Showing posts with label RTC10. Show all posts
Showing posts with label RTC10. Show all posts
Tuesday, 27 June 2017
Winning Hone Haka
Thursday, 13 April 2017
Kapa Haka Seamstress
Whaia Awa asked for anyone who could help with the Kapa Haka performance costumes, I like to sew so I volunteered, as did Hazel. We decided to split the effort by task, so I put together the outfit for Whaiora, the lead female, and Hazel extended the pre-existing junior.
Wednesday, 1 March 2017
School PD to Waitangi
The school trip to Waitangi was an interesting day. I have been to Waitangi a number of time, but not since the museum opened. I felt that the time in the museum was spoiled by the 'homework' we had been assigned as it prevented me fully immersing myself in the information on offer, but instead driving me down the path that had been set. I had hoped to have the time to look around for things that I could incorporate into my classroom practice, but I didn't have the time to do so.
How do we get kids to see that school is in their long term interest when they are only interested in leaving school now to earn money. They do not think longer term as to how the jobs that seem like big money now don't pay enough for a comfortable life when they have dependent or injuries.
Talking to Vinnie who had left school at 13/14 to work in forestry, and bought houses age 17 and 18, brought that home. Vinnie seems happy with his life, but not everyone will have his success, and Vinnie himself says it was at the cost of not seeing his family grow up. I don't know how to compete with that when students have come from a background where "earnings now" are valued over learning or even "earnings later".
How do we get kids to see that school is in their long term interest when they are only interested in leaving school now to earn money. They do not think longer term as to how the jobs that seem like big money now don't pay enough for a comfortable life when they have dependent or injuries.
Talking to Vinnie who had left school at 13/14 to work in forestry, and bought houses age 17 and 18, brought that home. Vinnie seems happy with his life, but not everyone will have his success, and Vinnie himself says it was at the cost of not seeing his family grow up. I don't know how to compete with that when students have come from a background where "earnings now" are valued over learning or even "earnings later".
Wednesday, 7 December 2016
The new Junior Curriculum - Research
The new junior curriculum is taking shape. The science department have worked on an outline for the year and for the units. We have decided how to structure the changes, and now we are working on a small section of the first unit each.
I am using my experience from teaching Social Studies for a year, specifically research skills, to plan the research component of the unit.
The research component will have basic research skills, and will include a research project. The initial project will be into a scientist. I have compiled a list of scientists they could research, and I have included a wide range of fields and cultures, with a focus on women and Maori. In addition I looked for ethnic minority scientists from Australia, Canada, and the US as these are cultures that some of our Maori students identify as being in a similary position to Maori, as exemplified by the support in the community for the Standing Rock native americans protesting the North Dakota pipeline.The intention is to make the students aware that science is for everyone not just old white men.
To encourage the students to be more introspective and thoughtful about the learning process, the will receive two grades for their piece of research. They will have one for the content of the research, and another for the process of research. What did they look for, what was successful. In addition they will be expected to do a reflection/evaluation of how they performed. I have set this up as a google form in order to make it manageable for staff to implement, but also to differentiate the questions the students are answering
Part of what we are trying to do is develop students into critical thinkers. The students are expected to compile a reference list, but for the higher level thinker I'm implementing a system to encourage them to think about the perspective of the source as an introduction to bias and to be wary of who they are listening to.
I am using my experience from teaching Social Studies for a year, specifically research skills, to plan the research component of the unit.
The research component will have basic research skills, and will include a research project. The initial project will be into a scientist. I have compiled a list of scientists they could research, and I have included a wide range of fields and cultures, with a focus on women and Maori. In addition I looked for ethnic minority scientists from Australia, Canada, and the US as these are cultures that some of our Maori students identify as being in a similary position to Maori, as exemplified by the support in the community for the Standing Rock native americans protesting the North Dakota pipeline.The intention is to make the students aware that science is for everyone not just old white men.
To encourage the students to be more introspective and thoughtful about the learning process, the will receive two grades for their piece of research. They will have one for the content of the research, and another for the process of research. What did they look for, what was successful. In addition they will be expected to do a reflection/evaluation of how they performed. I have set this up as a google form in order to make it manageable for staff to implement, but also to differentiate the questions the students are answering
Part of what we are trying to do is develop students into critical thinkers. The students are expected to compile a reference list, but for the higher level thinker I'm implementing a system to encourage them to think about the perspective of the source as an introduction to bias and to be wary of who they are listening to.
Monday, 22 August 2016
The PTC's for reference
PTC’s
1. … establish and maintain effective professional relationships focused on the learning and well-being of all akonga
2. … demonstrate commitment to promoting the well-being of all akonga
3. … demonstrate commitment to bicultural partnership in Aotearoa New Zealand
4. … demonstrate commitment to ongoing professional learning and development of personal professional practice
5. … show leadership that contributes to effective teaching and learning
6. … conceptualise, plan and implement an appropriate learning programme
7. … promote a collaborative, inclusive and supportive learning environment
8. … demonstrate in practice their knowledge and understanding of how akonga learn
9. … respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga
10. … work effectively within the bicultural context of Aotearoa New Zealand
11. … analyse and appropriately use assessment information, which has been gathered formally and informally
12. … use critical inquiry and problem solving effectively in their professional practice
Friday, 19 August 2016
Maui and the Sun
I struggle to appropriately incorporate Maori culture in many Science lessons without it being a tokenistic inclusion, rather than a valuable learning tool.
In order to try and get the students to think about how myths were explanations of physical phenomenon I set homework to compare the myth of how Maui slowed the sun with the Scientific explanation.
I was looking for the idea of how the day gets shorter and shorter, but then longer again, could be linked with Maui's reaching of the sun and then slowing it down. So the story would repeat each year.
Google classroom assignment
In order to try and get the students to think about how myths were explanations of physical phenomenon I set homework to compare the myth of how Maui slowed the sun with the Scientific explanation.
I was looking for the idea of how the day gets shorter and shorter, but then longer again, could be linked with Maui's reaching of the sun and then slowing it down. So the story would repeat each year.
Google classroom assignment
Subscribe to:
Posts (Atom)