Tag: Tohatoha

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 2 – Know Your Learners as Mathematicians

Learners as Mathematicians – What Makes a Confident Maths Teacher? 

Over time so much has changed. What does our Maths Curriculum look like and how can we ensure our students are prepared for the learning ahead.

In our context we are looking at how we can adapt the “Pillars of Practice” to suit our learners and our teachers. This slide talks about 3 key components to making a confident Maths Teacher, however the key question for me, is always “what impact does my teaching have on my ākonga who absolutely do not think of themselves as a good mathematician?”

The points for a confident Maths Teacher resonate:

  • Develop your teacher content knowledge
    • How do you do this and what does that look like in amidst current curriculum and pending changes? Well, we have a saying at school that we need to have an intelligent approach. 

Today, it is heartening to know that I am heading in the right direction and our school is not alone with where we are at with our local curriculum and what we need. The key with Manaiakalani and the pedagogy we have embraced as Kootuitui ki Papakura is the fact that there are the seams of Cultural Responsiveness which we can embed in our practice to suit our context. Content Knowledge of the Curriculum is important and having that growth mindset as a learner will help to accelerate learning for ākonga whether that be Tuakana-Teina or Teacher.

What I do in my class and with my Professional Learning has an impact on my own learning, my students, our school and sometimes even our community. Being an engaged life-long learner gives me satisfaction. This is what I hope to share with my students.

There were a lot of challenges for me today but also some accomplishments. I’m a reflector, an analyser and an adopter so today reminds me that these challenges are just pitstops for me to deep dive. The Workbook is going to be a game changer and when I have time to breathe and take in the concepts and how we as a school might develop its use, we too can use this as a tool of engagement.

From my observations and from the survey I gave our students, the data shows that our students are natural collaborators who often are able to delegate roles and equitable learning outcomes, so why not give student agency, opportunities and aspirational goals to find what works for them and accelerate learning.

There was a lot I learned about, but it was refreshing to see that what I know and do like the reintroduction of LI and SC is reemphasised so students feel like they are being heard. I am ready for the learning. As I am a engaged life long learner all my professional learning always meaningful to my students especially when we regroup and incorporate my homework into what they do.

Task boards have been around for a long time and as an innovator, I quite like to see the variety people have. The experiences with my class at the moment are challenges which I embrace as they shift from being a hybrid class to a digital class of savvy investigators who have choice. Over the next few weeks, I would like to consolidate what I learned from both sessions with the talk moves or the ground rules for talk to the deep dive discussion about the data and how we could interpret or introduce it to hard to shift students.

Our learning today centred around the premise of knowing our students as Mathematicians. We looked at data and the analysing of data, but also ensuring that our students made connections with Maths in our everyday world. I can’t wait to take them to the marae, so they too can embrace the beauty of Te Ao Māori. To be able to see the symmetry in the patterns of the tukutuku panels, to feel the harakeke as the whenu are applied to raranga – all of which incorporates Maths.

For my class:

  • Getting to know their Maths quirks has been enlightening but I feel discussions still need to be had about our next steps.
  • Incorporating the Teacher Work Book into our programme to align what we do and recreate to add value not work.
  • The ‘Koorero kia pono’ integration across the curriculum
  • Consolidating these tools with the taskboards

Overwhelmed, but ready for the challenge. Tūwhitia te hopo mai rangatia te angitū! Feel the fear and do it anyway! Mai i a Wharehuia Milroy

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

 

 

Dealing with Data – DFI Day #4

Hurō, Hurō! He rā ma ngā mahi Rīpanga Kūkara! He pūkenga o aku Māhere!

Dealing with data! Something of which I enjoy especially when using ‘google sheets’ – what a day it will be.

Dealing with data can often be onerous if you are unsure of what you are collecting data for, so what skills are needed to help workflow become more effective or to give you the confidence to teach our students the skills of how to use ‘Google Sheets’ and ‘My Maps’. The contexts of how we use these tools is very important and the time to share ideas in a safe space and ask questions is pivotal.

Using google sheets daily, has given me knowledge with how to use these tools with confidence, but today I learned new ‘tidbits’ which can help me save more time refining my practise. Yes, just add it to my kete and practise! I am grateful for that.

My maps and the learning around that reminded me of the work I put into teaching our students about ‘Our School Pepehā using Google Earth’ and the time we spent with ‘Thinglink’, both fantastic tools but knowing they have ‘My Maps’ will make their learning more accessible because they can do this in google. Tick! Its a winning formula.

The Beginning of Google Sheets Analysis

My takeaways this week:

  1. Tohatoha – How are we sharing our learning? Who is our audience? Context
  2. Google Forms/Sheets – Really pivotal with our current statistical investigations
  3. My Maps – Perhaps to help embrace our place in our community and to identify a sense of belonging.

Finally, I refer back to my comment above, ‘the time to share ideas in a safe space and ask questions is pivotal’. As a person who does not like to ask for help, I was reminded today of a need to ask questions for clarity, for understanding and to ask for support when needed. Our school values lead with Rangatiratanga, Whanaungatanga, Manaakitanga and Kaitiakitanga, all of which invoke our ‘Learn, Create and Share pedagogy’. I learned from Mele’s video today, I learned from Marko last week and I definitely learned resilience by watching some of our ākonga struggle this week with the use of chromebooks, but the messages they share are unique, they share fun, they share their ups and their downs; so it is their resilience and bravery for asking those questions to clarify, understand and to ask for support which I acknowledge here today as my final takeaway.  Ngā mihi maioha ki a koe, Makaore. 

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.