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