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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.
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Local Participation & Global ConfidenceTe 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, everywhere Learning – educational, instructive, pedagogical Environment – 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
A FRAMEWORK FOR DEVELOPING AUTONOMOUS LEARNER HABITS Betts, G & Kercher, (2000). The Autonomous Learner Model.
TakingITGlobal Social networking for social good key components Private, secure social networking spaces A virtual classroom — a space where teachers can introduce their students to TakingITGlobal’s social networking tools, including: blogs discussion boards video chat collaborative mapping art and photo sharing podcasting Connecting students within their classroom in a safe space, where teachers control the types of media and access to contribute and view student work.
Learning logs (daily) Assignments Notes Presentations Video-conferences Phone-conferences TakingITGlobal E-mail Blogs Penpals Learning about Burma Inquiries Website Online communities E-learning
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 Opportunities & Challenges
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
JACE HOBBS What 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 Information Population: 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… INSPIRATIONAL
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
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.
