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Connected Learners:

SHARE

Manaiakalani Staff Meeting

Term 3 2019

https://tinyurl.com/TH-Share19

WIFI:Digital Fluency

PW:DigitalPD

Hangout link

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Kia tau te rangimārie ki a tātou katoa Kia maimoa ngā mana, ngā reo o tēnā Kia mauri tau, Hihiritia te hinengaro Kia ako, kia hanga kia tohatoha I roto i ngā mahi katoa Kia eke pānuku kia eke tangaroa (Tuturu whakamaua kia tina) tīna (Haumi e hui e) Taiki e	Let peace transcend upon us all Let us all cherish one another Let us be calm Awaken the mind To learn, to create, to share Within everything we do To inspire and manifest success Stand strong and true Join and bind together, let it be done

Manaiakalani Karakia

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Connected Learners:

SHARE

Tohatoha

Manaiakalani Staff Meeting

Term 3 2019

Manaiakalani

The act of sharing creates connection

“connectivity remains a core part of being human”. “Being deeply connected with others is ... a survival instinct.”

This Hui today is going to consider the third element of the Manaiakalani pedagogy, Share or Tohatoha, alongside one of the four Kaupapa words, connected

You will all be aware that the Manaiakalani programme is committed to supporting effective practice in this highly digital world we live in.

This does not mean we reject the practices of bygone eras. It does mean that we are expanding our options to include the digital, whilst still embracing modes that work for us from the past. Some modes of sharing from times past are unlikely to be top-of-mind in 2019... smoke signals have potentially given way to Facebook. Track markers replaced by GPS. But many of us still value (hanging over the fence for a chat with the neighbour on a Saturday morning)

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1 : 1

face to face

1 : Crowd

hall/auditorium, 30-1000s

1 : World

global

1 : Group

family, class <30 people

Because we believe SHARING / TOHATOHA is fundamentally about people making connections, Karen Ferguson (from Tamaki College) designed this image to represent the valued elements of sharing in the world we live in. The quadrants represent WHO we are sharing with, and the familiar words around the outside represent the approach the Manaiakalani programme has taken over a decade or more to accentuate the positive. While the media, and many anxious adults, choose to focus on the negative impact of living in a connected world, the Manaiakalani programme maintains a relentless focus on the positive. A recent example of this would be the NZ focusing on anti-bullying, while many Manaiakalani schools focused on ‘Making Kindness go Viral’. (Graphics to this could be the Pt England Make kindness go viral foyer poster OR Marshlands kindness hearts- we have images for both)

1:1 - eg face to face

1:group - eg family, class <30 people

1:crowd - eg hall or auditorium 30 - 1000s

1:world - global

https://docs.google.com/document/d/1B3ADTe_pNjCUu9DpsY0L6TXnRSa49ZWrp66xNEjQMo0/edit

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How do you prefer to SHARE?

Does it make a difference whether the content you are sharing is happy or sad, positive or negative?

Does it make a difference whether it is personal or professional, whether it includes others or only yourself?

Has this changed in recent years? If so, how?

If not, why do you think that is?

Principal Robyn Sutton Hornby High

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“The challenge we accept in defining Manaiakalani pedagogy and kaupapa

is to always acknowledge and retain the factors contributing to effective teaching and learning from analogue (pre-digital) education, whilst embracing the power of the digital to change present and future outcomes for our young people.”

- DJ Burt

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Go to our Padlet link and share examples of your students sharing to a crowd?

Click here to get started

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To share your ideas simply email

donna.yates.2north2@blogger.com

The subject line will become the blog title
The body of the email will be the post
Include who you are so we know whose post is who’s.
If you have an email signature remove your phone number before posting

What’s something new you might try from what you’ve heard today.

Describe two examples of sharing to the world that you have found successful with your learners.

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E-asTTle Writing Mean Difference from Norm by Cohort – Term 1 2018 to Term 1 2019, TMP

(3 time point data)

For the The Manaiakalani Programme, overall, there is evidence of accelerated progress and all year groups were at or above the norm in writing
For each of the cohorts, acceleration is evident at almost every year level (acceleration slows between Year 8 and Year 10 for some cohorts)
Most year groups/cohorts are close to or above the norm.
There is evidence of a summer learning effect for most year levels.

As we have focussed on a wicked challenge facing all of New Zealand’s priority learners - the underperformance of our young people in writing - we have seen time and again that in our schools we are able to accelerate the progress of our learners in writing.

This particular graph represents all the schools and young people in the 11 Manaiakalani clusters around New Zealand who tested their learners in Term 1 2018 and Term 1 2019. Around 90 schools are represented in the graph and we see the same picture repeated. Accelerated progress during the year - improving at a much faster pace than the rest of New Zealand - then the progress falling away over the Summer break.

What do they all have in common? Ako-Hanga-Tohatoha (Learn-Create-Share) - students have a purpose and audience for their writing.

The Manaiakalani pedagogy is embedded in all that we do from Years 1 to 13, and it is easy to become immune to the impact that this is having on our Writing.

We do have two occasions where a control group naturally emerges and we have the opportunity to compare and contrast the impact of our pedagogy on our learners.

Brief summary You Tube video of the summer learning effect here: https://www.youtube.com/watch?v=Ahhj3wxxkdM

Acceleration during the year, then ‘drop off’ over summer impacts low decile / priority learners / etc the most, and happens around the Western world.

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The first is the Summer Learning Journey. This is an opportunity offered widely and only taken up by some. Over four holiday breaks the Woolf Fisher Research Centre team have partnered with Manaiakalani, creating an online learning journey where our young people are invited to Learn Create and Share. The results from this programme are outstanding - children who blog over the summer considerably outperform those who don’t in writing. And this past summer(2018-19) the WFRC team have also demonstrated that boys who blog regularly over the summer made on average 12 months gain, and Māori and Pasifika learners who blogged regularly over the summer made just over half a year gain in their writing achievement.

Summer Learning Journey (SLJ) Feedback: https://docs.google.com/presentation/d/1dQkdMgBjxip3o5-siHNWhXlcLWmPI1i8f0NMCaSaWgQ/edit#slide=id.p37

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Connected Learners Share

SLJ ‘Super’ Bloggers

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“These educationally significant results, which have been replicated nationally, are a very promising additional test of the overall effects of TMP on student achievement.”

Manaiakalani and Non-Manaiakalani students entering Year 9 in the Manaiakalani Programme (TMP)

Prof Stuart McNaughton, WFRC Research Team, July 8, 2019

Link to Source here

“...what we know from the 2019 analyses is the following:

In writing, Manaiakalani (M) students (n= 464) entered Year 9 with less than a year difference in level (estimated to be 3.5 terms lower than expected levels nationally), whereas Non Manaiakalani (NM) students (n = 337) were more than 2 years below where they should be (estimated around 9.5 terms).
Reading was similar; M students (n=608) were on average 1.5 terms below national norm and NM students (n=469) 1 year (4 terms) below.
Mathematics results also were the same. M students (n=624) were less than a year (3.5 terms) below national norm and NM students (n=453) were more than 1 year (6.5 terms) below.

Importantly, this pattern was repeated nationally, in each of the groups of clusters: the original Manaiakalani cluster, The Manaiakalani Programme 01 (5 clusters) and The Manaiakalani Programme 02 (5 clusters). This is important to know because it means the differences were not created by just one group of schools or clusters (eg the original group). These educationally significant results, which have been replicated nationally, are a very promising additional test of the overall effects of TMP on student achievement.” The WFRC research team (8.7.19).

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“Finally, as in all previous years, anecdotal evidence suggests that sustained participation in the SLJ has positive effects on the social and emotional wellbeing of students who, through engaging in the SLJ, form bespoke social networks, forge meaningful social relationships, build confidence and establish a sense of belonging online….”

Milestone report for the Summer Learning Journey 2018-2019

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FOLLOW BY EMAIL

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Connecting

We positively share as teachers and learners using blogger

Blog Posts

Research shows 3x a week makes a difference to achievement

In summary

Summer Learning Journey

Sharing via blogging that positively impacts the summer drop off

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Deep Dive - ‘Tuhi Mai, Tuhi Atu’ Blogging

Connected Learners Share

To do:

Link here to share interesting examples of posts and/or comments from your class, from the ‘Tuhi Mai, Tuhi Atu’ programme.

Link here to ‘Tuhi Mai, Tuhi Atu’ website and resources

About Tuhi Mai, Tuhi Atu

Tuhi Mai Tuhi Atu Tips from Teachers

Tuhi Mai Tuhi Atu Stories of Success

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Positive sharing equals: affirming, belonging, connected:

it grows a positive sense of identity = wellbeing for being a successful learner

wellbeing, and wellbeing for learning - slightly different things?

What if the most important purpose of blogging is about growing learner wellbeing, academically and socially:

affirming, belonging, connected?

Learners are empowered to purposefully, authentically, and positively share in a digital world through the vehicle of blogging:

Purposefully = Learn Create Share design

Authentically = visible and accessible

Learn-Create-Share and SHARING is enabling a curriculum shift/focus that better surfaces the importance and place of cultural identity and geographic locality:

evidenced through learner blogs

Whakawhanaunga:

(verb) to have a relationship, get together, get to know one another, get along with, make friends.

Deep Dive - Explore The WHY of Blogging

Connected Learners Share

Sharing and Thinking Design:

SHARE 1 : 1

With a partner

SHARE 1 : GROUP

Join up in a small group to explore share in Manaiakalani

SHARE 1 : CROWD

Feedback on discussions to the room

SHARE 1 : WORLD

On our new cluster blog, write your response in an email, and email to our secret email address:

resources13.toki@blogger.com