Tuesday, January 9, 2018

What Will We Do Without National Standards?

The author, third from right, following certification two years after graduation.

I began teaching in 1999.  It was a later career choice in my early 30s and I was beyond excited to be able to make a career change to something I was so passionate about.  At that stage we had a series of curriculum documents which guided our practice and a wide range of assessment tools which we used to ascertain exactly where our students were achieving in relation to the curriculum levels and what their next learning steps needed to be.  I planned alongside my students and they, and I, could tell you exactly where they were in their learning and what their next steps were.  We did this for each child and reported accordingly to their parents.  Sounds a lot like what the National Government said we weren't doing and why they brought in National Standards...  Yes, there needed to be changes in some areas of reporting, particularly in the way we reported to parents.  It needed to be clearer but there were many schools who were already doing a fantastic job of this and could have been sharing their practice with others.

2007 saw the Revised National Curriculum introduced.  This was incredibly exciting and heralded a new era in learning and teaching in this country.  It was a curriculum that was held up as a world leader and there was so much promise around it.  This one document replaced the 8 other separate documents and allowed schools greater flexibility in catering for diverse learning needs within their schools and for tailoring their curriculum to meet the learning needs and interests of their own communities.  It provided relevancy.  There were also clear indicators of what a student was expected to be achieving at each level before progressing to the next.  From this it was easy to create the Learning Intentions and Success Criteria alongside the students to meet their individual learning needs and to show progress.

Southland Principals and Senior Leaders were particularly vocal in our opposition to National Standards and were often accused of therefore being a range of things from being opposed to assessment, (completely bonkers and I'll address this shortly) through to lefty unionists who were going to be opposed to this 'great initiative' just because it came from the National Government.  Please, give us more credit than that as professionals.  Our biggest concerns were around the speed of the introduction of the standards, the lack of an effective trial period and the fact that they were actually neither national, nor standard in the first place.  They were too open to individual judgment and the amount of professional learning and support needed to develop consistency to achieve any 'standardisation' was just not there no matter how many hundreds of hours went into trying to achieve this.

Of course, this was a really serious situation that the media ran with and, unfortunately had the ultimate impact on the public that teachers weren't interested in knowing where their students were academically and weren't interested in using these 'amazing new tools' to help them do so.  Hmmm, just what were we doing before National Standards then, when New Zealand was seen to be  a world leader in education?

Since their introduction in 2010, National Standards have given parents a false sense of security.  Parents / caregivers and whanau are under the belief that the standards provided an accurate and consistent picture of achievement across the country when this is not the case and has been backed up by research by the previous government itself.  The standards never focused on progress of the individual student.  This was one of the biggest mistakes in my opinion.  They could have been more successful had they done this.  Parents, caregivers and whanau can be reassured that you will know where your child is achieving in relation to the National Curriculum levels and what they need to do to keep progressing.

The stress and anxiety placed on students from an incredibly young age to achieve to a certain level rather than on progress is of huge concern.  I can remember when we used to have to work really hard because our Intermediate-aged students would start to become stressed and switch off school due to the number of assessments.  We were now starting to see this at a much younger age because of all the constant testing.   Do we really want this for our children?  Does it make them more successful learners?  Recent data around National Standards suggested it didn't and helped to speed up their demise.  National Standards have not improved learning and achievement.  

Another interesting area for me in particular, as my PhD is around Gifted and Talented Education, is that we were required to report our National Standards results to the Government each year in the following areas:  Students who were Well Below, Below, At and Above.  Notice anything missing?  Where are those who are 'Well Above'?  Do we not worry about them?  I've always been curious about that. 

Now that National Standards have been removed, we can now hopefully get back to putting the passion back into learning and teaching for all involved - students, teachers, Principals and caregivers and whanau.  We can now get back to utilising a curriculum which gives scope for schools to really engage with their students and communities and get learning and teaching back on track.  As for assessment?  We have such a huge range of amazing tools with which to gauge progress and identify the next learning steps for each student.  Just as we did before National Standards were put in place and put unnecessary stress and pressure on all involved.

We've had to battle for a long time against the irony from the 'powers that be' that we must be personalising the learning for our students but then assess with tests which were very much standardised, or tried to be.  The data that was recorded wasn't designed to show progress, just a score.  It was demoralising for all concerned.  Finally, we can get on with what we do best...learning and teaching, rather than constant testing and formal assessment.

Monday, January 16, 2017

My Learning Space...well, one of them...

(A blog post as part of the EdublogsClub Challenge #2 post)

This year brings some new challenges for me.  Last year I thought I had everything organised - ducks in a row and all that.  I was a Deputy Principal but ended up as Acting Principal for the best part of Term 1 - we have a 4 Term year in New Zealand.  The plan was that I would then go back into the classroom and carry on developing the Makerspace that my students and I had begun to create in the later stages of 2015.  This was an amazing learning journey where the students were completely in charge using the Design Thinking platform as their guide.  I've included some photos of this space and links to the planning the students did - their learning journey and the philosophy behind all the decisions we made. They were in charge of the whole process. I was their guide and facilitator only. 

Then, as often happens, everything changed.  In 2013 I had an 8 hour operation for an Acoustic Neuroma, a benign brain tumour that, if left untreated can be life-threatening. I recovered really well and was up and running, literally, within a month and returned to teaching within 18 months albeit deaf in one ear from the surgery.  Interesting bit of useless information - it's the exact same tumour and location as the actor Mark Ruffalo had.  Unfortunately, it decided to grow back at the start of last year.  Apparently they hardly ever do - less than a 5% chance. Go figure! 

Decisions needed to be made.  I'd just completed my Master of Teaching and was thinking about starting my Doctor of Education.  I knew I needed more treatment so this 'sealed the deal' I guess and I decided to leave my position and begin yet another stage of my career and yet more study, which I love. So, my current workspace is my office.  I'm a terrible procrastinator, can get incredibly messy while I'm studying and these are the two things they are warning us about!  If we want to succeed in our studies we need to sort these out.  Uh oh, I'm in for a challenge!!!

My Current Work / Study Space

 This is where I am going to be spending an awful lot of time over the next three years! It's very peaceful and looks out onto the garden.  I live in a country area so it's pretty quiet which is a bonus. At the moment it's pretty organised but this is something I know I really need to work on.  I've always been a digital learner and have had semi-digital and digital classes since 1999 when I first started teaching but the last area I needed to be fully digital in was my studying.  I still tended to print everything off and highlight / note-take in hard copy.  I've just moved everything to Mendely and it really has been a lifesaver so far.  A good learning curve but I knew I had to do it simply for the volume of reading I had to do and to keep track of all the paper!

And on the theme of procrastination...look what I found while I was about to start reading more research for my Literature Review...

Tuesday, January 10, 2017

Edublogs Club 1: My Blog Story

Hi everyone! I'm based in Auckland, New Zealand and it's supposed to be coming into our beautiful summertime.  Currently, it's grey, drizzling and anything but summertime!  I've been teaching for 18 years and last year left my position as a Deputy (Assistant) Principal to study full time for my Doctor of Education.  I'm still teaching part-time too though - relieving / substituting. I have a couple of regular schools which is great as I get to know the students really well.

Auckland City - from the harbour

One of our beaches

I've been blogging for a long time - since the beginning of 2010 - but I'm not all that consistent! One of my goals this year is to blog at least once a week as part of my reflection on my new learning journey.  In July last year I started my Doctor of Education through the University of Otago.  So far so good - absolutely loving it.  My research focus is on gifted and talented students and how we identify them and meet their learning needs and also support our already stretched classroom teachers who are trying to meet the needs of all learners.

University of Otago

I love reading and commenting on other blogs because it gives me a insight into the thoughts of others and challenges my thinking on a wide range of issues.  I try to make sure that I don't just read education blogs.  The wider the range the better - keeps your mind open to new ideas and possibilities.  I keep up with them by following via email, generally.  Some of my favourite education ones, however are:

Learning with 'e's - Steve Wheeler
Dangerously Irrelevant - Scott McLeod
Cool Cat Teacher - Vicki Davis
The Principal of Change - George Couros
Claire Amos - Learning Leading Change
Four Seasons in One Kiwi - Stephanie Thompson

These are just a few - there are a huge number more from all over the world.  The more the merrier to challenge my thinking!

My goals for the #EdublogsClub are to continue to connect with other educators, both locally and globally and to share ideas and conversations around learning and teaching.  I'd also love to connect with others who are interested in the same area of research that I am.

As far as advice for newbies... just jump in and enjoy.  Don't be afraid to share your ideas. You'll find that everyone is really supportive and encouraging, particularly if they've joined a challenge such as this one.  You'll be surprised by the feedback and conversations and connections that develop.  Don't feel that it has to be an 'academic standard' essay-type exercise.  Think of it more as a conversation with other like minds. :-)

Looking forward to this initiative and encouragement / prod to blog! 

Monday, October 10, 2016

The New Zealand Curriculum - is it time for a discussion?

History and Reflection

On November 6 2007, the New Zealand launched the New Zealand Curriculum (Revised).  Reading back over the press release a few days ago brought back memories of the excitement and, yes, reservations, we had about yet another change in education.  Afterall, some of us had not long graduated and got used to using the rather large seven documents to plan the learning for and with our students.  We didn't yet realise what freedom and creativity - and ownership this new curriculum would offer our schools and communities.

The National Government introduced the idea of National Standards in 2008 when they came to power and implemented them in 2010.  Basically, schools did not have the chance to be able to fully implement one major change - the first major curriculum change in many years - before another major change was enforced.

There have been posts written on the Key Competencies in the past, particularly around the difficulties in implementing them and the confusion that can arise.  See for example - NZCER - Shifting Thinking.  Reading this post in particular, it's easy to see how they became a checklist. Some schools went the way of checklists and others looked at ways of developing progressions around the KCs.  There are many incredible resources around the KCs but I don't think we've ever had the time to properly explore them as was intended before the next initiative arrived.  I know as part of the leadership team in a school we were under incredible pressure to try and get everything going while feeling somewhat blindsided by the intent of National Standards.

Key Competencies and the Original Intentions and Purposes
"The New Zealand Curriculum...Puts the key competencies at the heart of the curriculum."

The original intent of the revised curriculum turned seven documents into one and placed a strong emphasis on the Key Competencies which were designed to be at the heart of the learning.
Unfortunately, in many cases, they've often become a checklist often on the back of a report issued to parents twice a year.  For many they are not living and breathing competencies that are embedded across the learning areas.  Is this the fault of this schools, the teachers?  No, I don't believe that at all.  There is so much emphasis placed on reaching the 'National Standards' that this has been to the detriment to the Key Competencies and the other gems that are in the first part of the NZC.

In this video from 2012, Dr Julia Atkin speaks about the power of the New Zealand Curriculum.  It's worth viewing and sharing as a great reminder.
Expressing the Essence of the New Zealand Curriculum - Edtalks.com

So What Happened?

The New Zealand Curriculum was due to be implemented in our schools by 2010.  Unfortunately, that same year National Standards were introduced.  As everyone knows there was enormous opposition to these.  The main issue being that they were not national and they were not standard. The fear around national testing, to name just one issue was palpable and justified.  The end result, due to the sheer volume of information and requirements that headed the way of schools and teachers was that the revised curriculum never stood a chance to be fully developed and celebrated for the unique opportunities and the unique and valuable document that it is.

Sir Ken Robinson has spoken for many years about the state of education globally and the dangerous path we're heading down.  One of the saddest things about what he says is that everything he speaks about in terms of what could be possible is what we actually have in our national curriculum - as long as we don everything we can to preserve and protect it.

Read through the first part of the curriculum again and then watch Sir Ken's presentations in relation to the curriculum.  If you're like me, you'll have more than a few 'aha' moments.  We can't let this gem slip through our fingers.

Sir Ken Robinson - Schools Kill Creativity.

What should we be doing? What can we do?  What are our options?  We know that we need to follow government policy but not to the detriment of our passion for learning and teaching and that of our students passion for learning and teaching.
We know all the arguments about the school models that are phenomenally successful - and the ones that aren't.  The ones that we seem to be following, and the ones that we should be following.  While we need to be fighting against these I think we need to be careful that we use our energy positively to also fight to retain what we have now.

So many schools are doing incredible things for the teachers, their students and their communities, but there are also schools who are struggling.  We can't ignore this - we hear and read the conversations all the time.  We need to maintain our positivity and fight tooth and nail to keep the amazing educators we have the absolutely outstanding system we have.

The New Zealand Curriculum, if allowed to flourish in the way it was intended to in 2007 WILL meet the needs of ALL learners.  It's just that it was NEVER GIVEN A CHANCE when the government changed. Was this deliberate?  I don't know...

So What Are We Doing About It? Where to From Here?
Let's do something about it!
We're really interested in creating conversation around the New Zealand Curriculum and returning the focus to what was intended back in 2007.  We want to find ways to support teachers in their schools to remain passionate about what they do so they don't feel swamped and stressed by a profession that they were so excited to become a part of at the beginning of their career.
Please help us start the conversation by completing our short survey. We'd love to start a Twitter chat - at this stage it looks like it will be once a fortnight on a Wednesday from 7.30 - 8.30pm.  If you've never participated in a Twitter chat before, that's not a problem.  Check out the links below to find out more.  Lurking is encourage until you feel confident too.  It's a great place to discuss ideas and get support, and also to create a strong community to encourage change.

New to Twitter?  Try these resources to get started...
EdchatNZ - can't go past our go-to site for help and support.
Getting Started - Why use Twitter for powerful professional learning?  How to get started, etc.

One last word from Sir Ken Robinson...  (Not necessarily a new model - let's just value the one that hasn't had a chance to shine...YET...)

The Need for A New Model in Education

Saturday, June 18, 2016

The Learning Journey So Far and What's Next...

The last nine blog posts have been about my learning through The MindLab over the past 32 weeks or so (a little bit longer for me as some health issues interrupted my usual full steam ahead approach!) This last post in the series requires us to reflect on our learning journeys and to set some goals for future development in relation to the 12 Practising Teacher Criteria as set out by the Education Council New Zealand.

A lot has changed during this time.  My students and I created the most amazing Makerspace - The Creator Ops STEAM.  It's not just about the environment thought, it's about the thinking and pedagogy behind it and we've all worked really hard to learn about this.  (You can see this for yourself on the students' blog they curate).

In August last year I graduated from the University of Otago with a Master of Teaching (Credit - the former second class honours), and spent a large part of Term 1 as Acting Principal at my wonderful school.  Unfortunately a serious recurring health issue has meant that I've resigned as Deputy Principal and am now thinking about what's next if I am not able to return to the classroom.  So, in light of this, I have applied and been accepted into the University of Otago Doctor of Education programme.  Nothing like a further learning challenge!  I've always had the philosophy of being a lifelong learner and I am not about to stop now.  I am sad about not being able to continue the learning journey around STEAM and Makerspaces with my students but I know they've made a strong start and they, and the other teachers, will carry the passion forward.

3 of the PTCs I've Met Well

The three I've chosen to focus on are Criteria 4, 7, and 11.

Criteria 4

Demonstrate commitment to ongoing professional learning and development of personal professional practice 

Key Indicators
i. identify professional learning goals in consultation with colleagues 
ii. participate responsively in professional learning opportunities within the learning community 
iii. initiate learning opportunities to advance personal professional knowledge and skills

My learning goals for the past year have been part of my appraisal and ongoing learning particularly in my areas of passion - STEAM, Literacy and eLearning.   As the lead teacher for our professional learning it was important for me to put my money where my mouth is and continue my own learning journey.

Growth Mindset Crowd Sourced Resource

I have now completed The MindLab postgraduate certificate along with my Master of Teaching and have loved contributing to discussions both online and in face-to-face conversations during the face-to-face sessions at The MindLab.  I've also been part of our learning community at school and in several online and face-to-face learning opportunities such as Educampnz and the Global Education Conference.  We also create many crowd sourced resources on Google Slides to collaborate on our learning and share resources and ideas.  A recent one on Growth Mindset has 37 slides to date.

The next stage of my own learning journey began years ago with the goal of completing my EdD 'at some stage'.  It wasn't set in concrete when I would begin it but the opportunity has now risen so I will grab it with both hands.

Criteria 7

Promote a collaborative, inclusive and supportive learning environment

Key Indicators
i. demonstrate effective management of the learning setting that incorporates successful strategies to engage and motivate ākonga 
ii. foster trust, respect and cooperation with and among ākonga 

My students and I are always teachers and learners in our learning environment and we take our roles very seriously.  The students run workshops on what they've learned so that they can teach and learn from others.  All students have individual blogs on which they can share their learning both inside and outside the classroom - both equally as important.  The students are also authors on the class blog which holds a great deal of responsibility and they are the curators of The Creator Ops STEAM - the blog about their learning journey they've been in charge of in creating the Makerspace.

The students are in charge of the Literature Circles programme in the classroom and are motivated and engaged in reading - some for the first time in a long while.  The teacher never choses the books for them or leads the discussion.

Students are able to choose how they learn best and with whom they learn best.  They have a right to do this and it is part of the beliefs behind ako but they also have a responsibility to be focused on their learning.  It's all about trust and high expectations, both me of them and vice versa.

Students collaborate via Google Apps for Education (GAFE), both during school time and outside of school time. They write and communicate collaboratively through Storybird, Edmodo, ePals, etc both locally and globally.

Criteria 11

Analyse and appropriately use assessment information that has been gathered formally and informally

Key Indicators
i. analyse assessment information to identify progress and ongoing learning needs of ākonga 
ii. use assessment information to give regular and ongoing feedback to guide and support further learning 
iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching 
iv. communicate assessment and achievement information to relevant members of the learning community 
v. foster involvement of whānau in the collection and use of information about the learning of ākonga

Assessment information is always shared with the students and together we create the next learning steps and goals.  Students are also able to choose how they show what they have learned or are learning most of the time.  They are confident in sharing this information on their individual blogs. 

Feedback is provided via the blogs and face-to-face.  It is specific and follows the criteria for effective feedback which was part of my research in 2011.

Effective Feedback from Justine Hughes / Deputy Principal/ Teacher

Assessment information guides my teaching practice.  If a student isn't learning as expected, the first area I look at is my teaching and what I can change to meet that learner's needs.  Clarity in the Classroom (Absolum, 2006) guides a lot of what I do in this area.

Assessment information and learning progress is shared with whanau through the blogs, individual learning conversations and Parent-Teacher interviews and reports.  We also share learning progress with the Board of Trustees through curriculum area reports and specific reports on Maori achievement.

2 Main Goals for Future Development

The two goals set out below relate directly to the research I hope to begin as part of my Doctor of Education studies this year which begin in July.  My research is around improving engagement, motivation and achievement in writing using a communities of practice approach with a strong digital component.

Criteria 8

Demonstrate in practice their knowledge and understanding of how ākonga learn 

Key Indicators
i. enable ākonga to make connections between their prior experiences and learning and their current learning activities 
ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts 
iii. encourage ākonga to take responsibility for their own learning and behaviour 
iv. assist ākonga to think critically about information and ideas and to reflect on their learning

Criteria 12

Use critical inquiry and problem solving effectively in their professional practice 

Key Indicators
i. systematically and critically engage with evidence and professional literature to reflect on and refine practice 
ii. respond professionally to feedback from members of their learning community 
iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga

Both of these criteria will have a strong impact on my research which is still in the process of being developed and refined.  The goal from the research is to find answers to the following questions:

  • Why don't our students like writing?
  • What can we change to create a motivation for writing and engage our students so that they want to write?
  • Why are our students not achieving as well as they could in this area?
The research will involve a great deal of peer feedback and review which comes under Criteria 12.  I am hoping to conduct my research in a range of learning environments - both culturally and socially and am working towards refining this part of the research during the July Residential week in Dunedin.


Education Council New Zealand. (2015). Practising teacher criteria.  Retrieved from https://educationcouncil.org.nz/content/practising-teacher-criteria

Hughes, J. (2011). The impact of feedback on writing motivation and achievement.  Retrieved from http://www.slideshare.net/Justine8/feedback-for-blog

Tuesday, June 14, 2016

Cultural Responsiveness in Practice

Throughout my teaching career I have always worked hard to create individualised programmes that centre around student interests.  In my second year of teaching in 2000 my Year 3 class and I used the old curriculum documents to plan an integrated inquiry with Food Technology as the leading curriculum area.  The culmination of this was the students running an evening for parents in which they shared their learning and talked about what they wanted to learn next.  There was also a strong focus on the use of ICT to show the learning.

In 2003 my Year 8 students went to the next stage where their inquiries were incredibly diverse and they planned their own learning timetables over a week and invited guests in to run a workshop / presentation for the rest of the class around their inquiries.  The students chose their groups, their inquiries and how they were going to present their knowledge.  My role was to teach specific skills as they were needed, to check in with the groups during the different stages of the inquiry and to learn alongside them.  This is what is now popular as Tuakana teina - learning from and with each other.  It is also ako - a concept which is both teaching and learning.

My Year 5/6 students created a motto which has always stuck by me:

"We are all teachers and we are all learners in our learning environment."  

This motto sums up, in many ways, my whole philosophy around learning and teaching - we learn from and with each other - and I think that is why I became so completely hooked on Communities of Practice  (CoP) as a true form of ako in many ways.  It is all about shared / reciprocal learning and valuing each others backgrounds, identities, histories and cultures.  I am really interested in ways in which CoPs could be utilised to create powerful learning environments, particularly for our Maori and Pasifika students.

Being culturally responsive requires that we not only value and respect individual students' backgrounds, cultures and identities but also that we actively do something about it to make it visible. This includes in the learning and teaching and also in the way we assess learning.  This is one of my concerns with the National Standards as I don't think they go far enough to value the different ways different cultures learn.

By our very nature of being human beings we have our own biases and prejudices that we bring into the classroom, into learning environments that for most of the past 100 years or so have been very ethnocentric and geared towards the Pakeha way of learning and that has valued Pakeha knowledge and understanding.  I wonder if we are doing enough across the board to allow for different world views.

Culturally responsive pedagogy starts with culturally responsive leadership.  The video below is from the Education Counts website and centres around Pasifika students' learning in maths.

The next section of this post looks at cultural responsiveness in practice in two areas of a previous school - the first one, 'decision making' is one which is well on the way to being embedded practice within the school and the second, 'planning and assessment' is an area where learning needs to happen.


The school had a growing number of students who identified as Maori and a few who identified as Pasifika.  The school worked hard to consult with the Maori whanau on a regular basis regarding learning for their children and certain events within the school.  Further progress on this would see a great deal more consultation around curriculum and a greater presence in the school in terms of signage.  Even in the area of consultation improvements could be made as the terms are largely those of the school rather than the Maori community.  They, like many other schools, are often the ones who decide the what, where, how and when of the consultation process.  In many ways, the 'power' remains with the school and you begin to question what you can do to make the partnership more of a genuine one.  The power needs to be shared (Cowie, Otrel-Cass, Glynn, Kara, Anderson, Doyle, Parkinson & Te Kiri, 2011).

Planning and Assessment

There are two key documents that support our learning in this area. These are Ka Hikitia and the Pasifika Education Plan.  Both of these documents come with a great deal of online support through Te Kete Ipurangi or TKI.  If we're really being honest and want to improve outcomes and be culturally responsive practitioners, how many of us have seen these documents or pulled them apart to create a deeper shared understanding in our schools?  Not many I would guess, including myself.  I have explored Ka Hikitia to a certain extent but, much to my shame, did not even know there was a Pasifika document to support Pasifika learners.  The embarrassment of the last one is that I at one stage taught and learned in a school where the Pasifika population made up more than 85% of the students.  

Being culturally responsive in our practice means a lot more than using a few phrases in Te Reo or having signs up in our classrooms or using an online programme to teach Te Reo.  Both Te Reo me Tikanga Maori need to be embedded in all that we do, particularly in our planning and assessment.  It can't be just a token gesture if we want to really accelerate the progress of our Maori and Pasifika students.  As the tangata whenua of Aotearoa/New Zealand we need to make sure that first and foremost we work to change planning and assessment to meet the needs of our Maori learners.

Evidence of this needs to be clearly shown in the way we plan our learning.  Who owns or decides on the learning that is to happen?  Do we offer the students opportunities to decide on and plan their own learning with guidance from the teachers?  For some teachers co-constructing the knowledge and the learning and teaching, ako, can be quite confronting as they feel they are not 'in charge'.

Our planning needs to show that we take opportunities to involve the community and sometimes let them lead the learning.  For example, during Matariki (the Maori New Year), we could be utilising the skills within the community to share what Matariki means to them.  Science is also a perfect opportunity to involve the community more in what we do and include a Maori perspective in the learning.  Ka Hikitia has many more ideas and ways to include Maori in the learning partnership.

Ka hikitia! Ka hikitia! 

Hiki, hikitia! 
Whakarewa ki runga rawa 
Herea kia kore e hoki whakamuri mai Poua atu 
Te Pūmanawa Māori 
He Mana Tikanga 
Me Te Uri o Māia 
Poipoia ngā mokopuna 
Ngā rangatira mo āpōpō 
Ka tihei! Tihei mauriora! 

Ka hikitia! Ka hikitia! 

Encourage and support! 
And raise it to its highest level! 
Ensure that high achievement is maintained 
Hold fast to our Māori potential Our cultural advantage 
And our inherent capability 
Nurture our young generation 
The leaders of the future 
Behold, we move onwards and upwards!
                                                                         Ka Hikitia, 2013


Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al.(2011).Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Wellington: Teaching Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf

Education Counts. (nd). 14 culturally responsive pedagogy: Developing mathematical inquiry communities.  Retrieved from https://www.educationcounts.govt.nz/topics/BES/developing-mathematical-inquiry/14-culturally-responsive-pedagogy

Ministry of Education. (nd). Educational leaders: culturally responsive leadership.  Retrieved from http://www.educationalleaders.govt.nz/Tag-results/(tag)/Culturally%20responsive%20leadership

Ministry of Education. (2013) Ka Hikitia - Accelerating success - 2013 - 2017. Wellington: Ministry of Education.

Ministry of Education, (2013). Pasifika education plan - 2013-2017. Retrieved from http://pasifika.tki.org.nz/Pasifika-Education-Plan

Ministry of Education. (nd). Te reo Maori in English-medium schools. Retrieved from http://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-a-tuakana-teina-relationship

Monday, June 13, 2016

Social Media as a Learning Tool


Challenging views
Local and global connections
Real time and real world learning and connections
Removing the classroom walls
Powerful opportunities for feedback
Asynchronous learning - anytime, anywhere learning which helps address some of the issues of 'time' in teachers' professional learning.

The following infographic sums up my thinking around the power of social media as a learning and teaching tool and was also shared in a blog post from 2013 - Exploring Digital Citizenship.

The Use of Social Media in Schools
by obizmedia.
Explore more infographics like this one on the web's largest information design community - Visually.


Assumptions Around 'Digital Natives' and the place of Technology in General in Learning and Teaching

Although our students have grown up in a digital age we can't assume that they have they can apply what they know in a learning context.  These skills need to be taught and half the fun of it is the expectation that teachers learn alongside the students.  If you'd like to read more about this you can go to The Digital Natives Debate: A literature review.

In 2014 I wrote a blog post on technology in education which looked at some of the challenges around relevant use of technology in learning and teaching.

Digital Citizenship
There are arguments around the need for learning about citizenship in general but being a digital citizen requires specific skills and, again, these need to be taught and reinforced.  There are so many resources around this.  The example below has been created in Google Slides and was part of a crowd-sourced planning resource.  It is helpful to share with students and the wider community and has a lot of resources which connect home and school to create strong partnerships.

In 2013 I wrote a post around Digital Citizenship - Exploring Digital Citizenship - it has a really interesting infographic around the uses and benefits of social media in the classroom.

Building Knowledge and Understanding of the Benefits of Online Tools - Parent Concerns
Our learning communities, particularly our parents and caregivers, do not always see the benefits or purpose of using Social Media to improve their child's learning.  It's up to us to share what we are doing and to be very clear about our 'why'. our purpose for using particular tools and platforms. Parent meetings and information evenings go a long way to communicating what we do and why.  It is generally a fear of the unknown and the fact that this form of learning and teaching is so different to our own experiences of school that makes parents and caregivers uneasy.  Quick snippets about the benefits and sharing learning through blogs are other ways of lessening the fear and of breaking down the barriers too.

Parents and caregivers just want to know that their children are safe online - that is often their biggest fear, along with thinking that being online is just wasting time.  We read so many horror stories about what can go wrong but very few on what can go right.  Using the tools and sharing information with parents / caregivers is a way of dealing with this responsibly.  They need to see what is happening in the classroom and beyond in terms of the learning experiences and that they are a valuable and necessary part of that.  


While I use a range of social media platforms for learning, the following are the main ones.  Before engaging with any platform, I always consider what my purpose for using it is - my 'why'.

Twitter helps me keep up to date with current issues and trends in education.  My Professional Learning Network (PLN) acts as a sounding board for ideas and I can ask a question and get answers and opinions from all over the world.  My connections are local and global.  The links below are great starting points for using Twitter for professional learning and also in the classroom.

I now use Facebook mostly for professional learning and am in several groups.  I also have my own page - Justine Hughes - Learner and Teacher which acts as a resource-sharing page and is also where I connect with other educators for a range of purposes including mentoring beginning teachers, two of whom I taught at one stage!  (I am very proud of them for becoming teachers).

Google+ is not a platform I use often although I've been using it since it was in the invited beta trial stage.  Its advantage is having Google Hangouts attached where I can connect quickly and easily with people in my PLN both locally and globally.  It tends to be a little more on the academic side for me with groups from The MindLab and earlier on, groups from university.

In the early days LinkedIn was a powerful way of keeping up with the latest in education.  It was more of a professional forum whereas Facebook was quite casual.  In the last two years or so, however, I've felt that LinkedIn has changed and become more advertising-based and less 'serious'.

Virtual Learning Network (VLN)
The VLN is a powerful source of professional learning and has an excellent blend of discussion, access to academic resources and a range of groups in your areas of interest that you can join.  It's a fantastic platform in which to ask for help on any area of learning and teaching.

POND N4L (Network for Learning)
So far, this seems to be a platform which hasn't gained as much traction as I thought it would and I am just as guilty at not using it.  It's an excellent curation tool where you are able to store and share resources.  Some have said that it's a bit 'clunky' to navigate but, from what I've seen, a lot of these early issues have been resolved.
POND is New Zealand based and resourced and designed to be a community of practitioners sharing knowledge and resources.  Like the VLN, it has discussion groups, resources, and it is up to the individual as to how they want to use it.  I'm looking forward to exploring it more this year and finding out more about what the value is for teachers and learners.  One thing I want to do is to explore the difference between the VLN and POND N4L.


Teaching with Blogs - from Read, Write, Think.

Digital Citizenship - a crowd sourced collection of resources on Google Slides.  Created by New Zealand teachers.

Skype in the Classroom - an excellent resource for connecting learners, teachers and classrooms from all over the world.  Mystery Skype is a fantastic part of Skype in the Classroom and will challenge students questioning and thinking skills.   You can also use it for Virtual Field Trips and connect with a Guest Speaker.  Real world and time connections.

ePals - I've been using this for many years as a way to connect students.  ePals has evolved over time and you and your class have the potential to be able to be involved in a range of global projects.  It's all about connection, communication and collaboration.

Edmodo - A safe environment which is seen as similar to Facebook but for students.  Teachers can control the security of the settings.   An excellent tool for creating a blended learning environment for your students.  Also an excellent tool for creating deeper communication with parents and the community.