Monday, June 27, 2011

Tāngo Whakaahua

 Tāngo Whakaahua– Creating a visual collaborative metaphor in response to our mārae noho through the medium of digital photography.


Motatau marae
Photo: Cheryl Harvey
Facilitators from Team Solutions had the privilege of staying at Motatau Mārae in April. Motatau is located in the far north of New Zealand approximately 3 hours drive from Auckland (View Google Map). The mārae was built in the 1920s  and, as we learned, has contributed significantly to the history of the area and New Zealand.

After the powhiri, that included a waiāta from Motatau Primary, many of us were drawn to the images that line the walls of the wharenui. They hinted at what we were to hear later that evening when we gathered for a more detailed history from local whanau.
Motatau Mārae was built in the 1920s  to honour 
Northern Maori Member of Parliament Tau Henarae 
Much of the history of Motatau Mārae is also recorded through significant carvings inside the wharenui. It was fascinating to learn about the connection Motatau has with the meeting house, Te Tiriti o Waitangi. Built in the grounds of the Treaty House at Waitangi, the meeting house commemorates the 100th anniversary of the signing of the Treaty of Waitangi.



The wood used for carvings for Te Tiriti o Waitangi was sourced from the forests around Motatau and were also initially carved at Motatau Mārae before being transported to Waitangi.
Digistore Learning Path: Te Tiriti o Waitangi


On the second day of our mārae noho facilitators were able to choose from a range of sessions, Te Ara Hikoitanga, opportunities to explore "Maori Achieving Education Success as Maori". 
  
Cheryl Harvey and I were invited to collaborate on a session and with our mutual interest in things digital we developed Tāngo Whakaahua. 

Our planning for the session has been shared on this Google doc. The link to the Google doc was shared with participants a few days before the Marae noho. This provided the group with an opportunity to think about their participation and responses before the actual workshop on the second day of our visit.

Anō te ataahua (a time to view creations and experiences from Te Ara Hikoitanga sessions) provided us with an opportunity to share our visual collaboration and also individual slide shows from each of the Tāngo Whakaahua participants.  I have uploaded our collaborative response below. Ka nui te mihi to facilitators who contributed and to tamariki from Motatau Primary School for the waiata.



Digistore Learning Path - Marae noho
I have also shared this learning path created to support further thinking and learning opportunities in response to the mārae noho. The learning path includes:
  • digital resources from Digistore and other digital collections
  • primary source analysis tools for students
  • online resources and support for Mārae noho
  • Te Tiriti o Waitangi - primary sources and links to further digital collections and historic articles and information.
Motatau Mārae taken using 360 Panorama app for iPhone (click to enlarge)

      Wednesday, June 15, 2011

      "Where good ideas come from?"

      The e-Learning Lead Team at Mt Roskill Grammar represent a number of learning areas and departments across the school.  Face-to-face time is one opportunity to connect and learn.

      Today's agenda included many opportunities for conversations specifically targeted at sharing the impact of the team's teacher e-learning inquiries.

      We kicked today off with this short clip by Steven Johnson, and shared some of the ideas that resonated with us on this collaborative Google doc.

      "...we have so many new ways to connect, so many new ways to reach out and find other people...that's the real lesson of where good ideas come from, the chance favours the connected mind" 
      (Steven Johnson)


      Tuesday, June 7, 2011

      Exploring the "Raw Materials of History"

      Exploring primary sources or the "raw materials of history" provides students with an opportunity to examine the past free from the interpretations of others.  
      (Library of Congress)

      The following Google presentation has been created to explore strategies and resources for teaching and learning with primary sources. It also includes:
      • strategies to support students to analyse primary sources 
      • support for using analysis tools and Google docs for collaboration
      • links to Google research and search tools for locating and organising data and information 
      • support for creating and integrating Learning Paths in Digistore
      The intention is to revisit and add to this resource in response to feedback and the evolution of further resources and web tools.



      Click the 'open in a new window' icon above to view a full screen version

      Thursday, June 2, 2011

      "Because context matters...inquiry is important"

       I have been fortunate in the past couple of months to have had opportunities to collaborate with teachers and colleagues focusing on a variety of educational contexts including: curriculum, pedagogy, e-learning, leadership and assessment.  Our conversations and thinking often include reference to Teaching as Inquiry (NZC and TMoA).

      Context matters (click to enlarge)
      As we have explored examples of Teaching as Inquiry I have been reminded of a statement from Claire Sinnema that I referenced in an earlier post on this blog "Inquire with a Travelling Mindset" ...

      "because context matters... 
      inquiry is important"

       The New Zealand Curriculum Online describes the Teaching as Inquiry cycle as "an organising framework that teachers can use to help them learn from their practice and build greater knowledge."

      While the framework provides us with a common understanding and language for inquiry into our pracitice, the context is what brings life to the inquiry and to the learning.

      Click to view bookmarks
      To explore and share examples of teaching as inquiry in different contexts I have saved links to my  Teaching as Inquiry Bookmarks in Delicious.
       Each link includes a brief description of the inquiry context