Climbing into the flax bush - starting your Mana Ōrite journey
This blog post is about feeling brave to start the korero, about feeling brave to ‘clear the undergrowth’ and about recognising that we all have to start somewhere - but we have to start somewhere together.
"Mā te whakātu, ka mohio, mā te mohio ka marama, mā te marama ka matau, mā te matau ka ora."
"With discussion comes knowledge, with knowledge comes light and understanding, with light and understanding comes wisdom, with wisdom comes wellness."
Have you had a chance to check out the Mana Ōrite webinar series yet? You can explore a range of videos, podcasts and downloadable worksheets and resources to spark deeper korero and changes in practice at your kura. The more we talk, the more we can learn. The more we learn, the more we know. And the more knowledge we have, the more light comes in - and the more we will grow through knowing.
This quote from Mere Berryman, Dawn Lawrence and Robbie Lamont also points to the importance of dialogue:
“ “Dialogue within responsive pedagogy requires relationships in which risk taking is encouraged, where there is no shame in being a “not knower” and where it is understood that everyone brings with them knowledge, ways of knowing, and experiences of value to share.””
The key take-away from this quote is that there is no shame in not knowing - and that it is through korero that we can begin to know and acknowledge ways of knowing.
This blog post is about feeling brave to start the korero, about feeling brave to ‘clear the undergrowth’ and about recognising that we all have to start somewhere - but we have to start somewhere together.
Tungia te Ururua, kia tupu Whakaritorito te tupu O te harakeke
Clear the undergrowth so that the new shoots of the flax will grow.
But how can we clear the undergrowth? Where can we start?
What about if we start by seeing the learner as the centre of the flax bush. As a rito and ngākau, ākonga are protected and surrounded by whānau, elders, teachers and others who can help - and we are not on our journey alone. We are part of the flax bush and we are growing together. We are all just one small part of the flax bush - but it is through working together that we can weave a brighter future for the rito.
Let’s go to the bottom of the flax bush. Yes, at the bottom of the flax bush it is dark. And we might find some things that need to be cleared away - but we can also see the light of the growing rito. We can agree that the learner needs to be at the centre and we can work together to clear the path for more growth and ongoing korero. The more we talk to people, the more we can let the light in and we can grow stronger together with a rich mātauranga Māori foundation and a new shared understanding.
Mana Ōrite is an opportunity to grow in a direction that is informed by indigenous knowledge. How can we start clearing the way? How can we start growing?
We just need to start.
Here are some pātai to start the discussion:
How are we inviting the ‘tanga whānau’ into our practice? (whanaungatanga, manaakitanga, kotahitanga and kaitiakitanga)
How can we start our learning design from a mātauranga māori seed?
How can we honour the learner and their whakapapa at/as the centre?
How can we learn and play together? (ira tākaro, ako)
How can we grow quietly and humbly beside each other with shared roles in learning? (whakaaro nui, whakamana, whakaiti)
The first step is working together. We may need to clear some things away before the new shoots will thrive. But we have to start. Together.
"Mā te whakātu, ka mohio, mā te mohio ka marama, mā te marama ka matau, mā te matau ka ora."
References:
Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective MERE BERRYMAN, DAWN LAWRENCE, AND ROBBIE LAMONT
Strategic Planning: Treasure Maps and Ensuring Future Success
We have been working with school leaders and their teams to support strategic planning and mapping of ‘steps for success’ for the next three years. Strategic planning is a bit like designing a treasure map alongside the captain and crew of a big ship - with kotahitanga and manaakitanga. The sheer level of responsibility that rangatira feel for shaping the journey and direction for their tamariki and school community is high. The commitment to having a clear vision and ‘getting it right’ is central to this mahi.
We have been working with school leaders and their teams to support strategic planning and mapping of ‘steps for success’ for the next three years. Strategic planning is a bit like designing a treasure map alongside the captain and crew of a big ship - with kotahitanga and manaakitanga. The sheer level of responsibility that rangatira feel for shaping the journey and direction for their tamariki and school community is high. The commitment to having a clear vision and ‘getting it right’ is central to this mahi.
What does that look like? In consultation with the key stakeholders, we review, refine and develop new strategic documents with great care and acute awareness of the need to design a map that will work. We work with school leaders to map a journey that has their tamariki at the heart and forefront of all decisions. This work is not for the faint-hearted. As ‘Captain of the Ship’, school leaders have the responsibility for determining the ‘X’ (Vision - or treasure!), and plot the map to get there (Strategic Plan) as well as recognise the need to navigate all that goes in between.
“‘Strategy is a style of thinking, a conscious and deliberate process, an intensive implementation system, the science of ensuring future success’”
It is a privilege to work alongside passionate leaders to create their strategic plans. The captain, with map in hand, can ensure the crew has the freedom to make progress creatively while still tracking towards the ‘X’. The passion and commitment leaders have for their vision, values and strategic goals is inspirational. The strategic plan will guide decisions, and resourcing and can be a filter for effective decision-making for the next three years.
As captains of the ship - school leaders have their eye on what is coming and they know that they are not alone. They can navigate unpredictable seas, and oversee the many nuances of the plan in action. School leaders can mark the spot, map and track the course, negotiate turbulence, and empower and support the crew. A shared vision is so important. Having the crew on board and steering in the same direction is crucial to the success of any plan. The strategic plan needs to be a treasure map ‘to pull the island to you’ that the whole crew can buy into. It is a shared vision for a team adventure. “True success is when the navigator is no longer needed” - Wayfinding leadership.
The power of our work with strategic planning starts with the ability to listen and unite - kotahitanga. We can help formulate the plan and we can personalise the process. We can support you from the bow, the stern, beside the waka or wherever you need us. In essence, we can be your support crew on your treasure hunt. We want you to have a successful adventure! We will help you to write your strategic plan, draw your treasure map and ensure your future success.
““Perhaps the most profound lesson we have both learned from the navigators is their ability to maintain a fierce unwavering vision for the island, to harness their mana, and call a new reality into being. To an untrained eye, it would appear that the mariners are sailing to an island. Yet, to a master navigator, the island is held within him or her, and they are drawing that island to them.””
Growth Mindset - How will you change your mind?
As New Zealand educators we are going through some significant changes. Change is scary sometimes - we all know that. We also know of the idiom ‘what doesn’t kill you makes you stronger’ - the truth is that any area of significant change can feel like a big challenge. Change challenges us at our core and can leave us feeling vulnerable. So how can we adapt?
As New Zealand educators we are going through some significant changes. Change is scary sometimes - we all know that. We also know of the idiom ‘what doesn’t kill you makes you stronger’ - the truth is that any area of significant change can feel like a big challenge. Change challenges us at our core and can leave us feeling vulnerable. So how can we adapt?
We expect our students to be immersed in change and often our students are far more equipped for change than we are. We could learn a thing or two about adaptability and embracing challenges from our students. What is the best way to encourage growth and adaptability? With a growth mindset. And we need to model it ourselves too.
In a masterclass with Carol Dweck, American Psychologist and professor at Stanford University, one quote really resonated:
““Mindsets are just beliefs. They’re powerful beliefs, but they’re just something in your mind, and you can change your mind.””
This is an empowering thought. Changes are challenging - however we get to change our minds about how we respond to change. Change is necessary and, when addressing the fact that our education system has not served all of our students, it is actually urgent. With a growth mindset we can support the kids - because they are the heartbeat in our schools.
Let’s make a conscious choice to change our minds. Let us, as Brene Brown would say ‘embrace the suck’ and move forwards together. We can walk through vulnerability to get to courage. We can face our challenges - with a growth mindset. It might not be easy (or comfortable) but we must do it in order to best serve the heartbeats of our schools - our students.
Change Models - Cohesion to make the change stick
When it comes to meaningful change and making change stick, there are some key aspects that need to be kept in mind. Firstly, without a clear vision for change the journey will be unclear. Without collaboration and a united approach, the vision for change and the path to get there will not be clear. Without cohesion, the change is unlikely to stick.
When it comes to meaningful change and making change stick, there are some key aspects that need to be kept in mind. Firstly, without a clear vision for change the journey will be unclear. Without collaboration and a united approach, the vision for change and the path to get there will not be clear. Without cohesion, the change is unlikely to stick.
The image below superimposes two leading change models on top of each other. John Kotter’s 8 steps of change (in blue) and the ADKAR model for change.
What do you notice?
We have taken the 5 step ADKAR model and put it beside Kotter’s 8 step model. Awareness stands beside a vision for change. Where Kotter recommends building a team and communicating a vision, ADKAR indicates awareness and a common desire.
We say Captivation and Collaboration.
Kotter indicates that the removal of obstacles and the celebration of short term wins is next on the steps towards change. ADKAR indicates knowledge and ability being key.
We say Collaboration and Communication. (Perhaps celebration could go in there too?) We can use the combined strengths of our people to keep making meaningful progress towards the vision.
Kotter says, ‘keep the momentum’ through communicating the vision and celebrating small wins. ADKAR says “tautoko” with Reinforcement.
We say Cohesion.
The four Cs go together to weave the two leading change models together.
Paint the vision clearly to get buy in - Captivation. Design the path to get there with Collaboration. Keep the momentum with regular korero - Communication and unite in reaching your vision with Cohesion.
What do you think? How can we help you to make the change stick in your context?
Visual Thinking - 10 ways
A picture is worth a thousand words, or so they say. So how might you ‘save one thousand words’ by using visuals (images and video) in your classroom? This is a strategy that supports literacy, numeracy, critical thinking and a culture of collaboration.
Visual Thinking - 10 ways
A picture is worth a thousand words, or so they say. So how might you ‘save one thousand words’ by using visuals (images and video) in your classroom? This is a strategy that supports literacy, numeracy, critical thinking and a culture of collaboration in the classroom.
Visual Thinking Prompts
In a nutshell, Visual Thinking is providing an image or video as an ‘I wonder’ prompt for students. It allows them to connect to prior learning, ask questions and think on their own about a topic before the teacher begins more traditional instruction. They can be used like conversation cards to spark discussion or as curated question prompts to introduce a new topic or idea.
How might you use visual prompts in the classroom? Here are ten easy ways to get started:
1 To prompt observation
‘What can you see in this picture?’ Ask students to make a list of all of the things that they notice. To extend them you could add a second question, ‘Why do you think it is there?’ and see how much they can pull out about the image’s purpose and author.
2 To connect to prior knowledge
‘What do you know about this picture?’ Ask students to bring their prior knowledge ‘to the table’. You might have a budding expert who has a lot of prior knowledge already and this is a simple way to begin differentiating the next activities based on what students already know. It also gives students a chance to share their knowledge with their peers so that they can have more agency and ownership of their learning.
3 To teach inference
Inference can be a tricky literacy skill to teach with text - but you can model it first by using pictures. Pair some ‘between the lines’ statements to go with a picture. Read them out loud (or provide them to students to unpack in written form, and ask ‘can you prove it?’. An example of this might be ‘the girl is frustrated’ and the inference or clue might be crossed arms and looking down. The ‘not quite right there’ clues in pictures and the thinking, scanning and searching for evidence is a great detective skill that students can then transfer or apply to reading and writing.
4 To use reasoning
As an extension to inference above - students can observe and reason using a picture as a prompt. ‘I think this because…’ This helps them to practice persuasive/argument writing skills as well as to practice reasoning to build on their detective skills.
5 To inspire writing
A picture prompt can be a great way to explore perspective - from the viewpoint of a character or person in history. It can be used to recreate a factual account or it can be used to inspire creative writing. You could also use video to add sound layers to the image for more sensory writing and use the visual prompt as a way to inspire more sensory description into writing.
6 To give permission to wonder
The new Aotearoa New Zealand Histories curriculum is a great way to start with picture prompting and visual thinking skills. We can use pictures to unpack perspectives, make sense of events in timelines and promote connections between the past, the present and beyond.
“Instead of listening to lecturers share their knowledge, VTS asks people to talk about what they see and guides their looking with a pattern of three basic questions and a method of facilitation that involves listening, paraphrasing comments, linking related ideas, and framing the kinds of thinking shared.”
Philip Yenawine - Permission to Wonder
7 To actively estimate
Check out esti mysteries for encouraging clue finding, productive disposition and reasoning with estimation in maths.
Esti Mystery example - visual thinking prompt for active estimation.
8 To work on language in reverse
With new open source artificial intelligence technology becoming more accessible you can enter descriptions into artificial intelligence image making software. Then you can troubleshoot how the description might need to be edited and refined to produce the right kind of image.
Believe it or not this digital painting was created by artificial intelligence (Dall.e) using a description of a classroom using a visual prompt that students are pointing at. It potentially needs more guidance on rendering human faces. What else would you change? How ‘accurate’ can we be with words?
9 To encourage curiosity
Have you got Maths Eyes is a great resource to encourage curiosity and ‘seeing maths everywhere’. Their curiosity packs are downloadable as posters for the classroom too!
10 To cement critical consciousness
Adding some critical questioning to any image or photograph can increase students’ ability to think critically. It can help them to identify fake news and deep fakes on the internet too. Has the image been digitally manipulated? How do we know a photograph is ‘true’? How can we identify fact from fiction? Who took the photo? When did they take it? Why did they take it? (The same applies to paintings or drawings). Understanding context clues and being brave with asking questions and thinking critically is a valuable 21st Century skill that can be nurtured by using visual thinking prompts.
Although originating in a museum context, using Visual Thinking Strategies is a universal way to promote engagement, inspire wonder, foster connection and increase collaboration.
Just think of the ‘not yet thought of 1000’ words, thoughts and connections that might be born into the world as a result. How will you use visual thinking strategies in your classroom?
References:
https://www.edutopia.org/article/using-visual-thinking-strategies-classroom