Local Participation & Global Confidence Te Ao Whanui EDGECUMBE COLLEGE.

Local Participation & Global Confidence

Te Ao Whanui

EDGECUMBE COLLEGE

The most visible creators I know are those artists whose medium is life itself –

Whatever their presence touches has increased life - they see and don't have to draw.

They are the artists of being alive.

Dr E. Paul Torrance on Creativity

Claiming our place as participants in a global world

EDGECUMBE COLLEGE

That which is valued by the community is nurtured within & by the community

• Intellectual/Academic

• Creativity

• Visual &/or Performing Arts

• Social, Manaakitanga, Whanaungatanga, Interpersonal, Intuitive, Spiritual, Leadership, Service

• Culture-specific abilities & qualities (e.g.aroha-ki-te-tangata ties)

• Physical/Sport

V-learning – all the vowels

A = Action, Authentic

E = Electronic

I = Inquiry, Invitational

O = Online

U = Ubiquitous

Ubiquitous – pervasive, ever present, everywhereLearning – educational, instructive, pedagogicalEnvironment – surroundings, setting, situation, atmosphere

Vicki Jones & Jo Hun, Griffith University, 2004

A Recipe for developing the Te Ao Whanui programme

• NZ Curriculum – emphasis on engagement & participation

• Social Studies Curriculum – focus on social justice & social cohesion

• Education for Sustainability

• Creating Global Classrooms (ascd.org education update V51, #1, 2009)

• The Autonomous Learner Model (Betts & Kercher)

• Taking IT Global (TIG.org) – authentic collaboration – authentic results

• Access to the internet!

• Magazines (New Scientist, Good, Organic NZ, The Listener, TIME, etc)

• Future Problem Solving (FPS)

• Videos (YouTube)

• Story-telling (The Starfish story)

• PEOPLE (enthusiastic students, Liz Jace, Wiremu, Humphrey, CORE team)

• ENERGY, PASSION, COMMITMENT, TIME ( ) – aka A Kiwi teacher

• RISK

The NZ Curriculum

Dimension 1Orientation

Understanding giftednessGroup building activitiesSelf-understandingOpportunities & Responsibilities

Dimension 2Individual

development

Learning skillsPersonal understandingInterpersonal skillsCareer Involvement

Dimension 3Enrichment Activities

ExplorationsInvestigationsCultural activitiesServiceAdventure trips

Dimension 4Seminars

Future focusedProblematicControversialBig themes & understandingsAdvanced knowledge

Dimension 5In-depth Study

Individual projectsGroup projectsMentorshipsAdult expert presentationsEvaluation

Betts, G & Kercher, (2000). The Autonomous Learner Model.

A FRAMEWORK FOR DEVELOPING AUTONOMOUS LEARNER HABITS

TakingITGlobalSocial networking for

social good

key componentsPrivate, secure social networking spaces

A virtual classroom — a spacewhere teachers can introduce their students to TakingITGlobal’ssocial networking tools, including:

blogsdiscussion boardsvideo chatcollaborative mappingart and photo sharingpodcasting

Connecting students within their classroom in a safe space, where teachers control the types of media and access to contribute and view student work.

E-learning Learning logs (daily) Assignments Notes Presentations Video-conferences Phone-conferences TakingITGlobal E-mail

Blogs Penpals Learning about Burma Inquiries Website Online communities

Opportunities & Challenges For students - Deforestation conference – timing

Climbing – gps

NCEA

Enviro-challenge

Communication (Inquiry, etc)

EOTC

Explaining the programme

Presentation evening

Inquiries

Junior UN debate

Children’s Commission

For the teacher –NCEA

Meeting individual needs

Ensuring learning was meaningful

Technology (or lack of)

Administrivia (e.g. permission forms, bookings)

Curriculum requirements

Culling resources & ‘lessons’

Communication

Time

Look us up http://teaowhanui.weebly.com/

http://gatetuatahi.weebly.com/index.html

Student Presentation The following 6 slides were developed and

presented to the class by students who participated in the phone-conference with Jace.

A lot of teaching and learning took place about criteria for effective audio-visual presentations

Video & Phone ConferenceRefugee Camps

JACE HOBBSWhat he does?

Orphaned Burmese home. Rebuilding. Support. Toy factory. Kitchens, classrooms and dormitories.

Why did he get involved?

Grandparents. Trap door.

Who does he help?

Burmese Refugees.

Why does he do it?

Volunteer. Satisfying. Put down.

General InformationPopulation: 50,020,000

Average population of refugee camps: 400 - 2000

Capital: Naypyidaw

Weather Conditions: Mild to Cold weather, Monsoon Rains.

Education: there are more than 40,000 schools in Burma.

- Camps - Horse Barns

- Over 100 universities

Cost

Sponsorship Money placement Letters Volunteers

Living Situation Living at the school Poor quality buildings Sapling, Tree, Tarpaulins. Buildings

Their attitude is…INSPIRATIONALINSPIRATIONAL

The Magic Weavers While achieving good marks in a difficult

examination is satisfying, for both the teacher and the student, there is so much more to teaching than that…

Schools are preparing students not just to pass examinations; they are preparing them for life.

My vision

New Zealanders will value and celebrate achievement in all its forms and at all levels.

Individuals, and their special gifts and abilities, will be respected, valued, celebrated and nurtured.

People across all spectrums of society will benefit from the achievements of our gifted and talented tamariki.

Anne Sturgess, 2005

Keeping our heads above water - just

The Starfish

adapted from The Star Thrower by Loren

Eiseley

Once upon a time there was an old man who used to go to the ocean for peace and quiet, and for inspiration to do his writing. In the

morning, he usually walked on the beach before he began his work. One day as he was walking along the shore, he saw a human figure moving like a dancer, bending, then wading into the waves, arms

extended.

It pleased him that someone would dance to the beauty of the day and the rhythm of the waves.  As he got closer, he saw that it was a young girl.  The girl wasn't dancing, but instead she was reaching down to the sand, picking up

something, and placing it gently into the ocean.

He called out, "Good morning! What are you doing?”

The girl paused and replied, "Throwing starfish in the ocean.”

"I guess I should have asked, why are you throwing starfish in the ocean?”

"The sun is up and the tide is going out. If I don't throw them in, they'll be stranded on the beach and die."

The girl listened and considered.  Then she bent down, picked up another starfish and threw it into the sea.  She watched a wave lift

it high, and then it sank into the life-giving water.

"It made a difference for that one,” she said.

Find your way of making a difference one starfish at a time