"The best teachers don't give you the answers... They just point the way ... and let you make your own choices." - Term Four 2019
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Term Four 2019
“The best teachers don’t give you the answers...
They just point the way ...
and let you make your own choices.”
2 Good Teacher Magazine Term 4 2019
Your Soapbox 4
Beyond superficial practices Dr Jennifer Charteris
& Dianne Smardon 5
Classroom Word Work Ideas for Busy Teachers Elaine Le Sueur (MNZM) 8
Teaching Etiquette John Hellner 10
Transformational Professional Learning Book Review 13
Inclusive education in ILEs: What do we need to think about? Angela Page
& Jennifer Charteris 14
Shields Adelaide Museum 17
The Power of Sports to Disrupt Disability C M Rubin 18
Mad about machines at MOTAT MOTAT 22
Gender play in hunter-gatherer children University of Cambridge 28
Young Principal is Changing Culture, Attitudes in Magnet School Clare Bratten 30
Students prepare for their graduation NZ School of Dance 32
Embrace the Struggle Carrie Spector 34
Stop Talking, Start Influencing Book Review 36
One dinosaur, free to a good home University of Oxford 37
From Bhutan – A Holistic Approach C M Rubin 38
The Kiwi Book Review 43
‘Invisible Jumpers’ Nefas, Ford & Laurinavicičiu 44
Peabody after-school program for local students Mike Cummings 50
Social media influencing young boys’ body attitudes Professor Murray Drummond 52
Book Reviews 54
Poetry, Science and Modern Dance C M Rubin 56
Recovering a stitch at a time Susan Gonzalez 60
Vice Chancellor’s address to the University... 2019 University of Cambridge 68
Interactive Installation Celebrates the Universality of Numbers Laura Staugaitis 76
Stanford Research looks at effective partnering Carrie Spector 82
The Gobbledegook Book Book Review 84
Mesmerizing Water Droplet Photos By A Macro Photographer Nefas & Laurinavičiu 86
In Favour of the Weird and Wonderful Roger’s Rant 92
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Good Teacher Magazine Term 4 2019 3
Your Soapbox!
“
”
If you want to have YOUR SAY please email your offering to: info@goodteacher.co.nz
4 Good Teacher Magazine Term 4 2019
>Back to index
Beyond superficial practices: Student
agency and assessment capability in
innovative learning environments
Dr. Jennifer Charteris
University of New England
The shift to develop innovative learning
Dianne Smardon
environments (ILE) in Aotearoa schools,
Independent Contractor
coupled with notions of the active 21st
century learner, have resulted in student
agency emerging as a critical aspect of
schooling.
This move “is helping to change the face of
education, teaching, and learning in New
Zealand schools” (Abbiss, 2015, p. 3).
What sort of practices are involved if we
want to avoid a superficial interpretation of
student agency in ILE?
Let’s look in particular at formative focused
assessment practices that enable student
agency.
What is agency
Student agency is produced through a range of
social, spatial and material features in ILE. These
features include enactments of curriculum, the
arrangements of physical spaces, and the pro-
vision of resources (e.g. technologies, flexible
furniture). Agency is inherent in assessment
when learners take action, collaboratively and
individually to enhance their own and others’
learning. Agency can be defined broadly as the
‘socio-materially mediated capacity to act’. It
is an inherent element in classroom assessment
practices where learners draw on one another’s
strengths and share a focus and responsibility for
learning.
Agency and assessment capability
Agency and the capacity to be assessment
capable is a key dimension of pedagogy in ILE.
According to Absolum (2006), “[a] “capability has
an internal structure that includes knowledge,
cognitive skills, practical skills, attitudes,
>Back to index Good Teacher Magazine Term 4 2019 5
emotions, values, ethics and Table 1. Three interconnected agencies associated with student assessment
motivation” (p. 22). Teacher capability in ILE.
assessment capability is where Type of Agency Definition
teachers have the knowledge and
skills to work with assessment Through dialogue, students provide information
data to evaluate student learning for themselves and their teachers on where they
and adapt and change teaching are at in a learning progression. They clarify their
practice. It not only includes own next learning steps through thinking
collectively with peers. Dialogic agency involves
curricula and pedagogical
Dialogic Agency opportunities for action, where students and
capability but also the intention
teachers collectively respond to each other’s'
to develop student assessment
voices. Students can understand their learning
capability. processes, and participate in reporting processes
Student assessment capability where they articulate what they have learned.
While there is a lot of literature Agency is produced through in class dialogue, as
on self-assessment, there is less students provide dialogic feedback through
research in the area of student co-regulated learning opportunities.
assessment capability that Curriculum agency is where students have an
prioritises the notion of learner input into curriculum so that it serves their
agency. Assessment actions interests, their preferences, and it encompasses
that strengthen learner agency their voices. Although there is overlap with
include: dialogic agency, with students talking about their
• student learning learning and using curriculum artefacts (e.g.
conversations; exemplars), curriculum agency specifically
• student use of achievement addresses how students are able to determine
data to enhance their own curriculum directions and enactments, in order
learning; to make meaningful contributions to the
• opportunities to actively planned and taught curriculum to effect
monitor and regulate one’s Curriculum learning. Curriculum agency can look different in
own learning (self-regulating); Agency different schools with different conceptions of it
• co-regulating through amongst school leaders. In some Aotearoa
interacting with capable schools students are having input into
others; and timetabling, engage in collaborations and
• learning through the undertake personalised programmes. They have
provision of time (and space) input into what, how and where they learn.
to think both collectively and Historically, students have exercised little agency
individually. over the school curriculum. With requirements
for teachers to prepare for high stakes testing
Three interconnected kinds of
and ensure curriculum coverage, it may be
agencies in ILE
difficult to conceptualise how students can enact
Students can influence the taught curriculum agency.
and learned curriculum in the Spatial agency involves both deliberate
flexibility of ILE spaces and use manipulations of space with consideration given
space to support their own to the influence of spatial design on
learning and the learning of relationships. There is flexible re-design of
others. In Table 1 below we detail learning spaces, alongside ongoing evaluation
three specific aspects of agency Spatial Agency and reconsideration of curriculum, pedagogy
that are developed through and assessment. There can be scope for
assessment practices in ILE. creativity and student decision making around
Although these aspects are the use of materials, space, and types of social
interconnected they are teased relationships. These decisions may pertain to
apart here to make them explicit where and how they take opportunities to
(See Table 1). move, who they work with and the different
group sizes they work in.
6 Good Teacher Magazine Term 4 2019
> Back to index
Assessment practices that enable dialogic, in ILE and the implications of freedom and trust
curriculum, and spatial agencies levels for different groups of students
Dialogic, curriculum, and spatial agencies are A last word
dynamic aspects of assessment practice that It is important for students to develop the skills
have been present in schools for decades in to understand where they are in a progression of
varying degrees. Agency is apparent when learning, where to go next, and what their
students work in partnership with teachers to ensuing steps are to close the gap between
determine the types of pedagogical activity they where they are and where they want to go.
engage in. Through co-regulation, students can clarify their
Innovative learning environments are not a next steps to close the gap between where they
magic bullet for 21st century learning and the are and their learning targets. These assessment
emphasis on student agency and combining considerations are brought to the fore with
groups of students and teachers in open spaces, moves to redesign or repurpose-build schools to
requires advanced skills in collaboration and align with visions of 21st century learning.
classroom management that need to be carefully We hope that the aspects of agency detailed
supported through targeted teacher professional here offers a pathways for you to consider how
learning and development. The implementation you can support forms of agency in schools, to
of assessment practices that enable dialogic, help your learners think about how they can use
curriculum, and spatial agencies may require space to advantage and extend their control over
significant changes in teaching practice, with what and how they learn.
implications for school leadership and
professional learning. Acknowledgement:
The emphasis on student agency involves a shift This article is based on a larger article:
in the relational dynamics between teachers and Charteris, J., & Smardon, D. (2019). Dimensions
teachers and teachers and students. Through the of agency in new generation learning spaces:
use of flexible furniture, digital technologies, Developing assessment capability. Australian Journal
of Teacher Education, 44(7). https://ro.ecu.edu.au/
bespoke teacher professional learning (Charteris ajte/vol44/iss7/1/
& Smardon, 2018) and purposeful pedagogy,
various forms of agency may be scaffolded,
supported and valued and students can build If you would like to contact Jennifer Charteris and
assessment capability. request a copy please do so through Researchgate.
We would be happy to provide you with one.
Some considerations
https://www.researchgate.net/
There may be differences in scope for curriculum publication/336064111_Dimensions_of_Agency_
agency across the primary and secondary in_New_Generation_Learning_Spaces_Developing_
schooling sectors. Research is warranted into Assessment_Capability
whether there are different ways that students in References
these different sectors are able to enact
Abbiss, J. (2015). Future-oriented learning, innovative
curriculum agency. High stakes external learning environments and curriculum:
assessment for credentialing may impact on What’s the buzz? Curriculum Matters 11, 1-9.
what is possible with senior students. Retrieved from www.nzcer.org.nz/system/files/
The negotiated capacity to move beyond the CM201511001.pdf
immediate range of the teacher can be afforded Absolum, M. (2006). Clarity in the classroom: Using
through both clarity in assessment for learning formative assessment, building learning-
practice and affordances of technologies. focused relationships. Auckland: Hachette
Livre.
However, there may be issues with students who
do not fit this model who, for a range of reasons, Charteris, J., & Smardon, D. (2018). Professional
may not be permitted free-range of the space learning on steroids”: implications for teacher
learning through spatialised practice in new
(e.g. a trust license). Consideration should be
generation learning environments. Australian
given to the way that students (gender, race, Journal of Teacher Education 43(12). Retrieved
social class) are monitored, tracked and profiled from https://ro.ecu.edu.au/ajte/vol43/iss12/2
>Back to index Good Teacher Magazine Term 4 2019 7
Classroom Word Work Ideas for Bu
A An unusual word is chosen (either by
the teacher or the student) from the
Differentiation has become dictionary or a library book. Choose
somewhat of a buzz word in according to ability level and interest. Use the
education but all students should student’s display pages as a wall display or to
be exposed to challenge in order create a personal reference dictionary.
to move from where they are to a Challenge the students to create a One Page
higher level of understanding. Display of the word including :
The following activities are useful • Another word for the chosen word
to increase vocabulary (synonym)
knowledge. • Meaning of the word
• Opposite of the word (antonym)
• Use in a sentence
• Rhymes with…
Extra challenge ideas :
• Challenge students to keep a tally of the
number of times the class has been able to
use the word correctly in conversation over
the day.
• Translate from English to other languages of
students in the class and create a classroom
dictionary.
Interesting links to explore :
https://www.learning-mind.com/
interesting-words
https://www.visuwords.com
https://wordhippo.com
https://translate.google.co.nz
8 Good Teacher Magazine Term 4 2019 >Back to index
usy Teachers
Elaine Le Sueur (MNZM)
B Using the code A=1, B=2, C=3… Z=26
challenge the students to find the
highest scoring word they can find.
C Play CLUE Words : Leader chooses a
word and provides the following
information…
Record the highest scoring word and Number of letters in the word
leave in view with a sign saying… Can anyone
beat it? I start this off with a word that I have Synonyms or antonyms for the word
chosen and that can be easily beaten so that all Players take turns to guess the word from the
the students can see the possibilities for clues provided. Solver becomes the new leader.
themselves. If a solution is not found then the leader
For a no preparation start use word (23 + 15+ 18 identifies the word and chooses another.
+ 4 = 60)
Extra Challenge ideas : Example of a student created game sheet.
Vary the code so that all vowels are worth 5, and (We used sticky notes to cover the answers).
all consonants are worth 1. (Or whatever code
you choose to use) and the challenge your
students to find words that add up to a specific
number. This activity could be used to support a
vocabulary or math lesson.
www.onlinecalculator.com
You can download a free mystery challenge using
the A=1 etc code from my TPT store: .
https://www.teacherspayteachers.com/Product/
Hit-the-Target-2787557
While you are there, check out other word work
resources.
These days I sell original resources online through
https://teacherspayteachers.com/Store/
Thinking-Challenges
I would love you to visit and follow my store to be
updated as new resources are added.
>Back to index Good Teacher Magazine Term 4 2019 9
Teaching Etiquette
“Good manners will open door
Advantages of teaching etiquette
Etiquette means the rules indicating
Etiquette and good manners can make someone
the proper and polite way to behave,
a pleasant person to be around; leave a good
as expected in a society or culture at impression; allow us to feel at ease and able to
a given time. adapt to a range of social settings, being
That code is devised in order to acceptable anywhere; imply stable values and
enable us to consider the feelings of perhaps good upbringing and social training;
other people, to show respect and help build relationships and lay a foundation for
successful interactions with others; send a
make everyone feel comfortable.
message of caring about others feeling; reflect
Manners and etiquette make us the your respect for others.
kind of person that others can More importantly, etiquette can help a person to
respect and like. develop those often talked about and poorly
These rules are the mortar binding us inculcated non-cognitive skills. Being able to
into a civil community. know and use good etiquette and polite manners
empowers young people to enjoy the by-product
As such, we should teach etiquette to values hailed by every school counsellor and
our young, giving them the every school charter: respect, self-esteem,
opportunity to either use the rules or resilience, confidence, respect for others and
to discard the rules, as the situation self-respect.
demands. Achieving something worthwhile develops
If we fail to transmit our codes of non-cognitive skills.
conduct to the young, we eliminate
that choice.
Schools can support, not replace,
parents in their task of teaching
etiquette.
The payoff: If you feel confident with
your etiquette, you can feel
comfortable in almost all social
occasions from mixing with peers, to
attending events, to meeting new
people, to dining away from home.
10 Good Teacher Magazine Term 4 2019
> Back to indexJohn Hellner
rs the best education cannot.”
Clarence Thomas
What etiquette to teach?
It depends on where, when, who and why, as The possibilities are exhaustive. The book of
always. what many children (and adults) know often
Maybe teach small, day to day etiquette, such as seems a very slim one.
table setting and dining skills, chew with your And probably one of the most fundamental
mouth closed, elbows off the table, assembly and basics for all rules of etiquette – respect for
formal occasions, phones, texting, social media, others – must be embodied in our recognition
napkin etiquette, appropriate dress for different of the different codes of conduct for the many
occasions, walking and reaching across people, diverse cultures in our classrooms. Sharing how
“please” and “thank you”, interrupting and gaining members of different societies interact with
attention, being late, RSVPs, greeting and hand each other on an individual and personal level,
shaking, wearing hats – dos and don’ts. is a valid curriculum objective in any social
Maybe some standard etiquette for school and studies lesson in any country.
classroom (lies, rudness, cheek, interfering with When to teach etiquette?
others, talking, stealing, cooperating, friendly Teaching etiquette happens on two levels.
greeting); for home (doing chores, cleaning up Firstly, in a passive fashion, both on an
after yourself, sharing); for personal body manners individual teacher level and on an institutional
(grooming, walking, hygiene, sitting with grace, level as well. We set examples in what we say
bodily functions) for when in public with friends and do in all of our interpersonal interactions
(respecting others, politeness, bad language, seats – teacher to teacher and teacher to student.
on transport, queuing, litter, making fun of
others). The expectations we set and how we enforce
and re-enforce those expectations clearly send
a message about manners to those who watch
us.
The format of assembly, the speakers, the
announcements, the awards given, the charts
and posters around the school, likewise set the
tone for what is good manners and how much
value we place on those manners.
Most schools do this already to one degree or
another.
Secondly, a more positive and proactive strategy
for teaching etiquette would be to incorporate
it in the classroom and school-based
curriculum. Not as a formal subject, but rather
as a complementary insert to the existing
curriculum.
>Back to index Good Teacher Magazine Term 4 2019 11Observe a couple of simple generalities about Some schools offer etiquette as club or co-
teaching etiquette, which also happens to apply curricular activity. Teachers might use
to a great deal of learning. homeroom or form class as a forum for small
Firstly, introduce the material in small, easy to chunks of time for manners instruction.
master, skill-based chunks. The chunks should Preparation for a big school event or occasion
lend themselves to “hands on” experiential and might provide a great opportunity to learn
authentic learning: practical role play, simulation etiquette, culminating in the most experiential
and outside the classroom settings. learning of all – attending the event.
Secondly, above all, keep it light hearted and Teach etiquette as any skill
make it fun, or the material can lean towards As with teaching any new skill the following
“preaching”. steps can prove useful in achieving the
outcomes. Explain the value of the skill and
WIIFM (“What’s In It For Me?”). We all want to
know why we should do something. Show or
demonstrate the skill. Let the students copy
and practise the new material in different ways
or applying it in new situations. Let them hear
it, draw it, see it, do it, teach it to someone
else. Move students towards ever increasing
freedom to practise the skill independently.
Finish teaching sessions with a relevant
summary story or experience, both funny and
personal when appropriate.
Learning strategies
In the classroom, use activities to practise and
apply the new skills. Activities can include
projects or activities with etiquette as the
topic: essay on origins, value, comparisons of
etiquette; make an etiquette website or post a
YouYube video with etiquette as the topic in a
computer course; business etiquette in
business; interview and workplace manners in
careers classes; research and presentation
about manners in history or social studies
classroom.
Role play and simulation must be a big part of
learning etiquette, no matter the forum. But
making flash cards, having a morning tea party
or formal lunch with students, writing a
column for the school newsletter or
newspaper, playing charades, completing
visual worksheets, observing manners in
movies, around the school, doing a survey and
putting the data into graphs, diagrams, and
charts, can all be interesting and fun strategies
for applying the new etiquette skills.
Good for all ages and places.
12 Good Teacher Magazine Term 4 2019
>Back to indexBoo k Review
others and address the never ending search for
effective ongoing learning, both individual, team,
school, country and internationally. She covers
the various aspects currently available and looks
to suggestions for the future offering insights
based on her personal experiences.
To quote from Andy Hargreaves introduction:
‘This book is something else though. As a
synthesis of the field of professional learning and
a critical exploration of its less fashionable and
more unusual aspects - like self directed learning,
or attending courses - I can recall scarcely any
Transformational Professional Learning better ones in the academic community itself.
Unlike many researchers who collate all the
Deborah M. Netolicky evidence before them and draw circumspect
Forward by Andy Hargreaves conclusions out what it all means, Deborah
Netolicky goes further and, in her own voice, as
Published by Routledge
both academic and practitioner, she expresses it
ISBN 97803673417749 all from a constructively critical and also
‘We need to work towards a shared and deep professionally candid perspective.’
understanding of terms, not merely pay lip This book is not just aimed at school leaders, it is
service to the latest craze or popular approach. a ‘must read’ for any educators who are serious
We need to asked questions of system leaders, about ensuring that professional learning needs
school leavers and those touting professional are met.
learning products and services. This book is an
attempt to tease out and explain in some detail
approaches to professional learning that can
make a difference in schools.’
With its forward by Andy Hargreaves setting the
scene for the intelligent research and
commentary to follow this book by a self titled
‘Pracademic’ (easily understood) is an
encompassing look into the world of professional
learning both as it is readily and lightly
understood… while stretching out to what could
and possibly should be understood into the
future.
With her long background in education both as a
teacher and school leader, Deborah Netolicky
has called on her experiences and challenges to
research, engage and challenge thinking with
>Back to index Good Teacher Magazine Term 4 2019 13Inclusive education in ILEs: What do we n
Background
Much has been said about
mainstream students in innovative In 2010, the Ministry of Education (MOE)
developed a policy to promote the presence of
learning environments (ILE).
students in every mainstream school, where “an
Much less has been said about how education that fits” informs current MOE views
inclusive education can be addressed of inclusive education where all learners are
in ILE (Page & Davis, 2016) and in welcome (Moran, 2014). Students enrolled in
particular the issues associated with special schools are referred as students with high
incorporating satellite buildings or very high needs, consistent with the criteria
within new ILE builds. used in Aotearoa to access the resourcing
scheme (Ministry of Education, 2019a). While
For us ‘inclusion in education’ refers the MOE allows provision for special schools to
to how students learn together continue to exist, there are also satellite units
within the same educational being built as specialist classes within
environment, regardless of their mainstream or host settings. These provide
ability. primary social inclusion while students remain
on a special school role.
The investment in ILE with the
requirement for all schools to The recent educational policy on the redesign of
address principles of flexible design educational space (Ministry of Education, 2019b)
brings together inclusive principles to
has implications for inclusive
incorporate the view that “sensitivity to
education in Aotearoa (New individual differences and learner variability
Zealand). must be a driver for decisions relating to
We touch on the complexities of pedagogy, practice, and design of flexible
teaching students with high and very spaces” (Te Kete Ipurangi, n.d., para. 1). It is
high educational needs and the need timely to look closely at how inclusive practice in
to consider these when planning for ILE is seen by Aotearoa practitioners.
ILE design, and professional learning Inclusion in ILE
and development for those who work The notion of inclusion in ILE is complex.
with these students in ILE settings. Structural and social aspects that support
inclusion include:
• rich technological resources,
• co-teaching practices involving multiple
teachers who collaborate in responsive prac-
tice,
• the flexible use of support staff,
• and a physical layout that can support easy
movement for students with physical disabili-
ties (Page & Davis, 2016).
14 Good Teacher Magazine Term 4 2019
>Back to indexneed to think about?
Angela Page Jennifer Charteris
School of Education, School of Education,
University of Newcastle, University of New England,
Newcastle, Australia; Armidale, Australia
Inclusive Education in Aotearoa requirements of students with very high needs.
Aotearoa is still grappling with what it is to be Different perceptions
inclusive. The MOE allows for a broad
Satellite and mainstream staff had different
interpretation of inclusive practice which can be
perceptions. Satellite unit teaching staff were
used to argue for separate special education
concerned that common ILE design
provision for example, satellite units that are by
characteristics were not favourable for teaching
virtue of their location exclusionary by design.
students with very high needs. Concerns were
The MOE links new building designs with ILE and
raised around sound, colour, light movement,
inclusivity with a view to remove the distinction
ownership of spaces, and distractibility. There
between special and mainstream schools and to
were student safety concerns. “We need walls”
provide an education for all students despite
was a common trope. The mainstream staff
their level of disability, at their local school. The
interviewed also recognised the value of
difficulty with this initiative is that MOE plans for
environmental considerations, such as break out
new buildings are premised on designing ILE for
spaces, although they considered that their
‘all students’, thus there is ambiguity in how the
students’ needs were adequately met in ILEs.
ILE model fits with current special school
practices. Improved education opportunities for students
with disabilities in ILE
In our research 15 teachers and 3 school leaders,
from a total of 6 schools with ILE were asked The staff who taught students with disabilities in
about their experiences of inclusive education. mainstream contexts reported that ILE spaces
Our results indicate that there is a belief that the improved their students’ learning. Levels of
MOE view of inclusion in ILE is utopian. There challenging behaviour also reduced, which
were also differences in perceptions between further enhanced their students’ ability to
staff in satellite units and those in the engage productively in their learning. This
mainstream where staff reported that ILE spaces positive behaviour change was suggested to be
improved their students’ engagement and the result of student-directed learning which was
learning. Although some teachers in satellite individualised to meet the student’s learning
units reported reservations, other satellite unit abilities. Students’ ability to make decisions for
teachers stated that they could see teaching and themselves was also considered relevant in
learning opportunities for themselves and their reducing unproductive behaviours. The flexibility
students. associated with ILE pedagogy meant that
students with disabilities could find spaces to
A utopian view of inclusion
meet their sensory needs independently or with
The teaching staff interviewed in the satellite assistance.
units perceived that the MOE were idealistic in
Does ILE pedagogy and design support students
their utopian view of inclusion for all. Satellite
with very high needs?
staff participants, who supported the special
school as a stand-alone institution, articulated a A range of spaces can be designed to support
mismatch between MOE ILE policy and the inclusion in ILE, for instance, safe places for
reality of teaching students with very high needs. students on the autism spectrum, breakout
These staff described a necessity to match the spaces for teachers and students, quiet spaces
features of an environment with the sensory for students, and noise management though
>Back to index Good Teacher Magazine Term 4 2019 15teacher collaboration and the deliberate use of effectively teach of students with high and very
noise reducing materials. However, ILE designs high needs. It is important to maximises the
can exclude students with higher needs. Our affordances of the spaces available.
research suggests that more could be done to Although we acknowledge the complexity of the
design spaces that can better accommodate issue associate with inclusivity in ILE, we view
these students. Bright colour and lots of light, that there can be increased seamlessness with
movement, and sound may not support the movement of children and staff across schooling
individual needs of students with very high spaces. On the basis of our findings to date, we
needs. In our experience we have seen that suggest that there may be benefit in teachers to
students with sight impairments who need a embracing the ethos of the pedagogical shifts
consistent layout may not benefit from a which are associated with inclusive education in
changing environment and flexible furniture. ILE.
What do we need to think about in regard to References
inclusion in ILE?
Ministry of Education (2019a). Ongoing
There are different practices of inclusion within resourcing scheme. Retrieved from https://
Aotearoa ILE, and staff working in special schools www.education.govt.nz/school/student-
and satellite units report that there are support/special-education/ors/
mismatches in the material provision of a
suitable learning environment for students with Ministry of Education. (2019b). Designing
very high needs. learning environments. Retrieved from
https://www.education.govt.nz/school/
There are different perceptions between staff
property-and-transport/projects-and-
working in the different locations. Students with
design/design/designing-learning-
very high learning needs in satellite units were
environments/
considered by their teachers to have very
different issues to students with disabilities in Moran, P. (2014). No learner left behind: Is
the mainstream. Single-cell designs were seen to New Zealand meeting its obligations
better meet the sensory, safety and dignity under Article 24 of the United Nations
requirements of students with complex Convention on the Rights of Persons
disabilities. Teachers who taught students with with Disabilities? Public Interest Law
disabilities in the mainstream, reported that ILE Journal of New Zealand, Retrieved
spaces were beneficial for learning and from: http://www.nzlii.org/nz/journals/
behaviour with spaces providing for their NZPubIntLawJl/2014/1.html
students’ different environmental requirements. Page, A., & Davis, A. (2016). The alignment of
Our research suggests that there can be innovative learning environments and
improved education opportunities for students inclusive education: How effective is the
with disabilities in ILEs. Attention should be given new learning environment in meeting the
to the needs of students over the philosophical needs of special education learners? New
principles of flexibility and openness in ILE. The Zealand Journal of Teachers’ Work, 13(2),
educational environment should be a bespoke 81-98.
design and developed for the students rather Te Kete Ipurangi, (n.d.). Guide to ILEs. Retrieved
than requiring teachers and students to from https://www.inclusive.tki.org.nz/guides/
accommodate to the ILE conditions. planning-innovative-learning-environments-iles/
Consideration should be given to the complexity
of creating appropriate educational spaces for
supporting students with very high needs.
Professional learning and development for
inclusive educators, could be provided to look at
how pedagogies developed in inclusive
education settings in ILE can be used to
16 Good Teacher Magazine Term 4 2019
>Back to indexShields
Aboriginal shields were defensive weapons, But shields were used for more than defence, in
shielding their owners against attack from many parts of Australia shields also proclaimed
clubs, boomerangs or spears. an owners identity. they were carves or painted
with totemic designs which varied from region to
Shields gave vital and momentary region, but carried the same essential message
protection, enabling defenders to become - the symbolic link to totemic ancestors in the
attackers. Dreaming
>Back to index Good Teacher Magazine Term 4 2019 17The Power of Sports to Disrupt Disa
“I hope Special Olympics will inspire others with developmental disabilities to
have confidence in themselves. Often, these people feel marginalized and
unworthy and there is no longer a need for us to hide in the shadows.”
– Billy Seide
Raising awareness about the potential of Professor William P. Alford is Lead Director and
people with intellectual disabilities has been Chair of the Executive Committee of the Board of
a primary focus of the Special Olympics. Directors of Special Olympics International,
which serves individuals with intellectual
Billy Seide has been participating in the disabilities in more than 170 jurisdictions around
Special Olympics since 1999. the world. In 2004, Alford helped found the
In 2007, he went to Shanghai in China for Harvard Law School Project on Disability (HPOD).
the Special Olympics world summer games He describes the organization’s goals, noting they
are “to be of assistance as the UN drafted the
in softball, and his team earned 3rd place.
Convention on the Rights of Persons with
In 2016, he switched to The Sound Shore Disabilities” and to be “a resource about
Stars because it was closer to where disability law and policy both in nations that have
he lived. ratified the Convention and beyond.”
Currently he helps out and participates in The Global Search for Education welcomed
floor hockey, basketball, swimming, unified Professor William Alford and Billy Seide to talk
bowling, track and field, and the pentathlon. about the power of sports to disrupt disability.
18 Good Teacher Magazine Term 4 2019
>Back to indexability
C. M. Rubin
“The skills and competencies that I have acquired with Special Olympics help
prepare me to meet with other athletes whom I wouldn’t otherwise get to know.
With the coach’s guidance, I learn how to speak in front of others.”
– Billy Seide
Billy, what has being part of the Special Prof Alford, please share your best examples of
Olympics meant to you? where HPOD Disability strategies have
The skills and competencies that I have acquired promoted the inclusion of persons with
with Special Olympics help prepare me to disabilities in classrooms and in the work place,
meet with other athletes whom I wouldn’t both internationally and at home in the U.S.
otherwise get to know. With the coach’s What are you focused on next?
guidance, I learn how to speak in front of others. To date, we have worked extensively in more
All of this helps me to gain pride and confidence than a dozen nations while advising in more than
along with a belief that I actually have something 30 others of the 177 nations that have ratified
to offer to others. the Convention. The United States, has not
What would you call your most significant ratified – which is unfortunate, since the
achievement so far? Convention is modelled in important part after
our own Americans with Disabilities Act, would
My most significant achievement as a special not impose unwanted obligations on us, and
olympic athlete is being a member of “The already is helping improve the situation for
Athletes Congress”. This is an important role. Americans with disabilities working or travelling
Here I meet with other individuals across New abroad, not to mention hundreds of millions of
York state and we discuss how to be leaders other nationals.
within this special community.
>Back to index Good Teacher Magazine Term 4 2019 19The work our Harvard Law School Project on
Disability does varies enormously from setting to
setting, as we think it critical that our approach
in any country be shaped by history and context,
and take serious account of the views of the local
partners, even as we draw upon comparative law
in providing a range of approaches. As a
consequence, in addition to our own scholarly “I would hope that we can expand our e
research, we have advised on the drafting of ingenuity, the determination, the humo
education, employment, health, anti- much more that ou
discrimination law and more; assisted in the
formulation of state policy; collaborated on
impact litigation; helped develop texts and
teaching materials introducing disability law into The Special Olympics has sent a powerful
university curricula; taught persons with message of hope to the world about persons
disabilities how to advocate for themselves with with disabilities. What do you believe should
educators and officials; formed family support be the next important goals for this program?
groups; trained personnel in disabled persons Special Olympics is now celebrating its 50th
organizations; and produced an array of anniversary. It was founded in the summer of
materials– including simplified introductions to 1968 by Eunice Kennedy Shriver, the President’s
the CRPD for persons with intellectual disabilities sister, out of the conviction that everyone
in a half dozen major languages; print and deserves to be treated with dignity and that
internet profiles of both the accomplishments of sports can provide a powerful engine for
persons with disabilities as well as the on-going promoting that end, while also having many
challenges they face; and a Chinese language ancillary benefits. The movement, as we like to
manual, using examples from both domestic and call it, has grown enormously since then, owing
foreign companies, illustrating advantages of to the inspired leadership of Dr. Timothy Shriver,
employing persons with disabilities. Our efforts an extraordinary team of dedicated
encompass all types of disability. professionals, thousands of volunteers generous
We are delighted that many of our students at with their time and financial assistance, and,
Harvard have chosen to join us in this work and most importantly, the passionate engagement of
also that we have been able to bring to the more than 6,000,000 athletes around the world
school many individuals with disabilities who including more than 5,000,000 of whom are
have generously shared with our students their persons with an intellectual or developmental
life experience. disability.
20 Good Teacher Magazine Term 4 2019
>Back to indexwhat our athletes can do (rather than what they
can’t do) and also how they contribute valuably
to the world. Second, I would love for us to be
even more inclusive – to share our programs
further with individuals from disadvantaged
communities. And third, to expand our efforts in
developing nations.
efforts to show the world the courage, the Billy, Looking ahead to the future – what do you
or, the comradeship, the musical gifts, and predict or hope the Special Olympics will do for
ur athletes manifest.” other kids or adults with disabilities?
– William P. Alford I hope Special Olympics will inspire others
with developmental disabilities to have
Today, Special Olympics has programs in over confidence in themselves. Often, these people
170 nations across the world. Literally, every day feel marginalized and unworthy and there is no
there are hundreds of sporting events occurring longer a need for us to hide in the shadows. We
globally under its auspices. But alongside our definitely have something to contribute. The
sports programming, Special Olympics also now next way Special Olympics can innovate this
offers health programs, promotes research important work is by educating the public.
regarding intellectual disability, fosters unified Generally, they are misinformed and fearful
school programs that bring together persons of these athletes, as though a developmental
with and without an intellectual disability to disability is easily transmitted to others, and
study and play together, and works assiduously something to be pitied. These beliefs are based
to end stigma, to educate the world about the solely on ignorance.
talents of our athletes, and to foster genuine
inclusion for the good of all of us.
As the Lead Director of the Special Olympics
international board (though I am speaking now
in my personal capacity only, rather than for the
organization), I would love to see a couple of
things. First, I would hope that we can expand
our efforts to show the world the courage, the
ingenuity, the determination, the humor, the C. M. Rubin, William Alford, Billy Seide
comradeship, the musical gifts, and much more
(David Wine contributed to this Article. All photos are
that our athletes manifest. That demonstrates
courtesy of Special Olympics)
Good Teacher Magazine Term 4 2019 21
>Back to indexMad about machines at M
22 Good Teacher Magazine Term 4 2019
> Back to indexMOTAT
This summer MOTAT is
turning up the volume on
the wedge,
screw,
wheel,
inclined plane,
pulley and lever:
those six simple machines
that keep our world moving.
>Back to index Good Teacher Magazine Term 4 2019 2324 Good Teacher Magazine Term 4 2019
>Back to indexMOTAT’s brand new exhibition will open in
time for the Christmas Holidays and will
run throughout Term 1 of 2020.
Book your Term 1 school trip to MOTAT and
discover the mechanical building blocks at
the heart of all great inventions.
The exhibition will be a truly immersive
experience. Students can discover these
vital engineering principles first-hand on
giant interactive machines. Easy-to-
understand explanations and real-world
objects from MOTAT’s collection will help
cement the concepts.
Imagine taking a spin in a human sized
‘hamster wheel’! What better way to drive
home the relentless power of this mighty
simple machine?
After discovering the secrets of all six
simple machines, let your students’
creativity spark as they unleash their
new-found knowledge in the engineering
lab where they will work collaborative to
“Invent-a-Machine” of their own.
Design thinking, collaboration,
communication, resilience and problem-
solving… these skills and more will be
called on to complete the task.
Good Teacher Magazine Term 4 2019 25
> Back to index26 Good Teacher Magazine Term 4 2019 >Back to index
Careful consideration has been
made to ensure MOTAT’s next
summer exhibition compliments the
museum’s own “Invent-a-Machine”
and “Simple Mechanisms”
education modules which, on the
day of your visit, will be expertly run
by MOTAT’s team of educators.
MOTAT’s strength as an LEOTC
provider is in its ability to create
learning experiences that stimulate
critical soft skills while reinforcing
the fundamental basics of Science,
Technology, Engineering, the Arts
and Mathematics.
An excursion to MOTAT in term 1 of
next year will help launch countless
other opportunities for learning
within your classroom.
Get in touch with MOTAT to enquire
about this new Machine experience
and give your 2020 a rev up.
Contact: bookings@motat.org.nz or
visit motat.org.nz/learn
>Back to index Good Teacher Magazine Term 4 2019 27Gender play in hunter-gatherer chi
Gender play in hunter-gatherer children Based on observations of more than one
strongly influenced by community hundred children in two different hunter-
demographics gatherer communities in sub-Saharan Africa, an
international team, led by researchers from the
The gendered play of children from two University of Cambridge, found that younger
hunter-gatherer societies is strongly children were generally more likely to play in
influenced by the demographics of their mixed-gender groups. In small communities,
communities and the gender roles however, boys and girls were more likely to play
modelled by the adults around them, a together, likely due to a lack of playmates of the
new study finds. same gender.
We all tend to make a lot of assumptions As children get older, they begin to imitate the
about the development of gender roles, adults around them and learn culturally-specific
mostly through a Western lens gender roles through play. The results, reported
in the journal Child Development, demonstrate
the similarities with and differences from
Western societies, and the importance of context
when studying how children acquire various
gendered behaviours.
Photo courtesy University of Cambridge
28 Good Teacher Magazine Term 4 2019 >Back to indexildren
Play is a universal feature of human childhood, “However, very few studies have been done on
and contributes to children’s cultural learning, gender roles in hunter-gatherer communities,
including gender roles. Studies have shown that whose organisation is distinct from other
children are more likely to play in same-gender societies.”
groups, with boys more likely to participate in The two hunter-gatherer communities in the
vigorous ‘rough-and-tumble’ play, and girls more study, the Hadza of Tanzania and the BaYaka of
likely to pretend in pretense, or imaginary, play Congo, typically live in mobile groups averaging
such as doll play. 25-45 individuals and have multiple residences.
However, as most studies on the development of Labour is generally divided along gender lines,
gender focus on children from Western societies, with men responsible for animal products and
it is difficult to determine whether observed women responsible for plant products, although
gender differences are culturally-specific or they are relatively egalitarian.
represent broader developmental trends. Earlier studies of play in hunter-gatherer children
“We all tend to make a lot of assumptions about have found that children overwhelmingly play in
the development of gender roles, mostly through mixed-gender groups, which is less common in
a Western lens,” said the paper’s first author Western children over the age of three. The
Sheina Lew-Levy, who recently completed her team in the current study, which included
PhD in Cambridge’s Department of Psychology. researchers from the University of Nevada, Las
Vegas, Washington State University and Duke
University, found that children in smaller hunter-
gatherer camps were more likely to play in
mixed-gender groups than those in larger camps,
most likely due to a lack of playmates of the
same gender.
Younger boys and girls spend similar amounts of
time engaged in play, and they both spent times
in games, exercise and object play. Typically, girls
and boys engage in gender roles through play. In
the BaYaka community, for example, fathers are
highly involved in childcare. The researchers
found that BaYaka children’s doll play reflected
adult child caretaking, with no strong differences
in BaYaka boys’ and girls’ play with dolls.
“Context explains many, although not all, gender
differences in play,” said Lew-Levy. “We need a
more inclusive understanding of child
development, including children’s gendered play,
across the world’s diverse societies.”
Reference:
Sheina Lew-Levy et al. ‘Gender-typed and gen-
der-segregated play among Tanzanian Hadza
and Congolese BaYaka hunter-gatherer children
and adolescents.’ Child Development (2019).
DOI: 10.1111/cdev.13306
>Back to index Good Teacher Magazine Term 4 2019 29Young Principal is Changing Culture
Every morning, middle school students at
John Early Museum Magnet school are “The question can be as simple as what
asked to talk back to their teachers. are the things that we can do to be the
It’s a deliberate part of a teaching strategy most successful school in North Nashville?
that uses the “Socratic method” (from the Or how do we reduce violence?
Greek philosopher Socrates) where a
Or how do we change our neighborhood?
teacher poses an open-ended question to
get students to think through problems. We try to make sure the question is
meaningful…something they are living or
Getting student opinions on solutions to
need to address in their daily life,” said
some pretty tough problems is all part of the
Dr. Mason.
school culture introduced by a dynamic
young principal, Dr. Darwin L. Mason, Jr.
Students work with faculty and school principal Dr. Darwin Mason, Jr. on a new museum
installation shown here among the collections the school owns.
Standing l-r; Da’Mantez Garner, Dr. Darwin Mason, Jr., Anna Beltran, Kenyon Blackman, Terry
Smith and Ashlea Washington;
Front row l-r; Eric Ochoa, Janiya Starnes and Breanna Washington
30 Good Teacher Magazine Term 4 2019e, Attitudes in Magnet School
Clare Bratten
Some of Dr. Mason’s ideas such as community A flexible class period called personal learning time
meals with students and teachers came from his at the end of the day lets students pursue music or
observations and experience teaching at a local other subjects such as coding, tumbling, dance, or
private school for four years after working as a get remediation. An organization called “Fly Girls”
music and history teacher in Metro Nashville Public does a dance program for girls. “We make sure we
Schools (MNPS). He then returned to the MNPS expose our students to everything they can in the
system. arts, in addition to coding, and STEM, because
“We do a community lunch so our teachers eat sometimes that is your intellect – in the arts.”
with our students. They can hear conversations at The school also started a program to address social
lunch to find out what students are dealing with. emotional learning – You Only Live Life in Excellence
And we try to find solutions. It allows us to be for young men. Sugar and Spice is a program for
proactive. We even learn some manners and female students led by a social worker works with a
protocols. In my home growing up, we learned a lot group for the whole four years students are in
over the dinner table.” The system means the same school.
student/teacher ratio is maintained which “There are a number of things we do to make sure
eliminates large masses of students in lunch rooms our students are whole.” The school includes some
or playgrounds with relatively little supervision. children of mothers in a nearby women’s shelter so
“We don’t have cafeteria fights. We don’t have the educators have some challenges. “When our
disruption.” student is upset, we walk in as a therapist – we
A museum inside the school is part of what makes want to know why. [we ask] ‘What’s going on’
it unique. versus ‘what’s wrong with you?’ So much of middle
“We are the only school in North America with an school is impulsivity so we get them to slow down
accredited museum inside of it,” says Dr. Mason. and think. We even have that conversation with our
“We carry over 10,000 pieces [artifacts/art/crafts] parents.” A program for parents reviews
and our students do all of our exhibits. They do the developmental stages their children will experience
research and then we put them up for public view. and what behaviors they can realistically expect.
Right now we have an exhibit on women’s The school has a dress code requiring blue, black or
suffrage.” One class of students is working with khaki pants and button-down shirts. The
their teacher Lynn Edmondson on a new exhibit administrators keep a closet of clothes if a student
opening September 22nd. shows up in jeans, for example. “The Mom calls and
“We use a lot of project based, hands-on learning. says the washing machine is broken. We can’t
The design is for students to really engage in their spend time arguing about jeans. Let’s find him
learning process and explore from a critical thinking some pants. Or allow him to be in jeans and
process,” said Dr. Mason. continue the learning. This limits the conversation
In addition to coding and STEM programs, Mason between have and have-nots.“
sees music as a way to help students learn. He Dr. Mason earned a Masters Degree from
graduated from Fisk as a music vocal performance Tennessee State University and a doctorate from
major where he was a member of the Fisk Jubilee Lipscomb University. Dr. Mason’s father also was a
Singers, so he has a passion for music as a part of school principal and he now volunteers at the
the school’s program. In fact, he used music to help school so the students know both Dr. Masons–Sr.
him pass his own teaching certification exam by and Jr. “We feel like our students in fifth grade are
setting concepts he would be tested on to music. still very impressionable, and if there is a chance
“We have collaborated with Pearl Cohn High that they are not on the right path, we can turn
School. Their band director comes over twice a that. We care for them, love them, protect them,”
week and works with our eighth graders.” said Dr. Mason, Jr.
Good Teacher Magazine Term 4 2019 31Students prepare for their graduati
The New Zealand School of Dance students are
preparing for Graduation Season
And the School is pleased to play host to a group
of acclaimed choreographers and teachers in the
run-up to the performances.
David Fernandez, creator of Five Variations on a
Theme and Betsy Erickson, Ballet Master at San
Francisco Ballet, have been on-site for two
weeks.
David is working with Classical Majors on a solo piece
from his work Five Variations on a Theme. This work
was created for Joaquin De Luz - Principal Dancer of
the New York City Ballet. The work premiered as part
of the celebrated Kings of the Dance world tour. It
was performed to acclaim in New York City, Los
Angeles, London, Paris, Rome, Qatar, Moscow, Kiev,
and Odessa.
Betsy is working with NZSD students on Handel – A
Celebration. It is an ensemble work created for the
San Franscisco Ballet by SFB Creative Director Helgi
Tomasson. Set to various Handel selections, it is a
neo-Classical showcase that puts individual dancers in
relief. There is something joyful about seeing so many
dancers looking happy onstage. The ballet’s mood is
governed by the splendour of the music. There is a
sense of lightness, intricacy of design and a passionate
sense of lyricism.
David Fernandez, Betsy Erickson and
Laura Murray of the US Embassy at the
performance of the two works earlier
this month
Images: Julia Forsyth of Joyful Dance Photography
32 Good Teacher Magazine Term 4 2019
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