Te Hiku OKORO Professional Development Te Reo Maori 2022

Te Hiku OKORO  Professional Development Te Reo Maori 2022

Te Hiku Okoro is a Te Reo Maori learning initiative promoted for teachers to learn and grow in confidence with Te Reo Maori.

Different classes are levelled to accommodate different abilities, knowledge and it is also about confidence.

Our group has been working on being able to pronounce the basic short and long vowels.

a,e,i,o,u

a = Are

e = There

I = Three

O = Or

U = Two

Tohu To Long vowels. A,e,I,o,u, tohuto (macrons)

We have also been learning to pronounce OROTAKI/CONSONANTS.

h k m n ng p r t w wh

h k m n p w are pronounced similar to English

ng, r, t, wh are a little different and require a bit more Practice

First Consonant work

Ng pronounced like singer nga nge ng ingo ngu

Rr Pronounced like cats purr ra re ri ro ru

Rapu rare

Tt pronounced ta, te, ti, to tu

Wh pronounced like English f.

Wha

Another aspect of our work today has been Kuoro/SYLLABLES ( song remember A ha ka ma nga etc)

A ha ka ma na pa ra ta wa nga wha

E he ke me ne ne pe re te we nge whe

I hi ki mi ni ri t iwi ngi whi

O ho ko mo no po ro to wo ngo who

U hu ku mu nu ru tu wu ngu whu

 

Lastly we had a go at Oro Tapara / Dipthongs    (ororua)

Combination of vowel sounds

Ae, ai, ao, au

Ea,ei,eo,eu

Ia, ie, io, iu

Oa, oe, oi, ou

The day was light hearted but had a serious bent in as much as we have real objectives and a fairly heavy course load to consider for the rest of the year, this including online mahi, zoom koreros, and block course work at our local kura.

Some aspects were also important to remember that games, songs, rhymes and chants are an intrinsic part of learning Te Reo Maori as in fact they would be for most languages, we all remember rhymes and songs learned in childhood even if the reasons and knowledge for those rhymes are not generally understood, Ring o Rosies is according to most scholars not an interpretation of the Black Death (a 20^th century interpretation) but may have earlier roots in European dance and folk law. Perhaps derived from pagan celebrations as many of our European customs are based on today.

I look forward to seeing the course work and the things we can work on in the future.

 

 

 

 

 

  

Minecraft in the Classroom for Beginners

 Online toolkit hosted by Manaiakalani.

Very brief presentation on the Minecraft platform for Education.

I think that as far as Minecraft goes most of our students or anyone under the age of 20 are MILES ahead of any educator in creating, or modding in Minecraft. 

One of the takeouts from this is to use shorter or finite build challenges in Minecraft, letting the students loose in a whole world with a range of possibilities is perhaps a way to enter into chaos.

Another takeout would be to make the Minecraft activity a topic specific or curriculum linked activity so that the learning is linked to specific outcomes.

Challenges in specific worlds is a good way to keep students in a specific world and can be a good way to encourage collaboration, there need to be specific rules around online behavior and etiquette.

Research around the benefits to students learning around the Minecraft Platform would be beneficial to fine tune educational opportunities. Another aspect is to encourage whanau to engage with his platform and to have a constructive dialogue about the positive outcomes for students from Minecraft Edu.

Papakura Central School Minercraft Club

Minecraft for Beginners - Louise Fox

Blogger of the week SMART GOAL 11/01/2019

Teaching as Inquiry; Student Agency/Empowering Students

My SMART GOAL developing Student Agency.

Specific; get students to blog at least once per week about their learning in maths.

Measurable; Check and organise after Maths session Thursday morning.

Achievable; Create time and develop cohort enthusiasm.

Relevant; Reward System Blogger of the Week Student Choice (Rubric).

Timely; by next Thursday.

Differentiation and UDL 1

 Working on differentiation and UDL how these would be incorporated into our learning space

Prior understanding;

  

UDL & the Learning Brain

Task Differentation

So a UDL learning framework relies on a variety of ways for students to learn. 

The concept of neuro-variability is important for educators, because it reminds us that learners do not have an isolated learning “style”, but instead rely on many parts of the brain working together to function within a given context. There is no single way a brain will perceive, engage with, or execute a task. Variability is not just an important consideration for thinking about differences between students, but also within students in different contexts.

The Importance of PK

Previous experiences drive our interest and engagement, perception and attention, and goals and actions. The nervous system constantly makes predictions and anticipates how we will fare in a particular environment or towards a particular goal.

The Importance of WALT WILF and SUCCESS CRITERIA

Goals drive the nervous system. Essential to any learning experience is a clear goal. A clear goal enables the nervous system to direct energy purposefully to build relevance, perceive information, and act strategically. Ultimately, educators and learners need to be aware of the intended learning goals so that they can begin to build connections, connect to background knowledge, and practice for expertise. 

AFL (Assessment for Learning)

Link from UDL and the brain,  Frequent, formative feedback and opportunities for active learning create and strengthen the connections within our learning brains. Our brains are not fixed, but grow and change with use.

How to Plan using UDL

Waitangi Manaaikalani TOD 28/01/2021

 Waitangi Manaaikalani TOD 28/01/20211. 

Future Focusing your School

Identify your influencers and blockers that will help or hinder your school focusing on future trends and decisions regarding curriculum and delivery.

Identify trends in school data that need addressing, confront problems, identify strengths with staff and enablers.

Don't focus on data look at their(students) strengths, what are the enablers for them these may be different to yours. Introduce learning that engages, change the pedagogy enable effective teaching with staff.

Think about where are our students going in the future, student profile, what opportunities in community, opportunities beyond the area (ie university), target students for specific opportunities (certification, diploma, degree).

Create time for PD if you are creating different opportunities.

The Stocktake

Developing your curriculum.

Teachers, Curriculum, Resources, Future.

Identify issues that are stopping core business, strengthen home links and whanau inclusive environment.

COL for digital professional development.

Stuff you need to do to see what is happening in your school.

Walk around, Take photos, Ask questions, Google it, Go to town.

What do you want in your school?

2. Physical Computing (Micro-bits)

What are Electronics (programming chipset) class discussions.

Understand how circuits work as a part of curriculum learning.

(Hands on Paper Circuits) upload from Makerspace.

Microbits online site for virtual programming.

https://makecode.microbit.org/

Ground the programming into authentic contexts such as the classroom environment (alarms, lighting, heating. Code micro-bit to perform a function fire alarm is pushed (lights, sound external alert) connect headphones using alligator clips and code in volume control. Temperature control, Noise control. Hinaki alert in a trap.

Presentation Link; https://docs.google.com/presentation/d/11QZK1l3yFixajZGKzWxS7IiyIlhf1wzzXfwa7uTCR3g/edit#slide=id.ga47b8730b1_0_0

3. EPro8 Challenge - Engineer, Problem Solve and Innovate

What Tautoro School have been working with the challenges for three years.

Learning develops over time particularly with the engineering and programing. Kaupapa is based around a cycle of Thinking Doing Testing. 

1. Challenges are chosen.

2. Roles assigned Reader Designer Tester Builder.

Student engagement, perseverance, self determination, having choice of your learning, student led, achievement/confidence (Mana), collaboration, 

Challenges can be done with materials from a hardware store and/or using the Epro8 kits.

Challenges

4. Blake Inspire

Different areas from Blake Inspire 

Blake expeditions for Teachers to learn about the environment and how to teach this to students. Education dept funded)

New program Blake VR program utilises experience, understand, action.

experience; the VR environment.

understand; what we are seeing and discuss the implications

action; so what do we need to do and how could this be achieved.

Rahui vs Marine Reserve

33% of land sites are protected

.27% sea based sites are protected

Lots of resources for students Blake Inspire Website, New Zealand Geographic, School VR Roadshow.

www.blakenz.org

www.nzgeo.com/vr/

Cognition Graduate Profile and Planning PD Oruaiti School 04/02/2021

Cognition Education 

Planning  

Rob, Kaiya, Diane, Cindy, Sarah, Kara, Meg, Mark,

Introductions and reflecting on how 2020 was for us and our students and what we see going forward.

Why are we designing a graduate Profile?

• Streamline what we do well
• Internal Review
• Transition 
• Improve local curriculum
• Integrate PD
• Best Students 

Underpin our graduate profile using coherent pathways with beacons that highlight the progress in our school.

Provides a clear pathway for students whanau and community.

School vision, values are the main driving force for our Graduate Profile.

Graduate Profile

What does this look like at different levels and then create a rubric to provide goals and give something for them to aim for.

Inspire (more about personal and interpersonal skills ie how do kids inspire each other.

Create literacy etc expectations were not specific across the curriculum. 

"IDEAS ARE NOTHING UNLESS THEY ARE PUT INTO ACTION IN MEANINGFUL WAYS"

Spring boarding off our graduate profile for our content for 2021.

How can I plan for opportunities to teach the GP?

A good starting place would be using the whare tapa wha model (NZC - expectations, GP- Inspire, Student Wellbeing)

We did a collaborative planning project that looked at a planning scenario

Junior (put your own reflection here)

Explore terms friendships, relationships, feelings tuakana-teina develop projects inside the school and maybe include whanau.

Middle (put your own reflection here)

Look at different games and how they promote friendships, relationships, feelings tuakana-teina. Develop projects that and games that include whanau and community resources.

Senior (put your own reflection here)

Project to organise events at school that promote friendships, relationships, feelings tuakana-teina.. Collect data survey community pilot projects and creating

UDL Katie Novak is a good resource for curriculum design.

 

Sensory Workshop 2021

 What is anxiety distress and self regulation.

Anxiety is your bodies natural response to stress.

Children in dysfunctional environments do not get / learn regulation strategies because parents relationships to for example alcohol is stringer than the relationship to their child.

Distress is usually as a result of an external stimulus.

DSM-V Diagnostic manual defines disorders.

ASD (Autistic Spectrum Disorders) are an umbrella for pervasive disorders and Aspergers Syndrome are now put together.

Neuro Science

Typical brain can shift focus and cope with different situations

Generally an atypical brains is not wired to shift focus and change attention.

Important things to remember

Behaviour is Communication; A childs behaviour is what it is:

Ie a child leaving the class may not feel secure yet.

Helping to help with self-regulations.

Find the stressors --- Reduce them

eg distraction from outdoors, move them from the window.

Find unmet needs ------ Meet them

eg is the child hungry ---- feed them

Find Skill Deficits ------ Teach Them.

eg not learned to delay gratification; they have to learn to wait.

Sensory Integration

Sensory stimulus is all the senses being organised if one or more is in overload then the child cannot function and will behave inappropriately.

 Sensory Systems,

External; touch taste smell sight sound

Internal; Vestibular eg balance and eye movement; Proprioception eg location movement muscular awareness space.

Interoception; sensory awareness of your bodies signals ie hungry, toilet training etc. (resource from south australian education dept).

Have to remember that sensory experiences are multimodal.

Sensory Integration dysfunction

Avoidance eg what are they avoiding

Seeking what sensory are they trying get ie hearing

Body position eg how are they sitting 

Over arousal eg high activity

Under arousal eg low activity self absorbed.

Mazlows Hierarchy of Needs is a good example of sensory modulation.

Brain System Model Sensory input.

Coping strategies or systems to develop in students. Targeting the AUTOMATIC nervous system.

The aim is provide (practiced) strategies for the kids to use when they need them most, slow breathing, humming, meditation, music, gratitude, washing face, balanced gut microbe, exercise, massage, laughter, yoga, attachment/connection, animal based therapies, sleep, nature.

Sensory modulation directly targets these systems to alter stress and arousal levels.

Bottoms up sensory systems

Think about it; if a person is distressed they do not have the cognitive ability to process or self regulate, so a cognition, body, movement sequence will not work. A movement, body, cognitive approach is much better.

Building blocks for trauma sensitive schools

Feel safe; place to be safe.

Connecting; develop social skills, belonging, empathy, leadership.

Regulation; stress tolerance, brain knowledge.

Learn; development of skills, problem solving, decision making, growth mindset, perseverance.

Classroom Practices for dealing with traumatized children.

• Understand the child
• Manage your own reaction 
• I see you need help
• Structure consistency
• Tine in not out
• Consequences not punishment
• Support whanau.

Executive Function (how to develop the ability to manage self ie organising your self and stuff)

Can't write in their book.....logical option to sit them next to someone who can.

Always forget to bring pencil to school.....find someone to prompt them and challenge their behaviour.

Sensory modulation through the day. But not useful in extreme situations (that is behaviour).

Sensory Environment in the Classroom

Influenced by a range of purposes or Goals. 

What is the child needing touch hearing tasting?

Smell fragrance infusers to stimulate the class.

Colour swiss balls balance, bean bags touch, mud kitchen, tepees, target walls. 

eg sensory fence

Sensory modulation for grounding.

Power sensations

• touch 
• movement
• proprioception
• and scent

Resistance Deep Pressure

Movement 

Scents

Sensory modulation for alerting

Alerting sensations help us to feel more awake focus.

Movement; clapping, games.

Touch; cold wash, warm shower, hug hand touch.

Smell Taste; fragrance, fruit.

Sight; garden ocean colour

Sounds; music ear plugs white noise

You can do a sensory audit with your students; School Companion, Sensory Profile 2 form Pearson.

Pause Breath Smile a great New Zealand program endorsed by Mental Health NZ