Saturday, 17 March 2018

Rock and Pop Forum

I attended a Rock and Pop forum today which was organised by Trinity College and held in their rooms in the lovely venue The Piano here in Christchurch.
There was a panel of 4, Tom Rainey, Mike Chunn, Jono Tressler and Isaac Williams, with Diana Burns as the facilitator asking the questions in bold. These are my notes of the discussion so they are not fully expanded but I felt there were some really interesting comments and discussion made around music education in general that was worth sharing.
My apologies for any mistakes in my transcribing - it was on my phone with Swype which has some interesting ideas of spelling and context sometimes!

How did you get into music?

Mike Chunn:
A Hard Day's Night. Mike wanted to be a Beatle. He said all those born 1952 their every move was to be a Beatle.
Choose instrument by some internal thing, bass players can't stand being alone and like being at the back.
Formerly learnt music in piano for 3 years but never sat an exam
"You play what you want to hear."

I wanted to play Yesterday and now I can play it backwards

Jono Tressler:
Pipe band on snare drum
Teach yourself progressive rock book. Influenced by being able to read the music and buying books to learn from.
Was encouraged to learn by ear but didn't get it by ear, needed the reading process.

Tom Rainey:
Nelson School of Music. Dad played stride piano.
Relative pitch taught from age of 3-4 as well as cadences and harmony, and singing in church
Parents didn't mind too much what the last two children did after the first two children. Pete and Rock Quest, Tom and music.
Jazz scene in Christchurch, big bands in the 80s. Started of with off classical degree then moved into jazz. Love of improvising. Always improvised on organ.

Isaac WIlliams:
Musical as a toddler. Uke when he was 3. Started guitar lessons age 6.
Comes from Waimate. Country music champs, sing and play. Once he began to do just guitar then he decided wanted to be a musician. Trinity started the rock and pop. Then really progressed quickly on guitar.
Found Trinity to be good for new technique and structure. Goal to aim towards.

How has music education changed?

Mike says almost nil. Depends what you want to be.
Phil Judd wrote great songs. To write songs that people wanted to listen to again and again is so hard
Strange than Fiction, parts of pieces came from listening to Rachmaninoff.
Love each other, play on a stage and know the unit by never speaking to each other. Like great rugby players.
Love to be 16 today. We would be recording, Noel Crombie would be doing videos.
Everything live is important.

How important is it to read music?

It depends on what they are going into
ARA Music Arts now not insisting they can read notes on the stave. Pulled back from that as an essential. Need to work out where that lies. It's a choice in music arts. Mike Storey says some of his bass students that not all read that well.

Jono moving away from contemporary to classical so more reading
Loves it when pianists  do percussion group. Total beginners with no reading or instrument skills is hard.
Drum kit, not forcing to read but have to count
But like Suzuki, this is what you are doing, then this is what it looks like

Could be tab, charts.
Ara and uni don't have time to teach basics

Online people just show you, but theory, you need that for tertiary. Some of the greatest performers know no theory, don't know the technical terms.

How have cultural influences changed?

What people are aspiring to now has changed.
Tom RnB influence. Heavily influenced by the Beatles
Many were influenced by a musician
Harmony has less meaning as more exposed to hip hop where harmony does not play a big part in that.
Dumbing down of harmony.
Is his role to promote harmony? There is still appetite for it.

Music lasts with deeper understanding

As a provocation, Western setting. What is the influence of ethnicity?
World is smaller, you can access so much more.
So much music now made on a computer. Need to know the theory behind it to make people want to listen to it.
Different sectors. Mike is in the band sector. Dave Dobbyn, Neil Finn you would never say 'here is a chart'.
Mike never had to play a cover

One of the elements apart from structure and harmony for Play it Strange, lyrics of the song are worth 50% of marks

Opportunities to combine this own culture and other western culture. As teachers we need to be open to that.

Why so few women?

NZ artists are about even, more female singer songwriters though.  70% female entries for Play it Strange
Male lyrics small breadth of emotions, rather than more range for females

Boys want to play drums. The girls that choose drums want to be more serious

Lorde effect on Play it Strange - lots more similar came through over that year.

Motivation to get into contemporary music not just to get on stage.
Contribute as a song writer.

Jazz standards you can use overseas -  easy to travel and meet up with others.
Jazz bit different.

Social aspect too! Social aspect of being a violinist in an orchestra and picking on the cellists can be a great thing.

Transition from classical to jazz. Isaac listened to old music from the 80s (written before he was born) thanks to his parents. Influenced with music he hadn't heard before.
Moving into jazz as more of an understanding comes in.

Study jazz and your rock and pop gets better.

No boundaries between styles.

"To have as many experiences as you can only makes you a better musician"

Mike: Listening to jazz is like watching a really good golfer. Quite a mystery.

50s you had to seek out the music, but now the music comes to them in so may ways.
Now students have a thousand songs in their play list.
They don't need to find people to listen to.

Stickability decreased for so many due to internet?

Isaac doesn't listen to the same stuff as any of his friends. To find a guitarist to get inspiration from there are lots. Back in the day there wasn't that option.
Having so much stuff does it deflate you or attract you? So many out there better than me so where do I fit. Used to be into one or two bands, now not obsessed with one player. None of them jump out.

What about the use of technology?

Mike doesn't like technology -  emphasis on song writing. If you are using logic to write songs, more a rhythm track than a song.
Mike only wrote with guitar or piano
Want to be a producer, engineer or arrange the tech is there. Remix remix remix sometimes too much.
People now are scared of writing a song and delivering in its rawest form.

Simplicity, those are the songs that stay.
Ed Sheeran on tour with only him. Only tech is him putting his songs out via YouTube.

Large range of genres. Can suit technology, you come up with a new sound and come up with some audio, playing it, others listening to it. Means of creating, recording, collaboration. Technology is essential.

If you've got the goods as a musician, the good people get heard. Lorde wouldn't have taken off without YouTube.

Isaac got first DAW at home. Garageband on an iPad
Technology is letting them share
Anyone can play anything now. Big positive, but traditional way of writing music is going slowly, writers put too much in with tech sometimes.

TrinityRock and Pop syllabus have new app to allow pieces to be transposed and to be slowed down
Spotify lots of originals of songs

Some teachers making a Spotify list of pieces they are learning at school

Monday, 5 March 2018

Concussion Part 4 - Almost there

I started writing this a couple of weeks ago - it has developed since then, but thought I would leave the previous week there as well.

I did a whole week at school this week. Meetings, students, the works. It's the first full week of work I have done in almost 9 months. Feels good.
It's not been the easiest though. I slept through my alarm this morning - something I never do, luckily the body clock woke me 15 minutes later, so I wasn't too out of routine, although my exercising got cut short.
It's great driving to work looking forward to what is happening for the day and knowing I'm actually going to work!
I have made a real effort to be early school each day to get to some wonderful mindfulness sessions run by one of our kaiako, Rudy. Even though there is often only the 2 of us, they make a big difference to my day. It's been interesting doing these, as there are such a wide range of different recordings and I have enjoyed some more than others.
The support of the staff at Haeata is amazing, everyone is there to do the best for our students and community and we have such a supportive collegial atmosphere. All the schools I have worked at have had this to an extent but I don't think I have ever felt it quite so much as at Haeata. It's an amazing place to work.
I am learning some more Te Reo. Another one of our kaiako, Melody, has offered some classes after school so I went along this week. It's something I started to do last year but in the busyness and chaos of our first term of opening, it fell by the way and then I hit my head.... I'm hoping I will continue to be able to attend these so I can learn more and feel more confident when speaking with our Māori students.
We are lucky to have such staff that are prepared to give their time and expertise and share their knowledge with others. It's what makes for a really collaborative environment.

So it's been a couple of weeks since I started this blog. I have felt the tiredness and the headache occasionally and have had to back up a little on the work I do outside of school. It has been a good learning curve but also hard on my ākonga who have not had the extra work that I would have done in the evenings with planning and sorting. I have noticed that I am still improving, but the rate of improvement has slowed a little as I have been doing more work. Some days I struggle with the after school meetings and have had to miss a couple to enable my head to catch up with the week. Eventually, I know, this will get better.

I'm loving being back at school - so good to feel I am part of things again and that I am there for the students.

Almost there....

Wednesday, 3 January 2018

Genealogy - my addiction

I have always had an interest in genealogy. When I was a teenager I went to England and met some relatives I had never seen or really heard of before. One of them, my Great Uncle on my mother's side, had an amazing family tree that went back to one of our relatives signing the Magna Carta. He wrote me a copy of my direct line, gave me a picture of our family crest (which I still have) and I was hooked. We were lucky that one of that side of the family was an historian and did this for a job. He had done so much research on the Sagar line that there was little left to do. On my father's side however, there was only a small amount done, by one of the groups that you pay to look into your tree (some of which I found later was incorrect). This meant the Eason line was ripe for the picking.
Some background:
My father, Denis William Eason (born 1930 in Middlesbrough, England) came out to New Zealand on the ship "Mataroa" in 1956. He worked as a General Practitioner in the small town of Owaka in South Otago. He married my mother there in 1957 and then moved to Darfield, Canterbury in 1958 which is where I was born.
There were a lot of Easons in the Otago area that weren't related as far as we knew. Dad and I did a lot of work in the 1970s and 1980s getting a basic tree together and working our way back to Kent, England. Over the years he and I tag teamed the research as one or other of us had time and we were continually calling each other with the "guess what I found" phone calls. Often we discussed possibilities and maybes and both kept good records that we could go back to and share.
I spent a lot of time researching my husband's side of the family over the last 10 years, doing the work on a large tree for the McLachlan clan in New Zealand, and then helping run the McLachlan Reunion in 2010. I really enjoyed the puzzles and the stories and found myself immersed again in genealogy.
After Dad's death in 2015, I took over the reins again and started working through the large amount of files and paperwork he had amassed over the years. I decided to put all of the trees and information into one file using Legacy which has been fantastic. It has enabled me to find links and not have to keep going back over things I had seen before. I also put all of the information into a Google Drive that I could share with my relatives. This includes photos, all the certificates and research documents I have found. It keeps it in one place and also has it shared with other people I trust so it's not lost when I'm not around anymore.
One of the papers I found while doing this was a booklet from the Eason family reunion held in Owaka in 1977. This had given us a large number of the New Zealand Easons but as yet, no link to anyone we had in England. I'll come back to this.
The large majority of our family comes from Kent, England and so I decided to put every census of Eason I could find into the file. This ensured I had all the census data for those I knew were connected, but also gave me some families that I still needed to put together. I found a family with Matthew Eason b1788 in Whaplode, Lincolnshire, but his family were all born in Kent and he died in Hildenbrough, Tonbridge, Kent (this link takes you to a really useful wiki for research) in 1874. I couldn't make the connection with any other Eason family in Kent so I went looking back at his family in Whaplode. What a lot of them there were! I ended up with a tree of about 150 people in no time.
Dad had made contact with a lot of people interested in the Eason family name over the years. One was from the USA and after looking through his files and finding one she had given him, I found that she was connected to this family from Whaplode. I added her tree in and ended up with a few hundred in that line. I have written to her (snail mail) and hope the address is still current, as I want to connect her with all the research I have done. I hope she has email now, as it's a big file to print!
After a lot of online research I went back to the papers Dad had and found the copy of the New Zealand Easons again. Lo and behold I recognised the names at the top of the page: Thomas Henry Eason married Jane Martin. I did a quick check and sure enough, there they were. Thomas Henry Eason b1825 Whaplode, Linconlnshire and Jane Wheeler Martin b 1825 Lincolnshire. Very exciting moment. This joined 2 large trees together and now it has over 1300 people in it.
So, although my Dad was an Eason in Owaka, and I have a tree full of New Zealand Easons, many of whom were born in Owaka, we are still not connected. I'm still working on getting those Lincolnshire and Kent Easons joined together and each day I do more, both trees get bigger. There are over 5000 in my file now and one day I hope they will join up.
For anyone vaguely interested in genealogy I say go for it! There are so many online links now that can help with your search (many are free) that it is a lot easier than ordering, then scrolling through, microfiche which I did for years - although some parishes you still need to do this for. You soon learn the sites that are helpful and it's a great puzzle to keep you thinking. Don't forget to check all sources, I have found many trees online that are incorrect, so take the information, then check it and double check it.
I'm an addict. Love it.

Wednesday, 11 October 2017

ULearn17 - Day One - Wednesday

My notes - these are purely the notes I take during the sessions, not my thoughts or ideas. For more information please get in touch!

Keynote - Eric Mazur @eric_mazur

Physics at Harvard

B C. Before computers
lecturing because that is how he learnt physics so that is what he did
Asked to teach physic to pre-med students who didn't want to learn. Got high ratings and students did well. He believed he was a good teacher.
Note taking, listening talking demonstrating
 transmission of information
 Can you transmit knowledge? needs to be constructed
 He did not ask "how" he was going to teach but "What"
 There was a text. Most would buy the book - why when the lecturer read it all. Was concerned if the students have the book and he has the book what does he do in the classroom? He found the perfect book to use -it was out of print. Why hand out notes at end of class? -so they stay. Feedback was that Prof Mazur is lecturing straight from his notes.
 This scene all over the world -an instructor delivering information to students. Is education the transfer of information?
 If it was in the 20th century you would just want to watch a video. Put all your classes online.
 How much interaction in a lecture based class? You turn into a passive observer
What more is there? relationships, knowledge
 You need to take information and extract the how that lets you do something with that information. They learnt by rote.

The force concept Inadori -need to understand force.  Tests the understanding of Newton law. Uses just words. Every student recite Newton's law-all know it. But something happens when replace the numbers 1 and 2 by the words truck and car
 Made him rethink approach to teaching 2 step process.
 I. Transfer of information
 2. Opportunity to assimilate that information.
 Where did you make sense of Information? Did it happen sitting in a room with some talking to you? Or sitting with friends or going over notes?
 In class we do 1. and leave students to do the hard part 2.
 We should focus on 2. He called it inverted. Not called flipped at that time
 Teach by questioning rather than by telling - Socrates said first.
 Could not get it until he told them to talk to each other. Then they learnt it. The curse of knowledge is that it is hard for us to think like a new learner
 30- 70% get it right, then find someone else with a different answer. Walk round and listen in.
Question - Think - Poll - Discuss - RePoll - Explain,  then repeat all over again.
He didn't show them the first poll.
Good things about this process:
 1. no sleeping
 2. know where they are at
 3. they get feedback
 4. personalises learning
When he asks the question it needs to be a different type of question to show they can apply the information
Get fired up and awaken cunosity. We are all born scientists. Our brains want to understand the world around us. Turned that off to just give me the answer to pass the test.
 I. You made a commitment
 2. externalised your answer
 3. moved from answer and fact to reasoning
 4. You became emotional invested in the process

how to effectively transfer information outside of the classroom
 transfer pace set by video
viewer passive
 attention tanks as time passes
 isolated Individual experience
When they watch prevideo they turn up the speed, not pause.
 Transfer pace set by reader
 Viewer active. Brain more active reading than view or listen
 isolated (individual)
no accountability

every student prepared for every class without extra effort
 Perusall social learning platform  
 Make it social
Can see who is on line at same time as you reading the text
 Can highlight-and a chat for each passage
Question button-can increment and can click the yes it helped me tick
 How to get students [ participate?
 Alan November. who own the leaning-book
 We destroy intrinsic motivation.
 Use combination of intrinsic and extrinsic motivation
 rubric based assessment
must demonstrate thoughtful  reading and interpretation
 quantity 10-20
 timelines-before class
 distribution-not entered
 fully automated assessment
 Gradebook, and it connects pure-class and in-class activities Can see what they and don't know. Has confusion report. 3 main questions they have
Intrinsic motivation-fun to be online, others on chat
Lots of research Data  - 81% spend 2-6hrs/wk reading
 Performance significantly higher
 Can use class time more productively
 Education is not just about getting students to do what we do
 I want my students to solve the problems I can not yet solve.

Some of the sessions have an amazing infographic done  - thanks to Reflection Graphics for this!

The New Technologies Curriculum - Tim Bell

Not expected to teach it next year.
 Not much change to the Curriculum more about if being implemented.
 More devices than people In the room
 Some people feel excluded from tech.
Digits can represent teacher - got them to colour in by numbers and put all the sheets together which made a picture of their teacher.
 Telogis transport company who work out the shortest way to go to all stops
 Comp Science travelling salesmen
 Saved fuel by calculating shortest route. Telogis made millions. On his app to work out Delivering 7 machines takes 30 sees. 14 machines takes 9 years. 21 machines takes 3,854,700,623 years
 No one knows the fastest way to find the fastest route
Good concept to show they are not exponentially fast.
 About being empowered to change that. A computer that was a million times faster. Get 1000 machines still take3 years  to fill up 24 coke machines.
 Hope students are better then you
 How long are people prepare to wait.
Comp science Psychology:
 What is the shortest distance between two things that you can't tell the difference instant - less than 1/10 second - As a designer -1/10 second too long
 Have a conversation - pause for a second. Conversation Speed is about a second
 This stuff affects our lives
 Doing lots of calculations use lots of batteries power
One thing to have an idea but some things need basis knowledge, they have lots of problems with algorithm
Digital tech is just algorithms on digits
 Is it ethical to recognise faces?
 Just because we can do it, should we?
 Need to understand effects of what we do
True of computer, fit bit, anything. If you write a program you need to know these six things - storage, input, output, sequence, selection, iteration. 
 Scratch-has all six. Not teaching" Scratch" but teaching programming. By the end of primary school be good to have all 6 understood.
Technology NZ 3rd largest export.
 TDD -Test driven design
 What do we want to achieve
 What is the algorithm
 Code it
 No single program is right answer
 Digital Technologies-Could be car remote, mic, not just computers.
 Computer to computer science is like a stove to cooking

Digital learning should be taught digitally

Presenter: Simon Alexander (a student)

Tubetorials - STEAM based. Why - Digi tech changing quickly
New draft curriculum had problem with new resources. Teachers can struggle so they decided to create these to help.
How do children learn in their own time? They watch YouTube
Why would you read a book? Millions of followers of Youtubers - see this one for Minecraft by AshDubh.
Tubetorials engage children:
Learning via Youtube format
Children learn from other children
Work at own pace
Same learning format for all programmes
Get one login for whole school
Learning does not stop at the school gate
Didn't like building a robot with marshmallows and skewers
One school uses it for Scratch and TinkerCad (3D printing)
Classroom assistant:
Beginner skill level - they can lead the class
Moderate - support
High - We embed learning and fill the gaps
What they teach:
Scratch Junior - for beginners, then move onto Scratch
TinkerCad - teaches geometry and measurement
Stop Motion and Stop Motion Studio - quick and easy to use for iPad. Writing script, storyboard etc.
LegoEV3 ($900 for education version!), VEXIQ, Mbot ($200 plus sensors - good transition from Scratch for coding), Edison (about $80 and drag and drop coding), not really robots - Sphero, Ozobot
Should be max of 2 kids per robot
Edison - can code with a barcode - drive over them and hook them so they want to program it themselves.
Not very accurate on carpet - need a level hard surface
3D printer - buy two of the $900 ones
Free for this term and for the first term next year. Then $1 per child for access to the whole site
End goal to pay for their Uni.

One sausage sizzle covers it all

Transforming your classroom using financial literacy

Presenter: Colin Hill (Linwood Ave), Victoria Brookland (Linwood Ave), Micah Hocquard (Chch)

Since started using financial literacy, creativity has improved.
Students not too young at any age.
As soon as you start learning to manage money better, the better you are
NZC has lots of supporting material
Banqer, ASB Getwise, Young Enterprise Trust. Banqer NZ developed
Is an environment to learn about money.
Can integrate into all areas of the curriculum
Can set up a virtual classroom - set up bank accounts for your students. Can pay rent, wifi, get money for jobs, give them bonuses
Can be uses for motivation or fine. Pollution fine for leaving things around.
Victoria and Colin joined 2 classes half way through the year. Needed something new as a fresh start. Banqer provided a good way to manage things.
To start it was less about financial literacy and more about managing the space.
Monday morning auction - would bid for furniture and hire for the week.
More now about Savings, lending, tax and Kiwisaver
Conversations at home - having a bank account at home. They are decile 2. Big thing to go home and talk to parents
Buying a house - like being a grown up with fake money. Taught them how much to spend and save and lots of maths skills.
Students aware of bills and shopping, but also understands the difference between owning and renting.
Parent Portal
Banking - basics, lending and debt/interest on savings
Income and careers - basic income and careers and employment (student making own jobs)
Kiwisaver (percentages and ratios and stats)
Property Real Estate and property insurance
Statistics (literacy/Capabilities
Parent Portal
Bank account basics
Lending and debt
Interest on savings
Personal loans
Can set it up simply
He starts with paper money and give them for all sorts of things. Everyone starts off on level playing field.
Put in proper references - notices back - $1000 banqer dollars if they get them back.
Has lots of videos on the Teacher side so you can watch them to see how to do things
Put password glued in their maths book.
Also cyber safety - making sure they have good password - one also sent phishing email for password and removed money since he could get in to their account.
Students in class rent desks.
Set up debit for power and wifi.
Rent out computers or space
Regular payment
Can interact with each other - talk about basics of not doing 1 cent account with a silly name. Talk about it looks like they have been hacked and would have account locked. Parents can also see that
Students work out interest goes in on Wed so they transfer all across on Tues night.
Arranged and Unarranged overdraft - can set a maximum and an interest rate
Auction hammer
They buy things like - sitting on a certain chair for a day. Yr 3 obsessed with it. Have to pay for power and things.
Can do just banking
Can set up a base income of pocket money
Did one where they had different jobs picked out of a hat and got the income
Quality and skills
Choosing referees
Can select students as bankers
Job market - try to change the jobs termly. The accountant probably don't change it. Kids do it for them now.
Can get fired. Students can find jobs and see a gap in the market
Banqer are really good at getting back to you
Term deposit - can lock savings acc
Let them into Kiwisaver really early
Go into retirement in Term 4 for last few weeks so they use it.
Personal loans
Credit scores - miss payments and it goes down, pay on time etc go up.
Property module term 3
Can set price and interest of mortgage
They set up googledoc with pics of houses. Corner sections and up the wall - have a wall of houses with streets and everything.
In one class - one mortgage at a time so others can't monopolise. Can own more, but only1 mortgage
Can set up disasters and property insurance
Can add a pool or a townhouse added on, but have to sort insurance. Sell house have real estate fees and reinsure new house.
Can make voluntary repayments.
Has a disaster dice each Monday - need insurance. If they lose everything they go bankrupt and it resets.
One went bankrupt and others donated money to him.
Taxation - enable halfway through term one - can set levels. They know which day tax comes out. Any income that comes in gets taxed. They work out clever ways - don't pay me back today or I'll get taxed on it.
There are stats to see how students went in quiz. Wil show you ups and downs with modules
Some don't engage but come back on board once they see they are missing out. Early adopters get the couch because they get rent from property - others get
Monday - renting furniture and disasters on Monday.
8.30 Bankers come in and do banking each morning
Sign up as a teacher - it's free - kiwibank sponsor it
Parents love it
Can have multiple teachers and multiple classes
There is a community to share ideas
Resource hub is amazing

Tuesday, 10 October 2017

ULearn17 - Changing Spaces

These are my notes from the Changing Spaces workshop held at Rototuna Junior High, Hamilton. They are not edited particularly, so some may not make sense, but they are here for others to read and get ideas from.  I have more photos and details if you want more, just ask!

Mark Osborne - Opening Keynote

Mark talked about the change taking place in society and how different things will be in 13 years time
Years ago -2004DARPA Grand Challenge million dollar challenge -  an autonomous vehicle and now look where we are. 10 million people will lose jobs because of driverless cars. Driving big rig on US. Roads - now being done with driverless vehicle.
The last 13 Years been disruptive. Prepare students for their future not our past. Bricklayers and traditional trades will disappear. 3D Printer will print garages, offices and houses. They are also printing slabs for large houses and bridges.
 Automated narrative generation. Looks at data and emulates the style. Works with statistics

 Robots writing poetry and reports. Communication important still, not writing though. Radiologists 7% wrong, where as robots can be 100% correct. SAM the Robot does not need a salary when laying bricks and can work 24/7.
Robot outperforms human surgeon. Shift in skills required. Where should we focus our attention? 885,448 jobs will be at risk. Need to reskill.
We are fighting this.
We need to have aspirations for the green
Brain activation during task -Miller. Averaged them all but he worked out that if we taught the average we would miss 14 of the 16.
"Neuroscience is crystal clear on this point: when it comes to the brain, just like when it comes to learning, variability is the rule, not the exception." Dr. Todd Rose 
What are we doing?
Working in teams needed
 algorithms can be done by computers
 Computer Science degree out of date in a few years because of changes to technology
Less important in workforce: (suited for rows of desks in schools)
Undertaking routine or repetitive tasks
Solving problems using straight recall
Working on your own
Applying existing rules or models to solve problems
Relying on formal schooling
More important in workforce: (suited for ILEs)
Undertaking non-routine and unique, tasks
Solving unstructured problems that don't have easy solutions
Working in (diverse) teams
Adapting approaches to respond to new information
Relying on ongoing (life-long) learning
(Adapted from Levy & Murnane 2013)

Traditionally teachers were all of the knowledge knowledge in a building. now:
 photo math solves problems just by scanning it
 translate it - can translate almost any language
 augmented reality on fixing pump - so you can see how to do things yourself

Mark then went on to talk about negative feedback about ILEs in the media:
Not everybody understands. Been some negative stuff but she's right spaces don't make the difference.
"Buildings alone are not enough; it is about relationships and changing cultures and practices."
Blackmore, Bateman et al. (2011) 
 "Well-designed primary schools boost children's academic performance in reading, writing and maths. Differences in the physical characteristics of classrooms explain 16% of the variation in learning progress over a year. "
Barrett & Zhang (2015) 

 Nothing wrong in calling for research. But no research behind streaming or banding no evidence to say sitting in rows work. Where is the evidence to say the current system works? The evidence says it's not.
Results from collaborative partnerships and co-teaching included: increased overall achievement, fewer disruptive problems, and decreased referrals for behaviour. Teachers also reported being happier and not feeling so isolated.
Schwab (2003)

The tensions of co-teaching - negotiating team-based conflictsPresenters: Paula Wine, Rebecca Foster

Started with shared Vision. They do an induction. Need a why and a vision.
All staff are given a copy to read and reread "The Rhetoric and the Reality" by David Hood
Agree on behaviour management. Need to get it right from the start.
Tracking students they use supervising teacher groups
4 teachers 109 students they put priority learners and ES0L apart
No recipe. Depends on students. 4 workshops vertically grouped for 20 min each of the same concept keeps them moving. Duration of the term  one semester then it changes for the students. Teams mixed regularly
Year 7 and 8 different to 9 and 10 who are used to changing teachers.

Giving students choice to make sure they cover everything. Upskill students to teach parents about what they are doing. Student perspectives of learning in a flexible space.
They start with Co-Teaching tool - Issues for discussion and planning 
They start with this tool. When the teams don't do this, it falls apart. Do individually first, then get together and add.
Great to find out what they feel will make them happy. They do this each module. Good to understand where they are coming from.
How long will meetings be? Need to work on who does what and workload even.
Pet peeve being late means trying to be on time
Co teachings VS cohabitating
Working with Personalities and Communication styles
Personality test - If you want more info on this, I have a handout!
We did this test and it put us into one of four quadrants:
Doer, Talker, Thinker or Upholder
Commmunicating with Talker - you need to make it fun-talk lots
 Upholder -make it nice want harmony
 Doer -  get it done get to the point. If you are aware then makes it easier
 Thinker- get it right data, facts
 What happens when we are a stressed? Can default back to base personality
Being aware of types can't change how they are but being Ok with that help

Have time released together to plan.
 Elephant in the room what is not 0k? Use post it notes
Water cooler -whats happening for you - use a Padlet. What can we do to resolve it?
 Kitchen table. Time to come together and talk
Useful for students as well
 LMS is key into teaching, looking at Schoology Needs to be collaborative
 Agreed systems:
 What do we feel aboutFeed back, moderation feed forward
 All students need to access feedback the same way
 Peers help access feedback -they mark a third each week.
 eing engaged is knowing a teacher will look at work. Have exemplars, moderation.
 Trust is essential
 Nothing good comes of talking behind back in or people to talk to each other. Need to talk directly to person.
 Never do induction as well as the early days. Often new staff with experienced teacher anyway.
 Always start a staff meeting with fun- usually a game to build team. Something to use with students too.

Education Perfect -can do test and then it is targeted learning form there
Get to show adults what they have done.

A Year of creation, collaboration and evaluation 

Presenters: Jason Sharma and Jordan Neil

We were lucky to go for a tour through the Senior High area of Rototuna which has just opened this year.

Jason - Maths and Commerce
Jordan -Eng and Media Studies
What would we have wanted to know before starting this journey? (They started this year with 100 students at Yr 11/12)
Like building a plane while flying it.
Always do circles with sensitive topics - small enough staff to do that
Jenny Mosley - share the highlight of the day - can pass
Full school approach - do Mon and Fri - behaviour strategy as well
They talked about co-teaching strategies
Theme based approach? Harder to get curriculum areas covered. Started with that and found it really hard to integrate the assessment. Look at the assessment skill at the same time.
Be strategic in assessments you can offer - some that you can offer - Stats. Science there are some Yr 11 and 12 in same modules. Only offering 2 standards of stats for the semester.
Pathways and projects and Tertiary.
Goal is depth not getting credits.
Externals needed for endorsement. Don't have a huge emphasis on that unless needed for student/
Or just connect with another curriculum area - which is what they have done.
Academic and Pastoral role for all staff
Students track themselves - they use KAMAR as an LMS
Pastoral - each student needs an advocate - emails go to the teacher assigned. Anxiety and wellbeing - relationships - heavy investment of time outside. Trust. Dean, pastoral.
Your wellbeing comes first - refer on, they don't take on that hat of counselling.
They have deans as well and a DP to oversee.
Very clear pastoral system. Know what you are referring and what not.
Engineering/Medicine - know who they are through tracking. Can say they want to focus on own need.
They buy into the module. Requires a lot of planning - a lot of accountability
2 teachers and 2 curriculum areas per module
Level 2 NCEA over 2 years
Speed dating to find who they wanted to work with for modules - had 5 mins to pitch your subject and you could see that you matched.
There are natural ones
What is English about? What is it you want your students to be able to do - looked at the curriculum
Front packed the curriculum. What is the meaning of the subject and the skills in it.
Use of patterns and relationships for stats - what other subject can do this.
Big brother module - looking at ethics
Media - understanding ethics
English - write a report or do a speech
Stats - do the numbers
If you know your subject well, it can be quite engaging
15 weeks a module
Independent learning time - can opt into that for externals
Ehara taku toa, he takitahi, he toa takitini

My success should not be bestowed onto me alone, as it was not individual success but success of a collective

Changing Minds and changing lives through changing spacesPresenters: Rosalie Reiri and Pania Smith

Māori in our childhood was not used in books. 
How you were reflected in your school spaces? 
Books-Māori not shown in a positive light

NZ Lit in 1950's The Kind Teddy Bear
The Ring Inz Māori Comedy about kapahaka
Being connected is key impact for students
Travis a Yr11 student from Rototuna repeated struggled at Girls High and another school. Expelled from both.
 "My teachers gave up on me before I gave up on myself". Got an interview. Natasha let her in and she was so happy. It was hard as 2 others gave up on her. Kapahaha, Te reo, Mau Rākau -Maori fighting
Teachers showcase us
Māori teacher key factor
Strategies to engage Māori learners whānau
Kapahaha as a vehicle
Have high standards
Gets whanau in to watch them get ready, have kai, plus staff giving info for dates. Took others out to help in Kitchen. Best for them to go out and help
Set the bar high.
My view of what they should have is different to the students. Need to reconnect to Marae and tikanga
Having access to te reo means family learning too.
Matua always picking kids up. Not having to worry about transport
Included whanau by asking them to come in and share talents.
Role models are really important. We all have a responsibility to make these kids amazing.
Angus McFarlane Bringing Māori into mainstream
Went on hikoi around the area. Cultural Narrative
Welcome at end of year for new staff. Older staff said they have to go on hikoi. Give people time to own and think Māori
Interview with Anaru McKeogh (teacher at Rototuna)
Integrated learning through mau rākau
Māori teacher working with the maths teacher and the science teacher to integrate the learning.
MMA=Mixed Mathematical Arts
Me mate ururoa, kei mate wheke - Die like shark and not like an octopus

Teachers are learners