Teacher Aides PLD Pilot Fund

Category : What's new

The Ministry and NZEI have announced a new pilot fund that will provide teacher aides with easier access to professional learning and development (PLD) opportunities, recognising their value and importance in schools, communities and to ākonga.

Vision Education is an approved provider for this Teacher Aide PLD project pilot

The fund pays for professional learning for training opportunities that  focus on supporting learners, building cultural capability and student wellbeing (see details on PLD and NZEI websites)

Vision Education PLD providers are approved to provide Teacher Aide PLD on

ELL/ ESOL

Cultural Capabilities

Literacy – Reading, Writing and Oral language

Secondary school  literacy years 9-10 – supporting learners

In addition, Schools, clusters and Kāhui Ako may contact the Vision Education team to organise tailor made teacher aide PLD.  For further information on tailoring workshops to your own needs please contact Dr Alison Davis, Director, Vision Education at office.vision@xtra.co.nz

Teacher Aide PLD – Overviews

Dr Alison Davis

Dr Alison Davis attending the market day to talk with teacher aides
in Auckland about Teacher Aide training options for 2021. Notice our
materials and the huge range of options available! Contact us now!!


Developing student agency through motivationally anchored instruction

Category : What's new

This is a great reading in SET written by Dr Alison Davis. Learn about giving students opportunities to have power and control over their own learning through collaborative pedagogies.


Term 1 Learning

Category : Vision Schools

Hi, so how have you gone this term?

What is new learning for you this term?

What challenges have you faced?  How did you go?

What successes have you had?  What worked?  Why?

 


Metacognition

The image below is from Building Comprehension Strategies for the Primary Years.  What were your thoughts about metacognition from yesterday’s meeting?  What are you going to do to promote and support metacognitive thinking in your learners?

by Dr Alison Davis
Dr Alison Davis



Vision Education Covid-19 Guidelines

Category : What's new

Vision Education COVID-19

At present the Vision Education team are working within the guidelines set by the Ministry of Education.

Using existing PLD hours as planned for term 2

All of our facilitation team have ZOOM downloaded on to their computers and we are able to provide all term 2 planned PLD via distance support

Using existing PLD hours as re-purposed hours

All Vision team members will be available to re-purpose PLD hours as suits the needs of each school we are working with. This means that we are able to use your allocated hours to support teachers develop learning plans, units of work, resources. We are also able to support pedagogical knowledge and practice. Please email Alison – office.vision@xtra.co.nz for additional information or register as wanting to re-purpose hours. 

Applying for Vision Education support but do not currently have hours with us

Please contact Dr Alison Davis directly – office.vision@xtra.co.nz for advice

We have been carefully following Ministry of Health’s (MoH) advice and we will continue to do so as this situation continues to evolve.

Please keep safe and well in these uncertain times

Ngā mihi

Alison Davis and the Vision Education team


Alison Davis presents at Secondary conference Melbourne AATE Dec 2019

Category : What's new

Alison’s presentation for secondary teachers and leaders at the Australian Association for the teaching of English focused on supporting literacy skills and strategies across the curriculum. Alison spoke about the literacy demands of various curriculum and how when we focus instruction to support learners to become more confident in meeting the literacy demands of disciplines – eg science, humanities, arts, health and PE – this increases overall achievement. This includes ability to note take, summarise, write concise paragraphs as well as specific discipline literacies. For further information and presentation notes contact Alison at office.vision@xtra.co.nz

Conference Theme 2019

Reading and Writing in Science

Category : Hot Tips

There are many fiction and informational narrative texts that can be used effectively to develop ideas in Science.  Use texts such as ‘Toroa’s Journey’, or ‘The Three Bears (Sort Of)’ to explore scientific concepts, information and vocabulary.  Read and discuss these texts, then use them as models of different ways to present information in Science. Encourage students to innovate on these texts when writing to show their understandings in a variety of text forms. This is a great way to make links between reading and writing and provide opportunities for students to explore different ways of writing information texts.


STEM Instruction and Pedagogy

Category : What's new

A STEM workshop, run by Dr Adrian Bertolini as part of the Melbourne Hawker-Brownlow conference, was recently attended by Alana Cantley, one of the Vision Team of facilitators. The focus of this workshop was on developing knowledge of the design process in Science, Technology, Electronics and Mathematics (STEM), or Science, Technology, Engineering, the Arts and Mathematics (STEAM) and the pedagogy that underpins the implementation of this problem-based/inquiry approach to learning. Ideas from this workshop confirmed the professional learning Alana has been doing in New Zealand schools on STEM/STEAM programmes, particularly in using these as a context for developing literacy skills and pedagogy in learning across the curriculum.

In STEM, students collaborate to develop their own solutions to authentic problems. The design process focuses on solving a problem by deconstructing it (breaking it into smaller parts), analysing the data and creating solutions by using a series of ordered steps. These steps are:

o   Empathize – develop a deep understanding of the challenge

o   Define – clearly articulate the problem to be solved

o   Ideate – brainstorm potential solutions; select and develop a solution

o   Prototype – design a prototype (or series of prototypes) to test all or part of the solution

o   Test – engage in a continuous short-cycle innovation process to continually improve the design

As they move through the design process, highly capable learners in STEM use a range of skills and strategies. They are clear about what they wish to achieve and what they are working on. They identify strategies they will use to achieve their goal, and monitor their progress towards achieving the goal. They ask themselves questions as they learn, e.g. ‘What do I know?’, ‘What do I need to do now to achieve the goals?’ and they give and receive self, peer and teacher feedback throughout the design process to improve the quality of their design.

These learners also self-monitor as they consciously think about what they know and do not know, and self-reflect to monitor the effectiveness of the learning strategies they are using. They self-modify, as they adjust their learning strategies based on their self-monitoring.

The pedagogy that underpins STEM/STEAM learning is transferable across all disciplines and learning areas of the New Zealand curriculum.  Teachers effectively support students’ learning when they:

  • Support students to identify their beliefs about learning (growth versus fixed mindset)
  • Clearly articulate students’ learning goals and what success looks like
  • Explicitly teach students strategies to achieve their goals
  • Give students opportunities to monitor their progress, receive feedback and modify their strategies.

Vision Education provides centrally funded PLD for STEM/STEAM. Schools and Kahui Ako can access PLD, in class coaching and mentoring and leadership support to develop and implement STEM/STEAM programmes.

For information contact Alana Cantley at office.vision@xtra.co.nz


Local curriculum design – agentic learning – student agency

Category : What's new

Vision Education have supported leaders and teachers across a diverse range of Kāhui Ako to investigate student agency across the curriculum within local curriculum initiatives.

This work has included Teacher Only Days, in school leadership mentoring and work with Across and Within Kāhui Ako leads, co-planning and co-teaching alongside teachers and collaborative lesson study activities and opportunities. Vision Education are also supporting the Kāhui Ako to engage with the connected pathways Kāhui Ako tool.

Email us for more information at office.vision@xtra.co.nz

Building Cultural Capability

Category : What's new

Vision Education team supports schools to strengthen and build better relationships with whanau and community.   We encourage and support teachers to use a range of suggested tools, engage in critical reflective tasks and access to current research to guide and grow their knowledge base to better improve student outcomes with a key focus on Māori and Pasifika students.


The STEM/STEAM Design Process

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Category : What's new

STEAM is an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics to guide students through the  inquiry process, as they engage in critical thinking and deep discussion about their learning. Similarly, STEM education emphasises the integration of knowledge and skills found in science, technology, engineering and mathematics as real life contexts and authentic tasks are used to design and apply solutions to problems. 

Collaboration is integral to this problem-solving approach, as students work together to take educated risks and learn through experience.  STEM focuses on innovation and the applied process of designing solutions to complex contextual problems using current tools and technologies (Granshaw, 2017).

Students collaborate to develop their own solutions to authentic problems through the design process. This process focuses on solving a problem by deconstructing it (breaking it into smaller parts), analysing the data and creating solutions by using a series of ordered steps. These steps are:

o   Empathize – develop a deep understanding of the challenge

o   Define – clearly articulate the problem to be solved

o   Ideate – brainstorm potential solutions; select and develop a solution

o   Prototype – design a prototype (or series of prototypes) to test all or part of the solution

o   Test – engage in a continuous short-cycle innovation process to continually improve the design                                                              (Bertolini, 2019)

Questions asked and answered at each step of the process empower learners to define, reframe and generate ideas, before identifying the final solution.  These include:

o   Empathize – tuning in – What questions could we ask? What things should we consider? What could we do to find out more? What are the needs of the stakeholders? What is important? What is not important?

o   Define – What is a meaningful statement of the problem? What actions might we take?

o   Ideate – What are some possible solutions? What is our proposed solution?

o   Prototype – Create a prototype

o   Test – How well did this work? How will we change the solution to improve it?                                                        (Bertolini, 2019)

Links between integrated inquiry learning, and the design process in Technology (NZ Curriculum) can be made, as learners move through each step to develop and apply their solution to a problem. 

While STEM/STEAM courses can be designed in different ways, to meet the needs of students in each school context, certain elements should always be addressed.  Projects should integrate learning goals, relevant knowledge and skills, pedagogy and assessment. Higher order thinking processes, such as problem solving, critical thinking, synthesis, analysis, and evaluation of knowledge, are integral to learning in STEM/STEAM.

Learning in STEAM encourages students to “explore the world around them, develop and create innovative solutions to problems, think deeply, work collaboratively, and communicate their results” (Centre on Standards and Assessment Implementation).

Vision Education provides centrally funded PLD for STEM/STEAM. Schools and Kahui Ako can access PLD, in class coaching and mentoring and leadership support to develop and implement STEM/STEAM programmes.

For information contact Alana Cantley at office.vision@xtra.co.nz

References:

Bertolini, Adrian, ‘STEM AND STEAM: Experiencing STEM and Design Thinking’, Hawker-Brownlow Conference, Melbourne, 2019

Centre on Standards and Assessment Implementation, USA Departments of Education and WestEd, retrieved from https://www.csai-online.org/collection/2810

Granshaw, Bruce, ‘STEM education for the twenty-first century: A New Zealand perspective’, Australasian Journal of Technology Education, 2017 


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Skillful and Strategic Professional Learning

“Our Vision facilitator (Justine) built positive relationships with everyone she worked alongside and skillfully aligned her sessions with what we needed to develop in our practice based on our strategic aims.  Her professional development with staff has grown teacher knowledge, improved practice and accelerated progress for our learners.”

Tracey Bennett
Principal
Hautapu School

Knowledgeable and Authentic Professional Development

Benneydale School has been working with Leitia for 2 years in a wide range of capacities. Leitia has run a number of Teacher Only Days focusing on effective literacy practice in the classroom and she has modelled and supported best practice related to differentiated learning programs that support accelerated learning. Leitia has worked alongside teachers in the classroom providing feedback and support on teacher effectiveness. She has supported planning meetings with teachers and worked with them to refine their programs through using a coaching model. Evidence of teacher growth due to these coaching sessions can be seen in class practice. We have found Leitia to be very knowledgeable, quick to understand our needs and work with us to create our own PLD journey. I would recommend Leitia as a facilitator for any school wanting to provide authentic opportunities for staff to challenge their thinking and work towards enhancing their practice for the benefit of all learners.

Vanessa Te Huia
Principal
Benneydale School