https://hdl.handle.net/10652/1369 2018-12-20T05:53:25Z https://hdl.handle.net/10652/4448 Te arotahi ki ngā rauemi ako ka whakaputaina ki ngā akomanga arareo Māori : ngoikoretanga, ngā āhuatanga haere ake nei? 2017 Hotere-Barnes, A.; Komene, T. M; Te Whaiti, W. Ngā mātāpono tārai rauemi mātauranga ara reo Māori 2018-12-20T00:44:53Z https://hdl.handle.net/10652/4443 Professional development for new classroom spaces : extending the concerns-based adoption model 2018 Haines, Karen This article outlines how a tertiary institution designed professional development, during the first year of a long-term building initiative, to support teachers moving into new collaborative learning spaces. The Concerns-Based Adoption Model (CBAM) is used to reflect on professional development strategies employed to support teachers into using new classroom spaces. The stages of the CBAM were useful in considering the value of resources created for teacher development. The paper concludes with a discussion as to how effective the model proved to be in relation to teachers’ expressed concerns, and suggests expanding the CBAM parameters to reflect the complexity of professional development design for next-generation learning spaces. 2018-12-19T20:07:11Z https://hdl.handle.net/10652/4442 Beyond design, detail, print : the Tech Futures Lab design-build studio 2018 Contractor, R.; Janus, A.; Patel, Y. This article describes an assignment that enabled students to undertake a design-and-build project. The educational facility, Tech Futures Lab, acted as client for which an interior was designed and fabricated using rapid learning process. In architectural design, 3D modelling software is becoming more readily available in fabrication activities. If the software used dictates the design, it can lead to the oversimplification of a rational, well thought-out design process. This article describes how students created ‘iterative prototypes’, and how this experience facilitated abilities to translate virtual designs into real-world constructs. Using a hybrid of digital and conventional making methods, the paper describes a modern studio, where students can actively participate in how making and design are taught. 2018-12-19T19:35:50Z https://hdl.handle.net/10652/4441 Realising the value of performance appraisal for middle leaders in New Zealand secondary schools 2016 Cardno, Carol; Robson, J. L. This paper reports on a study that investigated the appraisal of middle leaders in three New Zealand secondary schools in order to determine what constituted effective performance appraisal and how this practice could be improved from the perspective of this middle tier of leadership. Overall, appraisal was variably practised and seen as a compliance mechanism rather than an opportunity for conversations about achievement and development, when it occurred at all. It is concluded that what middle level leaders experience as performance appraisal may be devalued by senior leaders paying insufficient attention to the appraisal of middle leaders especially in relation to their management responsibilities. Development linked to the appraisal of both senior and middle leaders could strengthen appraisal practice, increase its value for all parties, and tap the unrealised potential that performance appraisal has for supporting middle leaders to improve student learning outcomes 2018-12-19T19:05:21Z https://hdl.handle.net/10652/4431 Pāngarau : mathematics in the environment workshop 2018-08 Bishop, Pauline The aim of this workshop is to connect you to your inner mathematician “An effective mathematics curriculum begins with the premise that all children are powerful mathematics learners irrespective of age and ability”. Mathematics incentives Aspects of mathematics (in an integrated curriculum) - Te Kākano (tewhariki.tki.org.nz) & The New Zealand Mathematics curriculum (Ministry of Education, 2009) Purposeful use of language in the environment The jobs we’ll lose to machines and the ones we won’t. Anthony Goldbloom, (2016) metacognition References 2018-12-18T18:37:47Z https://hdl.handle.net/10652/4430 Enabling children to go beyond the horizon : a lateral thinking workshop 2018-07-20 Bishop, Pauline Session overview: Aim: to consider ways of thinking that support children to “thrive beyond the horizon” Intro-choose an item-what does it say about you. The difference between vertical and lateral thinking The jobs we’ll lose to machines and the ones we won’t. Allowing children to Think metacognition Key note Anthony Semann References 2018-12-18T01:13:28Z https://hdl.handle.net/10652/4429 Catering for individual needs in infants & toddlers 2014-08-23 Moffat T.; Laureta, B.; Rana, Lata * As teachers we are obliged to abide by the code of ethics and do what is right for each child and their families * This is further strengthened by the Regulations 2008 which states that the curriculum should: Respect and acknowledges the aspirations of parents, family and whānau and make all reasonable efforts to ensure that the service provider collaborates with parents and where appropriate, the family or whānau of the enrolled children in relation to the learning and development and decision making about those children (Article 43, a, iv & b) *The question is: are we doing our part in undertaking what's right for each infant and toddler in our care? Te Whāriki The challenge Diversity in infants and toddlers Where to start? Building positive relationships Factors influencing individual learner differences Ways of catering for individual needs In sixty seconds ... Strategies for creating inclusive environments for infants and toddlers What comes to your mind when you see the two images? [Equality - Equity] Is every infant or toddler included in the learning programme? Some of the things to consider in catering for individual needs Creating enabling environments The market model of ECE as a barrier Conclusion: Catering for individual needs with infants & toddlers Reference list 2018-12-13T22:08:57Z https://hdl.handle.net/10652/4424 Metacognitive learning and student engagement 2018-11-14 Liu, Yong Metacognitive learning How to improve metacognition Metacognition in Moodle Conclusion 2018-12-13T01:54:08Z