Tania Panepasa - Ōku Whakaaro Huritao

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Week 31 - Indigenous knowledge and cultural responsiveness

What: This is a kaupapa that I am very passionate about, as I have been a kaiako, kaitakawaenga and I am currently a pouako in a kura ā-iwi. I have worked also worked in a kura tuarua and whare wānanga. I have been actively involved in researching and teaching indigenous knowledge. I believe that cultural responsiveness is embedded in my practice. As students are able to be Māori as soon as they enter the kura until they leave. I am committed to continue enhancing my language and teaching pedagogies. Russsell Bishop (2009) States that teachers make a difference!! Milene also discusses in her keynote speech for U Learn 2017 that students form their identity is from others then they create that picture of themselves. Therefore, as a Māori medium educator I need to continue to demonstrate high expectations to our Māori students and to create a learning environment that is responsive to the child. At our kura we h...

Week 30 - PRACTICE - Trends Influencing NZ or Internationally

This blog will discuss and analyze a trend that is influencing New Zealand education. I will use Rofle's model of reflection to help structure my discussion. What: Daggett (2014), Addresses five trends influencing our current education system; Impact of digital learning Heightened demand for career readiness Increased emphasis on application-based learning Use of data analytics for decision making Development of personal skills The trend that has influence my practice is the impact of digital learning. As Daggett (2014) discuss that current educators are teaching digital natives. However a s Prensky (2014) states “many teachers are unprepared or unwilling to teach 21st century skills” and "powering down devices ". As a ex Pāngarau (mathematics) facilitator I used blended learning as an avenue to increase engagement and achievement. At this time I was told that I was really "pushing the boundaries" there was also some concern that techno...

Week 29 - Practice Online Social Networks

Step 1 (descriptive stage) I feel over the past four years I have become more "connected" educator on social networks. When I was a facilitator and working from home, this is when I really valued being connected with other educators, facilitators and social networks. Before this I was unaware of the potential of learning online. I have been involved in participating and facilitating on online professional learning platforms. At first I felt a bit awkward having to watch myself etc.. but it was the convenience especially being a new mum and working full time. I enjoy learning online, as you able to learn at your own pace. I have engaged in a range of professional learning from brain development of autistic kids - to how to use seesaw. I use seesaw regularly with my students and a vehicle to communicate with parents. I am also connected to a variety of facebook communities, my main motivation is to access resources, mainly reo Māori resources...

Week 28 - Influence of Law & Law ethics in Practice

Rolfe et al.’s (2001) reflective model will be used in this blog. What: I had a situation were a parent was offended about a comment that a teacher had said about her son in front of her and other kids. The next day the parent posted her frustrations on Facebook about the situation. The teacher involved was notified by another colleague through a text message. The teacher involved approached me about the situation and showed me the text. Later that day we discovered that other colleagues had already seen the post and shared it amongst each other. . According to a study from by Tirri (1999) found that there are four main moral dilemmas, 1) dealing with students, issues and confidentiality, 2) Student behaviour regarding school and conflict between home and school. 3) the rights of minority groups 4) teachers inconsistent of enforcing the rules. My ethical dilemma was the unprofessional conduct of two of our...

Community of Practice

Activity 3: Contribute of Teacher Inquiry Topics to my Community of Practice Create a reflective entry where you critically reflect on how two potential and inspiring digital and/or collaborative learning related teacher inquiry topics would contribute to your Communities of Practice. Your reflection should be based on reflection model of choice. Nou te rourou, Noku te rourou, ka ora ai te iwi With your food basket and my food basket, there will be ampl e I am really excited about this phase of our Mind Lab journey, as I am able to continue to research the benefits of blended learning in kaiako pāngarau (maths) programmes. I will be using Jay and Johnson's 3 steps of reflection to structure my critical reflections Description: The following are my two potential inquiry topics: I want to persevere with connecting whānau with seesaw and then teaching th...

Future-Oriented Learning

Activity 2: Reflecting on changes in my future oriented teaching practice: Create a reflective entry to critically reflect upon how you have positively changed your practice during your postgraduate journey. Your reflections should be based on a suitable reflective model of your choice. "good learning requires active engagement in the "whole game" The more people learn, the more they are capable of learning" ( Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. 2012) Description: I am currently a Pou leader (syndicate leader at Te Kura Māori o Porirua) and also leading the kura pāngarau programme, prior to my appointment at TKMP I was a Pāngarau (Maths) facilitator, this is were my interest in blended learning began. My intent is to continue this journey, hence my motivation for wanting to complete the MindLab postgraduate programme. The following I would like to make changes to my practice and leadership by the end of the year, ...