Local Participation & Global Confidence Te Ao Whanui EDGECUMBE COLLEGE
Dec 25, 2015
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