Post Grad Pt2: Wk14 Making Our Future

 What's Next?

Whakatoki

Titiro whakamuri, kōkiri whakamua  

Look back and reflect, so you can move forward

3D modelling - Earrings in Tinkercad

Insights

Looked at what's next: Part 2 and Part 3

There are many ways to make: scrapbooking, gardens, cooking, baking, DIY...

Reflection

We made it yah!

Post Grad Pt2: Wk 13 - Systems Thinking

 Systems Thinking for Educational Change

Whakataukī

I orea te tuatara, ka patu ki waho
A problem is solved by continuing to find solutions

Insights

Ladder of Inference: it is easy to jump to beliefs and actions, whereas we need to take time to gather evidence. 

My comment - Being mindful that inference is not the same as interpretation of data, and thinking about what bias we bring when we look at it. My class did a test to see what they knew about how certain prefixes and suffixes change the meaning of the root word. They will take this test again shortly but have they improved because of the explicit teaching or the opportunities to practice them due to the site I created?

 

People are involved in many different systems; each school has its own systems, clubs, and sports groups, all of which have systems of organisation.

In a learning organisation, think about people working together at their best. Then you will be learning.

3 areas (tools): 

1. Fostering aspiration - personal mastery, building shared vision, creative tension, 
2. Fostering reflection - ladder of inference
3. Systemic Patterns - archetypal patterns

Fifth Discipline - screenshot

Key Competencies for the future - screenshot

Nature of Interconnectedness -

Traditional Western Tchg -

Systems Thinking Computational Thinking - could be focus for master's - screenshot

Cynefin -

The 4 Domains for Solving Problems (David Snowden)

Leaders develop habits in how we respond to situations

 

Predictable:

Obvious (Best Practice - Connection between cause and effect is clear) - Sense, categorise, and respond (E.g. cooking a dish)

Complication (Good Practice - Connection between cause and effect less clear) - Sense, analyse and respond (E.g. building a factory)

Unpredictable:

Complex - (Emergent Practice - Connection between cause and effect only seems clear) Probe, sense and respond (E.g. change the company culture)

Chaotic - (Novel Practice - No connection between cause and effect) Act, sense and respond (E.g., volcano erupting)

Disorder - 

Our Students developing systems thinking - screenshot

Water of Systems Change

Six Conditions

Making real and equitable progress on critical social and environmental problems

Change for good is slow, steady work and can be healing.

Takeaways

Reflection:

Slow down, reflect what can I do better, Why am I doing it for what prupose?

Post Grad Pt2: Wk 12 - Responsiblity and Agency

 Digital Responsibility and Agency

Whakataukī

Hāpaitia te ara tika, pūmau ai te rangatiratanga mō ngā uri whakatipu / 

Foster the pathway of knowledge to strength, independence and growth for future generations

What is Student Agency?

For years, I have asked for clarification on this, and to be honest, the easiest definition is when I Google it: Student agency is the capacity of students to take active ownership, make meaningful decisions, and exercise control over their own learning processes rather than passively receiving information. However, Vaughn supports this.

As she defines agency, it is 'the "sociocultural mediated ability to act" (Ahearn, 2001) and is the ability of students to, "give significance to the world in purposeful ways with the aim of creating, impacting and/or transforming themselves, or the conditions of their lives".' (Basu, Calabrese Barton, Clarimont, & Locke, 2009). As cited in Vaughn, M., Premo, J., Erickson, D., & McManus, C. (2020). Student agency in literacy: Validation of the Student Agency Profile (StAP). Reading Psychology, 41(6), 533–558. https://doi.org/10.1080/02702711.2020.1783147 

Insights

With free version it is all public, and doesn't use your voice.

What do people agree on about student agency?

Rangatiratanga - self-determination

Takeaways

Ways to check you are safe online

Reflection

Check Out my Slideshow

EHS Writing Workshop

 EHS - PD

• Three workshops this term covering;

• oral language foundations, 

• explicit writing instructions, 

• modelled, shared and guided writing and 

• building independent writers.

Teachers will;

• Understand the effective writing instructions

• Recognise the role of oral language

• Identify successful wiring classroom practices

• Selecting one practice to implement immediately (after each workshop)

Creating School-Wide Conditions for Great Writers

What have we noticed about Student writing?

• Less lived experienced - Motivation
• Creating ideas to prompt discussion and then writing
• Not always writing for writing sake 
• Clarity around what they should be learning
• Focus on phonics has taken from the larger aspect we taught in reading. (Focus using BSLA has watered down the writing program. - Time for structured literacy)
• Poor spelling 
• Punctuation
• Providing feedback and time allowance
• Sound to letter knowledge
• Lack of Published writing
• Recording ideas
• Knowing where they are and where to next
• Teaching structure and purpose 
• Written work in a book

What challenges are we experiencing?

Post Grad Pt2: Wk 11 - Learning Environments and Networks

 How and Where we Learn and the Networks we Use.

Whakataukī

Waiho i te toipoto, kaua i te toiroa 

Let us keep close together, not far apart

Insights

 

Communities of Practice, Face-to-Face and Online

Online CoP are more reliant on being led, so everyone can reach the goal. 

Connectivism - Whanaungatanga

To help your whanau grow, to help your tribe grow and your iwi.

Who's at your table - video 

So many interesting facts, and the focus has changed over time. There were some interesting findings.

Social Media, such as LinkedIn is a great way to get our brand out there.

Reflection

Although we may have had unpleasant experiences with social media and suffer from FOMO, there are places we can seek CoP that are useful and constructive.

Post Grad Pt 2: Wk 10 - Leading Change

 Leading Innovation

Whakataukī

He rangi tā Matawhāiti, he rangi tā Matawhānui.

The person with a narrow vision sees a narrow horizon; the person with a wide vision sees a wide horizon.

Insights

 Kotter's 8 Steps for Leading Change:

'The Big Opportunity' is at the centre of why change is necessary: We need a sense of urgency, more wins, and faster success.

Transformation is a process, not an event.

Even with new learning, change happens, and we need to adapt.

 Students should be part of your army.

Linda Hill talks about how setting direction was a strategy in 1922, but in 2000 we want visionary, to help shape , co-creation. Her main types of leading change are Architect, Bridger and Catalyst. The ABC of Change Leadership.

Robinson explains how this is better than tell, sell, and buzz.

The best things come from other educators, as we can walk the talk.

Robinson often summarises 

Crossing the Chasm - where most innovations fail.

'Early Adopters' need to share their stories; this helps the Early Majority to take it to the next level.

Starts with the lone nut; the first adopters are the most important, as they change the lone nut into a leader. Followers emulate followers, then everyone wants to be part of the crowd; no one wants to miss out and being public makes it easy to follow (so share people's stories).  

Be Courageous and Follow

Laggards: when they become 'Early Adopters', they become very powerful.

Takeaways

We can do this but should we?

Reflection

How do I make change, through purpose or with a vision? What do I forget when making change?