Tag: Hanga

MPI 9: Creating and Sharing with Mathematics

Learning is forever evolving. As a lifelong learner, I ensure to give myself the tools to help me further develop my understanding with what I am learning and the world around me. So, how do I replicate this for my learners.

This year we have worked towards understanding how Maths fits in whichever curriculum we use. I have spent the time agonising about how I am going to amplify learning from 9 days across the 3 terms. Not only that, but with the curriculum changes, what that look like for our school, our learners?

MPI has been ‘RATE’ Kaupapa all in one; where I have been challenged in my thinking and how I would reflect this as evidence for all of my students. Every session has been a challenge for the mind and interestingly enough, I have ensured that I have been able to identify the components I can challenge my students and their learning with and expose them to Mathematics in Our World.

What did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Mathematics Programme ? 

  • How Maths can be digital with sharing and creating? It does not have to be just different sites to engage. How the pillars are pivotal but also how they work within the curriculum.
  • How my learning, and how my teaching practice can be amplified to engage student, colleague and whānau learning which aligns with the Pedagogy and kaupapa of the Manaiakalani Mathematics Programme.

In all honesty, I learned resilience, time management, patience and determination. All of which in some way talks about my context. My kaupapa and pedagogical knowledge of the Pillars of Mathematics and the tools I have gathered to enhance my kete have come from these 9 days. I have learned:

  • How Maths Talk can help the development and understanding of students and their thought processes. Thinking out loud is powerful.
  • How Maths can be digital with sharing and creating? It does not have to be just different sites to engage.
  • How the pillars are pivotal but also how they work within the curriculum.

One of the biggest takeaways I have learned is that for our students, opportunities to learn, empowerment, resilience and determination are needed. The key to unlocking the learning for my learners is enabling them to explore (tutu), engage (whakauru) and to ako, hanga and tohatoha.

For me, allowing the natural process of creating should enable my students to gain confidence and rigour in their Maths Learning. My explicit teaching, careful planning, better understanding of the new curriculum will also enhance my capability and confidence to teach this. Rewindable video or tracking through each component we’ve covered, should allow me to remember what was taught.

Our facilitators come from varying strength bases and are pivotal to the development of my learning. Mentorship is important as you need someone to observe, critique and help amplify your learning. At times, this became quite difficult, but I could call upon my peers to have professional conversations with. Thank you.

Elena, Georgie, and Donna – Thank you for being patient and motivating with your visible passion for Mathematics and Statistics.

MPI: Day 4 – Numbers

Within Literacy we talk about the importance of vocabulary. Explicitly teaching vocabulary in Maths ensures that we emphasise the importance of using and teaching the correct vocabulary and visual representations. Accordingly why do we need to focus on teaching vocabulary?

  • Students need to learn math terms because they are essential for understanding concepts, communicating ideas clearly, and solving problems effectively.
  • We need to connect math concepts with vocabulary and symbols to help students link abstract ideas with concrete representations.
  • It’s important to use visual representations so learners can see what it looks like.

Here’s an example shared to us by our MPI Team:

You can see here that this particular chart uses the term, brief information to explain and then a pictorial representation of its meaning.  I can see a few of these popping up when developed and not only in Maths.

Random side note: To Math or Not to Math – what is the answer? In NZ, we say Maths, some say Pāngarau, in US, they say Math. It can be confusing as it is confusing for students but how many of us use Maths or even Mathematics as a subject label?

In my opinion, our attitude towards Maths is always based on how we have either experienced it or have been taught it.

This would help with understanding how our students solve problems. I think that communicating our thought process should help this. It would allow our articulation of our thought process and give students opportunities to learn more vocabulary – so user friendly talking frameworks should help.

  • What did I learn that could improve my capability and confidence in teaching mathematics?

Encouraging to see that my content knowledge has not got lost and that I am achieving what my students need me to know. Place Value is tricky and interestingly enough I have a couple of students who use algorithms which is their ‘go to’ strategy  taught to them by their whānau. These students are also those at Stage 6 & 7 in Maths, but they have confusions especially when looking at decimals and place value.

I enjoyed looking at the different components of Number and finding other ways to teach fractions, decimals and percentages. How can you stick to one topic?

I was given more time to look at a plan and incorporate it, so time to unpack what was said, understand what was shared and think about how I might implement it with my class. Fantastic to see the examples and be able to use them to start my implementation or practice and then to create my own.

  • What did I learn that could be used with my learners? 

One reflection I have is that students identified themselves that you can see Maths in all activities we did at the marae and I’m grateful they are making connections with an authentic context. Our trips to the Marae and to the Museum made this connection to our learning, but the Maths development will be huge.

 

Learning is not easy for all and in my view, Maths needs a culturally responsive lens, therefore ensuring that our Rich Tasks and our Problem Solving Challenges are contextual and engage students by allowing them to make a connection to the task. Everything I learned today will help with student learning, but the application of it will enhance student engagement.

My rich task needed to be of multiple entry points with multiple ways to solve it, but my beginning rich task I created borders on an authentic problem solving task (which is fine), but it can be rejigged.

New learning means more reflection

 

 

 

  • What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga? 

The idea is once I understand and have a better idea of how it works for me, I will hope to develop it with others who may have done DFI, and RPI to further develop our own Pillars of Practice for our school. Then we can have an authentic learning hub which we have taken time and pride in.

Woah! what a lot of thought. Thank you to the MPI team.

Google Draw Comes To Life

There are always great tools with Google Suite which stands out as favourite tools to use. For our students one of those has always been Google Slides, but is that because it requires a lot less words to fill the space. After talking with students, it is just that, “because we don’t have to write so much.” How have we come to a time where no words have a language of their own? Why has this become more of a space to share our learning with photos. Well, today we are learning to extend our knowledge of how to use Google Draw. 

Last week we continued to use Google Draw and show our knowledge of Matariki as a way to share this knowledge. We made landscapes where each of our students used flip horizontally and the other tools available to us to make colour contrasts and incorporate foreground and background with our shapes.

Today, the skills and the understanding of what we can do with these tools is immense. I enjoy watching our students faces as they design and accomplish new art pieces which allow them to show evidence of their learning. So, focusing on what they have learned this term and also the highlights make it important for us to ensure we can visualise what we have learned and retain the knowledge.

Using google draw as a means to display what they have learned will harness the chance to use visual cues and emphasise that with other posts they may have had. Students are using google draw and insert to challenge themselves to make a display to review and showcase proud moments of Term 2. So for me, this is a time for reflection and focus back on what was learned at DFI.

Computational Thinking – DFI Day #8

Hoki mahara e au. He aha ngā whāinga hei tāpiri ake ki ngā kete o āku ākonga i tērā wiki? What has worked this week?

  • Kua timata mai e mātou ko āku ākonga a Tuhi mai tuhi atu. He pai tēnei ki a au na te mea te nuinga o te wā, i pānui, i tuhi, i whakawhiti kōrero e mātou te wairua o ngā pōhi mai i āku ākonga me ngā pōhi o tērā atu kura.
  • He pai ki a mātou ngā mahi i te taha a Mātua Aina me ērā momo mahi mō Cybersmart.
  • I whakaako au i te ‘Screencast’ ki āku ākonga koi i te ‘Screencastify’ me te ‘rorohiko karoma’. Hūrō!  Rawe kē ki te tutaki i a Makaore kanohi ki te kanohi. 

He aha ngā raru? 

I mōhio, ā, i marama e mātou kei te pukumahi ngā kaitakawaenga o ngā rangitaki, ēngari kei te tātari tonu ētahi o āku ākonga mā rātou rangitaki.

Hēoi, i kōrerohia mai i a Dorothy i tēnei ata, te kaupapa mai i ‘Empower’. To Empower our teachers and our learners” – Is this whakamana? or is this kaupapa? Batting a conversation between people to try and extend our verbal and oral language capacity, so how do we do this with our skill set in Digital Technology?

 

I like the thought of streamlining, no cost internet for our families and so why don’t we have access to this? This would empower our students to do much more but I also worry about the time our students spend on their devices. Is this the new safety net they have? Food for thought.

Therefore, when I think about the Digital Technology Curriculum, I think about what I can do to offer our students the opportunities to learn through innovative design and especially with the idea that they can be digitally fluent students with an ‘Unplugged’ content too. This resonates with the ‘Maui’ side of my personality, where we can create through play, through trial and error and most certainly through tinkering.

What is the future going to be like? To me, e aua?

Kāore au i mōhio he aha ngā kaupapa kei roto i te wāheke mamao mā āku mokopuna me āku ākonga pea. Kei te mataku au. Ki te kore au i whakaako rātou ngā pūkenga kia tika, ka aha? Have I taught them enough skills to overcome any emotional, or any mental challenges they will need to be resilient on their pathway to being successful and live a fulfilled life for the future?’ It frightens me that our ākonga will have access to all these opportunities which will make life easier but when do we have privacy? He whakaaro noa iho.

Katuku Island – Normalising Te Ao Māori mo te katoa. Koinei he mea hei whakapiki o tāku wairua kia whai hua hei whakamanahia o tā mātou reo Māori. Ki a au nei, he tino koi ētahi o āku ākonga ki te waihanga ngā waehere, ā, he pai rātou ki te takaro o ngā kēmu, ā, me waihanga ngā kēmu! This paves the way forward for all students. He Māori koe, kia Māori!

I pīrangi au ki te rangahau ki ngā kaupapa e pā ana ki a Manaiakalani, hei kōrerohia i te taha o ngā ākonga kei roto i tāku akomanga, ā, ka mauria mai te hā o ngā ākonga. Māku hei manaaki i o rātou moemoea hei tāpiri atu i roto i o rātou kete matauranga.

Tuhi Waehere

He pai ki a au i tēnei wahanga. Ko ‘tuhi waehere’ te patopato o te manawa o ngā rorohiko, o ngā mea Matihiko rānei ki a au. Ānei tāku waihanga i tēnei ahiahi mai i a Tinkercad. He mahi kei te haere, ā, mēnā he whai pūkenga anō e au, ka whakamutu āku mahinga.

Te nuinga o tēnei mahi kia tukua, kia tohaina ki āku ākonga. Kei a rātou ngā pukenga hei āwhina i ērā atu ākonga, ā, kei ahau tētahi o ērā ākonga.

My ‘takeaways’ for this week are quite simple actually:

  • Hoatu te mauri o ngā mahi Matihiko ki ngā ākonga. Mā ngā ākonga hei rapu matauranga, hei rapu rauemi, hei āwhina ki ērā atu.
  • Whakawhiti kōrero mai i ngā ākonga, hei whiriwhiria ngā kaupapa, ngā rauemi mā rātou. Māku hei āwhina te ākona kei roto i tāku ākomanga.

My final word, comes from our conversation as a ‘bubble’ not just a goodbye, but a moment where we could acknowledge each other and show whanaungatanga. ‘ko te whakawhanaungatanga te ngako o tēnei kaupapa ki a au’. Ko te nuinga o te wā, kei te noho waha ngū ētahi o mātou, ahakoa he raru tā tētahi, ka waha ngū tonu e mātou. He wāhi haumaru mo te katoa. He wāhi haumaru māku, kia Māori.

Mauri Ora ki a koutou.

Devices – DFI Day #7

‘Beware of the good idea’ – This most certainly does resonate with my thinking as I’m constantly surrounded by Matauranga. How do I take what I am learning today and last week and put it into boxes so that the output is not overwhelming? Food for thought.

I tēnei wiki i kōrero mai a Dorothy i te kaupapa ‘Ubiquitous – Rangiwhāwhā‘.

  • Anytime
  • Anywhere
  • Any pace
  • Anyone

Ae, tika ana te kōrero nei, hei ako mā te katoa, i ngā wā katoa. Ahakoa te kaupapa, engari ko te whakaaro nui ki au, i mea mai au ki āku tauira – ko tā koutou mahi, mahia te mahi, ā, ka mahia e koutou te tāwere i a au. I’ve often said to students – your job is to do the work and make me redundant. Ka whai mahi, ka whai rauemi hei awhina i ngā tauira ki te whakamana o rātou matauranga. Paia! What a fantastic thought!

Internet In A Box!  He aha tēnei tūmatarau?  

– I would love to see how we could get this magic in our community and available to the many. Firstly, what is its purpose? Who is it for? Is it internet or wifi? My learners just want to be able to complete tasks with their learning so they can show ‘poho kererū’ when sharing their tasks and build. What a fantastic treat it would be to get a couple of these and for us to use it as a way to bring communities together, like becoming a ‘Dinner by Internet’ situation in one of our parks, in one of our school fields, especially in Papakura. Help! Dorothy – bring this magic and incorporate it as a need for student engagement. – email Russell to see how it is made, do I give it to my learners as a challenge? how do we make this happen? Watch this space!

Explore!

This has to be one of my favourite parts of the day and being able to use both the iPad and the chromebook was invaluable, especially as chromebook is not my device of choice for my learning, BUT it is the device of choice for my students. My students knew I was learning to use the chromebook, so when I put out a call on our Google Chats Space, there were some keen tutors at the ready. How wonderful it is to know when I need them the most – Showing Manaakitanga – Excellence Achieved – Showing Rangatiratanga – Excellence Achieved – I’m so proud of them.

WALT demonstrate our ability to use a chromebook

        WALT demonstrate our ability to use a chromebook

Being Cybersmart

There is so much to think about when it comes to Being Cybersmart in our communities and especially when thinking about becoming Ubiquitous in our Community where literacy is not always a focus, where school is not always a focus, but in order for us to make strides and to give opportunities to our learners to embrace learning that we may break these cycles and show just how exciting our learning can be. So my focus has been, then how do we empower our whānau to be part of our student’s learning?

Yes, by making it visible it makes learning accessible to all. Yes, by having whānau giving feedback once a week to make a connection with their child/children. Yes by making learning fun.

Today I made a sample version of a video where we can make learning rewindable and where I also experimented with how I can make video using screencast on a chromebook. This will be my one tidbit to share with my class tomorrow as we were avid users of screencastify until the limit on video became active. This is all learning and in all honesty my students are much better at it than I am. I have evidence as just the other day we decided to make rewindables for those who need help with shortcuts on a chromebook.

Click on the picture to view

Cairo’s Video on Chromebook Shortcuts

Cairo used Screencastify

My attempt at a rewindable using Screencast                                                   

 

 

 

 

 

But wait, there’s more! I also had the pleasure of being able to use Explain Everything which isn’t new to me but it is always great to be reminded of these great tools and how I might implement their use in our learning environment. More learning, more fun!

Explain Everything in Action

What will I implement with my class. Well that’s up to them.

– Mauri Ora ki a koutou

 

 

Media – DFI Day #3

Ko te hunga pāpaho te kaupapa o te rangi nei. I tuhura mātou ngā momo kaupapa hei awhina i āku ākonga ki te kawea i ngā momo kaihanga, ehara ngā kiritaki kē rānei.  I mohio kē mātou ki te whakatūturu kia haumaru ngā ākonga i te tuihono. Me pono ki te kaupapa.

He aha te āhua o AKO kei roto i tāku kura?

Ki a au, ko whakawhanaungatanga te nuinga o AKO. Ākona i roto i te ao whānui, mō ngā ākonga. I tēnei rā, kua hōhā kē tāku rorohiko, ēngari i mahara e au ki āku tauira īnanahi pea, i whai hua, i whai kaha i whai manawaroa rātou i ngā pūkenga hei awhina i a rātou. Ā, i tēnei rā kei ahau tētahi manu manawaroa kia ū ki te kaupapa o te mahi matihiko.

I a wiki, kua whai kīnaki hei whakamanahia āku pūkenga kei roto i tāku kete. I rongo ahau i te kōrero o Dorothy i te kaupapa HANGA. Ki a au, he wero ēnei momo kaupapa ki te whakapiki o ngā kaupapa katoa i te kura mā ngā tamariki. He tino taumata te kaupapa rā, engari he kaupapa mā ngā whānau o neherā, o naianei, mo ake tonu atu. I mahara au i a Maui-Tikitiki-a-Taranga na te mea nānā tētahi o ngā tangata e whai pukenga mō te HANGA. Nā te nuinga o āku ākonga ēnei pukenga pērā tonu i a Maui.

Ko te AKO:

E toru ngā kaupapa, he pai ki a au,

  1. Tiriata
  2. Hākoritanga
  3. He Taumata Ano

These are my wero this week which will enhance and challenge me to upskill in order for me to share with our students. It gives me the chance to learn with them in the hope that they remember or are able to learn how to use these and to teach me. Reciprocity is shared here where Create gives me the opportunity to be vulnerable and to create new resources and ideas, but where it allows students to also be the teacher.

I’ve seen our students produce ‘Hākoritanga’ which have been shared on our sites, but Tiriata would probably be one that I would like to explore more and for me develop my skills of Hākoritanga using Google Slides. I thought with a kaupapa which I am familiar with, I would produce this:

Ko āku kīnaki hei tuku pūkenga ki ērā atu:

  • Whai wā hei whakatika ngā tikanga haumaru mā ngā ākonga mo YouTube me ērā atu taupānga.
  • Whai whakaaro e ōrite ai ngā āhei atu o ngā ākonga ki te hanga.
  • Whai mahi whakamahere māmā i Ata Kūkara.
  • I whakakahangia e au te mahi a ngā Ata Kūkara mai i ngā mea katoa.
  • I whakakahangia e au te mahi a ngā Tānga Kūkara.

Ngā mihi maioha ki a koutou.

Workflow – DFI Day #2

Ki te kotahi te kākaho, ka whati; ki te kāpuia, e kore e whati.  

 If a reed stands alone, it can be broken; if it is in a group, it cannot.

– Nā Kingi Tūkaroto Matutaera Pōtatau Te Wherowhero Tāwhiao

Ko te whakaaro nui, ko te hihiri o te manawa, hei whakarongo, hei whakawhiti kōrero i tā mātou pāpura DFI, hei ako pūkenga mā te mahi matihiko mā ngā ākonga. Koinā, engari ka tū ake ahau ki te tautoko i te aronga o te mahi kei mua i a mātou (tātou rānei), ā, ko te mahi matihiko pea. 

Pēnā tonu mai i ngā tūpuna, kei te mahi kōtahi tātou, ahakoa ngā piki me ngā heke, ka ako, ka whakaako tātou.

Ako

He aha te kaupapa i tē rangi nei?  Hei whakapakari i tāku hinengaro hei hāpai i ngā mea matihiko mā te katoa ā tōna wā. He wā, he iti noa te kōrero, ā, he wā pai mā te whakarongo. 

Ki au nei, 

  • Taming the Tabs – (Ngā Ripa)
  • Hei whakatūturutia āku pūkenga mai i ērā atu tau i hemo. Engari, i whakakaha e au ēnei taonga hei whakaako ki āku ākonga.
    • Hāpara
    • Hononga i Manaiakalani
    • Hui Ataata Kūkara
    • Mahara Kūkura
    • Kīmera
    • Maramataka
  • He rawe kē ēnei mā te katoa o tātou. I mahi e mātou, ko āku ākonga hei timata ēnei mahi i tērā wiki. 

Hanga 

Kua tāpirihia he tētahi kiriata o te whakawhiti kōrero mā māua ko Darren. Ko te manako nui o tēnei he tauira engari ā tōna wā, ka pīrangi ki te tohatoha i tāku mata rorohiko kei roto i tāku kiriata nei. 

Ko te kaupapa e pā ana ki ‘TE AKO’, ā, ko te Recognise, ko te Amplify, ā, ko te Turbocharge hei āwhina i taku mārama atu ki te ariā ako me te kaupapa o Manaiakalani. Ko te manako nui, hei tohu mā ngā ākonga i te nuinga o te wā. Mā rātou hei, whakaako i ahau, whakaako i tā rātou hoa, i tā rātou matua, whānau rānei.  Kei te mōhio ahau inaianei, he aha te kaupapa kei waenganui i te kaupapa o tēnei kaupapa o te AKO. 

 

Nā te kōrero o Dorothy Burt ēnei

  • Koinei o āku akoranga hei whakawhanake i te ngaiotanga,  i taku māia, i taku kakama, i te rere rānei a te mahi, kia tukua, kia tohaina atu ki āku ākonga ki tāku ao whaiaro.   

He kaupapa tika tēnei ki au. He pono ki te kaupapa, hei uru ki te whai hua, whai kaha i ngā ākonga i te ao nei. Kei te kōrero reo rangatira mātou kei raro i te mauri, i te haumaru o te ao Māori nei, hei whakakaha ngā kaupapa mā ngā ākonga Māori, Pasifika rānei kei roto i te hāpori nei. Ahakoa, ngā piki me ngā heke kei te kawe e mātou, ā, e rātou ngā pūkenga hei āwhina te katoa o tātou. Koinā te nako o te whakatauki hei timata i te pōhi nei. 

Ngā mihi maioha e te hunga DFI.

Core Business – DFI Day #1

Aue! Ko te whakatauki, mai i a Wharehuia Milroy, “Tuwhitia te hopo, mairangatia te angitū! Feel the fear and do it anyway!

Koinā ki a au inaianei. He aha ai? Ko te whakaaro nui, ko te hihiri o te manawa, hei ako i te mahi matihiko inaianei, ā, ehara tēnei pīnati te manawa tīti hei rērere mō te wā roa i te rangi nei. Kua whai hua, whai whakaaro pēnā ki āku ākonga. He tino koi rātou ki te mahi rorohiko engari ki au nei, ko te tīkanga o tā rātou rangitaki te mahi kei mua i a mātou. I tēnei rā tuatahi nei, ko te tumanako e au, ko te ako. Ako i ngā mea katoa, ā, tohatoha ngā pūkenga ki ngā ākonga o te motu.

Ako

He aha te kaupapa i tē rangi nei?  He pai tēnei mahi mōku hei whakapakari i tāku hinengaro hei hāpai i ngā mea matihiko mā te katoa ā tōna wā. He wā, he iti noa te kōrero, ā, he wā pai mā te whakarongo. 

Ki au nei, 

  • Te pūtake mai o Manaiakalani (Nō hea, nō wai)
  • Te wāhanga o Akonga Cybersmart – paku kōrero 
  • Hei whai wā mo te hanga ako tukurua mā ngā akonga
  • Hei whai wā ki te ākona me te whakaako i ngā pūkenga mai i kūkara pea

Hanga 

Kua tāpirihia he whakaahua o taku mahi hanga engari he mahi kore i mutu ai. Ko te manako nui o tēnei mā ngā whānau tēnei pānui hei awhina e rātou, ko wai ahau, ā, ko wai mātou.

The use of an Infographic challenged us to use a google doc. Generally for this type of task, I would probably use a google drawing or a google slide first, but this has allowed me to use the tools already available to us through google docs. As part of this I think finding a common language will only enhance the language as well.

I particularly took note of the ability to set up our drives and organisation components properly. As every year comes to an end, it has already been a task I do regularly where I archive all my files and set up key folders for the new year. In essence this has allowed me to feel organised and have ease of use.

  • Voice Typing: A great tool to help learners of all ability levels.
  • Explore Tool: The Google Docs Explore tool brings you quick access to your Drive files, web search, images, recommendations and more.
  • Table of Contents: Provides visual links to headings and subtitles in a doc.

Normalise the use of digital learning.

SMART LEARNERS:

    • Kawa of Care (Responsible use of their device) – Learner and whānau
    • Confidently navigate – consistent use of devices

Takeaways for implementation:

  • Smart Learners
  • Voice Typing
  • Explore Tool
  • Google Docs

One of my most heartwarming moments and reflections of today would have to be, thinking back to when I first became involved with Technology – Digital where there was no ability to use our ‘reo rangatira, as Māori’. Being part of a whānau and building courage to speak in front of whānau and feeling safe, where being Māori and speaking Māori is normalised.

Ngā mihi maioha e te hunga DFI.