#oneword2019: MOMENT (reflection of 2018)

As I reflect on 2018 my mind only seems to go our last two terms; not because it seems an eternity away but because of the 'success' of those terms. I  remember it clearly four days into the term; myself and 3 colleagues,  sat in our new Ihutai cafe excited, joyful, relieved of what we were embarking on despite the grumbles. We felt like we were doing what we came to Haeata to do: Personalized self determined learning.

As I reflect I can't but not admit the vulnerabilities I had also felt; with the haste of the merge that had brought about our significant changes so we could walk our Haeata talk.

But I had the courage to not fight it or postpone it but climb down off the fence and support my initiating leadership colleagues and move the furniture in to play (literally).

One word comes to mind as I reflect; LIBERATING

This was a word I used a lot as I talked of our change and of school; with friends, family, colleagues and the wider community (our PODCAST and chat with CORE).

It was liberating as a teacher to:

• not label myself as a Primary teacher and others as Secondary; we didn't decipher anymore.
• collaborate as a leader and not be overwhelmed with stuff but have clear roles and meetings.
• share responsibility of our learning narratives and work collectively to record through our timetabled role as a conferencing kaiako.
• to check in with my/our mentor group throughout the day not just during Puna ako time.
• to explore social emotional learning and self-actualisation through learning and wellbeing. 

It was liberating for our learners to:

• not be a number or a year level cohort but an individual.
• choose between workshops and inquiry.
• be met 3 (should be 4) times a day by a mentor teacher who cares about them and their learning.
• work in a space conducive to their passion and wants.
• work with their friends. 
• continue to not have the battle about being in uniform.

I also reflect on myself; as a teacher. I really began to  understand  my passions of education; diversity and self-actualisation. Within my role as Kaiarahi I had the opportunity to go to Sydney and Melbourne on a Positive Wellbeing venture with Rebecca, Andy and Leonie. See blogs; Mount View High School, Knox Grammar and Dr Paula Robinson (tbp) , Geelong Grammar, 

This trip was a huge highlight for me both for its 'AHA'  and 'YES!'  moments but also for the awakening of me as a leader. The time to think, reflect and blog with the affirmation that my thinking was on point. I felt proud again.

It was these moments and the digesting of the two books  read: Contextual Wellbeing and Timeless Learning, that made me choose MOMENT over PROVOKE and GRIT. Below are my further thinkings of how MOMENT is reflected.

This is my oneword for 2019; rather than the setting of the goals (blog coming re this)  and will drive me to explore more and grow further. 

See my twitter thread: of moments in time through the year as sharing, reflection and GRIT    #myword2019

Power of the moment - Take a moment - Capture the moment - Teachable moment - Learn from the moment

A moment in time - It’s only a moment - Seize the moment - See the moment - Let go of the moment

Connect with moment - Provoke the moment - Give a moment - Aha moment - Redirect the moment

Recharge moment - Unleash moment - Breath through the moment - Silent moment - A courageous moment - Presence in the moment  - Grit moment - Feel the moment - Acknowledge the moment -Choosing the moment -Think beyond the moment - Share the moment - In the zone moment 
(Brene Brown - Daring to Lead) building trust moment - "Oh sh•t moment 

Switch off moment - Unplug moment

Positive Education : Mount View High School

Monday 22 October

We met with Desley Pfeffer (Principal), 2 Deputy Principals,
3 Wellbeing leaders-Julie Myers, Graeme and Amy Johnson

and Lincoln Comans, the counsellor with his dog.

We were met at the gate, the school is a large two-storey brick building. Mount View High School is a rural school, about 2 hours out of Sydney.
It is a lower decile school situated next to a correctional facility. 8% of the students parents go to University and employment has decreased in the area.
Employment opportunities exist in the winery and construction areas. The community tend to stay in the area.

We met in the staff common room for morning tea and then were presented with a folder and their resources/books

they utilise in their programme.

Mount View High School are in their fifth year of this programme and Desley is a major driver of the programme.
This year she set aside $50 000 budget for their Positive Education Programme.

Their journey is documented in a booklet they produced using the budget along with visual prompts around the school.

 Positive Wellbeing is one of the 3 focusses for the school and has purposely been placed as the first focus.

The school use the '5 ways to wellbeing' which they have adapted form NEF 2008.

        

Their programme has run through its three year cycle. It operates in the school's roll call that has been renamed check-in.

'Whanau' groups are vertical year 7-12 and are made from their house groups.

Currently one teacher works with a group (number not asked) but there is the possibility of pairing staff to better support explicit wellbeing teaching.

Lessons operate 2-4 times a week during the 15 minute check in. Each element of the wellbeing wheel are explicitly taught over 4 week stint which includes

modelling and discussion of the lessons at a whole school meeting. The lessons do allow flexibility but buy-in is not strong. SLT (Principal and Deputies are roaming

at this time for modelling and pressure for lessons to occur. Executive team are disappointed with the commitment to the lessons,

Alongside this they also run targeted interventions eg ASIST for suicide (5 mentions a day/ a suicide occurred last January.

A catch phrase Desley used was adapted when the school song was created:

Stand up,

Step forward,

Move ahead

Mount View School are looking to:

• embed character strengths into their suspension resolution meeting and process
• embed character strengths into check-in
• one pager lesson plan

Interesting to note that they did not consider increasing the time for the lessons.

My considerations for us:
- Use what we have- dispositions (authentic) and make connections
- Can we trial a lesson plan for our Sexuality lessons linked to consent- then evaluate the process for looking to 2019
-unpack dispositions through character strengths- activity for 2019 (ākonga and kaiako).


Taught Curriculum

1. Advice on how your contextualise the curriculum?,
2. Resources being used?
3. What sequence was used for the rollout?
4. Timeframe for the rollout?
5. What helps with the rollout?
6. Amount of training done?

Caught Curriculum

• Implicit teaching of wellbeing of all teachers
• Modeling - sound wellbeing practices used in everyday classes
• (how manage wellbeing of staff with impact of pastoral care and general practice)

1. How did you go about building wellbeing in everyday classes?  Timeframe taken?
2. Building and maintaining respectful relationships in the classroom?
3. How do they demonstrate care for the students?
4. Amount of training done?

Learnings

1. How do you are a school/group share amongst the staff what’s working both explicit and implicit?
2. Wellbeing Team - What help to turn around the doubters / getting buy in from them?
3. Wellbeing Team - Do you work with other schools to share your progress / discuss ideas or would you be interest in work with Haeata, ie Professional Learning Network
4. Things/Actions to be avoided?
5. What measures (KPIs) do you use to measure wellbeing?

Check out:

-Kurri High ( Graeme commented on its disengagement programme he is hoping to run 2020.)

-The lift project 

-Books: 

Leaders in the field of Wellbeing: Geelong Grammar outside Melbourne

School visit: Geelong Grammar  Justin Robinson- Director of Institution of Positive Education 
Geelong Grammar 
Applied model of Positive Education

   

 Positive Education is completely entwined within the school mission.

'The philosophy that underpins the School’s understanding of Exceptional Education is manifest in our purpose, spirit, focus, character and beliefs'

OUR PURPOSE 

is to inspire our students and community to flourish and make a positive difference through our unique and transformational education adventures

OUR FOCUS 

is learning to flourish

OUR SPIRIT 

is making a positive difference

OUR CHARACTER 

is to be authentic, courageous, dedicated, forgiving, inquiring, loving, optimistic, passionate, resilient and trusting

WE BELIEVE

• our rigorous academic programmes create wonder, curiosity and a desire to learn

• boarding and co-education provide valuable life skills

• partnerships between our parents, staff and students provide the best learning outcomes

• Positive Education enhances wellbeing and enables individuals to flourish

• our exceptional staff bring character and richness to the life of the School

• in the power of creative thinking and the courage to try new ideas

• in fostering spirituality and celebrating our Anglican tradition

• in serving others and building social responsibility

• in nurturing strong relationships

• in growing our heritage through innovation

• in the protection of children and a zero tolerance of child abuse

OUR CHALLENGE

is to develop creative thinking and learning to engage with the complex opportunities of a changing world

------------------

Geelong Gramar is made up of 4 campus. We visited the Corio Campus (Middle School- Years 5 to 8) and Senior School (year 10-12)  but they also have Bostock (ELC to year 4 situated in Geelong), Toorak (ELC to year 6 situated in Melbourne), Timbertop- a year 9 all year camp, 3 hours away from the Corio Campus. Students only access to families is during the holidays and through handwritten letters. They run a marathon at end; the focus is on growth both physical and character.  Their weekends occur on a Wednesday and a Thursday so that Saturdays and Sundays are class days due to the area being busy with bushwalking clubs. NB no sports for the year 9s.

Staff can live on site in one of the 100 school houses and can eat in the dinner hall, use the Handbury Wellbeing Centre (gym/pool/ basketball courts). Staff who take this opportunity are rostered to support  dorms  outside of school hours. All teachers including those not living in are required to take a sport(s) (support). 

Requirements  (load) for staff: (Standard)

full teaching (4/6 50min periods)/ co-curricular eg sport/ chapel (dorm/house support)

1300 students are at Geelong Grammar across all the campus'; 800 board. The school have a strong link to Cambridge, England with its founding members bringing Cambridge blue as its number ones colour (blazer). Generally students wear their second uniform featuring their house colour.

The boarding rooms (houses) are similar to the look of Christ College and we went into a room that housed 15 girls. The girls can personalise their wall above bed with photos etc. each boarding room have a prep room with desks with slight enclosure line the wall where the students keep their books and can put their character strengths on display. The girls dorm, girls had quotes linked to character strengths whereas the boys didn't.

All staff are inducted into Geelong by attending the Institute's 3 day residential PD retreat (Justin Robinson) this includes gardeners.

Positive Education is taught explicitly one period a week in the middle school, year 9 living it & breathing it through outside pursuits, and years 10 to 12 have 3 sessions. Students do a Character strength profile, it appears houses & dorms also  do this too with the visual displays of the words. Heads of departments share at meeting how wellbeing is entwined/ embedded through subjects.

In the middle school classes are separated into year levels but  2 classrooms with a flexible wall. Classes are operating with 2 teachers and 30 students approx. Pedagogical change with inquiry focus. Character strengths evident in the class including teachers sharing theirs on the door.  At Timbertop they have converted the character strength wheel into a coffee table so it is visual everyday for teachers too. 

Senior School is still traditional in their silo subjects but strong in positive education. Exams have for example mindfulness pre exam or one less question and instead a question related to the student and their evaluation for the prep of the exam.

Justin Robinson is the director of the Institute of Positive Education that is a self-funded business made up of 25 staff. The Institute has a dual purpose; support Geelong Grammar (sustainability of Positive Education programme) and grow the field of Positive Education (PD opportunities). The Grammar students needs are string- pressure with academic, learning, anxiety but also for some issues around boarding-separation from family  (homesickness) and then the other extreme "feeling loved" when parents busy and a feeling of being 'unloved'.

Notes from our discussion:

• What is sustainable? Committment to Positive Education is necessary for sustainability but not committment to tools. Tools are not sustainable and can be introduced through excitement. For example mindfulness and gratitude wall. Start with something being discussed as a short time frame for initial buy in and then it can increase in time with the enthusiasm it may bring. Don't put off grow/ extend with voice- allow for trial and error and personalisation of tools.
• How we draw people to us but not pushing things on to them (see Rebecca's tweets) - buy in by staff- Not an add on but  embedded but initially need to let something go so busyness doesn't bring negative bias or make it get lost.
• Conversations are crucial- Wellbeing can not be prescribed but described (see Rebecca's tweet).
• Wellbeing is deeply personal - on average mindfulness will work-have to work out what works now.
• Students/ adults can be "over wellbeing-ed" simplicity is crucial, have to live it not hate it, ensure you de-clutter the visual and the talk too. What's the now need?
• Positive Psychology became because society is not getting right. But at times we need to feel safe eg trauma (earthquake/ mental health redflag/ abuse) survival needs to be met but when experiencing non-trauma just hecticness/ pressure of everyday life look to wellbeing science and positive psychology.
• Society is not changing so we need individual skills/ strategies to operate positively.
• Positive Education is not an add on but a whole school approach
• grow in language- feel it, do it, get it(see my tweet)
• Negative and positive emotions make us grow- make a meaningful life- can't be happy all the time- how we handle the negative- build conversations around it (see also Live more happy book- love & fear emotion strongest)
• include wellbeing in every meeting agenda - maybe also start/finish with AI - appreciative to bring a positive vibe
• Compassion- caring for others- giving brings positivity but at same time  not  losing or putting pressure on yourseelf- eg oxygen mask first/ fill your glass
• Authentic embedding - can fit in beautifully through kaupapa (osmosis) - just adding an evaluative question too- family tree- character strengths of family members/ancestors- role models/ character evaluation (NOT TOKEN)
• skills and knowledge to manage life and care for others

• POSITIVE EDUCATION is not a SPECTATOR SPORT

• works on trust
• is about the whole child
• be wary of survey-burnout- students need to see results asap otherwise why and not buy in for next time - feed enthusiasm- also provoke the timing of survey is this us doctoring the results? Anonymous brings real results- consider it just as a snapshot of a group- effective as a voice for evolution of a programme

• GENUINE

Tweets:

Recommendations:
Corinda State High School
Acceptance Commitment Therapy: ACT    ACT   (google search)
Book: Happiness trap
Study: Study of Sleep (studnet focus) and Compassion (poss more staff)- Dr Tony Fernando
Measure: Melbourne  Uni wellbeing profiler

Today show: Perfect Parents?

The pressure today to be perfect is high and detrimental for many. This morning as I pack my bags on our Wellbeing trip to move from Sydney to Melbourne I stopped to engage with this segment on the Today Show.

Perfectionism as a barrier for wellbeing was first brought to my attention at the Pause, breath, smile mindful training I did last year. On the course were a number of staff from Selwyn House who were trying to address the impact of stress caused by the girls' need to be perfect; perfect marks, perfect feedback, gratification that I'm perfect.

Is perfectionism just an implication of comparison and not the strength of oneself? The result of standardisation testing, national standards and impact of social media

Is  the impact of comparison the focus we look at: being proud of ourselves and where we are at now?

Like what Dr Paula Robinson reaffirmed my thinking towards the focus being  on the process rather than the outcome.

Today's segment - Georgie with a mother and expert Dr Judith Locke (Clinical Psychologist:
Wanting to be perfect comes from others one-upmanship, shaming or judging  - ditch the pursuit of perfectionism and be 'good enough' which is itself hard enough- ok to also drop the ball.

A measure of a parent's success is how their  kids turnout- a parent's greatest project- but implication of individualisation

Judith Locke: "Being perfect is impossible" Falling short brings forth the emotion of guilt.
daunting - too much short-term info about making the child happy & successful & important that if a parent is not at the school event your child is not doing it for you their audience but for themselves.

Be open and acknowledge the struggles and vulnerability and remove the competition to mothers' groups.

Judith's KEY to pratice:
-Each day how have I helped my child help themself?
-allow your child to face more challenges, (builds resilience), take responsibility and to not be subserviant (doormat) so your child respects you.
-be 'present'- slowly step back - but arms open allow own person- know there - apart but realsie you are their for support/
-Not there to be the child's friend but as their parent
-LET THEM BE!

A bumpy ride is ok

Totally makes sense for teachers too!


PROVOCATION to my thinking?
Does my wanted focus on self-actualisation (reaching my potential) need to include the comparison of others to be perfect?
Do zones of proximal development limit ākonga?

Collective responsibility

With the rise in collaborative working spaces the term collective responsibility is becoming an important term.

 Collective Responsibility For Learning And Education. ... The Stanford Encyclopedia of Philosophy refers to collective responsibility as a shared responsibility (Smiley, 2005). 

My pondering questions: 
What could this look like?
What could this feel like?
What could this sound like?
What grows collective responsibility?
What stifles collective responsibility?

Karyn Gray refers in her blog post  Compliance and Complacency and Culture 

(Tuesday, August 28, 2018)

'True collaboration is about building a culture where  everyone on a team is working towards the same vision and everyone on the team is prepared to hold everyone else in the team to that vision. It's about building more, and better, together than you could possibly do by yourself.' I perceive collective responsibility to be the verb to allow this happen. Everyone sharing the responsibility to allow collaboration to be at its truest and strongest from.' 

Questioning my thinking I asked google: Could/is  collective responsibility,  a necessity for collaboration to occur? This sourced....

collaboration      

Guiding Principle 4: Learning is a collaborative responsibility. 

Teaching and learning are both collaborative processes. Collaboration benefits teaching and learning when it occurs on several levels: when students, teachers, family members, and the community collectively prioritize education and engage in activities that support local schools, educators, and students; when educators collaborate with their colleagues to support innovative classroom practices and set high expectations for themselves and their students; and when students are given opportunities to work together toward academic goals in ways that enhance learning. Research Summary Collaborative learning is an approach to teaching and learning that requires learners to work together to deliberate, discuss, and create meaning. Smith and MacGregor (1992) define the term as follows: 

“Collaborative learning” is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product. Collaborative learning activities vary widely, but most center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it. (p. 1) 

Collaborative learning has been practiced and studied since the early 1900s. The principles are based on the theories of John Dewey (2009), Lev Vygotsky (1980), and Benjamin Bloom (1956). Their collective work focusing on how students learn has led educators to develop more student-focused learning environments that put students at the center of instruction. Vygotsky specifically stated that learning is a social act and must not be done in isolation. This principle is the foundation of collaborative learning. 

The research of Vygotsky (1980) and Jerome Bruner (1985) indicates that collaborative learning environments are one of the necessities for learning. Slavin’s (1989) research also suggests that students and teachers learn more, are more engaged, and feel like they get more out of their classes when working in a collaborative environment. Totten, Sills, Digby, and Russ (1991) found that those involved in collaborative learning understand content at deeper levels and have higher rates of achievement and retention than learners who work alone. They suggest that collaborative learning gives students opportunities to internalize their learning. 

A meta-analysis from the Cooperative Learning Center at the University of Minnesota concluded that having students work collaboratively has significantly more impact on learning than having students work alone (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981). An analysis of 122 studies on cooperative learning revealed: 
• More students learn more material when they work together— talking through the material with each other and making sure that all group members understand—than when students compete with one another or work alone individualistically. 

• More students are motivated to learn the material when they work together than when students compete or work alone individualistically (and the motivation tends to be more intrinsic). 

• Students have more positive attitudes when they work together than when they compete or work alone individualistically.

 • Students are more positive about the subject being studied, the teacher, and themselves as learners in that class and are more accepting of each other (male or female, handicapped or not, bright or struggling, or from different ethnic backgrounds) when they work together. 

Collaboration can be between teachers, between students, and between teacher and student. 

Teacher-Teacher Collaboration It is critical for teachers to have the time to collaborate. Professional learning communities, which provide teachers with established time to collaborate with other teachers, have become a more common practice in recent years. Louis and Kruse (1995) conducted a case study analysis that highlighted some of the positive outcomes associated with professional learning communities, including a reduction in teacher isolation, increases in teacher commitment and sense of shared responsibility, and a better understanding of effective instructional practices. Professional learning communities encourage collaborative problem solving and allow teachers to gain new strategies and skills to improve and energize their teaching and classrooms. 

Another example of teacher-to-teacher collaboration is lesson study. This professional development process began in Japan. Lesson study is a collaborative approach to designing and studying classroom lessons and practice. The most critical components of lesson study are observation of the lesson, collection of data about teaching and learning, and a collaborative analysis of the data to further impact instruction (Lewis, 2002; Lewis & Tsuchida, 1998; Wang-Iverson & Yoshida, 2005). Some of these characteristics are similar to other forms of professional development—analyzing student work, cognitive coaching, and action research, to name a few—but the fact that it focuses on teachers observing a live lesson that was collaboratively developed is different than any other form of professional development. Lesson study is a way for teachers to work together, collect data, and analyze data to reflect on teaching and learning (Lewis, 2002). 

Student-Student Collaboration Collaborative learning not only allows students to engage deeply with content but also helps students build the interpersonal skills needed to be successful in college and careers. Johnson, Johnson, and Holubec (1993) state that collaborative learning provides students with the opportunity to develop social skills. They found that many of the outcomes expected as part of a collaborative learning activity corresponded with goals for student content understanding and skill attainment. The strategies associated with collaborative learning—such as role assignments, collaborative problem solving, and task and group processing—all build the social skills that students need to be successful when working with others. Additionally, these skills are important in preparing students for the world of work, where collaborative writing and problem-solving are key elements of many careers.

 There is a plethora of instructional and learning strategies that encourage student collaboration, including peer teaching, peer learning, reciprocal learning, team learning, study circles, study groups, and work groups, to name just a few (Johnson & Johnson, 1986). Collaborative inquiry, which combines many of the elements of student collaboration just mentioned, is a research-based strategy in which learners work together through various phases “of planning, reflection, and action as they explore an issue or question of importance to the group” (Goodnough, 2005 88). Collaborative inquiry brings together many perspectives to solve a problem, engaging students in relevant learning around an authentic question. It allows students to work together toward a common purpose to explore, make meaning, and understand the world around them (Lee & Smagorinsky, 2000). 

Teacher-Student Collaboration The purpose for collaboration in an educational setting is to learn and unpack content together to develop a shared understanding. HardingSmith (1993) points out that collaborative learning approaches are based on the idea that learning must be a social act. It is through interaction that learning occurs. Johnson and Johnson (1986) similarly emphasize that when students and teachers talk and listen to each other, they gain a deeper understanding of the content and can develop the skills necessary to negotiate meaning throughout their lives. 

Collaboration requires a shift from teacher-led instruction to instruction and learning that is designed by both teachers and students. Collaboration between student and teacher plays a critical role in helping students reflect and engage in their own learning experiences. The constructivist learning movement is one current example of efforts to increase the amount of collaboration between student and teacher occurring in the classroom. Mayer (2004) defines constructivist learning as an “active process in which learners are active sense makers who seek to build coherent and organized knowledge” (p. 14). Students coconstruct their learning, with the teacher serving as a guide or facilitator. The teacher does not function in a purely didactic (i.e., lecturing) role. Neo and Neo (2009) found that constructivism helps students develop problem-solving skills, critical thinking, and creative skills and apply them in meaningful ways. 

Probing Questions 
• How can you use collaborative learning processes to engage students in their learning? 

• How might you create space for teacher-teacher collaboration within your context? 

What really matters- reimagining assessment for modern learning

                Bruce Dixon, Will Richardson          modernlearners.com          change.school

Initial thinking centred arond HOW rather than WHY

if we don't understand the WHY fully - the how is linked to what we know about school and the frame we bring.

Why assess (in general) before we think about HOW? How leads to us wanting an answer- answer not there yet to the why....

Distance between stakeholders of understanding - engaging with the conversations.

What is worth assessing and not?

Measure?  pitfalls? success for all? What does this look like without increasing of anxiety/ streaming/competition
How do we measure with the feeling of success- awhi kids not group- ANXIETY!!!
white paper- war on learning (Bruce Dixon)

When was learning a competitive sport? Teaching a competitive Sport
(Bruce Dixon)

Why do you exist? as a school
Mission/ vision definition (twitter)

A PIVOTAL moment in education-at crossroads- huge opportunities - some through technology but low down as a vehicle or influence but NOT a driver!!!

Behind the words what do we mean?? 

DEFINE learning

Do we have to show learning is happening everyday? We want to know akonga are learning??

Value/pitfall of OTJ

Are our assessments satisfying needs? 

lets make it all bout learning!!

Offloading when the test/exam is over! Drill content.....

Are we doing what we believe?

If we want to stop ākonga learning what do we do?

The left hand side only will succeed if left side works for teachers as well as students>

We trust you!! Its a culture- safety and support- no blame, judgement. (eek learning narrative data??)

I have your back as a leader

compliance and complancy- complancy replaces compliance

Now the loss of NATIONAL STANDARDS... what will/can this bring? for learners?  teaching to the test... data driven education- interpreted in a traditional way.

This is about trust, own trust, aware if trusted

Qualitaive vs Quantitative assessments

BELIEF/  vs PRACTICE - how strong is it?

ACTIONS vs WORDS

ETERNAL conflict

(resilient/risk-takers)

Finnish teachers are never evaluated - are we assessed or have we been assessed on the right hand side

COLLECTIVE change

Coherent in the message we send??

The affect of competition? Staying with the norm- supporting whanau wanting norm 

comfortable in our thinking not defensive!! Challenge with the criticiser doing the right side!!

discussions at the clubrooms about 'handwriting'

Lets put it back at then

Learning is not a competitive sport

A 6 year old shouldn't have to come to school to figure us out- let them grow their natural disposition to learning grow not be stilted!

Valve company - modelling the leftside as acompany - their handbook

Internet is transformative to our world!

Who are our kids?  Shadow a kid.....

EXPOSURE to experience- limit PASSION conversations

Social presence- online life- 

over- prescribing of drugs

tug of war for our kids with whanau wants for education and the known/ unknown.     

  As stuck in the middle of the now

tug of war with friends too-SEL, gaming 

Kids clean up our mess!!

can our people/kids discern fiction and non-fiction- navigate media landscape/google

'crap detector'

Most disruptive shift is AGENCY 

CONTEXTUAL shift- freedom to access through internet

Out of school kids roam-drone parents- compressing their experience in the natural world??

Lyn Bird

lyn Bird

Teaching self-regulated 

Modern learners community site

Why should schools exist?

CHALLENGING what teaching looks like?

Mission is built on...
Vision is built on...

Teachers can overhelp!! can hinder

We have to let go!

why is genius hour only an hour!!!!! Like Haeata

SEL- self directed - share with me a your....( from ) during learning  times

(screencastify-site)

SAMR- technology!!

technology is about FREEDOM to learn

(look at drowning statistics & parents on devices)

The power of the learning narrative- kaiako expectations

(complainer on the document-reading after criticism)

LIFTING the constraints

Pose the challenge without the scaffolds or instruction

Makerspace prompt: Make a bird, singing and dancing appreciated

Play-based learning at a high-level- My dream- resources available- eg. makerspace paintbrushes

Left mess can be a constraint??

balance and priority

Take away the workshops- and leave out resources

"They just play games in class"- deal with the behaviour - agency??

gaming/ screentime/ boogie man (social media)- DRONE PARENTING/ TEACHING 

Emotional side of school change- book

article

Moving from OLD to BOLD- making change in your school

Re-imagining assessment

the assessments we want

the teachers we want

the parents we want

the leaders we want

investigate norms of learning