Learning activities – Teaching & Learning Research Initiative

The impact of children’s everyday learning on teaching and learning in classrooms and across schools

Tū mātātoa, kei kiriora tō tū[1] Stand strong lest you become complacent A child in this study told us that he had learned he was brave by travelling on a Halloween train journey that engendered fear and trepidation. Months later, this child asked a researcher that his teacher be told he was ‘the brave one’. When asked why, he explained that his teachers would feel comfortable giving him more difficult tasks: “I am brave to give it a go … I’m not scared so it would help me because I wouldn’t be scared, I’d be brave. She would know that I’m not scared of anything so she doesn’t have to be

Moving a school: Higher order thinking through SOLO and e-Learning

Introduction Technological, social and economic change is encouraging increasing emphasis on the development of higher order thinking skills throughout the world and they are being incorporated into national curriculum goals in many countries, including New Zealand. Simultaneously the use of digital technologies is being promoted by many educators and authorities in this country and elsewhere as an approach that will enable students to develop these skills. An increasingly popular tool for identifying higher order thinking is the SOLO (Structure of Observed Learning Outcomes) taxonomy (Biggs & Collis, 1982). This taxonomy describes the complexity of student responses to questions or tasks, and also can be applied to the questions or tasks themselves.

Developing a place-based approach to outdoor education in Aotearoa New Zealand: Outdoor ed in our place: “Keepin’ it real”

Introductory statement Outdoor education is often thought of as occurring in remote locations requiring specialist staff and equipment. Such an approach is resource intensive and potentially expensive. This project sought to develop ‘localised’ outdoor experiences that empowered teachers and students to better understand places of significance in their community. By being responsive to the geographical and cultural features in the local area both students and teachers were able to incorporate prior knowledge and experiences and connect these to life ‘outside school’. Key findings A place-responsive approach to outdoor education programmes is viable and sustainable and fits well with the intent of the NZ curriculum. Self-propelled journeys provide students with a sense

LEMMA: Learning Environments with Mathematical Modelling Activities

Introduction The LEMMA project—Learning Environments with Mathematics Modelling Activities—grew out of a concern that many of our mathematics students struggle to use mathematical concepts flexibly to solve problems in the real world. The LEMMA project designed learning environments that encourage students to develop sophisticated conceptual understandings and communication competencies through mathematical modelling activities. Like a lemma in mathematics, LEMMA is not a grand theorem or solution, but merely “a stepping stone to a larger result” (Wikipedia, 2009)—the desired result being improved mathematical competencies among New Zealand secondary school students. Key findings Rich mathematical modelling activities such as model eliciting activities (MEAs) (Lesh, Hoover, Hole, Kelly, & Post, 2000) can elicit a

Statistics is boring … because it makes you think!

Introduction In this collaborative research study, teaching experiments were carried out in Year 9 classes of predominantly Pasifika students. There were three phases. During the planning phase the research team planned activities and envisioned how dialogue and statistical activity would unfold as a result of the classroom activities. Data were collected during the teaching phase, and then the data were analysed using a grounded theory approach. The findings have implications for the teaching of statistical literacy. Key findings All students can develop critical thinking skills when teachers show them how to question statistical reports and conclusions. Students can be taught how to question and challenge data in respectful ways. Context and

Moments of wonder, everyday events: Children’s working theories in action

This two-year research project explored children’s working theories in action. We looked at the ways young children expressed their working theories and how these were understood and fostered in Playcentre[1] environments. The findings show ways that children express and develop working theories, how practitioners understand these, and how best to respond to this learning. Key findings Working theories are rich sites for deep and complex learning. Fostering working theories presents a number of dilemmas for adults working with young children. There are particular ways adults can “be”, and interact with children, that can nurture children’s working theories. Major implications Adults working with young children need to be attuned to the variety

School is out: Students’ experiences of non-traditional learning

Introduction The experience of New Zealand school students is increasingly changing. In addition to their traditional schools students are participating in virtual classrooms and other forms of learning, such as classes through the correspondence School and vocational programmes. This study aims to extend previous research by looking at the experience of students in one regional cluster of schools who are taking classes in multiple formats, from multiple providers, described here as “blended learning”. Key findings Blended learning was very common in this cluster, with most students involved in at least one blended learning class. Students appeared to benefit from blended learning, reporting benefits such as choice, independent learning and preparation for

Measuring classroom practice in literacy: Final report

Part A: Development of an instrument to capture critical elements of teachers’ literacy practice, Years 1-8 Eleanor Hawe and Judy Parr The University of Auckland with Claire Sinnema (The University of Auckland), Maria Heron, Wendy Koefed, Wendy Foster, and staff from their respective schools Introduction To date, much of the information we have about classroom practice has come from teacher selfreporting with data gathered through surveys, logs, diaries, and/or interviews (Burstein, McDonnell, Van Winkle, Ormseth, Mirocha & Guitton, 1995). To a lesser extent, information has been gathered about teachers’ classroom practice through structured observation schedules, video and/or audio recordings of lessons, student interviews, and the collection of artefacts including teachers’ documentation and

Homebased early childhood education (family day care) – The Visiting Teacher’s role in improving Educators’ practices

Abstract This project investigated the role of Visiting Teachers (formerly called coordinators) in improving the quality of Educators’ practices, and children’s learning outcomes, in the homebased settings supervised by the Dunedin Community Childcare Association (DCCA). The Visiting Teachers in the project engaged in two action research cycles, one per year, examining how the different activities, tasks, professional development workshops and Visiting Teacher-Educator interactions enhanced educational and care practices in the homebased settings. We focused on support services within the homebased early childhood education and care setting (the Visiting Teacher as well as professional development provided by the DCCA) as international research has shown this role of Visiting Teacher is both a