to help build a business model.
The Mind Lab have created a  Lean Form that helps you explain and critique your innovation plan in a lean way. This is very helpful for the next assignment.

Real World Problem Solving

Requires innovation see rubric
Audience must be real - not classroom

Thingful - internet of things

Instagrok  A good starter for research - lots of links - a filled toggle

Zooniverse  - crowd-sourcing contributions  eg penquin counting, batcall counting
Citizen Science

I enjoyed counting animals in the Serengeti Desert on the Zooniverse website. I think this would be a great activity for 

1.  my Whanau class (let's even dress up as botanists and zoologists!) 
2.  a warm up activity for statistics

Students are participating and contributing to something bigger than their own environment and helping scientists with research.   One of the advantages is you can do it anytime and anywhere you are connected and even if it is for 10 or 20 mins you can make a contribution.

Week 7 Blended Learning

Flipped Classroom Learnig

Flexible environment

a shift in Learning culture (teacher centred to student centred)
Intentional content (evaluate what needs to taught directly usually by video- focussed and to the point)
Professional educators

Blendspace

Blendspace is an easy-to-use platform for creating multimedia lessons that can be accessed online. Using a drag-and-drop interface, can organize videos, text, links, images, and quizzes into cubes, then organize them to create lessons, or "canvases, " for your students to complete independently. Can be shared with colleagues

Ted-ed Tools

There are four elements, Watch, Think, (teachers can create multiple choice or short answer questions), Dig Deeper, (provide more information), and Discuss (prompts for online discussions).

Edpuzzle

Statistics video with added questions for students as they watch it.

https://edpuzzle.com/media/57204cf952424c9a4bf931d3

Leading online discussions

Check out Bitmogi to update that avatar!

Distributed Leadership

Action by many people working collectively across the institution to build leadership capacity in learning and teaching.
Distributed leadership is the knowledge of the crowd

Wicked problems

Unsolvable, unstoppable,      eg poverty
In class task: To discuss solutions to out chosen 'wicked problem' and present on G+.

 


The final presentation was done on Mac Pages. This was a new tool and I was really pleased with the final format. Unfortunately the photo is just a screenshot so not as clear as a published copy would be.

Week 6: Leadership and Connectivism

What makes a good leader?

Good listener, effective communicator
Integrity, transparency
Visionary, future focused
Supportive, encouraging, fair
Content knowledge, special skills, strengths
Delegates, seeks help from others
Acknowledges limits and weaknesses


How do you 'naturally' behave as a leader?

According to the leadership challenge quiz my highest scores

I didn't have a strong leadership style. I think that I move between different styles depending on the situation. Leadership varies from procedural in the classroom to participative when working with colleagues.
What is Laissez Faire?
A leader who is not formally recognised (or an assigned leader who sits back and observes the group) advising,  participating, counselling.

Connectivism

Connectivism suggests that "learning only really takes place in networks"

Connected learning draws on the power of technology to bring together

• interests (producing, making, experimenting, creating, relevant knowledge, passion)
• peer culture (participation, feedback, social media)
• academics (abundant resources, online platforms, academic success, supported in school,home,community)

6 Design Principles Of Connected Learning 

1. Interest-Powered
Interests foster the drive to gain knowledge and expertise.
2. Production Centered
Connected learning prizes the learning that comes from actively producing, creating, experimenting and designing. 3. Peer-Supported
 In their everyday exchanges with peers and friends, students contribute, share and give feedback.
4. Shared Purpose
Social media and web communities provide opportunities for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose.
5. Academically-Oriented
Connected learning recognizes the importance of academic success for intellectual growth, where learners flourish and realize their true potential.
6. Openly-Networked
Connected learning environments and online platforms can make learning resources abundant, accessible and visible across all learner settings.                     (from the Connected Learning Alliance)

In class task:

 Design your partner's learning network / personal learning environment, using a tool of your choice.

I learnt how to use a new app
Piktochart. 
The poster does not contain a lot of information but that was because I was mainly learning how to navigate the site - choose colours, text, move graphs, clone graphs.
With a bit more time I think it would be very useful for infographic posters.
From a Statistics point of view many of the graphs could be visually deceiving which would also be interesting for students to consider.

I would like to challenge my students with a similar task - collect data and present it using an infographic app such as Piktochart, Easelly or PowToon.

How could we design learning for learning networks (rather than formal lessons only)?

• I would like to involve more parents in my classroom. Could I invite them as 'learning assistants'?
• Continue to incorporate more peer/group inquiry learning, real life problems solving/ investigations
• Join parents/whanau up with students learning via Seesaw app. In this way whanau can give feedback to student effort and results/products via electronic portfolio.
• Focus on my listening skills- to understand students interests, motivations and what they care about.

Week 5: Mindset and Constructivism

What is computational thinking?

Computational thinking involves algorithms, putting in logical order, a process rather than a way of thinking. Coding is just one part of computational thinking.

Using Scratch
 Being fluent in logical computational thinking (rather than coding)

Computational thinking is a way humans solve problems
Collaboration is the buuilding of knowledge together - collective
Constructionism - learning by making
Constructivism - based on a type of learning in which the learner constructs

Group Task:
Create a musical instrument from a Scratch software and a makey makey board. Play a composition to the group after 45 minutes.

This was a bit frustrating at first when we had no idea where to start. After getting the idea though more possibilities blossomed. We ended up with quite a barnyard of sounds with a rooster, owl, and wolf howl! I'm not quite sure where I would use it in the classroom?
It would be a fun activity for Year 9's to use the Scratch program to make logical steps in a sequence.

How and why do I use computational thinking in the classroom?
In Maths quite a lot of computational with algebra, calculus, and algorithms

Daniel Pink - Motivation Extrinsic or Intrinsic

Growth Mindset

Mindset is a mental attitude (video of unlearning how to ride a bike)

Celebrate effort

Next week - more info about the assignment
Change Initiative that you have been involved with.
Preferably digital and collaborative

Week 4: Education and Research Theories

What is a theory?

A style is how you present something or how you do something.
A theory is an analytical tool for understanding, explaining, making prediction
A learning theory is a theory about changes in observable behaviour.

Knowing is not enough;
We must apply,
Willing is not enough;
We must do.   Goethe

What do these research terms mean?

1.Research led
Curriculum based on research interests of teachers
2. Research orientated
The process of learning is as important as the content
3.Research based
Curriculum based on inquiry-based activitites
4. Research informed
Consciously draws on the teaching and learning process

What is the difference between leading a teaching team and leading a research group?

Different context and application
Use same tools, respecting all team, both need purpose, ownership and vision. clarity

Tip of the night:  Stopclock : Snag a countdown from Youtube
Using Mendeley for storage and referencing

Class Task 

 In groups create a stop-motion video demonstrating one of the education theories.(drawn from a hat) Our group was given the progressive theory of learning.

I really enjoyed making this video. It was truly a collaborative project with everyone in the group suggesting ideas and making and moving various features of the stop-motion. I think what we ended up with was a better creation than any of us could do individually. Lots of fun!

Week 3: 21st century skills

At the start of the session we were thinking of jobs that will still be there in the future. 

We thought of old age carers, nurses,educators
computer programmers,coders, ministers, counselors

Looking at the website http://www.bbc.com/news/technology-34066941 some of the jobs least at risk of disappearing were publicans, Senior professional at educational establishment, Health services and public health manager or director,Psychologist, Therapy professional ,Social services manager or director, Speech and language therapist, Education adviser and school inspector, Publican or manager of licensed premises, Hotel and accommodation manager or owner.

What are some 21st century skills? 16 skills are outlined here by the World Economic Forum. These skills are not only important for employment but fostering lifelong learning.

Something new I have learning:

A 21st Century skill :Adaptive Competence

This is produced by innovative ideas and practice.

It involves a capacity to respond and apply learned knowledge and apply skills creatively and flexibly in different situations

Augmented Reality and Virtual Reality

AR- augments the reality around you overlaying the real world eg augmenting the reality with a 3D image such as Quiver Vision, AR Books eg Dragon Riders, Microsoft Hololens

With the Enchantium app small photocopied discs could be augmented to appear as if they are glowing magical jewels.
We thought this could be useful as badges/awards and could be useful for gamification in the classroom.

 Th Anatomy 4D app made images pop out of the page and then by clicking on the side menu different parts of the anatomy were highlighted or became animated. Very cool for science or health subjects.

Virtual Reality is the computer-generated simulation of a 3D image or environment that can be interacted with in a seemingly real or physical way by a person. This seems like you are going into the computer, or you are an avatar and can interact with others in a digital world - No limits to your personality, no physical disabilities eg VR Google Cardboard Oculus Rift, Minecraft, 

Aurasma  (like a QR code but personalised trigger image)

Possible uses of Aurasma:
Create artwork and view the process
Who am I -digital mihi
Check out Richard Wells
http//:eduwells.com2013/09/28bring-schools-to-life-with-aurasma-app/

Models for implementing technology in the classroom

SAMR is a framework through which you can assess and evaluate the technology use in the classroom.

 

TPACK is a framework that identifies the knowledge teachers need to teach effectively with technology

Creating Adaptive Competence

Top of pyramid -Generative confidence

Adaptive competence in the middle (innovate but meet predictable outcomes)
Delivered Competence - Process and fixed tasks

How might SAMR or TPACK help me in planning for DCL1 assessment?

My DCL1 assessment involves designing and developing a digital learning experience which builds 21st century skills.  The SAMR model helps me evaluate how I am using technology. Is it just substituting for a way that I would normally teach the lesson and therefore not building 21st century skills. I would really like the incorporation of technology to be at the transformation level so that students are developing 21st century skills such as creative innovation and collaboration.

In designing a classroom activity I can also use the TPACK model. It is a framework that helps me understand three different kinds of knowledge areas (pedagogy, content and technology) that I need for an effective activity.

What is Innovation?

• using something in a new way
• putting ideas to practice in the real world
• conveying ideas to people outside the classroom context
• has value beyond a classroom exercise
• has a real audience or others who can benefit from the innovation
• An innovation for me may not be for someone else- eg google docs, aurasma 
• Innovation is more entrepreneurial than being creative

Hatching ideas is creative, bringing them to life in a new product makes a raw idea an innovation.  Tucker

."What is innovation?" Video


This week's task:

Google Maps
Our Group Idea would be to run An Amazing Race
The students would answer a question and when correct be told to go to place using a riddle.At the next place they would get another riddle and have to continue until there is a winning team.

eg. This rhymes with Lynx.

 "What 60 Schools Can Tell Us About Teaching 21st Century Skills" video

I liked what Grant Lichtman said about change..that everybody tells him ‘change is hard’ but change is not hard. Raising children in poverty is hard, patrolling the Khandahar desert is hard, and going to the moon is hard. Change is uncomfortable, messy and unfamiliar.

Grant summarizes 21st Century teaching skills:

• ·       Adaptive, permeable (like Blooms taxonomy), cross subject boundaries
• ·       Relevant, authentic, engaging
• ·       Self-correcting, reflecting
• ·       Involves creative spaces for thinking, designing
• ·       Dynamic and cross global networks (cognitosphere)

The industrial model of teaching was contained, predictable, scalable and controlled.

Some obstacles to 21st century teaching/learning:

• ·       Anchors  (ego, control, My time, My space, My subject)
• ·       Dams   ( tertiary requirements, content rather than context)
• ·       Silos   (class/dept/schools that keep us from collaborating)

Reflection on how 20th century and 21st century skills differ? Do we need both?

20^th Century skills were more about learning skills to work in an industry (factual or procedural knowledge) or to acquire knowledge to help others or pass on to others. Professions like doctors and lawyers held knowledge that was not accessible to most people. Teachers were expected to pass on knowledge to their students and students were tested to see how well they had memorised material.

In the 20th century people stayed in one job or profession for many years, perhaps all their working life. Some professions were even handed down from father to son. My great grandfather came to NZ from England to start an optometrist company. His three sons continued in the business and opened companies in Auckland, Palmerston North and Christchurch where they worked all their lives.

In the 21^st century people need to be more adaptable. Job situations change very quickly. Just this week NZ Post announced they will be cutting another 500 jobs.

For the first half of the 20^th century school education was mostly about the three R’s and learning to show respect to your teachers. I would like to think that from the 1970’s on we were thinking more about  Treaty implications, causes, creativity, collaboration and higher order thinking.

Blooms taxonomy was created in 1956 so hopefully we have had at least 20 or 30 years of promoting higher forms of thinking in education in the 20^th century.

I think most workplace jobs have always involved communication such as communication between the architect and draughtsman and builders and clients. There is more collaboration required today though. Offices have less divisions, and projects are more often managed by a team. The value of collaboration is recognised so that when people build on each other’s ideas the final product is better that what any one person could contribute.

Values such as respect and honesty were part of education in the 20^th century and are still an important part of education today. Children were expected to work hard in school or receive a punishment but today students are encouraged to work on self-management skills.

Real world problems were part of the curriculum in the 20^th century. I can remember going out to study mangroves and learning about the way they aerate the mudflats. Obviously many of the population of Mangawhai didn’t learn that because this year large sections of mangroves have been cleared in the estuary. I’m not sure if that is the fault of the older or younger generation of educators?

Today there is more emphasis on authentic learning and real world problems which makes the learning more engaging and ‘sticky’. We also have the means today to communicate far and wide, take virtual tours of the Antarctic or find real world statistics more easily.

There are some skills that remain the same for both the 20^th and 21^st century. These are often referred to as soft skills that employers look for such as a solid work ethic, a person who is positive, self-motivated, organised, a communicator, and a person who can work under pressure.

Week Two: How is the purpose of education visible in my classroom?

At the moment the best purpose of education that I know is in our NZ curriculum which states that the purpose of education is to prepare students to be:

• confident (reliable,resourceful,resilient,enterprising)
• connected (able to communicate and relate to others )
• actively involved (participate and contribute in school and community)
• lifelong learners (critical and creative thinkers, decision makers)

Along with this, we want students to grow and value

• the bicultural partnership in Aotearoa
• secure a sustainable future for NZ
• live full and satisfactory lives

Some of the ways this is visible in my classroom:

Students sit in groups and actively participate -writing on whiteboards sometimes. These girls are confident learners!

 We think about the future and what kind of jobs might be possible and  students discuss how they are preparing for the future. Their learning is going to continue for life!

Students love being creative and trying new challenges such as making stop animation movies using nets and 3D shapes.                                                                                                                                                                                                                                                            















Hands on activities are used to understand probability-don't leave your future up to chance!









Concepts may be communicated using Mind-maps

Students use personalized maths programs that progress from mastering basic maths skills to extending their critical thinking ability.