About stevemouldey

Geographer, Educator, Pontificator

Kia Kaha te Reo Māori

Inspired by the use of te reo by educational leaders such as Mark Osborne and Maurie Abraham, I have taken on the wero/challenge to increase my use of te reo this year. After a long break since my 4 years of te reo at high school, it was time to regain my ability to speak Māori.

I have recently finished an online course through Te Wananga o Raukawa (https://www.wananga.com/certificate,portfolio,,39,Certificate+in+Huia+Te+Reo.html) which was a great way to increase my reo. This has increased my vocabulary with many words and phrases which I can use in my day to day life (My daughter is not so impressed that I can now tell her to go straight to sleep in both English & Te Reo Māori) and enabled me to confidently whaikōrero on behalf of our school during pōwhiri. Thanks also here to Whaea Jennifer Leauga and (Aunty Whaea) Kiri Turketo at Lynfield College for your encouragement, support and pushes in the back to speak at each of these events.

As this is Te Wiki o Te Reo Māori here in New Zealand, I thought it would be an appropriate time to try to write a blog post in te reo (with translations provided).

Tena koutou, Tena koutou, Tena koutou katoa

Hello everyone

E ngā kaiako, e ngā akonga, e ngā kaipānui
Haere mai ki Te Wiki o Te Reo Māori. Continue reading

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Wellbeing Hui

New Zealand as a nation has some very concerning statistics about the wellbeing of our young people. Whilst there has long been talk about our teen pregnancy rates and heart breaking ability to top youth suicide rankings, in 2017, Unicef still found major concerns around aspects of wellbeing including work prospects, suicide, health and bullying (https://www.unicef-irc.org/publications/pdf/RC14_eng.pdf)

New Zealand, far down the list in terms of childrens’ wellbeing

In 2015, The Education Review Office released a well-publicised report called Wellbeing for Young People’s Success at Secondary School (http://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/). This report highlighted the impacts that a lack of wellbeing education and over-assessment were having on students across the country.

At Lynfield College, we had also noticed rising stress and wellbeing issues amongst our students. These concerns resulted in an increased focus of how we could help our students. Continue reading

Teaching as Inquiry

This is the next post in my series on effective pedagogy from the 2007 New Zealand Curriculum. These have all been written for the purposes of provoking thinking at Lynfield College.

The 2007 New Zealand Curriculum introduced Teaching as Inquiry as an important teacher practice. It stated “Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.” (NZC, pg 35)

This is supported by Graham Nuthall’s (Hidden Lives of Learners) research that showed how students assimilate new information differently because of their prior learning and experiences. It also links well with the adage: “Just because you have taught something, doesn’t mean the students have learned something.” Essentially, we should be taking notice of how each individual learner is progressing through their learning programmes.

The NZC then set out the following diagram as to how this inquiry could be visualised:

Continue reading

Enhancing the relevance of new learning

It is not surprising to see relevance of learning in the effective pedagogy section of the New Zealand Curriculum. A lot of research was undertaken in the 1990’s in New Zealand on this and hence teachers in New Zealand have long discussed how relevant and meaningful learning will increase interest, engagement and motivation for learners. What is of interest here though, is that the NZC explanation expands from just relevant contexts for learning to include ideas such as curiosity and learner agency.

Effective teachers stimulate the curiosity of their students, require them to search for relevant information and ideas, and challenge them to use or apply what they discover in new contexts or in new ways.

Curiosity is a bit of an enigma in schools. Speak to any teacher and they will say they value it, but often it is not high in our priorities when designing learning experiences for our classes. Susan Engel’s research found that students’ curiosity decreased as they grew older. She does believe that adult influence is a factor in this. This paper by Engel suggests 4 ways that educators can help students become more curious again.

Sparking curiosity in Science

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Providing Sufficient Opportunities to Learn

This is the 3rd post in a series exploring what the New Zealand Curriculum says is effective pedagogy. The first posts were about Creating a Supportive Learning Environment and Making Connections to Prior Learning and Experience.

Now that we know our students and where their knowledge is at, we can think about our learning design.

Students learn most effectively when they have time and opportunity to engage with, practise, and transfer new learning. This means that they need to encounter new learning a number of times and in a variety of different tasks or contexts. (NZC p34)

Graham Nuthall’s research in the early 1990’s found that students needed to encounter information 3 times to understand a concept. This also applies for skills based subjects as the Maths BES states: “To achieve fluency, meaningful practice opportunities include significant variations each time, providing students with a sense of the range of possibilities in a topic” (Effective Pedagogy in Mathematics Best Evidence Synthesis, p125).

“The more we fire a particular circuit, the more myelin optimizes that circuit and the stronger, faster and more fluent our movements and thoughts become.” (Daniel Coyle, The Talent Code)

Neuroscience supports this by explaining how the more often we practice a skill, the more myelin grows around our nerve fibres. Continue reading

Great Pedagogy Trumps Ideology

“What do you think will change for schools under the new Labour Government?”

I have lost count of the number of times that I have been asked this question over the summer. The immediate response of teachers online was joy but it’s not going to be an open cheque, so really I don’t think much will change.

Political ideologies may have indirect impacts on schools by the social and economic policies they enact and the impacts these have on learners’ lives, but the pedagogical approaches of teachers have so much more of an influence in schools. Teachers and schools have always looked at the constraints placed upon us by governments and then continued to design curriculum and learning in the best way they see fit. Continue reading

Making Connections to Prior Learning and Experience

It’s Week 2 of the school year. We have set up a supportive learning environment so next we go about finding out what students already know. This will include results from last year, other data we can access but will also likely include other in-class activities. We already have our curriculum and course guides in place, so why do good teachers spend time finding out what students already know? This post looks to explore the research behind our practice.

Students learn best when they are able to integrate new learning with what they already understand. (pg 34 of the New Zealand Curriculum)

Image from pg 71 “Hidden Lives of Learners” by Graham Nuthall

This figure is Graham Nuthall’s explanation of how our brains make sense of new information. All experiences, learning activities, discussions etc. are stored in our working memory which then attempts to make connections with our prior knowledge and related experiences. The working memory then evaluates this information, integrates the new experience with our prior knowledge and changes (or maintains) our understanding. (Hidden Lives of Learners, 2007). Continue reading

Creating a Supportive Learning Environment

It’s the start of another school year and we are running around organising getting to know you type activities, collaborating on class rules etc. Why?

  1. we are people and people like to make connections with others. 
  2. because research has proven that creating a supportive learning environment has a positive impact on student learning.

This is why creating a supportive learning environment is included in the Effective Pedagogy section of the New Zealand Curriculum. This approach recognises that learning takes place in a social and cultural context.

From a student perspective this means that learning occurs best when they:

Positive relationship building and active learning happening as Year 9 students enjoy their first days at Lynfield College this week.

Effective teachers will: Continue reading

Effective Pedagogy and the NZC

This year as part of my portfolio as Deputy Principal at Lynfield College, I have been asked to look into how well the learning taking place here is reflecting the intent of the New Zealand Curriculum. I am really excited about this, as curriculum and learning design is a real passion of mine.

To get my head into this for 2018, I am starting by going back to have a close look at what the NZC actually says about teaching and learning. Whilst, this is primarily to help shape what is happening at Lynfield College, there is plenty of this investigation that may be helpful for all teachers (in New Zealand but also globally). Hence, I will write a few posts over the next while sharing what I find.

Looking forward to spending some more time unpacking my coffee stained NZ Curriculum

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2018 – a year to be Optimistic

After a wonderful summer with my family and plenty of time to reflect on last year, I have set myself some targets for 2018. While doing so, I stumbled upon people sharing their “One Word” for the year. I had done this in 2016 as I strived for Balance. This year, my one word will be: OPTIMISTIC.

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