Teaching as Inquiry

Teaching as Inquiry Developmental Appraisal
22/05/16
The Audition - yr 9 programme; specific exemplar and template to annotate script with intentions. Collecting data and samples. Next semester - identify 4 Maori students per class and track their progress, maybe use google form to get sample their thinking about writing.
2016 plan
Using graphic organisers and SEXY paragraph templates for year 9;  and creating exemplars for each task. Sharing specific vocabulary via Hapara and visual displays which include Maori terms.
Where are we at? Marking Actor Study done y 9Bv and 9Hl, few have attempted writing. Needs to be done as a test perhaps, with tighter time frames? eg: 1 hour collect information share slide show. 1 hour fill in chart and write paragraph- share. maybe change assessment criteria to Research A M E and do assessment criteria/exemplars for writing task. Can do this with 9Cl & 9Bv in Term 3. Next writing task - same criteria will be to write intentions for The Audition task.
Spreadsheet
14/09/15
Have revisited the TAI at today's staff meeting, following some work on differentiation led by Justine
My partner was absent but I worked with Ce on the differentiation  task and she shared with me her spread sheet where she records students grades etc. I want to have my planning and records all on the computer in 2015 rather than use mark/ plan books. It seems like a big task!
Differentiation activities.
31/7/13
Have done our planning for the 2014-15 TAI with Ck & Br.

Encouraging confidence and acceptance through shared performance work. Open mindsets and self-efficacy/ social and cooperative skills.Commitment, resilience and respect leading to achievement.

Year 10-13

1/6/15 - using blogs for Drama processes/ NCEA evidence - In term 1 & 2 students set up blogs and I was doing 1 period 1 fortnight, they were able to write more, especially the able students as they were not held to the pace of the slowest [as happened using notes on powerpoint] and it is an advantage being able to  insert video and research easily. In Term 3 I no longer need to book chrome books as my classes have been allocated chromebooks based in the Learning Centre which is more accessible. Also on Tuesday's I have 2 year 9's in a row so that saves handling.[31/7/15]

6/5/15
We are starting a trial of a new TAI process for our school appraisal system.
http://assessment.tki.org.nz/Assessment-in-the-classroom/Teaching-as-inquiry/Teaching-as-inquiry-practical-tools-for-teachers

RTC: Critical Inquiry and problem-solving

8/03/15
 https://www.teachingchannel.org/videos/collaborative-teaching-ntn

Resource shared by Sue Ey on collaborative teaching. It may be tiredness talking but, while the interdisciplinary model, seems ideal for real learning if "getting out of the silos" involves respect and openness [as identified in the video] I think we have a way to go on respecting our colleagues as professionals and in being open to the value of all learning experiences.In practise where do the meetings 2 or 3 times a week come from?

25/01/15 SCT role - how to show leadership without being obtrusive?

2. use critical inquiry and problem-solving effectively in their professional practice

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

RTC: Assessment information

25/01/15
10/2/15
 Computer PD- set up a google form  for Year 9 which will automatically collate data onto a spread sheet. This should be a very useful of year 9 data and I think I could use it to collect NCEA evidence too,

11. analyse and appropriately use assessment information, which has been gathered formally and informally

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

RTC: Bi-cultural context

29/05/16
KEP - regular Thursday meetings- last week looked at "me and my school" data re student engagement; we are average it seems although we angst about declining engagment as the child goes through school. I have shared an article about engaging whanau in school. I like the idea of targeted meetings and getting community workers to connect regularly with families. We could link this with "social' events like the new student family BBQ or International fesitival.

2016 - we had a 3 day wananga focused on accelerating student achievement. New web site

http://kep.org.nz/

22/10/15
Last week I spent 2 days at the KEP wananga.
Today looking at PrizeGiving and how to make it bi-cultural.
31/07/15
Interesting discussion at KEP meeting yesterday about what Maori succeeding as Maori looks like
Professor Mason Durie (2003) explains, "As Māori [means] being able to have access to te ao Māori, the Māori world — access to language, culture, marae… tikanga… and resources… If after twelve or so years of formal education, a Māori youth were totally unprepared to interact within te ao Māori, then, no matter what else had been learned, education would have been incomplete."
http://blog.core-ed.org/blog/2014/07/maori-achieving-success-as-maori-in-english-medium-schools-what-does-it-look-like.html

Maori Language week - in Drama I have been using conventions to illustrate whakatauki.

9/07/15
http://www.stuff.co.nz/national/education/70060927/Gap-back-to-Maori-and-Pasifika-students-in-NCEA-remains-wide

Schools are working hard to provide opportunities to learn and achieve but the socio-economic divide is still showing.  When the children of the "gap years" grow up how will their experience shape their children as they enter schools?

6/05/15 - I am really enjoying being part of the school kapa haka group. On Wednesday period 1 my senior drama class goes to kapa haka, many of them were already involved from 2014. It is challenging, singing, let alone singing in another language. It has been a privilege to go with the group to visit bereaved families. I know I am learning a lot.

8/03/15- attended the finals of Te Matatini today- amazing standards of performance
http://www.tematatini.co.nz/
Valuable resource for Hornby High School programmes- Year 8-exploring the world; year 9 - culural identity and NCEA studying New Zealand Theatre. NCEA drama group is attnding school kapa haka group on Wednesday period 1.

25/01/15- work on expanding my Maori oral vocabulary; have made a new set of whakatoki for classroom display

http://christchurchcitylibraries.com/Resources/Maori/ReoMaori/

10/02/15
I am becoming more aware of students linking what we are doing to their cultural identity, "that's just like what we Maori do", "He's [playwright] from my iwi." and I am trying to encourage expansion.

9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga

i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga iii. modify teaching approaches to address the needs of individuals and groups of ākonga

RTC: Diverse language and cultural experiences

25/1/16http:
Last year there was discussion with student/staff about setting up a school group for LGBT students. Over the holidays I have read an article in The Press, which is discussed here,

http://www.gayexpress.co.nz/2016/01/auckland-grammar-responds-to-gay-students-concern/

and a PPTA article  "Reconstructing Social Norms" on a new video resource. http://insideout.ry.org.nz/
13/07/15
http://www.bbc.com/news/magazine-33445018
 the potential in all learners

How Pasifika women work together for their community-

9/06/15
Liasing with Court Theatre - last night took NCEA Drama students to Romeo and Juliet at the Court Theatre. This is, I feel, a very valuable part of othe Drama programmes as it exposes students to a new experience. Have just created a google doc with those who attended and shared the NCEA "Live Theatre" exam requirements with the NCEA groups via Hapara Dashboard.

5/05/15
Attended Core Education Breakfast and Workshop on working with Pasifika students. They are going to share resources. Interesting discussion of values, in particular "service"
http://www.minedu.govt.nz/NZEducation/EducationPolicies/PasifikaEducation/~/media/MinEdu/Files/EducationSectors/PasifikaEducation/PasifikaEdPlan2013To2017V2.pdf


3/3/15- Te Matatini this week
http://www.tematatini.co.nz/
I am going to the finals on Sunday- will do some work with year 8's on this tomorrow.

11/2/15 Year 8 kete- learning about themselves. In Connect Drama we are going to start with the different performance types in New Zealand. Today we looked at Kapa Haka/ Shakespeare in Te Reo and Indian Ink Theatre Company, Polyfest and the Laughing Samoans. [Google slide show with Youtube links] I learned that Jordan-Lee is related to actor Rawiri Paratene and that Joseph performed with a kapa haka group at Okains Bay marae over Waitangi weekend. I wounder if I could find some Chinese theatre or hearing-impaired? An earlier visit to yr 8 community space paid off in a focus on independent learning and "murmuring" quiet work.

25/01/15 - posted criteria

9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga

i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga iii. modify teaching approaches to address the needs of individuals and groups of ākonga

RTC:How akonga learn

22/05/16

http://www.mckinsey.com/business-functions/strategy-and-corporate-finance/our-insights/an-incumbents-guide-to-digital-disruption?cid=digistrat-eml-alt-mkq-mck-oth-1605
"faint signals with lots of noise" - the stage we are at with introducing new pedagies/ new buildings in education! Not much happeneing yet but lots of debate and concern,

As Reed Hastings, the CEO of Netflix, pointed out (right as his company was making the leap from DVDs to streaming), most successful organizations fail to look for new things their customers want because they’re afraid to hurt their core businesses. Clayton Christensen called this phenomenon the innovator’s dilemma. Hastings simply said, “Companies rarely die from moving too fast, and they frequently die from moving too slowly.”4
30/3/16
https://daretodifferentiate.wikispaces.com/Choice+Boards
setting up a choice board for 10 English- doing Drama based on Macbeth: will use it in 10 Drama too.
Sceencastify- proving a useful tool to record classroom instructions, eg: on NCEA AS1.1 supporting evidence. Have downloaded the app.
https://drive.google.com/file/d/0B5WEju2VlqA7ZXhYZVpmekhZODg/view


22/01/16
Attending "drop-in" PD on googlesites: eg: have looked at Zaption and set up an account and a resource on Macbeth. I have also ordered 2 dvds from the Globe Theatre UK website following on discussion with HOD English about connecting our studies of Macbeth in Term 1 [yr 11]. Have put links onto Drama site  for Shakespeare resources which were shared by colleagues on the Drama NZ facebook page. This site is a useful teacher resource.
http://www.thedramateacher.com/

9/07/15
http://www.thejoyfueledteacher.com/the-joy-fueled-classroom/-6-things-all-teachers-can-learn-from-drama-teachers
A great reminder of how we teach through Drama - As I discussed in my annual Appraisal meeting;  it is easy to rely on technology and the structures of  classroom learning which look more like "learning" but are short on play and risk taking. Kia kaha!


1/6/15
AGM Cage Speaker Sonia White on Differentiation for Gifted students
http://www.giftedconsultant.ac.nz/
Recommended Albany Senior College model when asked how MLE's worked for GATE students

14/4/15
http://inclusive.tki.org.nz/
An inclusive classroom is one that values the contributions of all students, their families/whānau, and communities. It recognises that every learner is unique and builds on their languages, cultures, and interests; and identifies and removes any barriers to achievement.
Have been looking at this site as part of our KEP discussion of cultural toolkit. In discussion with others about how this would look in the classroom.
Watched a video clip about inclusive learning and using visual cues. I have decided to make a poster about effective rehearsals because that is important for self- managing group work in all levels of Drama,

 22/3/15 Developing year 9 Connected Drama TEOTWAWKI  unit -using NZ symbols as a stimulus for movement/dance

19/2/15 Attended Coordinating Learning Using Google sites
I am finding the google sites quite mystifying; every session seems different.
8/02/15 Discussing mythology with Level 2 Classics I was pleased to have an interesting discussion with a student about links with Maori Mythology, as in "that's just what we Maori do in our myths".
25/01/15

http://theconversation.com/creativity-in-schools-sounds-good-so-whats-the-hitch-34411?utm_content=buffer6dbcd&utm_medium=social&utm_source=facebook.com

The problem of promoting creativity while simultaneously devaluing Arts programmes

http://qz.com/310622/the-scientific-evidence-against-spanking-timeouts-and-sleep-training/

"In other words, as far as the brain was concerned, simply seeing someone grab a peanut is the same as actually grabbing it oneself." 

Interesting to read this article as I have seen it quoted before in relation to how viewing live performance [and perhaps to a lesser extent filmed performance or a story] builds empathy. It sheds a scientific light on the often emotive topic of discipline too.

8. demonstrate in practice their knowledge and understanding of how ākonga learn

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

RTC: Collaborative, inclusive and supportive learning environment

11/05/15
Thank you to all who shared their  digital learning activities on Friday. I have ppt from Helen and this link too. I am finding Hapara Dashboard quite confusing by have booked a 1 hour session Tuesday. I thibk I will get 9Drama classes to set up a blog for their inquiry into "Stories from my World"
http://bit.ly/1ES3f0F


20/4/15

http://inclusive.tki.org.nz/

25/01/15 Building an ensemble in Drama. Term 1- significant production-New Zealand theatre

promote a collaborative, inclusive and supportive learning environment

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

RTC: Appropriate Learning Programme

School PD e-learning November 2015- I worked with year 7&8 students on an arts unit where students opted in to different activity. The enthusiasm of the students made teaching them a pleasure. Here is a link to the http://creativityintelligencefun.blogspot.co.nz/ 22/2/15 Researching material for "Thinking through Drama" presentation for the the Chch Association for Gifted Education Symposium, http://www.victoria.ac.nz/education/pdf/jhc-symposium/winter-2013/J-Dean-K-Cheetham-winter-research-presentation-2013.pdf This beautifully presented article documents to the creative process in early childhood eductaion through a student portfolio. It reflects on the importance of imagination, which comes so naturally to preschoolers but is harder to find in older children and is so necessary in the rapidly changing workplace of the 21st century. 8/02/15 Finalising Course outlines and Achievement standars for 2015- student will choose an appropriate assessment . Term 1 - NZ Theatre, Term 2 Shakespeare's Rome and Juliet, Term 3 Political theatre and issues of war, we will see Once on Chunul Bair and link NZ history of war to look at what is happening in the present day. Juniors- not sure where to go with yea 8 as I have just learned that we will have Drama all term - 10 lessons, which is twive what we had last year. I need some solid content connected to their kete. 25/01/2015 Year 9: Connected Curriculum- working with Rowena's template I have established folders for each Kete; prepared a unit plan starter by adding  from previous Unit plan any relevant material. Have sorted resources into appropriate kete. Have deleted or archived material on staff pool- Drama folder. 1/1/15- working on NCEA progression using NZQA template and doing a chart for curriculum progression yr 7-13 setting up year 9 site for blogs - https://sites.google.com/a/hornby.school.nz/drama-at-hornby-high-school/ http://blogs.kqed.org/mindshift/2015/01/how-integrating-arts-into-other-subjects-makes-learning-come-alive/?utm_term=nprnews&utm_content=buffer46508&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer Very relevant to what we are doing intergrating our junior college curriculum. I am now following this Mindshift blog. 6. conceptualise, plan and implement an appropriate learning programme

i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents

RTC: Show Leadership

5. show leadership that contributes to effective teaching and learning 25/01/15 - Kia Eke Panuku [KEP} meeting 22/01/15 - planning for Shadow Coaching and planning for 2 sessions at staff PD this term. Working ons HHS staff collaborative definitions of principles for effective teaching of Maori students. Need to add our summary of AKO to googledoc.

i. actively contribute to the professional learning community ii. undertake areas of responsibility effectively

RTC: Ongoing Professional Learning

20/04/15
http://manaiakalani.blogspot.co.nz/search/label/Learn%20Create%20Share

• raising traditional literacy through sharing learning [via podcasts] "But 21st Century students need opportunities to do something with the learning outcomes in their own language ie turn them into a digital learning object that they have created; amovie, an animation, a podcast, a funky slideshow etc. And then this digital learning object (DLO) can be shared online"
• Create: this podcast gives a clear definition of "create" in the project- models, animations, prezi -lots of visual sharing not writing a document
• Share: I can see how good it is for learners to share with their whanau but how do they get thousands following their blogs? And why can't I get students to perform even in class because they are afraid someone will see them "don't film me!"
• Community of Practise: hey, that's us culture vultures!
• 
  

8/4/15 Google Conference
https://docs.google.com/a/hornby.school.nz/presentation/d/1nrvwBJKH39zktRv0OVFIpq1iMPMUJiX0m445em83aVw/edit#slide=id.g909f75c09_0_54


22/3/ 15 Drama NZ membership - http://www.drama.org.nz/

3/3/15

“Gifted and talented education has too many bandwagons, too many good intentions, and too many students whose early promise fails to develop into adult eminence.”  Hook 2015
http://pamhook.com/news/
"the follow up conversations have been fabulous – and the requests for professional reading likewise.  It seems Christchurch teachers are very ready to re-think their professional practice and the purpose and the effect of what we do to students in the guise of meeting their needs in gifted and talented education." Pam Hook
I am on the CAGE committee which organised a symposium on "Thinking", I talked to a small group about "Thinking through Drama" . Keynote speaker Pam Hook - caused some controversy about how best to identify and support GATE students.


25/1/2015 Reading DramaNZ Conference ]attended 24-27 April

Mr Men and Little Miss Unit plan for Year 8 could work well in new Kete for year 9- working together and respecting others differences.

26/1/2015
https://www.ted.com/playlists/125/tv_special_ted_talks_education

We watched this ted talk which focused on praising akonga and giving positive feedback, related it to the information about giving praise in the school 2015 handbook. PB4L
How to use discursive practices - we did a jigsaw activity [readings on assessment for learning]; Goal to put one discursive activity per lesson for all classes- pair activities [use names, make eye-contact]. The PB4L team also went over low level interventions.

9/2/15 attended Shepherd  at the Court Theatre [Monday night forum] - an amazing piece of theatre, science fiction firmly set in the context of rural New Zealand.

 http://www.courttheatre.org.nz/

4. demonstrate commitment to ongoing professional learning and development of personal professional practice

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

RTC: Bicultural Partnership

Video capture tools- task to do from PLD on  21/3/16 See site for professional cybersafety.
3/3.15 Whanau Group meeting today - working on building relationships with our Maori community.

http://www.tematatini.co.nz/

I have tickets for Sunday finals, 8 March: anyone else keen?

3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand

i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi

RTC: Caring for students

25/01/15

http://www.huffingtonpost.com/2014/03/04/creativity-habits_n_4859769.ht

A good summary of creativity which is important for understanding our Arts students; how often do other teachers say the daydreamers are lazy?  They are the writers and actors. The watchers who "don't participate" understand others, listen and often swoop in at the end with the best syntesis of everyone's ideas.

20/4/15
Have read MOE resources on grief in response to unexpected death, in response to a loss in our school community. It was very moving to share the funeral process with our wonderful kapa haka students during the first week of the school holidays.

http://www.core-ed.org/about/meet-our-team/janelle-riki

Whole school attended a talk by Janelle about raising Maori student achievement [all student achievement] and the focus was on getting to know students so they feel at home at school. That sounds easy but can be challenging, eg: when you have less than 40 hours  a year with a class of 30.
I liked the idea of greeting each student as they entered or building some eye-to eyes contact into the days interactions. It is a good thing at the atrt of the year to think about taking TIME to get to know people.
Drama activities: name games, pair share, story replay/mime/freeze frame. right up to Physical Theatre presentation of your life story.
Written activities [how can I do these on googlesite? Have booked 2 sessions with Cyclone for computer coaching]Role on the Wall about themselves

1. 2. demonstrate commitment to promoting the well-being of all ākonga

   i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii. acknowledge and respect the languages, heritages and cultures of all ākonga iii. comply with relevant regulatory and statutory requirement

RTC: Professional relationships

http://www.teacherscouncil.govt.nz/content/registered-teacher-criteria-1

19/1/15 CAGE [ChCh Association for Gifted Ed] 2 hour meeting re workshop planned for Feb 27th at which I am leading a tabletop discussion.

22/1/15 KEP meeting - working with the team on Hornby High School on strategies to raise student achievement for priority learners. I have made some new posters with motivational whakatoki.

Criteria	Key Indicators
1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga	i. engage in ethical, respectful, positive and collaborative professional relationships with: ākonga teaching colleagues, support staff and other professionals whānau and other carers of ākonga agencies, groups and individuals in the community