Te Reo Pākehā

I am feeling inspired by this https://www.rnz.co.nz/national/programmes/morningreport/audio/2018814597/ncea-adds-new-te-reo-pakeha-subject It says not necessary for mainstream but I think there is an opportunity to engage learners her. And Shakespeare can fit in - I have started a unit for 7/8 drama which will tie in Titania and Oberon's weather speech with Hone Tuwhare poems under kaitiakitanga after listening to Te Reo Pakeha being explained on RNZ this morning. BRAINSTORM - year 7/8 Drama UNIT kaitiakitanga - current resurces: environment devise / spring poem - site specific - film; titania- operon weather fight [Shakespeare on Nature] land/ sea/ sky - myths/ Hone Tuwhare weather poems/ mask making or costume design- compile.Make-up? Have the results from NCEAR assessment- highlighting some words to learn; Signed up for the tereomaoriclassroom.co.nz whilst looking at ways to say thank-you. Continuing with language DROPS vocabulary- 5 minutes a day. https://sites.google.com/hornby.school.nz/pgc2022andbeyond PGR site

The Case for Critical Thinking

https://www.forbes.com/sites/colinseale/2020/04/10/the-case-for-critical-thinking-the-covid-19-pandemic-and-an-urgent-call-to-close-the-critical-thinking-gap-in-education/ The critical thinking gap is one of the most significant, yet overlooked equity challenges in education today. Right now, systems leaders are going full throttle to figure out the access challenges related to distance learning at a time when most states are cancelling standardized tests until things get back to normal.

challenge to improve literacy

https://www.ascd.org/el/articles/could-the-pandemic-change-education-for-the-better I think the pandemic is making many people think about how children learn. There is an increasing complaint from parents that "home schooling" is too hard, too stressful.Usually, I notice, that's from parents trying to stick to a formula prescribed by schools, For example they must read set work and do set questions but they don't cuddle up on the sofa for a read. Not all parents have the confidence or skills to interact with their children and guide their learning. How can we all help a child develop a love of learning, with the self-efficacy to complete a project?

 "The challenge for our staff now is to develop a hunch about what to do next to develop literacy skills, regardless of their curriculum area and specialisation, to think about something that might make a difference, try it, and see what the resulting data says. We are all teachers of literacy." Robin Sutton

TOD- professional Development in literacy: RESOURCES

www.theliteracyplace.com

Lego challenges and describe- this was a good oral language activity at a 7year old party I went to; even in NCEA drama students, particularly those with a challenge such as dyslexia, need to explain their process.

Inference=connections=subtext: I think Drama is a literacy rich subject because actor or audience have to read the layers of meaning in a text. The actor [director,designers] literally CREATE something new from the text.

DO NOW: Revisit & renew some literacy strategies- ITTM; dot to dot connecting key words; graphic organisers; talking about it

Ps- Drops of Te Reo

CULTURE and Creativity 2021

 

25/08

Learning Te Reo

Suggested resources from my colleague Raewyn

Kia kaha tō reo Joanne! Here is a link to Māori dictionary 

Another more casual way to have te reo māori exposed to you is following maimoa.creative on instagram she does pronunciation on her stories and just posted her parāoa parai (fried bread) recipe which I've linked here. 

Scotty's Morrison's site has lots of lessons based on his Māori Made Easy book #1.

Mihi -https://www.youtube.com/watch?v=M_Ifk5IOrBk

22/07

School resources

Ka Hikitia Ka Hapaitia

Karakia and Waiata

2021 Te Iwa o Matariki

Robin Sutton- https://whakataukihewakaekenoa.blogspot.com/2021/07/our-educational-purpose-compliant.html

• students see themselves as "economic units" - how will this [task/activity/ assessment]get me a job? I think they think short term , not delaying the gratification of the perceived independence a low income job gives them. Some have no model for a richer life- in terms of education/ income/ housing/life experiences.
• Youth at Risk of Limited Employment -Youth at risk of limited employment include those aged 16 to 24 years-old who are at risk of cycling in and out of low-level tertiary education and/or low-paid part-time or casual work. I just completed this survey and so have been reflecting on the student I teach and the pathways former students have taken. I think the x factor is enthusiasm - passion or drive- they have a big picture goal, such as Matt Brown while successful barber's business grew out of his faith and his desire to help others. Matt was a student with a challenging life but a positive attitude to making the most of opportunities.
• the great Greek philosopher Aristotle once said, “Give me a child until he is 7 and I will show you the man."

Moana - lovely to see not only a Hornby student but lots of other young people in this Court Theatre show; they were so proud of telling their people's story just like the creators of  Into the Heights which links with our  Shakespeare Festival experience. The joy and enthusiasm shown by young people in the arts. I am unashamedly a  Sir Ken Robinson enthusiast and our local inspirer - Dr Peter O'Connor

RNZ- https://www.rnz.co.nz/national/programmes/voices/audio/2018803279/breaking-the-homogeneity-of-asian-report-on-inequities-among-students

Those who don’t believe in magic will never find it.            Roald Dahl

Discussions in our kura re creativity

https://whakataukihewakaekenoa.blogspot.com/2021/04/part-3-te-rito-toi-and-crisis-of.html

Referring to Sir Ken Robinson and NZ's own Dr Peter O'Connor [see article & notes]; personally  as an arts teacher I am well aware of the importance of creativity. I think we need to move past the warm fuzzy of theory and start looking a the barriers to creativity, 

eg:https://www.regent.edu/acad/global/publications/lao/issue_5/barriers_to_creativity_gibson.htm

Recognize the Barriers

Case in point, the organization in which I work, has evidenced the following barriers to creativity:

• Fear
• Poor leadership and commitment to innovation
• Bureaucratic policies and red tape
• Silos and turfs
• Pressure to produce immediate results
• Personal biases: beliefs, attitudes and values

FEAR_ how do we nurture self-esteem; give positive feedback; will it be chaotic, will outputs fall, what if the project fails?

Leadership- the desire for creativity may exist but are there  'SMART" goals? Can we SEE creativity in our kura?

Red tape- such as rigid timetables / tiny chunks - creativity takes time, walks in the fresh air, day-dreaming, playing

Silos - barriers physical and mental between "subjects" 

Results-  like the "clay" project in 10/11 wananga: tight time frame- confused outcome- messy intrusive materials- what can we learn here?

Biases: how many in our community see creativity as a luxury or as a childish activity left behind in preschool?

Those who don’t believe in magic will never find it.            Roald Dahl

Breaking down barrier

lets create our own agenda

lets analyse what's worked/ what hasn't

Yes the clay was messy but  also beautiful  dragons 

 Cultural Responsiveness