Our Small World Tokelau

Saturday, 17 June 2017

Making connections across our schools to share strategies that work

Part of the struggle that my students have is engaging in the texts that they are reading.  Too often what we give them to read is irrelevant or too hard or boring (a comment made by a year 9 student in my class just last week).  I was frustrated in trying to think of ways to address this issue and although we have a wealth of strategies that could use, I wasn't sure where to start or which strategies would work.  Then I read a blogpost by Robyn Anderson at Panmure Bridge, one of the primary schools in our Manaiakalani cluster and enjoyed reading about the learning that was happening in her classroom.

In her blog, Robyn shared a lesson that worked with her class who were looking at a text and trying to figure out the author's message.  She shared how surprised she was when students used strategies and scaffolds that they'd learnt before to breakdown the text and transfer this skill across to a text without even being told to.

Robyn's blogpost resonated with me.  How awesome would it be that when students are faced with a task, they search in their toolkit of knowledge to choose a strategy that they think would suit the task.  And they do it collaboratively.  And without being told!

I really wanted to know more!  I met with Robyn and she shared the frameworks and guided teaching and learnings that she used with her class. They were simple, clear and collaborative.  Two of the ideas that Robyn shared were based on Aaron Wilson's 'Five ideas for helping students develop a basic understanding of the text' which were used to help students engage with a text.

Robyn has invited me to see this learning in action which I can't wait to see. Now that I have heard first hand how an experienced teacher had implemented guided reading strategies in her programme and the way students were able to use them to guide their learning, I am hopeful that I can develop some of these strategies in our junior school, in an effort to engage our students more when it comes to reading.

Saturday, 3 June 2017

Collaborating with other COL's is cool!

Sometimes when we get into the reality of everyday life back at our schools, I forget we are part of a big picture.

At our COLs meeting recently, we got into groups to share where we were with our inquiries.  It was really awesome to hear where everyone was at and it was refreshing to know that we could share our challenges without fear.

Our group was led by Anne who said we had 3 minutes to share a brief reflection about our focussing inquiries and what strategies and tools we used to figure out what our students have already learned and what we needed to learn next (scanning).

We had varying schools and varying struggles and achievements that we have chosen to take on and at first it seemed hard to find and 'synthesis' a common ground that linked us all.  But as I continued to hear everyone's stories, a common thread filtered through - that we were all had a hunch, scanned our learners and have come to the point where we were ready to ask what could WE change in our practice.

We looked at different ways of finding out where our kids were in the classroom.  On reflection, what we have been doing up to this point was basically looking at the challenges we had chosen to take on and finding ways to approach them.  A key idea Anne wanted us to think about was what we could do to change ourselves and our practice. One of the key things that resonated with me was something that Graeme Aitken had said at our Leaders PLG the previous day.  He shared with us ways to 'take stock' of where we were at and how kids felt about their learning.  One question that had me thinking was asking kids to name two adults in our school setting who believed  that they would be a success in life.  I wondered if the kids in my classes felt I believed they would be a success and shared this wondering with my COL's group.  Together, we agreed that the change for my practice would be around better AWARENESS of what was happening in the classroom and to 'take stock' so that I could develop a better more accurate picture of my learners.  Now I want to figure out how to measure this.

I really enjoyed connecting with the other COL's in my group and I look forward to sharing my learnings and reflections with them again.




Saturday, 27 May 2017

Getting my year 9's to write paragraphs

When it comes to paragraph writing, a common phrase that my year 9 learners relay is 'I don't know how to start'.  I have wondered in the past at what this 'block' or 'bump' in the process was and when I talked to my kids about it, they say that they worry about getting it wrong.  With the affordances that the digital world offers (ie spell and grammar checks), I wondered if it was more of an intrinsic belief that caused them to stall rather than the lack of grammatical knowledge.

One of the ways that we will be looking at tackling this issue is to ensure that our students are supported in their learning through scaffolded teaching and learning tasks.  Marc Milford, our schools Student Achievement co-odinator has been coming to our department meetings and sharing strategies and writing templates that we could implement within our units.  He has been working with one of my level 3 students who is an ESOL student and has struggled with understanding basic terms and concepts.  When I checked her writing before Marc had helped her, I could see that she was not able to put proper sentences together and found it difficult to use words that made sense.  Marc developed a writing frame for her and I could see that she was learning to structure her writing a lot more clearer.  I asked Marc to share with us at our department meeting the template and the next day, I tried to use the same structure with my year 9's as they were preparing to write for their exams.

I introduced the framework to the class by saying that they could use the key words and ideas provided to help them but if they felt confident to write without them, they could do so.  The examples I provided were from the learnings we had around traditions in Tokelau and I wanted them to use the concepts to show their understanding of what they'd learnt in class.

Once I shared the document, I wondered around the classroom to check if anyone needed help.  One of the girls stopped me and said 'I don't know what to do miss' so I sat with her and explained what she needed to do.  I said I would come back and check on her after she'd written her first one.  I had given one period for the class to complete the activity, but feedback from the students I found was that they needed more time.

The next day, I checked student work and found a number of students had written some excellent paragraphs which really surprised me.  One example is from a student below, who I felt was often disengaged in class.


Another student who has struggled at times, felt confident enough not to use the sentence starter for his second paragraph, which helped me to understand that he can work with and with out the scaffold. 
An interesting point to note was that the girls struggled with completing the paragraphs set.  Only 1 of the 6 girls completed at least one paragraph and she completed it at home, whereas at least half of the boys completed the tradition and education paragraphs.  The boys also used any digital feedback I provided to motivate them to complete what they'd started whereas the girls needed more oral feedback.  This idea that different modes of feedback support all different learners supports a study that I'd completed 2 years ago, that compared digital, written and oral feedback.  With this in mind, I need to ensure that I address the importance of 'feedback' as a further strategy that could improve the writing of our students.  The next step is to ensure that students are provided more opportunities to write using scaffolds that support students. 







Friday, 26 May 2017

How to structure writing - which is the best model?

When it comes to writing, my department knows that preparing our students to write can be a daunting process.  As part of my inquiry, I wanted to find out what other departments at my school were using as their models for teaching and learning.  I emailed them to ask what they used in their teaching.

Our maths and P.E departments use the P.E.E chain which is reflected in the chart below:


The English department use T.E.E.P.E.E:
  • T = topic
  • E = example/quote
  • E = explanation
  • P = purPose (author/director’s purpose)
  • E = effect (also consider on whole text and reader)
  • E = evaluation (make connections, comments outside the text)

And we along with our fellow scientists, we use S.E.X:


I wondered if it made sense to use a more common, cross-curricula framework so that kids didn't need to learn and relearn from class to class how to write a paragraph.

In my department meeting, I discussed with Marc Milford, our schools 'Student achievement co-ordinator' which structure he thought would be the most useful and if a more common one across the school would be better for the kids.  He suggested we nutted out the best one with evidence and put it to our curriculum committee.  One of my team found that her kids struggled to get to the end of an assessment or essay and just needed to finish it off.   Although we use S.E.X, members in my team mentioned one called TEXAS and after a bit of study, I thought this one could be a good to implement as it allows to clear structure right to the end.  My next steps are to take this idea to the curriculum committee meeting to see what they thought.



Wednesday, 17 May 2017

The value of connected learning in our Manaiakalani cluster - Te Taiao o Tāmaki.

When posed with the question of 'what does future focused learning in a connected community' look like, the Manaiakalani cluster wide inquiry of Te Taiao o Tāmaki' set the foundation for our year 9 students to be 'connected' to their learning.

Te Taiao o Tāmaki allowed connections to be made between teachers and schools in our cluster.  At our meetings, ideas were shared and networks made.  Teachers selected students from their respective schools to quad blog with students from other schools, to gain an insight into each others worlds and see that they were not alone in their learning.  Teachers across the cluster also shared their teaching strategies to support each other to work towards the collective vision.

Te Taiao o Tāmaki allowed our year 9 students at Tamaki College to feel connected to the rest of the schools in the cluster.  Many of our year 9's had younger siblings in the primary schools and would share their learnings over conversations at the dinner table or homework time with their parents and whanau.  This connection enabled students to support each other with their learning in their homes.

Te Taiao o Tāmaki allowed our year 9 students to feel empowered when they saw their projects and learnings displayed at Te Oro, especially in front of their old school mates.  A group of year 8's from a primary school, who knew one of our presenters, asked what he was like at school now, 'cause he used to be naughty'.  They were surprised when I replied 'he's going to be a future school leader'.  When asked how he felt about the day, our year 9 presenter replied how excited he was because 'everyone got involved and created amazing projects for all the other schools to see'. "It made me feel proud because I was sharing my knowledge with everyone else and it also helped me build up my confidence".  In enabling our year 9's to showcase their projects to the younger students, it established the belief that Tamaki College could be (and should be) the first school of choice for them in the future because they could see what they could aspire to.

Te Taiao o Tāmaki allowed our whanau and our community to see the quality of projects our year 9's were able to produce.  People took the time to stop by and comment on how articulate our students were and how proudly they presented themselves.  The fact that our community could see our students in this positive, shared context created the opportunity for any barriers and stereotypes to be broken down and a more positive view adopted.  This can only be a good thing.

So when I reflect on 'what future focused learning in a connected community' looks like, Te Taiao o Tamaki fostered the 'values' of coming together as a community of learners with a shared vision.  Te Taiao o Tāmaki was more than just a showcase of projects from students in our cluster.  It was a time that allowed our students to feel connected and valued, and that they had a place in the world.

Tamaki College at Te Oro 2017 from SchoolTV on Vimeo.

Monday, 15 May 2017

My Spark M.I.T inquiry - take 2!

My initial inquiry was looking at ways to improve engagement and learning outcomes for our year 9 students through blogging.  Before coming to the college, the students in the primary schools in our cluster had been blogging since year 0 and I wanted to implement blogging as 'normal practice' in year 9 social studies programmes.  This was one strategy that I could see working in helping with transitioning from primary school to secondary school which has always been a challenge.

Although blogging at our school is something that is done dependant on the teacher (or department), I decided to focus on how we could implement it within my department.  I set up class blogs and helped to ensure that students had access to their individual blogs.  In our department meetings, we found opportunities to share lessons when we would write a class blog and what we wanted students to write and reflect on in their individual blogs. Looking back at our terms work, I found that my teachers added a few blogs here and there on their blogs, but rarely commented on students' work. On reflection, I have found that the teachers were hesitant and may have needed more guidance on blogging.  I had taken it for granted they would regularly blog and comment on their students blogs.  I also felt that like the kids, teachers too needed an authentic audience and purpose for blogging and commenting.  To confirm this, I conducted a student voice survey that found 78% of our students found that blogging helped them with their learning and that it was beneficial to help them succeed because other people were reading them which gave them purpose.  One student even commented about their future job prospects:

"Yes, blogging helps us. Because when you post all of your idea's, thinking/knowledge and that on your blog, their might be people from around the country that work at a very special big company or job like that and they might like our post or what ever and maybe want to make something out of it and stuff".

Our Spark M.I.T day today has helped me re-evaluate my focus slightly that in order to ensure engagement for our kids, the teachers need to be engaged and on-board.  My next steps will include showing the teachers the results of the survey and creating multiple opportunities for them to write their blogs and understand the value in using them in their teaching and learning pedagogy.

To support me in this process, we have been paired up with Spark 'Buddies' who provide insight and 'another pair of eyes' on our inquiry process.  As part of the Spark Foundation's initiative Raven Garcia has the privilege of being my buddy this year.  We discussed ways in which I could use strategies that could engage my department like 'Toastmasters' and 'Linked in' for ideas which were really useful sites that I will explore further.  As I move towards a different (but related) focus, I am excited to take up the challenge.

Spark M.I.T team getting to know each other

Friday, 12 May 2017

Making new habits - when teachers blog in a department meeting

One of the key achievement challenges that we have in our cohort is how to raise the writing levels of our students, particularly our boys.  At our department meetings, we are limited on the amount time we get to spend on figuring out ways to engage and motivate our students to write. Quite a bit of time is spent on admin, which is no doubt important, but alas once we get to talk about strategies and relevant activities that we could use in the classroom, the fatigue of a long meeting has set in.  Nevertheless, I needed to use the short time I had at the end of our meeting to tackle a few things that I wanted them to understand - blogging is important and relevant for teaching as inquiry and we need to use and develop more structured writing frames in the classroom.

Aaron Wilson from Woolf Fisher says that one of the ways to get students to write is to ensure that they are writing for a purpose.  The purpose for the writing activity that I got my team to do was essentially for their teaching as inquiry but also to understand how important it is to guide our students through writing. We also expect our students to blog and yet it has not been a main focus for many of our staff.  Only one of my team members regularly blogs and I felt it important to allow my team to blog in an safe and comfortable environment.

As with our kids, I didn't want my team to be stuck on how to start or what to write about.  I shared a structure around getting them to discuss a problem or a challenge that they'd had in their class, a strategy they used to address the challenge and a short reflection on what worked etc.  I also showed them examples of blogs using the template, my own one and Renee's who is one of our newer members on the team. I asked her to talk us through her blog to show how she formulated it and what she wrote.  She shared the fact that it did take her awhile to getting blogging, but understood the important purpose of doing so for her own professional growth.  In allowing her to share her experience, my team could feel that they could do it too.   I shared the template on a document and asked them to complete the task in 5 minutes.

I observed how members in my team prepared to write.  Aaron Wilson shared an insightful point about metacognitive writing strategies, and understanding how people prepare to write as being just as important as the writing itself.  One of my team stared at the ceiling for a bit, another wrote notes on bits of paper and brainstormed ideas, and another grimaced at the screen, adding and deleting words and checking the examples I provided before starting with 2 minutes left.  

After 5 minutes, I told everyone to finish off their sentences.  A comment was made about knowing how the kids felt when they're forced to write in a short amount of time and the team agreed that they needed a bit more time to do a good job for the blog.  I gave them til the next day.  What I did find interesting is how engaged my team were when they knew it had a purpose and with the limited time we had to do the activity, I found that I could achieve more by putting a few things together - blogging, writing framework and teaching as inquiry all rolled into one.  

When I checked their blogs the next day, 4 out of the 5 had blogged.  The next step is to get the teachers to use the same strategy in the classroom with the kids.





Friday, 5 May 2017

Focusing on my priority student

One of the key goals for our school is to find ways to improve the achievement outcomes for our priority students.  A school wide initiative to address the challenge is the formation of a cross-curricula group of subject teachers who meet to identify students who are not achieving success across curriculum areas and discuss and implement intervention strategies that could support them.  We call the initiative our 'PLuGs' groups (Professional Learning Groups) and for this term, we meet fortnightly.

At our first meeting we looked at years 11 and 12 and the students who had not achieved any credits across all of their curriculum areas in term one.  I don't teach year 11's but in my year 12 class there are a few students who had yet to achieve credits in social studies and this was an opportunity to see whether other staff were having the same issues with the same students.  It was interesting to see that yes, they too were having the same problems.

I selected a student (Student A) who had almost 100% attendance and seemed motivated and engaged in class.  In the first term, my class completed an inquiry and over half the class gained an achieved which was positive, but I still struggled with a few kids who weren't getting work done, in or out of class and student A was one of them.

One of the strategies that I used was a class tracking system.  I put the tracking sheet on the board each period and it worked to motivate many of the students to complete tasks set, especially the highly able students and some of the boys who were competitive.

A tracking system that helps to motivate kids to complete tasks set.
I linked their assessments to their names which made it easier for me to access their work and as they completed each task, the task would be shaded green - to gain an achieved in this standard, students needed to complete tasks 1 to 4.

I was also committed to giving as much digital feedback as I could because sometimes there is not enough time during class to give students any feedback on their assessments.  Here is feedback that I'd provided student A on her assessment.
Feedback on student A's assessment.
I noticed that my feedback became less and less about the work and more and more about motivation and encouragement.  I was even checking after one in the morning in the hope that if a student could see that if I'm willing to put in the time and effort to check her work, she would put in the time and effort to complete tasks set.  However, this tactic failed to work.

In class, I would talk to student A and she reassured me that she was working on a task and a number of times, I had sat next to her to see how she would write to try and gain a sense of what the struggle was with her work.  She always started off well but never finished a task.

I knew I needed a more focussed plan.  Once I selected her as my priority student, I created a document to share with her, that asked her to tell a story about herself to me (that she could include as much as she wanted and as little as she liked).  I then wanted to find out what kind of learner she was so I included a few surveys like the ones below that I would sit down with her and guide her through (I have linked the surveys below).  
I wanted to discuss a few goals that we could make together and then ask her to link up work that was due onto a common document as a way to see an overview of what she needed to do and how she needed to do it.


Yesterday, I shared the document with her and spoke to her about how I wanted to help her with achieving success in her school work and she seemed positive and excited, but time will tell.  I have a hunch that it may be a confidence thing but I needed to develop a trusted relationship with her by talking through goals and aspirations so I could get a better sense of what the barriers could be.  My next strategy is to think about ways to help her with her confidence, then look at her learning needs in an attempt to understand how she writes.



Wednesday, 3 May 2017

Writing is hard, even at year 12!

At the moment, my year 12 social studies class are working on their 40 hour famine projects.  When they heard that they were going to give up food for 40 hours and camp out at our school marae, they were mega excited and couldn't wait for the date.  When I said that they needed to plan and write about the reasons they were doing it, I literally thought the cyclone had hit us - kids were hiding under their desks, shielding themselves behind friends and refused to make eye contact - I knew they hated the thought of having to write anything.

The last two weeks of term 1, I'd given them the chance to start and we'd had a great lesson on the 3rd to last day where everyone was engaged.  But after the holidays, it seemed like something in the air had magically poisoned their minds and they'd forgotten everything.  Comments filled the air today like 'what are we doing? I can't find my booklet?  where do I find it?  where am I' and as I'd expected, there was no recollection by many of the kids of anything we'd done in preparation for writing.

Today, I'd had enough.  I stood over two of my very able but exceptionally evasive boys and said 'I'm not leaving here until you've got your netbook out and you've told me what you're supposed to be doing' - not very P.C I know, but I could not help it.  I knew if I didn't do something drastic, they would avoid doing any work and again I would feel like I'd failed them.

I watched them reluctantly get their stuff out, then open their booklets to the first page that had one question on it and the rest was a blank page (yip they were writing their drafts on paper).  That was when it dawned on me.  What if this blank page was just too much and they felt overwhelmed?  What if I was expecting too much from them?

I dug into my knowledge box of tools that were rusty and found a strategy adapted from the 'write that essay' book that I'd read last year.  I drew on the whiteboard the number of lines on the page and counted them.  I knew that the kids had to write 4 paragraphs over two pages and each page had about 25 lines on each.  I then counted 12 lines and scribbled out the 13th, which divided the page into two.  Then I said they they could write one paragraph over 12 lines.

I then divided the paragraphs further, by saying that each paragraph had to use the acronym S.E.E (a statement, an explanation of that statement and an example or quote to support the statement) in their paragraphs, and they needed at least two of these to complete a paragraph.

I then broke that down further and said that a statement could be written in 2 lines, the explanation over 2 lines and the example over 2 lines (so therefore each paragraph needed to have 2 S.E.E's which added up nicely to 12 lines).

When I finished explaining this scaffold to the boys, one of them looked like at me like the lights had gone on.  He smiled and said 'oh I understand, I can do that'.  Then I watched him for the next half hour, head down, only glancing up to check on the structure before he completed 2 of the 4 paragraphs and then the bell went.  He got up to leave and asked if he could finish the rest for homework and left on his merry way.  I knew he'd get his writing engine started - just had to put the petrol in and out of park into drive!

Structuring writing by counting the lines! Read all about it in this book.





Understanding the Asttle data and finding reading and writing strategies

Today I met with Marc Milford our schools 'Student achievement co-ordinator' with the hope of understanding where our year 9 students (particularly our boys) were at with their asttle reading results and discuss strategies to engage and improve their writing results.

Marc had sent the asttle results to me earlier in the week and he'd calculated the average reading score (ARS) for the boys was at a 2b.  He said that it was not uncommon for decile 1 schools and that there are always variables that happen that may impact on the results - what happens on the day, how seriously the students take the exams etc so the risk of them not being 100% accurate is a factor to take into account.  There are 67 year 9 boys in total and I noticed there were a lot of students that measured >2b and that immediately worried me.

The writing test was conducted with two classes at a time in the library.  Initially they had problems accessing google but Marc's overall impressions during the tests were positive and he found that the majority of the year 9 students who sat the test were serious about it.

This years genre was 'Explanation writing' and this was a good genre to choose as could be found across curriculum areas and not just in English.  I found this to be an excellent genre that could be developed and strategised with carefully within an integrated programme for our year 9's.

We discussed reasons why the results could have been so low and looked at methods some teachers used when reading.  Students were found to be 'barking at the text' in that they read it for the sake of reading but didn't understand what they read nor could they explain it.

A well developed strategy used in primary schools is the reciprocal reading method, which allowed students the ability to break down a text within a group reading environment.  In a few of our units, we use reciprocal reading and it require students to get into groups and allocate roles to different people.  The roles are predictor, questioner, clarifier and summariser.  Although it helps students in a group collaborate together to complete their roles, I know that we fail to utilise the strategy properly in that the outcomes aren't successful in producing writing that shows real in-depth understanding of the text especially for each individual student.

Marc talked about 'information transfer' which allows students to transfer information that can be spoken, written or drawn into another form such as chart, grid or picture etc and vice versa.  A quote that Marc shared and I found quite cool was that the 'written language is nobodies mother tongue' and I totally get that!

We looked at a few examples of boring readings about Governor Grey and other early leaders in New Zealand and how they could be 'chunked' or broken into manageable pieces for kids to digest.  A key aspect of understanding that Marc shared was that you could give students a scanning sheet that students must find information in the text to sort out and it forces them to reread it the text- this essentially means they become more engaged in trying to understand what it means without trying too hard because they are almost trying to solve a puzzle (I know many of our kids would love a challenge).

Highlighting of key words, using vocab exercises, sorting, matching, jeopardy and designing 'cline exercises' were just a few of the strategies we covered in such a short time.  Although it felt like information overload, I could see the usefulness in using these strategies for the kids in my year 9 class.  By giving students a purpose to write for would force them to reread, something that I know at times we don't really provide.  On reflection, letting our kids decide the purpose could be more beneficial then the teacher deciding because they would see it as more meaningful.

A really cool unit that Marc shared with me was a junior english one called 'Family and holiday'.  Students were provided an interesting and meaningful context, with plenty of scaffolded frameworks that allowed them to build the skills they needed to write an answer that met a co-constructed (student and teacher) assessment criteria.  One of the tasks I found interesting is shown below:

A reading that Marc suggested would support this exercise was Knapp and Watkins 'Genre, text, grammar: Technologies for teaching and assessing writing (2005)' which recognised the need to be aware of the type of verbs, modal verbs, nominals (eg relational, saying, emotional) etc needed for writing.  Although I didn't quite understand the relevance of this reading at first, Marc simplified it further by say that 'writing the way kids speak vs. learning what written language looks like, is a skill that teachers should learn if they want kids to write an effective paragraph - language features are really important.

The fact that reading and writing skills 'can not be divorced' has shown me that both are equally important in ensuring our kids can achieve success across curriculum areas and across year levels.   The expectations that kids can 'read the question and answer it' is something that I've taken for granted and can see the need for more purposeful and effective strategies to support kids when it comes to reading and writing.





Saturday, 15 April 2017

Te Taiao o Tamaki at Te Oro - A quick review

One of the huge motivators behind our sustainability unit was the opportunity to showcase our learning as part of the Te Taiao o te Tamaki Manaiakalani cluster wide environmental themed focus. This was held on Wednesday 12th April, during the last week of term at Te Oro and attracted students, parents and members of community to our displays.

We wanted to show all of our kids work but we were limited in space and time.  The year 9 teachers of sos had looked at the best projects in their classes and selected the students who had put in a lot of effort and showed understanding in what was needed in the assessment criteria (to be discussed later), then emailed me their names.  Over the last two weeks, I had worked with them to help them prepare for their presentations.  There were 6 chosen to put on display at Te Oro. The projects were based on:
  • The housing crisis in Glen Innes
  • Our school rain garden
  • Healthy foods and gardens
  • Our parks and public spaces
  • Measuring pollution in the Omaru river 
  • Sustaining our culture and identity
Our schools display was in a busy area which had lots of foot traffic.   Our kids had put up our displays the day before and practiced presenting as we knew there would be lots of people interested in what their projects and what they'd discovered.  

Leopote showing students his display on our schools rain garden.
Although the weather was crazy, it did not deter our kids from presenting well and doing a remarkable job at explaining what they researched and why.  All of the schools in the cluster had created outstanding projects and I feel we connected at another level which was inspiring!
Our principal listens intently to Pareata's explanation of the Rain Garden.

Our Samoan group performed for the first time in Te Oro - they sounded magical and for most of our year 9's it was their first time seeing students from their own school in such a highly disciplined forum.  At the end of the performance, I addressed the year 9's and connected the ideas of belonging and value to how the students who performed in the Samoan group felt.  I reminded them of when they planted their seeds and how it relates to sustainability and praised them on their behaviour and efforts during the term before they were allowed to go. 

To be honest, I did feel exhausted at the end of the day but mainly relieved that our kids had journeyed through the sustainability unit and theme and come out the other end and survived - wait, did I mean the kids or me!?! Let me rephrase that - I felt that we needed to do something different with regards to an integrated cross curricula programme, whereby kids could work on a project and call on their teachers to help them.  Although our theme was conceptually future focussed and grounded in the aspect of sustainability, our students needed to see the value in protecting and safeguarding their environment around them and to feel like they belonged to it and it belonged to them.  In that way they could be empowered to safeguard and protect it.  I wondered and hoped they' learnt something on the integrated journey.

Jolise proudly displays her research on the housing crisis in our area.








Friday, 17 March 2017

To blog or not to blog - that is the question!

One of the biggest tools of the Manaiakalani model of 'Learn, Create, Share' was the sharing of students learnings through blogging, something the primary schools in our cluster have taught their students to use.  At Tamaki, blogging was being used by some staff with their classes but we still needed to use this better as it inconsistent and under-utilised in our school.

For our year 9 sustainability unit, I wanted to develop the use of blogging in our school to ease the transitions from primary to secondary and thought that if we enforced blogging as an expectation at in social studies at least it could be filtered across school into other curriculum areas.  I was happy to trial the setting up of the blogs and implementing it into our units. I decided to create class blogs whereby the teacher would post ideas that kids were learning or activities or questions that the class could relate to, in order to ensure that learning was visible to an audience like our parents and other students across the school.

Firstly we needed to ensure that our kids had blogs and although it was a little bit of a logistics barrier at first, eventually the majority of the students were up and running using their blog addresses from their primary schools.  One of the reasons why it was important to keep their primary school addresses was because we could see a shift in their writing and we progress in their thinking.  The tracking of their learning journey from years 0 (for many of them) to where they were now would help us know how much of an impact each of the stages of their lives had on them  - imagine looking at your blogs in 20 years time and remembering all the wonderful memories you made at school!

Secondly, I had to familiarise myself with blogger.  I have to admit, I had rarely used it for student work let alone as a means of communicating with the students.  The idea of my thoughts on teaching and thinkings as public to the world scared me a bit but I had to try!.  Thanks to Karen Ferguson's 'how to' site, I learnt that you could have lots of blogs and be administrators to all of them and not worry about being perfect in what I said.  I learnt that you needed to be factual.  I also looked at some of the primary schools class blogs.  I then created a site for each of the year 9 classes and shared them with their social studies teachers.

Thirdly, I had to see where my department were at with blogging and if they felt comfortable to give feedback.  I gave them some examples of class blogs and feedback, and assured them that with practice and collaboration between us as a department, we would be able to see how well (or not so well) class blogs worked.  I could sense a bit of apprehension on their part and explained that it would be a start of a relationship with the students that could be developed and as a department, we would support each other on the journey.

Here is the link to our class blogs and site.  

Our class blogs on the social studies site. 

Friday, 3 March 2017

“Ko au te awa, ko te awa ko au - our visit to the River Talks

The theme for our year 9's was sustainability which we as a school, we had identified a number of different areas in the community that were issues.  One of the issues raised was how to protect and sustain our waterways.  The Omaru Creek runs through Glen Innes and is polluted.

Mad Ave productions invited our students this week to attend 'The River Talks'.  The production was run over two days which allows us to take some of the classes to the production over the two days, without disrupting subject teachers timetables which I was conscious of, even though it had been planned from last year. 

On our first day, we took 3 year 9 classes and although we were only able to see half of the production, they gained some insight into why and how the river became polluted.  They were told how 100 years ago, the river was a means of collecting food for families and kids like them, could swim safely in the river.

We were lucky enough to be joined by the other schools in the cluster.

On the second day, we took the remaining 3 year 9 classes and were able to see the entire production from beginning to end.  The students enjoyed seeing lots of different points of view about the river and one of the exhibits showed how water was collected and diluted but showed an excess amount of pollution and poison which surprised many of our kids.  A number of students wanted to know if they could choose the river as their topic for their sustainability projects!  All in all, the days were valuable in showing real life issues to relate to what they were learning about.

A few of our students holding up signs - future social activists maybe?


Always time for a selfie!


The kids were a little freaked out by this scene!


Our kids looking over the tunnel entrance where polluted water travels down from the businesses in St Johns to Glen Innes.

Looking for the theory behind an integrated curriculum

“It’s not about doing something differently, it about doing something really different…” (James Beane, 1998)


Integrated teaching didn't just happen over night.  Theorists have studied the effectiveness and the ins and outs of developing an integrated program - my problem was finding out which theorists were 'right' and which could support the why and how an integrated curriculum was needed particularly at a school like ours, where an established single silo curriculum already existed.


I wanted to research theories of integrated teaching and learning in New Zealand, to see what was happening out there and I came across two schools whose models of integration that appealed to me because of it's straightforward and logical approaches:
Both referred to the studies of James Beane whose research developed an interdisciplinary pedagogical approach and identified that curriculum integration occured when students experienced and understood connections. The concept of curriculum integration offered by James Beane (1998) involves four major aspects:

  • The integration of experiences uses both past and new experiences to help students understand and solve new problems.
  • Social integration is based on personal and social issues that can be identified in, and developed from, the students’ world. Social integration assists students to apply new ideas and understandings to their daily lives and to the lives of others.
  • The integration of knowledge involves being aware of the ‘big picture’ of learning. When knowledge and skills are connected, rather than fragmented, students begin to see situations as real to themselves and the world they live in.
  • Integration as a curriculum design occurs when students and teachers explore, gather, process, refine and present information about topics they wish to investigate without being constrained to a specific learning area

These four aspects all develop a sense of student centered teaching and learning, where students take ownership of their learning, rather than the teacher leading the learning.  


As an aside, the St Cuthbert's approach to integrated teaching and learning acknowledges the idea of 'problem based learning' as an approach that students could take towards learning, an approach adapted by Brown and Nolan (1989)


This approach acknowledges the complexity of real-life issues today’s students are grappling with, and has built-in flexibility that enables students to apply one or all these types of integration on their learning journey.


Teachers and schools fear that an integrated programme will mean disciplines disappear but Beane argues that the disciplines of knowledge are more likely to find legitimacy than they have now in the curriculum.  I have been interested in finding out more about how to emphasis this to our teachers and have evidence to show that an integrated curriculum could be an effective way to engage our students.


I wanted to find out if Beane's approach was a common one in other schools or whether there were other approaches schools used instead.


Sally Boyd and Rose Hipkins (2012)  NZCER study of 'Student inquiry and curriculum integration' found that schools were using a wide range of different approaches to inquiry and integrated-inquiry.  They found that most schools used a common generic student inquiry cycle, where learning was viewed as a process with different stages or steps that students are guided through.




It is important to understand that when students have been conducting an inquiry in their classrooms they are often using a single cell or one subject approach.  Inquiry approaches can be used to support learning within a single subject or learning area, or they can be combined with integrated approaches to the curriculum. Boyd and Rose (2012) identified 5 different approaches which have a mix of aspects that schools had chosen and/or adapted to suit their needs.


One approach which I felt suited our school was the thematic approach.  Because subject content is the starting point for planning, the thematic approach is described as subject-centred. Teachers identify the curriculum content focus and plan how connections will be made.  


On reflection, this approach seemed like the best place for us to start.  It allowed for subject teachers to relate to a theme that they could connect to and therefore base their planning around.  The downside was, it was very teacher focussed and centred.  There are other approaches which I am interested in finding out more about are provided on a diagram based around different approaches to integrated curriculums that schools have adopted outside of the traditional thematic approach.  These approaches are ones that I hope to investigate (and possibly trial) more about.  Please watch this space!


Beane, J. (1996). Curriculum integration. Designing the core of democratic education. New York and London: Teachers College Press, Columbia University. Brown, M.T. & Nolan, C.J.P. (1989).

Brown, M.T. & Nolan, C.J.P. (1989). Getting it Together: Explorations in CurriculumIntegration, Out of Class Activities and Computer Applications. Massey University, Palmerston North.




Monday, 27 February 2017

Reviews and re-visings

This year we are trialling an integrated approach to teaching and learning for our year 9 students.  Each term there is an overarching theme link to the four future focussed principles outlined in our New Zealand curriculum:

“The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation.”

This term we have taken on the issue of sustainability and ways we can more sustainable in the community.  In their classes, students will select a project and work in groups to come up with ideas of how to sustain an issue or problem in our community.  Issues were chosen around relevance, interest and the problems identified by staff and students.  One of the main drivers for our integrated sustainability curriculum this term was our Manaiakalani clusters focus which is on the health of our local streams and pest eradiction, one of the projects that students can select under the sustainability umbrella.  At the end of the term, students with the best projects are invited to show their learning at 'Te Taiao o Tamaki' which is a showcase of projects from around the cluster - we are really excited about this!

The social studies department has been leading the teaching and learning around sustainability and this has been an interesting challenge.  One of the challenges for our department has been trying to fit in to a already busy and defined programme something that can prepare students for their individual projects but at the same time ensuring that there is some link to other curriculum areas.  In saying that, other departments are invited to contribute to the learning rather than create a programme that will work alongside the social studies department.  This is definitely something that I feel needs to be clarified and refined better thus the reason why I have chosen this to be my teaching inquiry.

I think back to a trial integrated project we did last year on the Olympics and although we gained a lot from giving it ago, the struggles were far and wide.   We learnt a lot from that unit.

Lately I have worked closely with my department on what the teaching and learning of the sustainability projects 'look like' and I have tried to use my digital (although somewhat limited) expertise to guide them through some of the process.   One of the issues we have needed to overcome was blogging.  Creating a blog, then understanding the need for a blog (especially a teacher inquiry blog) has been one that teachers are trying to get to grips with - I've noticed that it is confronting for staff and the thought of sharing their inquiry and thoughts and reflections with the world can be daunting and terrifying!  I feel that this fear is real and we will need a more supportive approach for the teachers that digs down to the roots of the 'blogging phobia in public' issue rather than smoothing over it and expecting everyone to conform to the expectations of doing a blog and sharing it publicly.

Thinking about reasons why blog, I found this simple (very Americanised) video on blogging that makes sense to me:


There are group of HOD's at our school who don't have tutor classes but meet every Tuesday, Wednesday and Thursday's to go through different relevant aspects of our curriculum and looking at understanding how each others departments operates.  I've found that they have been really beneficial in that we are united in our vision and can support each other in the planning and implementing of relevant programmes such as the integrated unit - we are fine tuning every time we meet and move closer and closer to developing something that is the right fit for our learners and for our school.

My desire to take on the challenge of developing an integrated programme at year 9 level is linked to a PLG meeting we had in February 2016.  It was a cluster wide PLG so not only were our HOD's present but most of the leaders of teaching and learning from the primary schools in the cluster.  We were asked to contribute to a padlet and the question on the padlet was:

Write your hypothesis for what you see as a problem during the transition from Y8 to Y9. Include an example of evidence or a scenario of what this might look like.

The page instantly filled up with comments that students had told their year 8 teachers - "it's scary"..."meeting new teachers and students is hard"...

Below are some of the comments:


This resonated with me.  At first I felt like the college was being blamed and it made me angry.  How were we supposed to know this?  We've never been told?  Then it hit me...we didn't know this because we didn't ask.

After the Woolf Fisher Research presentation on the 7th February, 2016, writing was identified as a major issue and I was horrified at seeing how badly year 9 Boys did in writing.  Here are the stats:

This has become my inquiry!

Then I put myself in the students' shoes and it made total sense.  Looking back to term 1, 2016, our year 9 students really struggled to settle in to school.  I was teaching a year 9 class who I enjoyed, but battled on a daily basis just to settle them down and try and engage in their learning.  I had a feeling of helplessness, which turned into determination and finally into action - something needed to change!

When I think about our year 9's, I think about my granddaughter Satori and how she will feel when she starts school in year 9.  Will she be scared?  Will she be able to cope with such huge changes to the teaching and learning that she has been used to?  Knowing what I know now, I feel the future of education has been entrusted to us by the parents and grandparents in our community, so we need to get it right!  Watch this space!

Saturday, 25 February 2017

Updates on my inquiry

My COL's inquiry is how to plan and implement an integrated cross-curricula programme at year 9 to lift the achievement of boys’ writing.

One of our department goals this year is to collaborate, create and implement an integrated future focussed unit at year 9.  This is linked directly to our schools goal of 'To work across departments in Year 9 on an integrated unit of work with a community focus or context'.  I have chosen this as my inquiry as I am really hoping to engage our year 9's in interesting and relevant contexts across curriculum areas.

Over the past year, I have been gathering evidence, engaging in professional development and attempting to put together a template for our learning environment.  We have an established 'old school junior curriculum' where departments are generally working in silos and the challenge has been to change the status quo and work more purposely across curriculum areas.  

There are many faucets to the planning and implementing of this change.  Trying to apply a cross-curriculum

One of the key documents that I have found useful combines student inquiry with curriculum integration was Sally Boyd and Rose Hopkins study of schools who've adopted varying approaches to inquiry and integration which I will discuss further!

Friday, 17 February 2017

Meeting the @SPARK M.I.T crew!

Today Hinerau (pronounced He-neh-row - roll the r) and I travelled to the Spark headquarters to begin our journey as M.I.T inquirers into issues that we are interested in.

In our first session we introduced ourselves and it was interesting to hear how our Manaiakalani outreach programme allows for 'Sparkers' to join us and share in their digital journals.  We met Lynne LeGros, who is the CEO of the Spark Foundation and shared the other initiatives that Spark are involved in like being the creators of the 'givealittle' pages etc.  It was lovely to hear the stories of how they are involved in the community and their invaluable support of our Manaiakalani M.I.T initiative.  Lynne also alluded to the fact that we will have a Spark support person assigned to us throughout this journey which is exciting to know.

After morning tea, we each shared what our inquiries were and thanks to some invigorating grilling by Dorothy senior, we felt like we were getting to bottom of our inquiries - I definitely needed this time to sort mine out.

One of many hypothesis that I'd discovered is that kids in our cluster that are coming to year 9, come with skills that we don't utilise.  The sharing component of our 'learn, create, share' model is definitely under-utilised at our school, and with the majority of students arriving at year 9 having blogged for years and years, my mission is to figure how we can roll it out in our school so that it becomes the norm.

Is it the teachers? Is it the lack of knowledge or will or a bit of both?  Is it the culture of learning that we have?  Wait, but do we know that blogging works and does it raise achievement?

I think part of it is that teachers at the college don't understand the purpose of blogs.  Many feel that it is about exposing their inner thoughts and emotions to the world and they feel vulnerable.  I totally understand how that feels and this being only like my fourth blog ever, it has taken me ages to write because the self barrier I've imposed comes from a misunderstanding of the purpose of blogs or the audiences I am writing for.

 I need a new photo!

After a scrumptious lunch, we were asked to revisit our inquiries and make sure that we were happy with what we'd originally had written on the website.  Andrea from Point England pointed out that she liked my photo which was nice but totally irrelevant to the what we were supposed to be doing and distracted everyone who were probably looking at my photo and thought 'what the heck, she doesn't even look like that!' haha.

Back to the issue at hand, when looking at my inquiry,  I'm happy with it for now and know that I will come up against a couple issues, but after today, I feel confident that the support we have will allow us to give it ago - let's do this Sparkers!!!
Getting our inquiry hats - Spark M.I.T 2017