Reading and Writing versus Literacy

This first year for me as a Manaiakalani Facilitator has been one of great opportunity and great learning.  With just 7 weeks before school in New Zealand will be finishing for the year, I'm taking the opportunity to reflect on what an amazing year it has been.

From data to blogging, from Cybersmart to Online Toolkits, it has been a year of developing a greater in-depth understanding of all the multitude of facets that make up the Manaiakalani Programme Outreach.

One of the key learnings that I have explored this year has been the excitement around acceleration in writing through blogging.  Blogging has been a passion of mine for a number of years now and I enjoy both the challenge and the reward of putting pen to paper and engaging with a wider audience.  As an individual, I knew how much growth came from exploring an idea, crafting the content around it and deciding if my thinking was at a point that I was willing to share it with the world.  I'm sure there will always be posts that we look back on and realise we could have done better or ideas that we put out there that then change or develop into something new.  Indeed, that is an exciting part of the process.

This year, we have explored the incredible results that blogging three times a week or more can achieve in accelerating learner's achievement in writing.  So much reflection, unpacking of learning and then growth can come from articulating your learning journey online and having others provide feedback on it.  Our next question was; can we do the same for reading?

Some may argue that if we are integrating blogging well into our classroom programmes, that there should be an acceleration occurring in reading as well.  Reading a blog with the intention of commenting on it requires students to read for meaning, to play the role of assessor or editor along the way and then to formulate a comment that demonstrates we have read that blog post carefully enough to notice what it contains, what has been done well and what could be improved.  However, I guess the simple fact is that many blog posts (at least at junior level) simply don't contain the sheer volume of text, complexity or perhaps variation in text type, to be solely capable of accelerated achievement in reading.

So what next?

Our data suggest that we need to look at strategies to support learners in reading as well.  That if we can create such an incredible shift in writing, that collectively, our efforts could then create something quite special to aid the teaching of reading in our schools too.

In discussion at our annual Wananga in Tāmaki Makaurau this past week, it became clear to many of us that while reading seems to be a simple task, that designing a complete reading programme is in fact, a complex task, requiring attention to a number of factors.  The WOOLF Fisher Research Team, tasked by us to delve into the wealth of data our schools provide, as well as to provide feedback on the classroom observations they undertake on our behalf shared their findings and provocations with us and asked us to explore them further.

As we looked into the different facets the observation team had focused on, it became clearer and clearer to me just how complex the task of facilitating a well-rounded reading programme is.

They had looked into the importance of learners having many quality opportunities to:

• Read authentic texts
• Learn about reading
• Learn through reading
• Talk and think about what they read

One thing I found of interest, was that the team found a number of occasions where teachers had taken an original (authentic) text and had modified it to make it more accessible for their leaners.  They suggested that this perhaps gave students the impression that there was a right idea that the teacher was hoping to lead them towards.... and therefore, a correct answer the teacher was hoping to elicit from them.  I wonder why this has become a common practice? Is it because these texts aren't being utilised for 'shared reading' anymore?  That perhaps some teachers are seeing the change in classroom tools (with the move towards the implementation of our New Zealand Digital Curriculum in 2020) incorrectly as a move away from those traditional (tried and true) practices of shared and guided reading, reading to, reading with and reading about.  

Within The Manaiakalani Programme, there is an absolute emphasis on Recognising Effective Practice.  It is vital that we preserve the deliberate acts of teaching and incredible wealth of techniques used in our classrooms over many years.  That the integration of digital technology to provide affordances for learning and to turbocharge learning, creating and sharing within the life learning and classrooms of our tamariki work to complement and enhance effective pedagogy.  

When we explore Effective Literacy Practice by Lois Thompson, or Reading Comprehension Strategies by Sheena Cameron, two texts that have been well-utilised by NZ teachers, it becomes clear that there are many different things to consider when designing your literacy programme.

Earlier this year, Rebecca Jesson from The University of Auckland's WOOLF Fisher Research Centre shared a presentation with us about reading wide and deep through the use of a T-Shaped Literacy Model.  There were a wealth of things to consider in here too.  The more I think about this, the more I'm challenged by the idea that there are many teachers out there that are trying lots of great things in their reading programme, but many more who are either just doing what they have always done, without consideration of whether or not this is best for their learners, or struggle with what effective practice in facilitating reading with their learners should actually look like.  The more I explore the research and findings presented to us, the more I feel that we could do more to support.

I'm excited about where this could head.  What happens in your classroom?  

Do learners read School Journals? How about novels?  

How do you encourage your most reluctant readers?

Is critical literacy used?  Do your learners have a choice about what they read?

Do they have agency in their reading goals and how they track towards these?

Are they reading authentic texts?  Are they getting taught reading strategies in purposeful and engaging ways?  Do they have time with you, the teacher?  Do they have time reading alone?  How do you keep them accountable during this time?

Who works the hardest in your classroom?  You? Or your learners?

So many questions to cover.  So many possibilities.

How could it get any better than this?

There's definitely room.

Innovator Update: Getting the Message out

How exciting to make some progress on my Google Innovator project. Earlier this week, we met for our very first Gizzy Bytes, a social event designed to bring all our teachers who have had or are having facilitation over the 2019-2019 years to come together and connect. These incredible educators are the ones right at the grassroots level, building their knowledge of the Manaiakalani Learn, Create, Share model and their understanding of best practice use of technology in the classroom.

 There is a big difference between being a 'digital' classroom that plonks learners on Chromebooks in front of online platforms for the day and allows the computer to do the teaching and one that selects purposeful use of learning, personalised for each learner, continuing with small group teaching and tried and true effective methods of teaching practice which have been used and refined for decades. The work we do is so important, particularly for our priority learners, which was where the foundations of the Manaiakalani Education Trust first began.

We are so grateful to all our teachers having facilitation, for their interest in growing their practice and their continued dedication.  There was something quite special with having them all come together and witnessing their enthusiasm and the connection that occurred between schools.  The Waikanae Surf Club was a wonderful venue and we were so lucky to have Gisborne Boys' High School in to support with catering.  It was a really delicious spread we put on for our wonderful teachers. 

GBHS Catering

Facilitated teachers connecting

I was lucky enough to have the opportunity to present my pitch for my Google Innovator project again.  It's an unusual feeling being front and centre, presenting an idea that I'm so passionate about and hoping for support from already very busy and overloaded teachers.  I'm confident though that we have so many dedicated educators locally who have such an incredibly diverse range of skills, that at least a few of them might find time to come forward to collaborate on this.

 Facilitating in six schools around our district puts me in contact with a huge number of incredible educators as well as allows me to see so many wonderful learning opportunities brought into schools by our passionate local educators. They all work so hard to encourage real-life, engaging learning to be happening in all of their schools and it is my hope that what we create can be there to support them all. If we even put one resource in each classroom every year, we will be helping to reduce teacher workload and support the integration of technology in the classroom.

It was particularly special to see my article shared onto Matawai School's Facebook page as my work as a teacher began at Matawai and it was the wonderful support and encouragement I received by the wonderful teachers and early Principals during my time there that encouraged me to be continually striving for the very best for our learners.  My work in Environmental Education there, partnering with Enviroschools was integral to my continued focus on real-life learning and the power it has to engage our learners.  With technology making learning visible, accessible and rewindable, I know that the connection and empowerment that comes with this turbocharges their learning and often leads to their involvement in community initiatives and career work.  You never know whether a day outside of the classroom might encourage a learner to dream a little bigger and grow their community in innovative ways.


 

If you're interested in collaborating, please follow this link to register your interest.

Google Innovator

Well, it's officially a month since I've returned from the Google Certified Innovator Academy in Sydney.  A whole month since I was wrapped in the warm hug of Google and had the absolute and complete luxury of lavishing three days of complete attention on my project.


As an educator, I looked at the Google Innovator opportunity for a number of years, but really felt it was above me; that I wasn't advanced or professional enough or enough of a leader (hello Imposter Syndrome) to qualify for such an incredible opportunity.

What I didn't give myself enough credit for though, was that I have a passion for an aspect of learning in our community and that actually this is licence enough to embark on the amazing journey that is 'Google Innovator'.

My learning did not end upon my return.  Rather, it's opened me so much further to the possibility of more learning.  I've stopped worrying about whether or not something is a good or worthy idea (just because it's mine), and am instead looking at how to begin something and leave the concern for actually looking at the feedback later and how to better tailor the experience.

Some of the learning from this is around the content we were exposed to during Google Innovator and some of it is learning I've undertaken since I've been back.  The texts we came home with were wonderful.  I've been particularly enjoying Mark Wagner's book, "More Now" and "Switch: How to change things when change is hard" by Chip Heath and Dan Heath.  Both raise several wonderful points around education and in particular, change.  I'm thoroughly enjoying learning more about the ideas presented by both and the learning this has engendered in me.

What's really interesting, is that the impact on my personality and confidence through the experience of Google Innovator.  This is not just the result of the days at the academy, but the networking; meeting so many wonderful new contacts, and also the process of returning from the academy and continuing the learning and the journey.  The experience is diverse and comprehensive in terms of my own growth.

So what next?

Well, my project centres around encouraging effective collaboration between enthusiastic educators and our local community educators. 



I'm passionate about our incredible place in the world here in Tairāwhiti.  I know so many children here who think that there's no opportunity here.  That there's nothing to do and nowhere to go as children.  That there's nothing of value to learn here and nothing to celebrate.

I beg to differ.  We have so many passionate people here, who due to geographical isolation have been determined to ensure that this not be a factor that means our kids miss out.  They have brought the opportunities here, because of a burning desire to ensure our kids have the very best.  As a result, we have some really authentic local models of learning here that are powerful, real-life examples of learning in action, for our kids to really immerse themselves in.

Teachers are highly aware of these incredible opportunities and work hard to make the most of these opportunities.  However, time and the lack of a genuine reason to come together in effective ways means that there is a divide between what is on offer and what teachers can make the most of.  That's where my project comes in.  I'm excited about providing opportunities for our great local education providers such as Waka Hourua, Turanga Heritage Trails, Tōnui Collab and Te Tapuwae o Rongokako to come together for Innovation days with some of our passionate local educators to combine their knowledge and expertise to create digital and rewindable learning resources that are accessible to all our local educators - and therefore children.

My first opportunity to connect with educators on this will be at our Gizzy Bytes event to be held at the Waikanae Surf Club next week.  This social networking event is an opportunity to get our local teachers having Manaiakalani Facilitation throughout either 2018 or 2019, to get together and begin the process of getting to know each other.  We're excited about the collaboration that this could bring, across our whole region.  And I'm excited too... knowing that some of these great educators; the ones who are already the pioneers in a new model of PLD in our local place, can do to positively impact the lives of our local learners even further.  I really hope they are interested in the partnership I'd like to present.  I'm excited for our future.

If you're a Tairāwhiti Educator or local Community Education Provider, I'd love to hear from you.  Please follow the link here to a Google Form to record your details.  I'm excited to make contact with you soon.

TED Masterclass Opportunity

One thing I love about this magnificent universe is that the more you ask for opportunities to just appear in your life, the more they do.

When I was a new teacher.... one of the goals I had, was to be one day coaching and mentoring incredible teachers; being of the calibre of those incredible teachers who were mentoring me.  And amazingly, later in my career, the opportunity came up to be a coach and mentor.  Talk about excitement!

As I left a role in the classroom, where I'd done everything from teaching Japanese and Environmental education to coaching squash, being a union representative, taking children to the mountain on a week-long ski camp and being an associate teacher and Within School CoL teacher... I vocalised how interested I was in pursuing the art of public speaking, in my new role.  I knew that I'd have the opportunity to speak more regularly at staff meetings and school gatherings, but I didn't realise what actually lay in store for me.

During our time at the Google Certified Innovator Academy in Sydney 2019, we were offered a world-first: TED Talks (the incredible world-renowned library of incredible talks given by a multitude of experts all around the world)  was offering Google Innovators the opportunity to be one of the first cohorts to use their TED Talks Masterclass App and later, the opportunity to submit our own talks to be chosen for the TED library.  I could not believe my luck!

Fast forward to this morning, and we had the opportunity to connect with our first cohort of people and hear suggestions from Grace Ahren, from TED on how best to undertake the Masterclass.  This video covers a lot of information about the Masterclass process itself and truly gets me excited about this additional opportunity that has been afforded us.

(Unfortunately, I can't share it with you, so you'll have to join up yourself to find out about all the fun!)

How great is it, that joining the Google Innovator community has led me to also be part of the continued communication through the Google Hangout national Innovator chat, the SYD19 Innovator chat and the NZ Innovators chat.... as well as joining a group of educators ready to take on their next challenge of submitting a talk about what they are most passionate about?  My mind is seriously blown.  Thanks, Google.  And thank you TED.

The Lightbulb Moment (and Google Certified Innovator!)

Many people mistakenly assume that all teachers become educators because they love children.  
I love children.  My own.  
But in fact, the reason I fell into teaching was that I love learning.  I live for the moment when the 'lightbulb' goes on and learners can see what they're really capable of.

What I hadn't anticipated in this process was that part of the reason I enjoyed being part of learning spaces so much, is because of my own learning.

I came into teaching at the ripe old age of 25.  Not very old, many would argue, but still a few years older than many of my fellow teachers began, and also as a young mum, who had finished having her children by the time she entered the classroom.

These two factors put me in an entirely different headspace to where many young female teachers would be.  Firstly, I saw education through the eyes of a parent right from the beginning of my career.
Secondly, I would not be taking maternity leave at some point, which is often a time of reassessment and reprioritization.  Due to this, I was also motivated to seek a larger degree of fulfilment within my career and a pathway that would allow me to feel I would be continually accomplishing new things, both things to offer my learners - and also for myself.

Part of the reason I sought additional opportunities within my career was that despite the fact that each year brought new children with new strengths and challenges,  I also saw an education system that I believed was NOT going to meet the needs of our children in their futures.  We could not continue to educate our children in the same way that they had been in the days when they were being prepared for an industrialized workforce.  Their reality was changing and our classrooms were evidence that we did NOT acknowledge that change.  In fact, it appeared as though we had our blinders on.

My own three children were incredibly different - one a musician, songwriter and wordsmith, one a mathematician and computer scientist, and the third, an excellent communicator with wonderful social skills and incredible sporting ability.  Three children from the same parents, raised in the same country farming community and yet all so different from each other and none of them were really catered for within the current education system, particularly at the secondary level, when engagement really seemed to matter.

While I was not going to be able to reform, nay, create a new education system I the few years my children were at school I did spend a large amount of time trying to add in what I thought was important in the classrooms I worked in (some of these included my children amongst the learners as well).  That at least is possible within our NZ curriculum constraints.  Environmental education, languages and the use of technology became aspects of our classrooms and I dedicated a large amount of my time and energy to upskilling myself where necessary, in an attempt to meet these needs.  What needs to be made plain is that the 'movers and shakers' like myself are often only celebrated and supported when we conform to the current mould.

That means that yes you can teach differently, but only if you're still doing all the same stuff.  It's like being asked to rebuild the classroom structure, without moving a single wall or letting a draught in.  Like making soup from scratch with all the ingredients in the pot at the same time.

With every year, the effort I put into study and new learning felt wasted and I became increasingly frustrated at my determination to do better by our kids and their future and being continually held accountable for keeping the system the same.

Did the kids enjoy the language classes, environmental learning, the digital tools incorporated into their learning time?  They sure did.
Did it motivate them and prepare them for a global future where we'll need to connect, collaborate and problem-solve to meet the needs of our failing planet and changing career spaces? Absolutely.  So as long as my areas of passion were igniting enthusiasm in my learners, I kept including it.  So, when the lightbulb kept going off for me... it often brightened the experience my learners had in our classrooms too.

It was with a heavy heart that I left the classroom in search of an alternative that I felt would provide me with the vehicle and support to educate in a way that was in keeping with my own values.  In many ways, I felt I had failed by simply giving up.   (Did you know that many teachers need to find a counsellor who is willing to give them permission to leave the profession before they feel they can actually make that choice?)

Working for an independent, privately funded organization that puts me in a role where I support teachers and learners to use digital technology in ways that are authentic, purposeful and prepare all concerned for the classrooms of tomorrow has been a breath of fresh air.  Like a new lightbulb, one could say.

I finally feel I am able to contribute in an authentic way that is true to who I am, valued and at the end of the day leaves me with still enough emotional capacity and physical energy to advocate for my areas of interest and passion.  It finally feels like I've found something worth jumping up and down about.  Not only that, but this current organisation works hard to meet the needs of our most socially disadvantaged learners and still encourages me to grow in ways that I'm passionate about.

Recently, with the encouragement of my organization and my local Trust, who fund my role within the organization, I was lucky enough to attend the Google Certified Innovator event in Sydney.

More on that next time....

No more DFI!

Fridays have been wonderful days for the past 9 weeks.  I've had the wonderful opportunity to attend our very first Digital Fluency Intensive here in Tairāwhiti with a group of our local teachers and Manaiakalani and Connext Trust members. I've had the opportunity to learn and grow my digital skills and collaborate with some truly amazing Gisborne educators and I've had a number of opportunities opened up to me through the DFI including Google Certified Educator Level 2, Google Certified Innovator and some Apple Teacher badges.

I'm so grateful that they were given the support and encouragement to attend our Digital Fluency Intensives, to grow their skills and to develop further their understanding of the Manaiakalani kaupapa.  They are all incredible classroom teachers and seeing their expertise and discernment in the realm of education come to a place where they had time and support to further develop was so rewarding.

Many of them spoke of their concern around their lack of skills when they began the programme and their growth over this time was exponential.  They had the opportunity to explore many different tools, from YouTube to Google Docs, to Google Sites and Blogger, as well as delving deep into the history of the inception of Manaiakalani in New Zealand and its values and aims.

They left their nine weeks upskilled, enlightened and most importantly, connected.  When the DFI was finishing, they requested their Google Group remain open, so that they may continue to have the opportunity to connect with one another.  This in itself, was truly heartwarming.

For myself, reflecting on the DFI left me with some mixed feelings.  As a facilitator, it is lovely to be able to rejoin my national team's Friday meetings and catch up on some of the work I've had to do out of work hours due to the commitment of being at DFI.  But I too, have relished the opportunity to revisit and refine some of my skills in the digital tools world and connect with teachers.  As a facilitator, it was also vital for me to gain awareness about what the Digital Fluency Intensive offered teachers, as well as to learn about the way it is run, for future times when I may be the Digital Fluency Intensive facilitator myself.  Also, despite my role with Manaiakalani, the Deep Dives into Manaiakalani kaupapa further reinforced my understanding of our wonderful organisation and developed my knowledge further as well.




My wondering, as we head forward... is how as local facilitators we can continue to support and grow these wonderful teachers who have committed so much of their time to attend the DFI.  Having been a classroom teacher for 13 years, I am acutely aware of just how lonely a place the classroom can be when you're not only trying to implement a new skill for yourself but teach learners how to use it as well.... especially in today's time-poor school week.  I'm really interested in how we could meet this need.  What are your thoughts?  How could we best continue to support these wonderful, dedicated educators?

DFI Day 9: Revision

Today, while the other participants are undertaking the work they're doing on their Google Certified Educator Level One I'm busy working my way through some Apple Teacher badges and working on my Google Certified Trainer.  I figured that because this is the last part of the Google badges that I haven't completed, that I should have a go.  What's exciting, is that I'm finding some really helpful reflective thinking is occurring through this process.

My first part of the training focused on these ideas:

What leadership qualities should trainers embody when working with educators?
Stellar communication skills, resilience and the ability to have courageous conversations.  A can-do attitude and encouragement that learners can do it, rather than doing it for them.  Empowerment is key.
What leadership qualities do you personally resonate with?
Honesty and trust, professionalism and high relational skills.  People who are willing to get to know me
How do these qualities fit into your personal definition of leadership?
I look at a leader as someone who develops the best in me by listening and coaching me so that I can feel empowered to be the best I can be, making small changes, which compound over time.
How might you exhibit these qualities in your school environment?
Working with educators, I feel it's important to listen to understand.  So I need to be asking lots and lots of questions to be able to get to the bottom of what the challenges are and how best to help that person.

I'm sure I'll want to refine this a lot too, but it's great to start being more cognizant of my own leadership and coaching within this process.  In the past, I've done some work with Cognition Education and leadership, as well as with Joan Dalton, and found both incredibly useful.  I think it's time I started unpacking these concepts further and looking at the work that I can do on myself to further this.

Reading on, the information provided online after I'd done my thinking really resonated with me.  These concepts really affirm for me that I'm in the right place as they are all things I value and think are vitally important - and am passionate about providing for our educators as well.

This site is really user-friendly - as are all of Google's training sites.  I've found them invaluable in the past.

Google Trainer Site

I also completed my Apple Creativity with Mac and Productivity with Mac badges which were quite fun as well.  There is quite a range of badges to undertake with Apple, and most only have five questions needing to be answered before you are awarded the badge, which makes it quite fun and definitely motivating.

After this, I also completed my Creativity with iPad badge.  It feels great to get 2.  There are many more still to come, so I'll be busy for quite a while I think.

• What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

Today I reflected on what an incredible opportunity DFI is for our local educators. The time investment they've put in is really to be celebrated, and it's so wonderful seeing how far they have come and how much they've grown in their learning. I'm so excited for them all and also for their schools and learners.

• What did I learn that could improve my confidence, capability or workflow as a professional?

Continually moving forward in my own digital learning is exciting. I'm definitely someone who needs to be always learning and growing and I think learning is my superpower. I often feel a bit bored if I haven't got the next new something exciting happening. That might be as diverse as learning how to run a marathon or how to facilitate collaboration between our teachers and community resource educators, such as that of my Innovator project, or even how to create and grow a Forest Garden (Koanga Gardens concept). There's always something new to learn and Google, Apple and Manaiakalani definitely encourage me to do so. Blogging helps me to be reflective in my process and to engage in one of my favourite activities - writing. I'm passionate about writing often and when I'm writing for an authentic audience, I often enjoy it more. I do struggle with ensuring my writing sounds the way I want it to though, as I often feel it flows better on paper, rather than on screen. Perhaps I should draft these posts the way I do with my personal blogs and start with paper; it would be interesting to see if it changes the content much.

• What did I learn that could be used with my learners?  

I am always learning more than can be used with my learners. The CS Unplugged work on Apple looks interesting. I struggle with the idea of having to learn it through an Apple Book first, but I guess this is another way they can be drawing users to their iBooks (renamed Books now) tool. I already use it extensively, but really find Google's online learning platform much more interactive and useful for learning new tools.

Everything new I learn about Manaiakalani pedagogy and kaupapa reaffirms that I'm in the right place. I love my new role and working with both learners and teachers is really empowering. When I think about what a difference we could make across our region for our learners and our educators, I celebrate even more. Tairāwhiti is an incredible place and having passionate people helping to add value to the region is wonderful.

I'm looking at ways I can encourage more STEM or STEAM education in our schools and build up coding knowledge of our young people, especially our young women. I'd love to run a coding club that encouraged them to participate in tech spaces more so this may be where I head next. I wonder how many teachers would be interested in using a STEM site with their learners in class and piloting this for me too. Weekly tasks etc would be a wonderful way to get tools out into our local schools and make them accessible for more learners.

• What did I learn that could improve my confidence, capability or workflow in my personal life?

All the work I've done with Manaiakalani, our local Connext Trust and Google has all improved my confidence so much. I'm really enjoying the way I am developing new skills and stretching my resilience and assertiveness muscles. One of the things I value the most is the constant encouragement to grow. Not pressure. Not overwhelm. Just encouragement that growth is exciting and fun and necessary. I love it.

The DFI has been a wonderful way to see Manaiakalani, Google, Teachers, the Connext Trust and pedagogy all come together. Nine weeks has been a wonderful length of time to see change and growth and I'm so grateful to have been here to witness it all. As a facilitator who hopes to run the DFI myself one day, it was so valuable to be here as a participant and to see how it all works. The benefits are huge and I do so hope our local Principals will hear of the value and commit to sending more of our wonderful local teachers as well. At the moment, a new DFI won't be starting until Term 3. I hope it's jam-packed with educators and Principals committed to making a difference in their schools, for their tamariki and ultimately, for our whole Tairāwhiti region.