RPI - Data Reflections - Do Students Enjoy Reading?

 Room 9s Data

Before the Data Collection

Like all wonderful teachers, when given a form, I checked it out and couldn't see anything missing. I thought there were many questions, but my next thought was that the RPI leaders know what they are doing, and it will provide good information.

1. Following this process, the question is 'Do Students Enjoy Reading?'

2. Using the profile survey we were able to collect data across the class, (3 other classes have completed RPI and I am interested in comparing results at another point in time).

3. Checking the data I found one student was super keen and submitted twice. 

4. Analysing the data with the students took time, especially with trying to get their thoughts. (My main statement was what can you see, there is no right or wrong answer).

5. Here I am sharing my findings which I have also done with my Principal and Class.

6. Act on the data will occur in stages: 

• Discuss specific answers with individuals
• Talk to students about what they would like to read more about
• Find books to increase reading enjoyment
• Encourage all students and talk about improvement not level

When I First Started Looking at the Data 

I realised I could compare Year 7 against Year 8 students, but I couldn't compare males against females. Legislative practice always involves comparing gender, ethnicity, and age. And although I didn't want to go too deep, I did want to see the variation between males and females. Then I thought, 'Do I include 'other' for the students who don't recognise themselves as male or female?' So I checked back to the Manaiakalani Student Survey and how they gathered this information.

Although this was an afterthought, my class was happy to just use the two main categories, making analysis easier. But it did bring up some interesting questions.

Do males actually know what reading entails when at home? Finding out how to set up the TV or PS5 all entails reading.

Having discussions with the different student groups and the principal, it was interesting to see their thoughts on the data. 

A couple of important facts to be aware of in Room 9 we currently have 24 students, 9 are Year 8 and 15 Year 7s. 13 of whom are female and 11 are male. (So glad they all add up to 24)😁

The Data

 

It was interesting even the student said wow what a lot of slides. I responded by explaining that we were doing them all in one day.

Check out our thoughts with each slide. But here is our summary of the data of the most interesting or pertinent points. 

Analysis of the Data

What I/we found out:

• Overall 30% of Room 9 don't like to read 
• More boys go to the library this could be because there are more graphic novels or a larger choice
• Wow, what a contrast 86% of Year 7s enjoy reading compared to 22% of Year 8s.
• 80% of students understand reading will help them, leaving 20% unsure how it helps. A conversation with students is necessary not to persuade them but to understand what they mean.
• The most common genres of books are fiction, comics and pictures
• A few students read a wide range of genres
• 50% of the class read at home on the way to bed or in the evening
• Over Summer more than 50% read a book a week
• What whanau thinks about a student's reading ability is similar to their belief in themselves.
• For goals, many thought understanding what they were reading was a priority

Questions the WE asked - 

• Why don't a third of the boys like reading?
• The boys who don't like reading at home are they the same as those who don't like to read at school?
• How do I get these non-readers into reading?
• How do we get more than 50% overall enjoying reading in Room 9?

Favourite Responses:

• I love reading and I can't stop
• I need help
• I only have feelings about the graphic novels and the images, not chapters book feel with words only
• To be able to Understand the Secret Meanings

Final Thoughts

The survey has given me a lot to think about and discuss with individual students. 

Following this process, the question is 'Do Students Enjoy Reading?'

Using the profile survey we were able to collect data and this will be interesting to see again mid-year and later in the year.

RPI 1 - Reading is Core

 Reading is Core - Day 1 - RPI

Like all good learners, it is important to know our focus/goals for the next nine sessions.

Dorothy - Scene setting

Reading, equity, and Life Outcomes stem from the ability to read. We need to confront the effects of poor reading because students must be able to read to access the entire curriculum and continue learning throughout life. Unfortunately, when individuals are unable or are less confident readers, this can lead to various issues across the community. Merely discussing the average reader or reading age overlooks the extremes, and this is where our focus needs to be.

On many occasions, Rebecca Jensen has spoken to us about acceleration and how it is not just about achieving and getting students to where they deserve to be. It's not simply moving at the same rate as everyone else. Dorothy's example of a travelator and walking along it while others walk along the path. Rowing the waka together.

Students can make great gains in a year, but this progress needs to continue year after year! 👌

The Manaiakalani Team consistently stays up to date with the ministry and government changes to ensure that what they offer teachers is relevant and practical, enabling teachers to implement best practices.

What Makes a Good Reader?

If learners are not engaged, they are not learning to their full potential. 

Imagine a driver not engaged in what they are doing. OMG

Richard Johnston on Reading Across the Curriculum

Reading doesn't just occur within the confines of a reading class; it happens across the entire curriculum. The most effective learners develop their reading skills through a variety of methods.

He uses the example of planting beans.

• Reading the bean packet
• Jack and the Beanstalk
• Ways to help beans grow
• Journal stories on growing vegetables

Once learners have read about a topic, they can then write about it.

The language used in academia differs from that found in fiction. Reading non-fiction texts presents a distinct challenge compared to reading fiction, as it requires understanding technical terms, especially in subjects such as science and social studies, before one can derive enjoyment from the reading experience. This is also important as teachers that we have a shared understanding of the terms we are using.

Case Study

We looked at a case study by Robyn Anderson, her focus was on improving reading for enjoyment. 

A few ideas that resonated with me included

• Book Chain - My learners are already starting to share their thoughts about what they have read, and this is taking it to the next level.
• Leaders in the Library - Tuakana/Teina, the idea of older students reading to younger learners at lunch. Utilising the open library.
• Reading Challenge - A range of different 'Create' activities for learners to choose from.

Robyn also explained how she used the results in a math lesson. Students studied them to draw conclusions and apply their reading ideas to math, and their findings to reading, especially as they can see themselves as part of the data.

Discussion about Text

It's important to establish ground rules for discussions. We all have different ways of participating in discussions due to our culture and home life, such as

• Speaking over one another, 
• Avoiding difficult conversations by changing the subject
• Remaining silent

These ground rules for the class are important and need to be explicitly taught and reinforced. Students can even report back on how well they think their group did.

Example from Reading Practice Intensive.

Looking at the Research

I looked at the National Reading Panel Report

For many years, the reading comprehension practice and instruction provided in schools have focused heavily on the reading of literature texts alone (Duke, 2000; Venezky, 1982). The problem with that approach, due to the big differences between literature and exposition, is that students cannot easily generalize these literature-reading skills to science or social studies.

When teaching comprehension, students cannot be struggling with decoding, as this is where their headspace will be. Building an understanding of characters and relationships, plot, structure, and how episodes interconnect is important. Reading comprehension practice and instruction provided in school have heavily focused on the reading of literature. Reading in science and social studies, which uses exposition texts and skills, is not easily transferred. We need to teach both genres and ways to understand them.

Here is an example of reading across the curriculum:

Where to from Here -

In returning to class I want to use the Student Survey to find out more about my class as readers. Then establish Ground rules for all discussions. With the students self-evaluating their discussion group. As they are Year 7-8 I think this will be a great reflection tool for them (Although I think they are the best class ever 😃). We are also looking at graphing so having the class read the graphs and purposefully read during maths to find trends and solutions will be interesting.

These are the Pillars of Practice Manaiakalani has established. The Green squares indicate what I believe I am successful with the blue are areas I would like to be more successful in. I am looking forward to seeing how this looks at the end of the RPI.

Reflection on 2023

 In 2023, I joined Ako Hiko as a Facilitator, under the guidance of the Manaiakalani Network. I enjoyed sharing my knowledge of digital affordances with other teachers. And yeah let's be honest, they only sometimes wanted to try new things, but with consistent support and a bit of a challenge set out for them, all the teachers I worked with went away with something.

I may have had to explain a few times the importance of the concepts that needed to be taught;

Smart Learner 

• Kawa of Care (Looking after devices)
• Right Place Right Time

Smart Footprint

• Digital Footprint and How It Lasts Forever 
• What we share and how to share 
• Blogging 
• Smart Images

Smart Relationships

• Commenting even if not using blogs, and how to reply
• What to do if something goes wrong (and it does)

These ideas are taught through camera apps, iMovie, Book Creator, Scratch (Jnr), but ideas are not limited to just these applications they can be used to enhance the curriculum and class learning.

After working with the teachers for 3 terms and using the Kaupapa and Pedagogy set out by Manaiakalani. There somethings I would love to try out - My Where to Next if I was Staying ...

• Updating the resources not only to reflect the facilitator but also to ensure students have the opportunity to reinforce their learning (if they have been doing it for more than 2 years) 
• 
  
• Helping the Community/Whanau understand what using a Chromebook looks like, feels like and sounds like. Allowing whanau to upskill and try using a device.

These would be my main offerings. However, that is not to be I am moving back to Papakura. If I were to ever facilitate again, I would continue to meet with the leads of the school as it is important to understand from the get-go what they expect from me collectively and as an individual school and how they see my role in their school. 

I am happy to be going away with some great connections in the education sector. 

Thank you from a Year 4/5 Class

Farewell from Manaiakalani:

Orientation Ako Hiko 2024

Kia Ora 

I have now had two wonderful groups of teachers who are new to digital immersion teaching or have changed levels and are either using Chromebooks for the first time or iPads.

The beginning of the day starts out explaining to new staff the who what how and why of the Ako Hiko story and the joining with Maniakalani.

The Middle Section was on how facilitation works in our Cluster.

As our parents get caught up in device time, we must know the purpose for which we are teaching students to use their devices. In the workforce, we don't work in isolation; we still talk, receive advice, and feedback on what we are doing or work collaboratively.

As a facilitator, I am teaching teachers by modelling with a class. The benefit of this is that students get to learn alongside their teachers, showing that learning never stops. So the importance of communication is key.

After lunch, we focused on creating our class site for learning. We looked at how to make our site most effective, so students can find their learning in less than 3 clicks. This helps them to stay on task and find their learning easier.

This session utilised my toolkit from Term 4 on creating buttons and headers.

 

Physical Restraint Training

 As a Facilitator, I noticed we are not always aware of what is expected of teachers in the classroom. I was invited to join the Physical Restraint Training the MoE has recommended all teachers complete before 7 February 2024. Thanks to one of the schools I was working in.

There are 3 steps:

1. Recognise the Distress / Mātaitia
2. Respond to the Distress / Atawhaitia
3. Restore after the Distress / Whakawhenuatia
   

Followed by the concept of Interlocking Branching, which comprises the collaboration of the community, whanau, and teachers coming together to safeguard the Akonga/Learners.

The rules explain the use of physical restraint in registered schools from February 2023. The school policy needs to be in place and updated regularly from May 2023. Kaiako/teachers must be familiar with the school policy and know where to find it. This policy is also to be shared with the community.

Teachers are authorized to use physical restraint (PR) following the Education Act and following the guidelines provided. In case of any such incident, a written record must be maintained and kept for 10 years from the last action taken. If a student (Akonga) is identified as high-needs, either due to multiple incidents occurring per term, concerns raised by the whānau (family), or if the previous school has indicated so, an action plan must be put in place in collaboration with all parties involved.

Caregivers must be notified as soon as possible after a learner has been restrained. This should be followed by a debrief within 3 days, allowing all parties to reflect. 

Who is in charge of implementing this step?

Monitoring is an important step in this process. Distress will affect all parties: teachers, learners, and the family. This step will also help identify any trends or stresses that may contribute to the incidents. This is then followed by reporting to the Ministry (every incident of Physical Restraint). As Teachers, we need to know where the form is online.

Orientation with Manaiakalani

 It was wonderful listening to Dorothy talking at the Orientation about how Manaiakalani started and then grew from a Cluster to a Network.

Teacher PLD Slides

The Manaiakalani Film Festival enables every student to see themselves on screen (or see the movie they helped to produce - screen write, camera person starting from 5 years old) - many students are actively involved and they end up in media 

Manaiakalani - WHO

Started in 2006 to change circumstances for learners, whanau. The old saying it takes a village to raise a child is what they based their model on. They need to make the Village with all schools communicating with other agencies.

The Network began in 2015

TMP - PLD Community Buildings are all hugely important

Relentless focus of Achievement

Need to weigh the pig and feed the pig - if you don’t measure can’t support learning. This saying is about assessment, if you don't assess how do you know what they know and what is next?

A wave of technology in 2006 created the need to ensure equality and equity for all students and schools.

However, the community said you can’t be the next wave that comes and goes with the next new thing.

Manaiakalani - WHAT

A is built in a House/Whare model because needs

a framework and strong foundation to strengthen each pillar and the schools.

Creativity is in the centre (heart of it)

Sharing - such as film festivals, blogs, but not limited to online.

Walls/Pillars - framing to support the roof = 

Roof Shout - Cybersmart/Digital Citizenship

enabling and supporting learners and schools in the digital age

Pedagogy - 

Ako, Hanga, Tohatoha for your school, so each school will be different

Learn - general statement, engagement, creativity  and collaboration - enquire 

If not part of Learn Create Share - intentionally design lesson this way = part of TMP otherwise just part of a Chromebook learning - effective teaching practise Slides

Kaupapa -

Connected/Rangitaamiro - Learners are connected across school no matter where from - Rangitaamiro

Connecting teachers as all teaching the family village

Empowered/Rangituu - People who are disempowered lack control over the actions imposed upon them, a reality evident not only in education but also in medical services and the workforce. What actions can we take? Advocate for students to possess their own devices; shared iPads do not offer the same level of ownership and accountability as having a device specifically assigned to each student, such as a Chromebook labelled with the student's name.

Ubiquitous networking ensures coverage for all families, capturing their learning needs regularly. Whether in audio or video format, materials should be easily rewindable. Teachers should take pride in their teaching and be unreserved about capturing it, akin to the planning posted on walls in the cloak bay during the 1970s. Teachers who make their teaching visible facilitate achieving outcomes more readily, as students can refer to exemplars and create their own assessments. Blogging aids in this process by allowing teachers to document their progress, which becomes even more impactful when supplemented by comments from others, though it remains potent even without external visibility.

Part 2

Whare Footing - Legal Document

Meet with boards and community - Parents said, would be wonderful for students to have their own computers, not the traditional dial-up computers.

Boards held a combined forum making the community consistent.

Professor Stuart McNaughton - wanted to empower Manaiakalani over their own data, so we now have our own Research Team that Woolf Fisher oversees.

 

Teachers should be aware of how what assessment data is used for… not just individual teachers or senior leaders but across the community

Power is knowledge

We don’t focus on writing, with using a device. Why write on paper, Learners who use a device are significantly better off. 

Looked BYOD but found it was more Bring Your Own Disasters as teachers had to prepare for a range of formats that each device could use. Trialled tablets and iPads, but iPads were more consistent.

Relentlessly focus on being positive therefore tapping into emotions

Smart Learner

Smart Footprint

Smart Relationship

By Year 9 learners are brainwashed with these terms and what goes alongside them. This doesn’t mean they won't push boundaries but they will be snapped.

Iceberg - only have to focus on the tip - being smart, underneath is the security for School Leadership

Part 3

First Orientation 2015 

So people can connect with Manaiakalani, In-class Facilitation

Toolkits (class teachers also)

In-class Facilitation - The main idea is In-class with the teacher consistent with a time that works with you

Cybersmart Challenge (Blog)

They have their Class Sites day on a different day as it is a full-day workshop where teachers can construct a Class Site. 

It was wonderful to be part of this day. Watch this space to see what I use in the Ako Hiko Orientation.

Definitely many of Dorothy Burt's points about how it all comes about. - Thank you Manaiakalani for this opportunity. E.g the Whare and how it is and was constructed, and the fact it is all about building successful communities together!

The Edu HUB - Educational Technology and Inequalities

Professor Rebecca Eynon presents on 

Educational Technology and Inequality 

Digital Technology is seen as an important means to address educational and social inequality - concerns are 

*Hardware and connectivity

*Use to address gaps for struggling students 

*Automate tasks to free up teacher time

She talks about how they went through the review and gathering of data 

Thematic Analysis

Moved from Have and have not to a more complex image of 

Those who have access continue to do better, The rich get richer effect

Inequities are not just at the individual level but also at the school and community levels. 

Depends on the level of the teacher's use and confidence with technology too.

The forced use of learning using devices during the pandemic has reduced the shift of concerns back to connectivity. 

There has been a refiguration of inequalities but they have not gone away. Libraries can be a very important place for those who have 

Having the opportunity to play outside the institution

Data-Driven Technologies (AI)

Challenges with AI, people with darker skin need more light for recognition. There can also be issues for people with learning difficulties.

Socio-technical interactions

Global systems need to work globally but also need to work locally

Schools in lower SES used to develop basic digital skills and drills whereas in higher Socio-Economic groups students are encouraged to create and share ideas.

Surprised by - work through about pedagogic more prevalent

Other places/people are trying to move outside the norm

balance of research in different countries more US based

From what I can see and fathom even though the research is driven by student data and research from Rebecca Jenson and Aaron Wilson, what the Manaiakalani Education Trust and the wider Network are working towards and achieving goes against a lot that was said. Bucking the system!!!

Ditch Summit - Keeping it Real with Student Relationships

 Ditch Summit - Day 1 with Matt Miller & CJ Reynolds

Building relationships with Students and Whanau means students' engagement in class will skyrocket and managing the students will appear to be a breeze.

Rocket Joypixels Stickerfrom Rocket Stickers

John Maxwell says - No one cares what you know until they know you care.

I have made the mistake of believing 'I care, I tell them everyday!' but was I really showing it.

I know I have done this well in previous settings but with Covid and after had I really done it?

Tips on How:

1. Ask the children - (not from the front of the class), get in get personal, and sit with them

What is cool that old people don't care about?

2. Get to know them as people before you focus on the rules and routines!

Show the students 10 slides of the 10 most important moments in your life.

Make it personal, make yourself vulnerable!

Get the kids to make a set of slides of 10 important moments in their life.

3. Show Students you are listening and that you are interested. 

Go to events, be relevant

4. Turn Up - Go outside and play with students during breaks (don't hide in the class). 

Sit and eat with them.

5. Ask Parents - What do I need to know about your child that I won't find written anywhere?

This could be an email or a phone conversation when you introduce yourself.

E.g. What was their favourite part of class/school (When Why?)

Least favourite activity?

6. Then keep looking for clues.

Relationship leads to Classroom Management

This starts outside the class, as I mentioned earlier get alongside them play, and find out what they like. Once in class don't dive into rules and routines tell them about you. 

My name is and I love my job.

 I want to have the greatest day, week and year with a lot of fun in between.

Greet each student every morning, with a fist pump, or elbow knock.  This tells the students they are seen by you. You might be the first one to acknowledge them for the day. 

Build Rhythm in class (routines but they can fluctuate). Students need consistency to feel safe!

Navigate Conflict Moments

Issues are not the end of the world for them or for us. help them to find their way through. They don't have the life experience to understand that the sun will come up tomorrow. Smile it will pass, and have a safe place for students to go. 

Keep Calm and talk to them. This is what I am seeing, Did I do something to cause this behaviour? Own it as a Teacher if you make a mistake.

If NO, How can we remedy this? Because I'm here for you to succeed. How you think, feel and your education is important.

= Encouraging students to advocate for themselves positively. 

Game Plan - if you have a situation who can you reach out to?

- Who do the students connect with, meet with them to discuss, and prepare for situations. Then go back and discuss more so you can understand what or where you went wrong.

Toolkit - Google Draw Buttons and Headings

 With my focus on Google Sites this term I also noticed that some teachers were unsure how to create interesting Buttons and Headers. Included in the slides are templates and examples for both. 

I also found templates for Google Draw which included a range of graphic organisers I included the link for check out the image to see a few.

GROW Questions to Use during Mentoring

Kia Ora Koutou,

 a few years ago we had Evaluation Associates talking to our school about Mentoring and growing as Mentors. This model was initially developed in the 1980s and is still very effective today.

I found this interesting as a facilitator, when I came across the acronym GROW again. Pulling out this card I thought these are great questions I could use with my mentoring of teachers who want to develop their digital skills and the classroom modelling of digital devices. It made writing the facilitation notes easy, as it was always on hand.

Goals - What do you want? Why is this important? What are you aiming to achieve? What would the ideal look like? What would happen if you did not focus on this? Why is it important? 

Reality - What have I got? What is happening now? How do you know? What evidence are you referring to? What have you tried? What else is worth exploring? How was it last term/year?

Options - What could I do?  What alternatives are there? Which options interest you? What's worth giving a go? Have you thought of...? Is the goal still relevant?

Will commit/Way forward - What are the next steps? What might get in the way? What support /planning is required? Who can help? When will you start? What are the barriers? Enablers? Time frame?

So these are questions you can ask but what might a Coaching Session look like? 

‘Goal’ questions

This first part of the session is about either helping the mentee to set a goal to work towards or reviewing progress towards an already agreed-upon goal. This goal can be a short-term or long-term goal that will be revisited over the course of many sessions, and each mentoring session helps the mentee to decide on actions to take in order to reach their long-term goal. The focus for each mentoring session is also set during the start of that session.

‘Reality’ questions

This part of the session involves discussing and examining the factors relating to achievement or non-achievement of goals. The mentor should use active listening skills to understand the mentee’s perspective by focusing on what the mentee is saying and paraphrasing them to check for understanding. During this part of the session, mentors should focus on offering a challenge (for example, by checking for alternate explanations) and seeking and using evidence to encourage the mentee to view the goal, problem, and actions from many perspectives.

‘Options’ questions

As a result of the reality discussion, the mentor and mentee identify options that the mentee could take to move towards their goals, including any tools, strategies or pedagogies they can use. These ideas can be mind-mapped to aid in the discussion. This part of the discussion is about exploring and critiquing many possibilities, with the mentor providing challenges and offering expertise where appropriate.

‘Way forward’ questions

Decide on an option the mentee will implement and set a goal. Committing to specific actions will help the mentee move towards their goal. Agree on any support the mentor will provide, such as observations, and agree on a time for the next session.

Steps taken from Questions to use during Mentoring Conversations - The Education Hub

This article also has different questions from those on the original card. My next steps are to update my card as I find the questions more informative and constructive. Reading the article again I can hear my Mentor from 2023 Anne and my current Principal asking them each time I had/have a conversation with them. 

LCS - Making Sites and Media Work

 Earlier in the Term, Principals and Lead Teachers had looked at Class Sites and what makes them easy to navigate, as part of the Data Research discussions. Schools are busy and time to share is hard to come by, so I thought rather than having another meeting we could look at this for the Term 4 Staff Meeting and a few schools were very appreciative of this. We also looked at what is the focus for Cybersmart this term and how AI can affect Media.

I was happy for teachers who are not using Class Sites to participate in a different meeting. This meeting gave many an opportunity to investigate other class sites that they may not have the time to do at other times and everyone took something away.

LCS - Sharing the Knowledge

The Term 3 Staff Meeting has come around rather fast. I am glad I started preparing for the Staff Meeting during the holidays after discussions with the Principals during one of our catch-ups. Additionally, as I've been reviewing class and student blogs, I've noticed that when they share photos, they often end up in a list form. As a teacher and blogger, I know there are better ways to present photos. Whether they use Google Draw to create their own collage for sharing or explore other available resources, there are more visually appealing options.

For one school, I was aware that they had been working in Canva, so we explored that and allowed teachers to create so they could share. We also explored alternatives, such as audio recordings and screencasts, as some other schools wanted to adopt a style more akin to podcast or TikTok ideas.

My takeaway from this Staff Meeting was ensuring that there are various options available, and recognising that different people are willing to try different ideas. With less confident teachers, I needed to take a more step-by-step approach.

I also participated in the Manaiakalani Share Online Meeting. This occurs across the network where teachers can discuss an area they have been specializing in or working on as part of an inquiry. Our focus was on writing; thanks to Jacob for leading.

Create Hui with TPNoM

 Kia Ora,

I was asked to help with the Te Purapura Ngātahi o Manaiakalani (TPNoM). 

The first meeting was online. I helped the beginning group create a Toku whare/ Lo’u fale/ My house/home in Google Slides using a range of shapes. 

I am used to creating using shapes in Google Draw. Making a house in Google Slides was intriguing. It was not something I had thought to do before. One thing had to remind my group was to change the colour you had to have the shape highlighted (blue square around the item).

The second opportunity was at Kedgely Intermediate. Being kanohi ki te kanohi (face-to-face) with people again was exciting. This time I was taking the middle group. It was enlightening as I have tried using Mote before, it worked the first time, but not after that, or so I thought.

I love sharing what I know, the opportunity to learn a new trick and share it even better.

Making the Most of Mentoring

 As Mentors in Education, we always want to know if we are doing a quality job and how to do it better. 

Teachers are constantly reflecting, so as a Teacher of Teachers that doesn't stop. 

Through Manaiakalani we have the challenge to monitor what we do and measure the difference we make. 

As a Mentor / Education Programme Leader, I modelled lessons using think-aloud so the teacher I am modelling for understands what I am doing and why.

An example of this is I asked students to discuss the meaning of share, copied and permanent. They turned to the person next to them about these words. At the end of the student discussion and subsequent sharing time. I explained to the teacher and students what a wonderful extended discussion they had participated in, and then explained how 'Extended Discussion' is different from other discussions.

But what more can I do...

The Education Hub has the above article - 

Talks about GROW

Goals

Reality

Option

Way Forward

This process enables powerful questions to help reflect on the situation
and set goals in order to develop solutions giving ownership back to those involved rather than being told what to do. I was given this card a few years ago when we looked at setting GROW Goals.

It is a great card to carry with me to remind me of questions I can ask to help grow my mentorees.

Through the Manaiakalani Programme the BIG aim to empower teachers to use a range of Google Apps to help empower student and learning that is ubiquitous, connected and visible.

I have picked a couple of teachers I am working with to do my class study they are both eager to learn they have different experiences and work with different age groups.