Growing from strong foundations...notes

Growing from Strong Foundations

...exploring the potential of the National Curricula for all children

(NZEI)  

Thinking curiously about (the place and possibility of) critically oriented curriculum
...let the uniqueness of the child guide the learning.

Te Whariki - early childhood into schooling, loose strands still to be woven.

Storying

CHECKPOINTS: 18 months @ ECE > 18 months @ school

(Oral language / Play based learning / Learning to learn)

child orientated/co-constructed v routine/requirements

What drives the teaching to enable the learning to occur?

• Social and Cultural perspectives; Vygotsky
• Learning leads developmental change
• Curious curriculum experience fit for purpose
• Individual v Collective relationships (speak to power)
• Self management - authority over self
• Normative thinking and practise
• Bi-cultural outcome focus

Therefore...what are the possible results?

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Frontal cortex is not developed until 7yrs old; social and emotional skills are until this point PARAMOUNT...not the acquisition of knowledge!

Play based curriculum learning offers the best learning experiences in early years
...resilience, playfulness and reciprocity.  
Interests, strengths, prior knowledge, dispositions for learning used
alongside culturally responsive assessments to build confident learners
ready to learn.

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Engaging ALL students in Mathematics

Challenging the status quo...inclusion rather than exclusion.

Q. Who can be successful and what does it look like?

• Use strength based culturally sustainable approaches
• View language/culture as a strength to support, nurture and empower
• Communalism/Beliefs/Collectivism/Competitiveness
• Mixed grps, inclusive problematic tasks, culturally responsive problems
• Engagement in different activities

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Learning Support - Special Education

• Disjointed
• Disproportionate
• Dysfunctional

SUCK AN EGG AND ADDRESS THE ELEPHANT

Don’t be a can’t / have lots of Aroha / build and balance
Attitude/Relationship/Inclusion

HOW DO YOU LEARN?....teaching then responds accordingly

GET OFF YOUR “ARTS”

Sometimes it’s what we don’t see that is the MOST important!

Inclusion - get comfortable with being uncomfortable!

Explain / Show / Reason

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“to encourage our students to be connected to their learning we provide lots of chances to learn
about real things we can touch, smell, see, taste, cook, pull apart, build or create.
We want them to ask questions and wonder, think and discover.
Curious kids are keen learners, keen learners drive themselves to learn.”
...learning to live, living to learn

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Empowering our future…

• Inquiry Learning - authentic; practise/philosophy/culture
• Tuning in (Hooks) > Finding out > Sorting out

Reggio Emilia - environment as 3rd teacher

Maker-Centred learning

Holistic - explore/extend/empower

Assessments - narrative / inquiry wall / word wall / portfolios (DoJo)

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School based curriculum, supported by the N.C (as a guide) so that
opportunities are LIMITLESS! Teaching and learning therefore is drawn upon by decisions about "necessary" programmes for learners supported by whanau and schools who KNOW THEIR LEARNERS.

WHAT IS SOMETHING THAT IS CHALLENGING, OR CONFIRMING, MY THINKING ABOUT THE CURRICULA?

WHAT CAN I DO AS A RESULT?