Activity 7: INTERDISCIPLINARY COLLABORATION

I think interdisciplinary collaboration is a variety of collaboration formats. I think that this includes collaboratively working with others on an issue or even working on an issue or topic in multiple contexts (eg. learning contexts, integrated unit, cross curricular planning and learning).

I believe that contextual learning is relevant and important for today's students. Having students learn topics, issues and concepts across multiple curriculums help reinforce the learning in different areas (just like in real life and not in isolation of a single subject or classroom).

I have used this approach  of Interdisciplinary Collaboration in my teaching for many years now. I find that it fits in well with my philosophy of teaching and the Māori Medium learning environment that I teach within.

Something that I have changed in my teaching is the emphasis I place on Soft Skills. These skills are used in all areas of life and will benefit our tamariki in the future.

Soft Skills
- Problem Solving
- Communication Skills
- Critical Thinking
- Curiosity
- Passion / Interest
- Collaboration
- Organisation Skills
- Gritt
- Learning from failure


Here is my coggle.

Activity 8: Changes in my practice

My reflection of the past 32 weeks of this course have seen me adapt and change aspects in my teaching. I have been amazed at the conversations and discussions we have during lectures and on online discussions. The discussions were about future jobs, skills required, futuristic technologies, providing experiences and opportunities for our tamariki and steps, roles and responsibilities that us as educators have for our students and kura.

These conversations I have seen and heard within these 32 weeks while I am at school or through professional discussions I have with other kaiako and Ngai Tahu initiatives that are occurring at present. These initiatives have been the sending of a group of Ngai Tahu Year 9 and 10 students to San Francisco with other students from other iwi around Aotearoa. The skills, knowledge and experiences these students were invaluable. They went to silicon valley and visited the top tech businesses and organisations there. The main and common messages that were given by the presenters and representatives were about the skills that are to be successful - Soft Skills.

Soft Skills
- Problem Solving
- Communication Skills
- Critical Thinking
- Curiosity
- Passion / Interest
- Collaboration
- Organisation Skills
- Gritt
- Learning from failure

Two key changes that I have made in my teaching is the emphasis I place on Soft Skills. These skills are used in all areas of life and will benefit our tamariki in the future. I have written these on the walls in my classroom and I try and focus many on my teaching to include or reflect on these skills.

The second change I have included into my teaching practice is the use of technology and online resources. This has included trying to flip my classroom and teaching my tamariki that learning does not just occur at school and in the classroom. Outside of the class, at home and with who ever can support our learning. I am having my students blog in written and video forms. I am having them use online dictionaries and google to support their literacy programme and inquiry. They are viewing videos and articles and having discussions about what they have viewed or read. I have used Facebook to support my tamariki and their whānau with making communication easier between kura and whānau.



This is my dream for my future professional development. This is from my blog that I posted earlier in this MindLab course.

Opening up my students learning, understanding and relationship to the world (from either a Māori, Pākeha or World view)

My dream is to be able to teach  my students how to interact and realise that their culture, language and learning can have relevance and impact on others around the world. I want my students to be able to do things that they see on Youtube, Facebook or on the News. I want them to realise that they have or will have the skills and abilities to create and develop new and different directions for the future.
I teach in a Māori bilingual unit. Many of my students are confident within themselves and are very proficient with their reo Māori and tikanga Māori.
So, my dream is for these "soft skills" are able to be applied regardless of the language (they are universal skills). My belief is that my sudents can create in any world future (Māori, pākeha, any)

Evidence of online interactions

Activity 6: Using social online networks in teaching and/or professional development.

I use social media on a daily basis in my personal life. It is usually one of the first things and last things I check before I go to bed.
The majority of my social online experiences are done via my cell phone. It is very easy and convenient. I always have my phone on me and the ability to click a picture, video or update a status just takes minutes. I enjoy reading the comments and ongoing interactions from others in my friends list on networks.

Facebook is probably the easiest way to connect to the different whānau at our kura. We have had whānau hui and we surveyed our whānau. The majority of our whānau thought it would be easier to notify them about upcoming events via Facebook. So, I created a whānau Facebook page just for our school whānau. I made myself, some of the kaiako and 2 senior managers administrators for the Facebook page.
The purpose of this page is for kaiako to communicate information to the whānau within our team. We only invited our team whānau to join the page. Whānau were able to recommend other whānau to join and whānau could also request to join. Only we are allowed to approve people joining this community. We have had students, aunties, uncles and grandparents ask to join the group, but we have declined their request.
We have used this page to inform our whānau about different haerenga, hui, Cultural Festival and upcoming events. I have used the page to share documents and photos of our students. Whānau were able to download, view and share docs and information.

In my class I teach collaboratively with another teacher. Our students have google accounts. Each student has set up a personal learning blog. These blogs are used to reflect, discuss and share thoughts and opinions. These blogs are shared with whānau and friends. Whānau and friends are encouraged to comment on these blogs. Our students are learning to write and upload video blogs to their blogs.
It has been a great way for students to keep a record of their learning.
A further benefit to having social media as part of our learning is the accessibility that others around the world will have to contribute to discussion or issues. Or vice versa, our tamariki having the access to others around the world.

Social media has already influenced my professional development. Firstly by taking part in this mindlab course, my online interaction with professional learning discussions have been more frequent and about topics and issues that relate directly to learning. I will continue being part of the mindlab community. I read the different posts that discuss areas of my interest (eg. Māori learners, Mātauranga Māori etc).

• 
  

Opening up my students learning, understanding and relationship to the world (from either a Māori, Pākeha or World view)

My dream is to be able to teach  my students how to interact and realise that their culture, language and learning can have relevance and impact on others around the world. I want my students to be able to do things that they see on Youtube, Facebook or on the News. I want them to realise that they have or will have the skills and abilities to create and develop new and different directions for the future.
I teach in a Māori bilingual unit. Many of my students are confident within themselves and are very proficient with their reo Māori and tikanga Māori.
So, my dream is for these "soft skills" are able to be applied regardless of the language (they are universal skills). My belief is that my sudents can create in any world future (Māori, pākeha, any)

At this point these are just my ideas and rambling thoughts. The supporting readings or literature will follow as I explore these ideas further.

Please comment if you have thoughts, ideas, comments

cheers

Grant

Opening up my students learning, understanding and relationship to the world (from either a Māori, Pākeha or World view)

My dream is to be able to teach  my students how to interact and realise that their culture, language and learning can have relevance and impact on others around the world. I want my students to be able to do things that they see on Youtube, Facebook or on the News. I want them to realise that they have or will have the skills and abilities to create and develop new and different directions for the future.
I teach in a Māori bilingual unit. Many of my students are confident within themselves and are very proficient with their reo Māori and tikanga Māori.
So, my dream is for these "soft skills" are able to be applied regardless of the language (they are universal skills). My belief is that my sudents can create in any world future (Māori, pākeha, any)

At this point these are just my ideas and rambling thoughts. The supporting readings or literature will follow as I explore these ideas further.

Please comment if you have thoughts, ideas, comments

cheers

Grant

Activity 5: Legal and ethical contexts in my digital practice

I think one issue that I might face soon or in the future is intellectual property rights of Māori culture and the correct betrayal of Māori and Iwi. To me this means that I didn't create the Māori culture it is just part of me and my students, but do we have the right to and use images, customs, stories etc and display them for the world to view and interact with and whose' customs and stories are shared (The students' or the hau kainga/ iwi?)
As the kaiako I want the student to learn and value his or her's iwi, hapu tikanga. However, we live in Te Waipounamu under the mana of Aoraki and in the lands of Ngai Tahu therefore mana whenua must be adhered to.
This dilemma is a simple fix, I believe that if I ask permission from kaumatua, iwi and whānau then at least I am trying my best to solve any issue. I will teach both perspectives - Ngai Tahu and that of the student, so the student knows then to value the beliefs of the iwi in which we reside. In terms of the intellectual property rights stuff, I suppose this kind of issue is already in the courts so I would look at the result from these proceedings as well.

Some key things that I believe must be considered when teaching in Māori in Te Waipounamu.

1.  Teach Ngai Tahu tikanga, kawa and values. We are in their territory. It would be rude and arrogant not to teach the knowledge and history of the hau kainga.
2. Teach the tikanga and values that you as a kaiako hold so that you don't undermine your personal beliefs and understands.
3. Teach the tikanga and values that the student and their whānau have so they may grow strong within their own Māoritanga of their iwi and whānau.

I believe by doing this we are giving our students a more wider understanding of Aotearoa other iwi and their tikanga and traditions. Our tamariki will develop empathy and understanding towards others (first between Māori and then with the wider world).

References

http://ngaitahu.iwi.nz/ngai-tahu/values/

Activity 4 : Indigenous knowledge and cultural responsiveness in my practice

My  Indigenous knowledge and understanding comes from personal experiences, living in the Māori world, being connected to the hāpori Māori and the hapu and iwi of which I reside. I have a relationship with my Māori community and the tangata whenua. I practice Māori customs and I teach in Māori education. Therefore I am confident with my ability, knowledge and the cultural responsiveness within my teaching practice. My cultural responsiveness is not just specific to Māori but to Polynesians and all ethnicities.

The core values that we follow at kura have be discussed by kaiako, akonga and whānau. These have been agreed upon and fleshed out at hui to give more understanding. Our Whānau Uara have also been aligned with the Key Competencies and Atua Māori.

Our Whānau Uara are :

He tangata pūmahara

Whakaute - respectful, reflective, thoughtful

Thinking

Thoughtful and wise person, perceptive, astute

inquisitive

He tangata pūkenga

Manawanui - commitment, perseverance, resilience, innovative, hīkaka (eager)

Uses language/symbols/text

Skilled, knowledgeable, considered a learned person, reading signs/situations, study skills

perseverance, determination, persistence, dedication

He tangata māhaki

Ngākau Tapatahi - integrity

Managing Self

Self-possessed, calm, quiet, mild mannered, humble

He tangata atawhai

Manaakitanga - inspiring, motivating, empowering

Relating to others

Helpful, considers the welfare of others besides themselves

Listens to others, shares ideas, co-operates, empathy, aroha

He tangata whai tikanga

Kawenga - responsibility, of good morals, able to be trusted, to others and to the environment, handy, important, meaningful, have an interest,have a right, pivotal

Participating and contributing

Wants to help wherever possible, helping those in need, always present at events, empowers others, inclusive

Actively involved in communities, whānau, school,

Contribute appropriately as a group member, make connections with others,

Balancing rights, roles and responsibilities


So, We have taken attributes that we follow in a Māori realm and related these to one of our School Wide Values. This is also then related to a Key Competency. We have also identified further attributes under each Whānau Uara or School Wide Core Value that gives kaiako, akonga or whānau more ideas of what that value might look like.


This was developed by Gaynor Hakaria, the kaiako of Te Waka Unua, with consultation from Te Whānau Ruru 2016.

Activity 3: Trends and Shifts (Evaluate Practice in Context)

Globalisation Trends

• Individuals, cultures and companies are moving around the world and impacting, influencing other countries. This includes the spread of multinational companies with diverse ethnic differences.

I see examples of this on our tamariki today. These are companies that they (our tamariki) interact with on a daily basis. They have become part of their world. These are companies and organisations like Facebook, Google, Youtube, Twitter (Social Media). These companies have a huge influence on our tamariki. Their influences create trends and patterns within our society. 

Therefore, my goal is to give our tamariki the skills and abilities to create and influence the world themselves. To not be just part of Facebook or Google but to be the new leader in these fields of technology. To create the future companies and organisations that lead in Global trends.

So the trend that I am identifying that has swept the globe is "Social Media". I have selected this issue because of its huge influence on many people today (especially the youth). There are many PROs and CONs to social media. My personal opinion is that I think many youth have not yet learnt that everything you read, see or hear on social media is not always true. Once they learnt to critically analyse what they have viewed then it will be even more beneficial.  

According to Forbes these are the top 7 social Media Marketing trends for 2016

1. Less is more, better is better.

2. A shift is happening in platform dynamics.

3. Live streaming is getting bigger.

4. Buy buttons are becoming more common.

5. New applications are changing social interaction.

6. We’re seeing a push for more personalization.

7. We’re getting broader app functionality.

I see all of these current trends relevant learning opportunities for my Māori students. Science, technology, engineering (Problem solving) and math learning relate to the development and creation of these trends (STEM or STEAM programmes).

We as educators need to prepare our tamariki for the future. As mentioned during our MindLab lectures, We are preparing our students for a future that is not yet created. So, I believe that we must at least look at the trends to get a peek at what the future could look like or what direction the future might be moving towards. Social media is already a huge part of our students lives so it is our responsibility to use these tools to continue to ENHANCE our students learning, life future.

Some examples of how we might use Social Media in education:

• Connect the entire classroom in a Facebook group
• Ask your students to blog
• Tweet
• Host a podcast or video channel
• Start a Flickr photography project
• Flip Classroom

Reference

Global Trends 2030: Alternative Worlds (National Intelligence Council, 2012).

http://www.forbes.com/sites/jaysondemers/2016/08/01/the-top-7-social-media-marketing-trends-dominating-2016/2/#3b2eef8b3ac8

http://www.teacherswithapps.com/10-great-ways-to-use-social-media-in-classroom/

https://www.knewton.com/infographics/flipped-classroom/

Communities of Practice - Analyse issues - Activity 2 (School Culture etc)

My community of practice consists of my kura (Mainstream Public Primary School),  the Māori bilingual unit within I work, the Māori community, whānau that supports my kura and the students, kaiako Māori, kaiako pākehā, hapu - Ngai Tuahuriri, Iwi - Ngai Tahu, MOE, Professional Teaching community.
While there is government  push for students to achieve to National Standards in Numeracy and Literacy I have seen a change in the direction for what students might need to be focussed on.

The change or focus is now more on the "Soft Skills" or "Key Competencies" more than the Literacy and Numeracy skills. All of the major businesses in San Francisco are looking for people with these soft skills over those with great numeracy and literacy skills.

Soft Skills - Key Competencies

• Problem Solving
• Critical thinking and analysing (Thinking)
• Effective communication
• Working Collaboratively (Participating and contributing)
• Gritt (Managing Self)
• Passion and Curiosity

For me this change in direction has come about from discussion with various people and groups within my "community of practice". In particular teaching staff at Te Waka Unua, teachers on the Mind Lab course 2016, whānau of my students and more recently representatives from a group "Te Pōkai Tara o Te Ao" who represented Ngai Tahu at a conference for Māori rangatahi in San Francisco about Tech businesses.

This is one of my main goals for my tamariki:
My dream is to be able to teach  my students how to interact and realise that their culture, language and their learning can have relevance and impact on others around the world. I want my students to be able to do things that they see on Youtube, Facebook or on the News. I want them to realise that they have or will have the skills and abilities to create and develop new and different directions for the future.

I teach in a Māori bilingual unit. Many of my students are confident within themselves and are very proficient with their reo Māori and tikanga Māori.
So, my dream is for my students to learn the "soft skills" that these top companies are asking for their employees to have. Theses skills are transferable across different occupations. But apply these skills and work in these top industries as professional Māori (Standing strong as a Māori).

NZQA was in partnership with different iwi to send these rangatahi to San Francisco. A representative from NZQA had said that the STEM course should fit Māori students  because of their connection with the environment Papatuānuku and Ranginui. They are encouraging more Māori to take STEM courses

References

http://nzcurriculum.tki.org.nz/Key-competencies

http://www.techlink.org.nz/stories.cfm?area=10&SID=244&CFID=22344612&CFTOKEN=3294cd6c1be2d882-EDBC1AA4-B492-9477-FC4F7E4D8C3F65B0

http://nz.educationhq.com/news/33914/so-why-the-stem-push/

http://ngaitahu.iwi.nz/whanau/opportunities/te-pokai-ao-silicon-valley-boot-camp/

Activity 1 (week 25) - Critically reflecting on my own teaching practice (My Vision- Tōku Tirohanga)

I view my teaching  practice as a blended relationship and balance between te ao Māori (the Māori world) and te ao mārama (The modern day). The majority of my teaching is done through a Māori perspective. My focus is on Māori medium education and improving outcomes for students in a Māori bilingual environment. The environment in which I work is Level 1 Māori (Speaking and working between 80%-100% in te reo Māori). 99%-100% of the students in our Māori bilingual unit are Māori and opted for this form of education.
Therefore, my learning and teaching reflects Māori topics, issues (kaupapa Māori), language and teaching strategies. These teaching strategies include things like the importance of Tikanga Māori (karakia, tapu, noa, whanaungatanga, whakapapa etc).

In my earlier blog posts I have discussed and identified some of the issues, dreams and aspirations I face and are aware of in my teaching. A goal in my teaching is teach my students to be proud and passionate of who they are. I want them to be develop and grow and see that their Māoritanga can grow and help them succeed in life. I want them to know that the knowledge, skills and experiences that they have as Māori is valuable, precious and can help shape and drive the future.

My professional knowledge of teaching and of learners influence how and what I teach. Other influences that shape my teaching is my culture (te ao Māori), personal beliefs, whānau, community, best practices (gathered through ongoing learning as a kaiako eg. PD, courses, observations, feedback, hui etc), having hui with other kaiako in Māori medium education.

So, my teaching practice is a mixture of using traditional and modern Māori education with modern teaching and learning practices. This is taught and learnt in mostly te reo Māori. We looks at how traditional Māori knowledge and understanding is still relevant to our tamariki of today. I use modern technologies and pedagogies as tools to assist my teaching so my students can see how Mātauranga Māori can be used in today's world.

Teaching in Māori medium is a passion of mine. I teach what I teach and how I teach because I want my tamariki to be the best and succeed in the world as Māori for the world.
"Whaia te iti kahurangi, ki te tuohu koe me he maunga teitei"
"Pursue that which is precious, and do not be deterred by anything less than a lofty mountain"


References

http://www.tetaurawhiri.govt.nz/learn-te-reo-maori/tikanga-maori/whakatauki-en-nz/

1. Stoll, L. (1998). School Culture. School Improvement Network's Bulletin 9. Institute of Education, University of London.

2. Gargiulo, S. (2014). Principal sabbatical report. 

3. Video - Building a Culture of Success - Mark Wilson - TEdEd. (2013, Jun 21).

Flipped Classrooms

Moving from Consumers to Creators - How do we do this?

Mid Year School Holidays - Thinking and Working still continues...

So it's the mid year school holidays and I'm amazed at what I've actually retained and can relate back to the Mind Lab course. I'm on my facebook, driving down the street or talking with friends and whānau and I realise that some of the stuff that I'm seeing, discussing or engaging in seems familiar. I recently liked a friends post on Facebook that discussed " Disruptive Innovations" and another on "Disruptive thinking: rocket fuel for Māori innovation". I read the articles and I could relate to the content. Another example is that  I'm reflecting over the work done recently this term. Our whānau Ruru (Syndicate) had a school gala where we raised money for 2 charities. The discussions that we had in class with my students were around how to make our stall for the gala more appealing to the consumers. The topic of loyalty cards and buy 1 get 1 free were discussed. I was pleased that I could contribute to the discussion since remembering some of my notes from the "Gaming Session" we had 2 weeks prior to our gala.
As recently as yesterday I found myself helping a relative who was working on an assignment. I asked if she was allowed to work collaboratively with others from her class and to bounce ideas of them as well.
I have enjoyed this journey so far. I am nervous about the non-contact time ahead. A positive is that I have a great support team whom I work with to keep me on task and motivated.

Week 14 - STATION 6 - View & Video / DCL

These are just my reflections/ thoughts about the remaining 16 weeks that are all online.

STATION 6 - View & Video / DCL

Goal: Plan your own future digital learning environments for the last 16 weeks.

View: View the video where Milla and Dave discuss the characteristics of the line learner. And then read the one-pager about Online learning Milla made for you after filming that video. Something a bit more academic to consider.

Then reflect on these:

• Do you think you’ll need to set up a study group? How will you do that?

Ruth, Fi and I have identified that we will meet regularly every week. to keep up the motivation and momentum of study.

• How do you make sure you have the grit and perseverance needed for online learning?

We will be working collaboratively on most / all of the assignments. This will help keep us honest and motivated.

• How do you manage your time and gain knowledge while online? 

Regular contact with others in the group to seek clarity. Set goals and timelines/ dead lines to manage workload.

• How do you create and maintain an online identity?

Blogging and posting in the Mindlab portal. Practice reading and posting on twitter and join other online communities.

• Now you’ve come to the class each week, how do you remember to go online?

I record my weekly notes online to my drive. I take photos, videos and copy resources to my notes during the session.

• What do you want your physical environment to be like? Even if you study online, you are in a physical space of your choice.

Good internet connection and access to power. Space where we can discuss, be loud, relax and be focussed.

Tēnā koutou
Ānei tāku tuhinga tuatahi mō tāku blog "Grant's Mindlab Journey".
I te timatanga i tino hiahia ahau ki te rapu mō ngā mōhiotanga kia whakakī tōku kete mātauranga ki ngā whakaaro, ngā mōhiotanga me ngā rauemi mō aku tamariki ki tāku akomanga i te kura.
I pātai mai te tumuaki tuarua, mēnā ka hiahia ahau ki te mahi tēnei MindLab Course, katahi, ka taea ahau.
Nō reira, i hikina au te manuka o te wero nei.

So, here is a bit of my teaching background.
I've been teaching for about 15 years. I would describe my teaching style as a mixture of student centered and focussed. I want to inspire and have students try and believe. I like learning about new technologies and trying these with my students.