1 of 38

Today is the first in a series of three sessions over 3 weeks, unpacking The Manaiakalani Pedagogy:

First and foremost these 3 simple words, Learn Create Share or Ako, Hanga, Tohatoha, provide a shared pedagogy across our schools

We have a common learning language for all our schools, which allows for the individual differences of each school to contextualise around our different age levels, values, special character, localised curriculum etc etc

If our language was more specific it would be impossible to be inclusive.

Our eclectic mix in Tamaki and across the network, includes:

State primary schools

State colleges

Kura kaupapa, including kohanga and wharekura

NZs largest Special School

Catholic Schools

Mostly Decile 1a, but also a Decile 10

Schools with 50, or 100 kids and schools with 600+ kids

Teachers in their early 20s (who studied the War in Vietnam protests as History) and teachers in their 70s (who participated in the War in Vietnam as a soldier, supporter or protester)

BRAND

2 of 38

3 of 38

The Manaiakalani Programme

DFI Goals:

Our teachers are supported to acquire fluency using the basic tools our young people use for learning
Our teachers are supported to acquire fluency using the basic tools required for effective teaching, planning, assessment and professional learning
Our teachers are supported to understand how digital technologies used effectively can have a significant impact on accelerating achievement outcomes
Our teachers are supported to understand how the Manaiakalani pedagogy and kaupapa has been co-constructed over more than a decade to maximise the impact of effective teaching and learning in a digital learning environment.

4 of 38

Learn

Ako

“Understand, Know and Do”

in a digital learning environment

5 of 38

“...enable fully engaged digital citizenship with enhanced student achievement outcomes and transformed pedagogy…”

“Build on the success of Schooling Improvement to measurably raise student achievement”

“Engage students through the use of technologies that allow them to practice, produce, present and publish in something other than the media of historic failure”

6 of 38

Moving to digital learning environments is

Absolutely not about throwing the baby out with the bathwater!

EFFECTIVE practice should be recognisable whether it was happening in an analogue classroom or in our digital environments

There is so much important existing knowledge in New Zealand Schools about effective teaching and learning, how children learn best, etc etc

Many highly effective PLD programmes are operating in our schools

Yes, in 2023, in a highly digital world, we may well re-evaluate programmes designed in and for a bygone era, and decide

That their time of usefulness is ending OR
That they need a considered tweak and restructure for the digital age, but the ‘bones’ are still good to keep on with

Good practice should still be recognisable as good practice and we have never suggested throwing baby out- or putting her in a corner ;)

Ps never search for a gif of throwing b out with bathwater

https://upload.wikimedia.org/wikipedia/commons/7/75/Murner.Nerrenbeschwerung.kind.jpg

7 of 38

Learn

Recognise

Amplify

Turbocharge

in the digital world of our learners

Effective Practice

Ako

Learn

Ako

8 of 38

Recognise Effective Practice

Ministry of Education

Curriculum

Local Context

Local Curriculum

Teacher Practice

Actions promoting student learning

Research

Evidenced observations

9 of 38

Ministry of Education Curriculum z	Local Context Local Curriculum
Teacher Practice Actions promoting student learning	Research Evidenced observations

Recognise Effective Practice

Beginning with the questions of

What is effective practice?
How do we recognise it?

Effective practice in a digital learning environment is familiar- we recognise it for what it is when we see it. We are familiar with it from the past (see NZC etc). There are people in this room who have had effective practice from way back…

How do we recognise effective practice? How do we have confidence that what we are seeing, what we are experiencing, what we are delivering, is effective practice?

We propose three guides that all NZ teachers share, and a 4th that we share in the Manaiakalani Network.

The New Zealand Curriculum and Te Marautanga o Aotearoa
Our local curriculums
Our understanding from MoE documents of the components of effective teacher practice
Manaiakalani Research draws together data, surveys and voice

10 of 38

Recognise Effective Practice

How to Teach CPM	Literacy, communication, and maths strategy and action plans	Ka Hikitia	Talanoa Ako Suite of Programmes	NZ Disability Strategy	NCEA Change Programme
What to Teach NZC	Te Marautanga o Aotearoa	Te Whakangārahu Ngātahi \| Planning Together	Learning Support Action Plan	Te Mātaiaho: The Refreshed New Zealand Curriculum	ELAP Kōwhiti Whakapae

What does LEARN look like in

the MoE’s strategy plan?

11 of 38

Recognise Effective Practice

What does LEARN look like in

Te Mātaiaho: The Refreshed NZC?

How does the NZC framework of ‘Understand, Know, Do’ and Manaiakalani's Learn I Ako align?

First saw in Aotearoa New Zealand Histories Curriculum

The framework of ‘Understand, Know, Do’ is designed to help create meaningful learning opportunities.

We understand another curriculum rewrite is underway

For all learning areas, there are three elements: Understand, Know, and Do.

These elements are not separate, and they are not in sequence. Weaving them

together ensures that learning is deep and meaningful and supports ākonga to

use it for informed decision making and action.

Understand: At the heart of each learning area is a unique set of big enduring

ideas that all ākonga can relate to and access.

Know: Contexts enable the illumination of these big ideas and bring

them to life.

Do: Ākonga develop practices that enable them to think and act as

‘experts’ within each learning area and across the learning areas

(e.g., as an artist, a social scientist, or a storyteller).

The ‘Understand, Know, Do’ framing supports this approach with its three elements: understand: the big ideas; know: rich contexts for exploring the big ideas; do: practices that bring rigour to learning. These elements don’t need to be used in a certain sequence, instead they enhance each other. Students deepen their understanding of the big ideas as they explore the context (know) using the critical inquiry practices (do). When the three threads are woven together, they create the learning all ākonga should get the opportunity to experience, learning that cannot be left to chance

The ‘Understand, Know, Do’ structure encompasses:

Understand: the big ideas

Know: rich contexts for exploring the big ideas

Do: practices that bring rigour to learning

Barbara Ala’alatoa on DO

“They’ve sorted and synthesised ideas, actions or events that they’ve had to compare and contrast; knowledge and ideas that they’ve actively constructed or reconstructed; and events or scenarios. And [these processes ensure] that they’ve taken action as a result of this rigorous learning they’ve undertaken.

“The thing about the ‘do’ part of the framework is that it helps us to ensure maximum contribution and participation in their learning as well as a consideration of what they will do as a result of their learning,” concludes Barbara.

12 of 38

What does LEARN look like in my school?

Recognise Effective Practice

13 of 38

@ Our School

Local Context School Kahui Ako	Iwi	Seamless pathways	Adaptive, innovative teaching and learning strategies	Meaningful relationships	Holistic well being

Examples:

Recognise Effective Practice

14 of 38

What does LEARN look like in my school?

Recognise Effective Practice

15 of 38

What does LEARN look like in my school?

Recognise Effective Practice

Eg 2 What does my school believe about the way children learn?

Can I articulate it? Some schools have gone to great lengths to construct and describe what they want the learning process to look like in their school

This example was created by Stonefields school who intentionally created this graphic

What does the Learn look like at YOUR school? Could you articulate this?

Some schools have gone to great lengths to construct and describe what they want the learning process to look like in their school

This example was created by Stonefields school who intentionally created this graphic

What does the Learn look like at YOUR school? Could you articulate this?

Does your school have an articulated ‘Learning Process’? ‘Inquiry Model’?

Could you respond to this question if asked right now?

16 of 38

@ Our School

Local Context Our School

Local Context School	eg SOLO	eg Te Kotahitanga	eg MoE Maths	eg BSLA	eg Wellbeing	eg PB4L	eg Play Based Learning

examples:

Recognise Effective Practice

17 of 38

Caring for learners and learning
Connecting learning to each learner

Teacher actions promoting student learning

3. Building power-sharing partnerships

4. Being urgent about progress

5. Designing for inclusion

NZC

Te Mataiaho March 2023: Link to essential pedagogies p18

Whakawhanaungatanga: Caring for learners and learning

Ākonga learn best when teachers care for them and build relationships in the service of learning and wellbeing.
Whakawhanaungatanga is in action when teachers care unconditionally for ākonga and their learning. etc

Te piko o te māhuri: Connecting learning to each learner

Ākonga learn best when teachers create new learning opportunities that connect with who ākonga are, what they know, where they are from, who has come before them, and who stands with them.

Rangapū mana taurite: Building power-sharing partnerships

Ākonga learn best when teachers foster powersharing, trusting partnerships with ākonga and their whānau so that all can play their part in ākonga progress.
Rangapū mana taurite is in action when teachers ensure ākonga have meaningful choices and a voice in their learning. They support self regulation through rich activities and assessment approaches that help ākonga know what they are learning, why it matters, how they are progressing, and what they need to do next. etc

Kauneketanga: Being urgent about progress

Ākonga learn best when teachers are urgent about and committed to their progress.
Kauneketanga is in action when teachers establish routines to maximise time on purposeful learning. Rich tasks draw on the ‘important considerations’ of each learning area and weave together its big ideas, contexts, and practices.

Kauawhitanga: Designing for inclusion

Ākonga learn best when teachers design inclusive learning environments that anticipate and value diversity and the open-ended potential of every learner.
Kauawhitanga is in action when teachers offer multiple ways for ākonga to participate in learning experiences, in ways that work for them.

“..[Manaiakalani should..] Maximise digital affordances to promote Increased learning outcomes for students” R Jessen 2013

18 of 38

Teachers cause learning

Any teacher who can be replaced by a computer… should be

Great teaching + Digital Affordances = Acceleration

19 of 38

Spot the teacher

20 of 38

Spot the teacher

21 of 38

Spot the teacher

22 of 38

WFRC:

Key messages

4 & 5

3

2

Recognise Effective Practice

Over many years we have been blessed with an external review process of OUR schools in OUR network.

Led by the WFRC our research and development tean have faithfully gathered data from OUR classes and reported back to us the actions of EFFECTIVE teachers. From the wide lens they have of teaching and learning in our schools they accurately pinpoint the actions of teachers where students are making the greatest progress.

Some of the frameworks respresented on the screen here will be familiar to you.

At the WFRC sense making sessions in February 2020,

These were the four recommendations given to us by Dr Rebecca Jessen and Dr Aaron Wilson

These are GAPS they have identified in our collective implementation of effective practice - they have recommended we focus on these aspects.

NB: Definitions of words above

Authentic texts - means texts are not teacher made. Includes digital and print. General and student texts.
Discussion - students NOT teachers!

23 of 38

WFRC:

Key messages about High Leverage Practices (HLPs)

4 & 5

3

2

Learning by reading from authentic texts
Learning by sharing ideas in discussion
Learning by thinking critically and developing strategies
Collaborating and making choices in learning, creating and sharing.

Recognise Effective Practice

24 of 38

4 & 5

3

2

Recognise Effective Practice

25 of 38

“Using the Learn Create Share framework to manage learning in a digital environment that is truly Visible, leading learning through Google Sites, Blogging to share outcomes and

highly effective teaching practice,

has enabled this accelerated rate of progress.”

Professor Stuart McNaughton

26 of 38

Effective Teaching Practise

Great teaching + Digital Affordances = Acceleration

27 of 38

Amplify Effective Practice

Empowering
Connected
Visible
Ubiquitous

Harness the affordances of technologies to make teaching and learning opportunities:

28 of 38

Technology supporting teachers

Amplify Effective Practice

Connected l Ubiquitous l Visible l Empowered

29 of 38

Amplify Effective Practice

We amplify our effective practice by using technology to share our professional learning and experiences

Giving

We share our own practice online eg through having a visible site, through professional blogging, sharing our folders and resources, contributing to online groups etc etc.

Examples of teachers and researchers Amplifying their practice

Don’t Dumb down content!!!!! - https://www.wonderexplorelearn.com/dont-dumb-down-content/ and American teacher, sharing a message we hear a lot from Dr Rebecca Jessen

T-Shaped Literacy - https://docs.google.com/presentation/d/1v6u5C-k0bEEXxnJbk1kOV7GplzSf-GGsiDwWzX-TeDM/edit#slide=id.g5acb3b7cfd_3_97 WFRC explain what they mean by T-shaped literacy

Reading in a Digital World - https://docs.google.com/presentation/d/1I921n-QE1MQgxeGAPBRWH7TqKc2Vt2yb1u-kOlSK_1E/edit#slide=id.g58117ae189_3_2 teachers contribute their ideas and practice in reading to a collaborative slide deck

Multi-modal learning - teachers contribute to a data base established by Angela Moala

MIT Teachers - https://mit.manaiakalani.org/mit-2019 https://mit.manaiakalani.org/mit-2018

Eyes on Print

https://classonair.manaiakalani.org/

https://toolkits.manaiakalani.org/

30 of 38

Turbocharge

{

Turbocharge Effective Practice

31 of 38

Transform the way we (teach and) learn
Offer new experiences
Offer new opportunities

Turbocharge Effective Practice

Rewindable Learning

Harness the affordances of technologies to:

32 of 38

Recognise	Amplify	Turbocharge
Curriculum NZC Resources Treaty itself The Tree Hut Treaty (book) SJSL - Level 4 Treaty2U a recommended reading list for teachers	TKI - Resource for SJSL Teachers Pay Teachers!! KPE Podcast: Tree Hut Treaty	Animation of the Voyage of the Treaty TToW Game Interactive Treaty Online Aotearoa 1840 Coding Game A myriad of AI tools emerging

Turbocharge Effective Practice

Te Tiriti o Waitangi

33 of 38

Turbocharge Effective Practice

Turangawaewae

Recognise	Amplify	Turbocharge
Curriculum Links Social Sciences L3/4 Understand how cultural practices vary but reflect similar purposes Understand how people view and use places differently. Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people. Health & PE Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth. Describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth.	My Tūrangawaewae: School Journal Level 2 June 2023 I felt like I didn't have a cultural identity. Now I have two. \| Heywire \| ABC Australia Pepeha NZ as a village of 100 people Pepeha \| Tākai	My Maps and Google Maps illustration of identity - places connect to Digital collage using platforms like Canva Recording/podcast of self talking about what makes me me/ pepeha. Interviews. Open Heritage Google

Here is an example based on a Unit related to Turangawaewae

Unit Title: Turangawaewae

Year level: 5-8

Subject Identity

Links

Social Sciences L3/4

Understand how cultural practices vary but reflect similar purposes

Understand how people view and use places differently.

Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

Health & PE

Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth.

Describe how social messages and stereotypes, including those in the media, can affect feelings of self-wo

Recognise: this is content you would have taught in the ‘old days’- no technology required. The NZC + you + analogue resources + your teaching genius!

Amplify: this is content you would have located online- or shared online with your colleagues

Turbocharge: this is content you would NEVER have taught in the ‘old days’- you did not have this kind of gold! You could only dream of it.

34 of 38

Harness the affordances of technologies

“The affordances of technology mean that every child, every day, should learn in engaging ways that were simply not possible in the past”

DJ Burt: 2016

Turbocharge Effective Practice

35 of 38

Technology enables

removal of barriers ,

previously inconceivable solutions to problems,

opportunities for new ways of learning

Recognise

Amplify

Turbocharge

Effective Practice

36 of 38

37 of 38

Recognise

Amplify

Turbocharge

Effective Practice

Learn

in the digital world of our learners

Ako

38 of 38

The place of LEARN in the Manaiakalani pedagogy