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Mark Maddren's discussion posts

  • Mark Maddren 02 Oct 2018 11:27am () in New Collaborative Partners

    Kia ora Meryl,
    I personally think the Five Dysfunctions of a Team are a good starting point for building relationships and trust in a team and I use the guidance for building relational trust everytime I start working with a new team or group of people.
    A mutually agreed team expectation (MATES) is worth investing in, however, only if it is revisited and embedded as part of the team dynamics. There is a great resource on Grow Waitaha from Christchurch that goes into more detail. Here is the link - http://www.growwaitaha.co.nz/our-stories/shirley-primary-school-using-team-charters-for-collaborative-practice/.
    The advantage is there are a lot of hubs out there and I guess connecting with local schools is the way to go. Where in NZ are you as I may be able to connect you with some other educators?

  • Mark Maddren 24 Jan 2017 11:59am () in How may inquires are too many?

    If we are open to advancing knowledge about our own practice and in doing so are going to gather data from multiple sources and complete an in depth inquiry cycle. How many inquiries can you have in progress at the same time?

    What are your experiences? I have a formal collaborative inquiry and formal individual inquiry that have been progressing over the last 10 months and will continue for another 6 months I think.

    I have also had a number of mini inquiries which were informal and developed as a result of new learnings or experiences and generally resulted in a blog post as a way of collecting my thoughts and learning.

  • Mark Maddren 18 Jan 2016 9:14am () in The sustainability of implementing inquiry based learning in a Technology curriculum.

    Morena Christine,

    This group is focussed on Teaching as Inquiry for teachers and leaders to inquire into their impact on student learning. This could be a good place for your teachers to start by looking at the resources on this group and develop some inquires to look at why the sustainability of inquiry learning is an issue.

    These could be some guiding points to help clarify what your teachers and learners need in order to sustain inquiry learning

    • The Teacher inquiry process and knowledge building cycle is a fundamental aspect of a schools process to build the relevant professional knowledge, skills and dispositions.

    • The cycle begins with identifying what skills and knowledge the students need to  know to achieved the desired curriculum requirements. Detailed data is required and analysed to help direct and guide the teaching practice.

    • What new skills and knowledge do the teachers need to learn to improve teaching to the students identified needs.

    • How will the teachers deepen their professional knowledge and skills with a focus on the new learning improving student outcomes. Success for a teacher is on improved achievement by the students. The new knowledge and skills must be embedded into teachers practice and allow multiple opportunities apply  the new learning. This is due to the requirement to change prior assumptions and mindsets.

    • Teachers need to assess in a variety of ways both formal; and informal how effective their teaching and learning has been for their students.

    There is also a group dedicated to Inquiry Learning and I have reposted this discussion there as well.

    /groups/profile/58849/inquiry-learning

    I hope this helps,

    Mark

  • Mark Maddren 18 Jan 2016 9:01am () in The sustainability of implementing inquiry based learning in a Technology curriculum.

    Hi everyone,

    Our Technology Center is in the process of adopting inquiry based learning. We are a large Center (11 staff members, with 26 client schools) that teaches a range of technology areas ranging from Electronics, Hard Materials, Fabrics to Foods. Our staff have started several inquiry based units but have found sustaining the process of inquiry based learning  really challenging. My question is, what tools do you use to manage learning and keep staff motivated and focused on providing the best learning outcomes for our students?

  • Mark Maddren 11 Dec 2015 9:51am () in Part 2 - The Realities of Teacher Inquiry

    Another great read, it really reinforces my belief that in education we should be talking about our learners as all parts of the community and learner agency instead of student agency so potentially empowering everyone within a school community to continue with their life long learning.

    It is great to read that your encouraged to continue developing your inquiries based on need not time frame, I often think stop some of our students learning when they are just really starting to get into the real meaty learning.

    I will be sharing your reflections and reflective journal with the schools I work with. Thank you for being so generous.

  • Mark Maddren 11 Dec 2015 9:28am () in The Lie of the Land in 2015

    What a great reflection on your on going journey, I loved the innovation of the Yr 5/6 Digi Club. Often it is those tech issues that become a barrier for the teacher and students, this can also potentially be a distraction shifting your own focus from leading pedagogical change using the technology to problem solving and fixing the technology.

    Practices can be difficult to change especially when it come to visibly displaying the learning through a class blog yet again you have a great innovation with the Digi Duck. This may be something I engage with in our cluster.

    Thank you for taking the time to share this great reading, as JMKellow said I am off to read part 2 with much anticipation.

  • Mark Maddren 09 Nov 2015 8:01pm () in Teaching as Inquiry and Teacher Bias

    A discussion with my colleagues brought a few of the following quotes to the surface and made me reflect 

    “We do not learn from experience... we learn from reflecting on experience.” - John Dewey

    When we go through the process of Teaching as Inquiry how do we ensure we are learning from these experiences and not just taking aspects from them to confirm our existing thinking.  

    A great many people think they are thinking when they are merely rearranging their prejudices. - William James

    How do you ensure your Teaching as Inquiry cycles are robust and minimize the influence of personal bias or prejudices?

    Does personal bias matter in an Inquiry Cycle?

  • Mark Maddren 08 May 2015 11:39am () in Blogging Teaching as Inquiry as Appraisal

    Morena Michelle,

    Creating a template for a blog removes some barriers for staff as learning how to create a blog and bling it can be daunting. This means that staff are able to create their own blog url but upload a template that is pre populated with everything that is needed so staff can start posting.

    I have also found that to remove the barriers, the blogging app or easy blogger app are very good on your phone or tablet to upload content to a blog seamlessly. I love easy blogger you can take text, photo or video quickly and upload very fast from phone or tablet.

    Labelling your blog posts with the RTC's can make showing evidence must easier when you need to share your evidence.

  • Mark Maddren 19 Mar 2015 2:28pm () in Data Collection

    Thank you Michelle, how would you collect the student and parent voice? Especially from parents who did not have a great experience at school or maybe our Maori Whānau or Pasifika Aiga.

  • Mark Maddren 19 Mar 2015 2:18pm () in Data Collection

    Talofa lava Lyn,

    I work across schools as a facilitator for Core Education. When it comes to what data can look like and how to collect it, there can be some confusion so I thought I would start this discussion to get people to start talking about what they do in their practice.

    I was intrigued by a story from America where a cohort of students were not achieving and the district looked at a variety of data including absences, gender, ethnicity, age etc. There could not be found any reason as to why the student achievement was low until they looked at transport to school. It was then they discovered that all the students travelled on a school bus route to and from school that took 2 hours. Putting 2 buses on and shortening the travel route improved student achievement considerably.

    It would be great to see peoples examples of collecting data on well being , engagement and student achievement outside of the traditional Literacy and Numeracy tools.