(Osterman and Kottkamp, 2015, p.70)

Reflecting on what I set out to achieve through my inquiry to improve student engagement and achievement, I discovered through the action phase that the teacher directed mathematics activities were less effective than the student led learning peer-tutoring activities. Not only was the student engagement and progress more effective through peer-tutoring, it also meant that more progress could be made because there were more teachers in the room - the students themselves. This means that I can accelerate the rate of learning by at least five times the rate of just using myself as the teacher daily, even if my performance were to be excellent every single day.
 
The solution of using peer tutoring, Briggs, S. (2013). was found through the reflection on why student progress was not happening at the expected rate. The inquiry process has enabled me to question throughout my teaching practice and produced the necessary questions that led to new research findings. Briggs, S. (2013).
 
I have now implemented Math Buddies to work daily with students along with the Teacher Aide.  This new model of practice is working well towards increasing student engagement and student achievement of target students using practical activities in mixed ability groups that the students could work on in pairs.  Boaler, J. (2015). 

Moving forward, I’d like to use more small group work of mixed abilities to provide a platform for students to talk to each other about their work, so as to increase student engagement in learning and increase the rate of learning by creating mixed ability groups, to provide the opportunity for students to learn through collaborative and inclusive environment with their peers.  Boaler, J. (2015). 
 
 
References
 
Briggs, S. (2013). Open Colleges. How Peer Teaching Improves Student Learning and 10 Ways to Encourage It Retrieved from: https://www.opencolleges.edu.au/informed/features/peer-teaching/

Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
Bolstad, R. & MacDonald, J. (2016). An analysis of participant blogs supplemented by teacher interviews. Wellington: New Zealand Council for Educational Research.
 
Kaser, L. & J. Halbert. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools. C21 Canada. Retrieved from http://c21canada.org/wp-content/uploads/2016/10/Spiral-Playbook.pdf
 
Osterman, K. & Kottkamp, R. (1993). Reflective Practice for Educators. California. Corwin Press, Inc. Retrieved from hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf
 
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators: professional development to improve student learning. (2nd ed.) New York: Skyhorse Publishing.
 
Ministry of Education (2017). Our code, our standards. Retrieved from:
https://educationcouncil.org.nz/content/our-code-our-standards
 

Every teacher goes into teaching to make an impact and yet sometimes the gap between the intended outcome and actual result can seem so wide.  This leads us to the question, “Why is there so often a gap between results intended and actual outcomes?”  It seems that Stoll, L., and Temperley, J. (2015), have presented the answer by asking a leading question as a possible solution, “Why spirals of Enquiry?” 
This overarching question helps us to inquire through a spiral of enquiry, Stoll, L., and Temperley, J. (2015):

• “What’s going on for learners?”
• “How do we Know”
• "Why does this matter”

Unless we ask ourselves these questions throughout our practice, we are unable to make the necessary adjustments to close the identified gaps early on to make effective change and achieve improved outcomes for learners.  This inquiry will be analysed and critiqued using, Rolfe’s Model of Reflection as displayed in the diagram below:

​​



​




​

​Figure 3: Rolfe’s Model of Reflection (Otago Polytechnic, n.d.)

Our school goal was to increase the student’s engagement and achievement in mathematics.  On reflection, the initial actual impact did not affect my target group of students which was the intended outcome, however it did improve learning outcomes for most of the class.  We changed the ‘Take Action’ plan to close this gap by adding in buddy helpers.  Stoll, L., and Temperley, J. (2015).

The evidence from the ‘Take Action’ phase shows that  this peer-to-peer learning has proven by the formative data assessments to show progress by students achieving their specific learning outcomes after two weeks, from daily practice and tutoring with their peers and being able to progress onto the next learning outcome in mathematics.
It was also anticipated that teachers would work more collaboratively together and while it is still a work in progress, small groups of staff have been working more closely together in groups of two or three on their respective levels. 
The impact of this on future inquiry practice would be to consider the impact of mixed ability groups on student engagement and achievement to see if a more informal process of peer-to-peer tutoring would close the gap between the intended and the actual outcome.
Future focused questions around teachers as stakeholders from, Table 1: Questions for further discussion on Spiral Inquiry (Adapted from Stoll and Temperley (2015)).

“Are there other teachers in your school that you could work with on future Inquiry? How would you get others on board?”

I will continue to work with my two colleagues and continue to build working relationships with other teachers across the school that could strengthen my own teaching practices.  

Please comment below if you have had any success with mixed group abilities.
 

References
 
Halbert, J., Kaser, L., & Koehn, D. (2011). Spirals of Inquiry: Building Professional Inquiry to Foster Student Learning. Paper presented at 24th International Congress for School Effectiveness and Improvement. Limassol, Cyprus. Retrieved from: 
http://www.icsei.net/icsei2011/Full%20Papers/0053.pdf

Ministry of Education (n.d.). Primary school teachers use maths assessment to increase student agency. Retrieved from: 
http://elearning.tki.org.nz/Teaching/Snapshots-of-Learning/Spirals-of-inquiry-Maths-assessment

Ministry of Education (n.d.). Stories from the field. Retrieved from:
http://www.educationalleaders.govt.nz/Leading-learning/Spiral-of-inquiry-leaders-leading-learning/Stories-from-the-field

Otago Polytechnic. (n.d.). Reflective Writing. Retrieved from:
https://www.op.ac.nz/assets/LearningAdvice/Reflective-writing.pdf

Stoll, L., and Temperley, J. (2015). Narrowing the Gap with Spirals of Enquiry: Evaluation of Whole Education’s Pilot. Whole Education, UK. Retrieved from:
http://thesendhub.co.uk/wp-content/uploads/2016/09/narrowing-the-gap-with-spirals-of-enquiry.pdf
 
 
 

Data Analysis – Reflection on Evidence

As teachers, we set out to raise student achievement and I initially noticed that a few students that were under-achieving were already disengaged at the beginning of the year, with a negative attitude towards mathematics.  The school, as high stakeholders decided to provide professional development for teachers to raise achievement.
The initial assessment data of student’s results at the beginning of the year showed that twenty percent of students were below the expected level.  The initial Action Research question posed was about how student engagement and student achievement could be improved. 

An App game were planned to raise engagement and student achievement including the traditional mathematics games and activities.

 The latest quantitative data on the standardised assessment, Junior Assessment of Mathematics (JAM) showed that twenty percent of student’s quick recall of basic facts still required attention.  We also used student observations and student conferences as formative assessment to collect qualitative data that confirmed the JAM quantitative assessments.  This provided a triangulation of assessments to confirm data analysis that some students still need to improve the quick recall of their basic fact knowledge.  Forty percent of the cohort that were under-achieving overall did not make enough progress, even while playing online games.  These students were not retaining the required knowledge.
​
The next Action Plan question posed was, “Does peer-to-peer teaching help student engagement and achievement in mathematics?”  We discussed solutions with colleagues, researched and implemented mathematics buddy helpers.  These buddy helpers would have a list of learning outcomes to cover on a rubric with their buddy daily.
 In the first two weeks, we noticed that students were showing progress that had not shifted over several months.  This success resulted in us training up more buddy helpers who felt a greater sense of engagement and purpose in their learning.  We also found that students being helped were more engaged in the process because of their peer-to-peer relationship with the other students.

This led to the inquiry question, “If I set up buddy helpers in peer-to-peer teaching, how will it affect student engagement and achievement?”  These students, they required ongoing use of mathematics materials practice with daily assistance. 

The social action that was decided on with my colleagues and co-action research, was to initiate buddy helpers between classes, to select students who would be able to assist other students through selected practice materials from a rubric that met the next steps in their learning. 
My colleagues and myself have created a learning circle where we interact regularly by discussing and sharing teaching ideas collaboratively.  We are also all part of a wider junior school Circle that is Participant Lead where the leader analyses and compares data throughout the year.
 

References

Babione, C. (2015). Practitioner Teacher Inquiry and Research. USA: John Wiley & Sons.

Briggs, S. (2013). Open Colleges. How Peer Teaching Improves Student Learning and 10 Ways to Encourage It Retrieved from: https://www.opencolleges.edu.au/informed/features/peer-teaching/

Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. New York, NY: The Guilford Press. (e-copy available in Unitec library).

Gray, J. (2012). What data can and cannot do. Retrieved from:
 https://www.theguardian.com/news/datablog/2012/may/31/data-journalism-focused-critical

Guido, M. (2013). Prodigy Game: 15 Easy peer Teaching Strategies to Help Students.  Retrieved from:  https://www.prodigygame.com/blog/advantages-disadvantages-peer-teaching-strategies/

Johnson, D. W. (2014). Student-Student Interaction: The Neglected Variable In Education. Retrieved from: https://www.researchgate.net/profile/David_Johnson50/publication/239541917_Student-Student_Interaction_The_Neglected_Variable_In_Education/links/54807d9a0cf20f081e725739.pdf

Riel, M. (2013). Learning Circles - An innovative form of Collaboration.
Retrieved from: https://www.youtube.com/watch?v=ufaRaDuhQ0M&feature=share
Riel, M. (2014). Analysing Data. Retrieved from: https://www.youtube.com/watch?v=XwWPwyv60E4&feature=share
Te Kete Ipurangi. (2018). Teaching Strategies for Inclusive Classrooms, Part 2: Peer Tutoring. Special Education. The Three Rs of Diversity – accessed by TKI. Retrieved from: https://www.inclusive.tki.org.nz/assets/inclusive-education/MOE-publications/teaching-strategies2.pdf

Schildkamp, K., Lai, M. K., & Earl, L. (2012). Data-based decision making in education: Challenges and opportunities. New York: Springer.

How ethical issues are being addressed in the ‘Take Action’ phase
The Problem
Within the ‘Take Action’ phase of my research, we found a loophole in the App that presents an issue around privacy and ethics.  NZARE (2010) has expressed that the purpose of the research should be to do good and not bring any harm to others and in this instance, by way of privacy.  While I do not think that anyone has been harmed in the process of collecting and sharing student work between school, students and whanau (family), we found that parents could access other students work and comment on it.  While the teacher still had to approve the comment, parents were still able to view other students work and comments on their work which posed a privacy and ethical issue for the teachers.  The main stakeholders are the school, the student’s parents and particularly the students, whose privacy was potentially at risk.  The school is potentially responsible for this risk.  All student’s privacy of our ethnical diverse students should be considered and especially the needs of minority groups and students under-achieving.  Hall (2001), NZARE (2010).
 
The Solution
Our solution as a school is to prevent parents from being able to access other students work to prevent any issues around student’s privacy.  We are in the process of changing the settings on the technology so that parents could not view other student’s work through their own sign in or through other students.  It is unfortunate that other students will not be able to view each other’s work unless the teacher shares the work with a whole group of students, which is still possible.  Thankfully, we have not had to shut down the technology altogether as we have found a way around this issue.  The course of action to solve the viewing of other student’s work by other parents and their family members is for teachers to change their class settings on the website for this App to prevent this from taking place.  The teachers owe it to the students, parent’s and schools as part of their ethical code of conduct required for teacher registration to ensure their student’s privacy.  Hall (2001).
 
Future considerations
In consideration of future research and teacher inquiry action, a sample group could be set up to check settings and the ethical impact on students before launching into the sharing of information online.  It is important to discover technical issues that may cause unintentional privacy issues before they occur.  Finding checklists to ensure the necessary precautions have been taken will help to prevent these issues from occurring in the first instance.  Hall (2001)
Overall, the feedback from parents around the sharing of student work in real time has been very positive and the students have thrived on the digital parental involvement in the sharing of their learning experiences.  Parents have valued being able to view what their children are learning, being more involved in their children’s education, which is essential for our Maori and Pacific Island cultural groups.  Students have also expressed their enthusiasm at sharing their learning with their Whanau (family) as this is a very important part of their culture, particularly our minority cultural groups of Maori and Pacific Islanders. 
 
References

Education Council. (2017). Our Code Our Standards.Retrieved from: 
https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf


Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. In IIPE Conference, Brisbane.

New Zealand Association for Research in Education (NZARE). (2010). NZARE Ethical Guidelines. Retrieved from:  http://www.nzare.org.nz/portals/306/images/Files/NZARE%20EthicalGuidelines2010.pdf
 
 
 

For the purpose of this reflection, I have chosen Rolfe’s Model of Reflection (Otago Polytechnic, n.d. ) model of reflection to critically reflect on my reflection using another model as an opportunity to offer a different perspective. Figure 3: Rolfe’s Model of Reflection (Otago Polytechnic, n.d. )

Step 1 Description (What?)
The most difficult part of the inquiry is feeling let down by the digital app that was chosen to assist students improve the quick recall of their basic facts. Whilst the students loved playing the game and were clearly hooked by the incentives and rewards in the game, they were clearly spending too much time on building their virtual world instead of doing the math basic fact questions. This became counter productive to student progress on some of the student’s basic fact knowledge and to the evidence I require to convince other teachers that digital can produce more engaged students and produce high levels of achievement too when personalizing their learning digitally. Figure 3: Rolfe’s Model of Reflection (Otago Polytechnic, n.d. )

Step 2 Theory and knowledge (So what?)
It’s important to acknowledge the failure of the digital tool to meet the required learning objectives, however it is equally important to acknowledge that it would be false logic to apply this failure to all digital tools. It would not be a complete inquiry without asking, “So what?” The inquiry would not be complete without researching further to find better digital tools by collaborating with other teachers to find out what has worked for them. I found this process helpful and re-assuring to have another credible math app recommended to me by another teacher on social media and have also have this recommendation endorsed by other teachers online too. This taught me the power and importance of collaboration to improve learning for students. Figure 3: Rolfe’s Model of Reflection (Otago Polytechnic, n.d. )

Step 3 Action (Now what?) Without reflecting on the progress of the Action Plan, I would not have learnt the power of collaboration in this instance and value of reformulating ideas and plans to find successful solutions that would affect the outcomes of the overall inquiry. This finding is based on the quantitative data has provided the opportunity to affect the overall outcome of the inquiry towards improving student achievement. Not only will this knowledge change the course of planning, it will also change the action that I take on the Action Plan, affecting the final outcome of the Inquiry altogether and influence the opinions of other teachers that may be watching to see if digital tools do provide improvements to learning outcomes. Figure 3: Rolfe’s Model of Reflection (Otago Polytechnic, n.d. )

Who knew that three very simple questions could produce such a powerful change to the next steps of an Action Plan when the most common forms of logic would most often be to give up? This emphasizes the importance of using critical reflection to enhance learning for students and pedagogy for teachers.

​
References

Igoe, J. (2017, June 17). Gibbs’ Cycle of Reflection. [video file] Retrieved from: https://www.youtube.com/watch?v=w_acUWM3co8

​Otago Polytechnic. (n.d). Reflective Writing. Retrieved from: https://www.op.ac.nz/assets/LearningAdvice/d0a1fac268/Reflective-writing.pdf

How indigenous knowledge and cultural responsiveness inform action taken.

Culturally responsive pedagogy is defined by Gay (2001, p. 106) as “using the cultural characteristics, experiences and perspectives as conduits for effective teaching”.  This is reflected in knowledge about cultural diversity, the culturally integrated content in the curriculum, the development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction (Gay, 2001).

Bishop in Edtalks (2012) discusses how educators must acknowledge the gap in education between those students that are achieving and the culturally diverse that are not achieving due to a lack of culturally responsive pedagogy and challenges anyone to try to deny that there is indeed an achievement gap in New Zealand that needs to be addressed. Bishop (2012)

In Culturally responsive pedagogy and assessment in primary science classrooms, researchers discuss the importance for all educationalists, including schools and teachers to be on board with the reforms of culturally responsive pedagogy – that students should not have to leave who they are at home to conform purely to school culture. 

Milne (2017) defines cultural identity as something that should be embraced throughout the school day and at every possible opportunity through the curriculum, school events and through learning activities.  Milne (2017) suggests that schools have a responsibility in sustaining student’s culture within the school and not to ignore it.  Milne (2017) suggests that our students should become global citizens through their own cultural lens first.  Milne (2017)
Geneva Gay describes culture as the filter that we use to make sense of information around us in “Introduction to culturally relevant pedagogy” video.  Irvine and Gay agree that culture has to do with world view, values and beliefs.   Gay & Irvine (2012).
​
Butcher (2008) identifies nine mega-skills that contribute to cultural intelligence, including checking cultural lenses recognizing that this influences behaviour and thinking.
Asil (2017) has presented Culturally Responsive Practice for Maori Scale developed by Principals from a wide range of schools, which is school based and designed by the National Monitoring Study for Student Achievement, at the University of Otago. Asil (2017).   This tool is based on five concepts:

• Whanaungatanga (building relationships)
• Manaakitanga (ethic of caring)
• Rangatiratanga (teacher effectiveness)
• Kotahitanga (ethic of bonding)
• Pumanawatanga (school morale, tone, pulse)

I have recognized that when planning pedagogy for the needs of my indigenous Maori students, I need to think differently.  I have tried to include parents and Maori students on the planning so that it is culturally responsive to the needs of these students and families.  I have found that this has helped to improved student engagement and assisted in student progress, as they have taken greater ownership of their learning.  It is a very different approach from the school / teacher driven model that usually results in disengaged students and limits learning. 

My teaching inquiry focus has been on Action Planning and making sure that I have used a Maori culturally responsive practice by communicating the needs of Maori students with their parents and developed relationships with other family members that care for the child.  I have also encouraged parents to contribute their ideas and let me know how their children learn best in their own home environment.  Gay (2012).

The Action Planning Research incorporated this cultural response into the development of the Action Plan. I emphasised on mixed ability groups, so that they could choose who they wanted to work with. 
The next step of the Action Plan is to create Math Buddies for individual students who needed more support and practice so that they can build positive and strong learning relationships and community within the classroom.
 
References

Asil, M. (2017). A School-Based Measure of Culturally Responsive Practices. Frontiers in Education 2(17), 1-7. doi: 10.3389/feduc.2017.00017

Bishop, R., Berryman, M., Cavanagh, T. & Teddy, L. (2009).Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5),734–742.

CORE Education.(2017, 17 October). Dr Ann Milne, Colouring in the white spaces: Reclaiming cultural identity in whitestream schools.[video file].
Retrieved from https://www.youtube.com/watch?v=5cTvi5qxqp4&feature=em-subs_digest

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].
Retrieved from https://vimeo.com/49992994

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868
Milne, A.(2017).Coloring in the white spaces: reclaiming cultural identity in whitestream schools. New York: Peter Lang Publishing, Inc.
Pohatu, T. W. (2011). Maori - Rethinking human wellbeing. MAI Review, 3, 1-12.
Retrieved from:  http://www.review.mai.ac.nz/index.php/MR/article/v...
Te Toi Tupu. (n.d.). Pasifika: Participation, engagement, achievement tool.
Retrieved from:  http://www.tetoitupu.org/pasifika-participation-engagement-achievement-tool
Unitec. (n.d). Learning and Teaching at Unitec Institute of Technology.
Retrieved from:  Booklet.http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf

 
 

​"Identify the aspects of law, regulations and / or policy relating to teacher inquiry in practice."

Whilst New Zealand law does not specifically require teacher inquiry, it does however provide some over-arching areas of law within which all teaching practice must adhere to.  The Education Act of 1989 and the Education Act of 1964 are two key legislation that govern in New Zealand.  More recent legislation are:

• Vulnerable Children Act 2014  
• Bill of Rights Act 1990
• Human Rights Act 1993
• Privacy Act 1993
• Criminal Records (Clean Slate) Act 2004
• Official Information Act 1982
• Children, young Persons & their Families Act 1989. 

Teacher practice is more specifically governed by the Code of Professional Responsibility and Standard for the Teaching Profession – Our Code, Our Standards (Education Council, 2017).  All practicing teachers must adhere to this code in New Zealand.  It provides the expectation that teachers should “use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.” p.18). 
Retrieved from:  https://teachingcouncil.nz/content/our-code-our-standard

The TKI website emphasizes the importance of teacher inquiry to improve learning outcomes for all students based on the successful identification of their needs and individualized approaches for students.  Teacher inquiry should also be based on a teacher’s own learning requirements to find the best practice solutions for students.                                                                                                                                                                                                   "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."
Ministry of Education, 2007 p 35
Retrieved from: http://elearning.tki.org.nz/Professional-
Retrieved from:  learning/Teacher-inquiryhttp://nzcurriculum.tki.org.nz/
 
“Teacher inquiry should be based on your students' learning needs, your own learning needs, and the impact of your practice on student learning and achievement.”
http://elearning.tki.org.nz/Professional-learning/Teacher-inquiry
Teacher professional learning and development: Best evidence synthesis iteration (BES)
 
The Teacher Council has described the “Design for learning” as “based on the curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.”  This standard expects learning activities to be based on the knowledge of curriculum, pedagogy and the new learning progressions.  This is a process of embracing student culture, gathering data, identifying learning needs and student’s next steps to design learning based on national policies from the MOE.
Retrieved from:  https://teachingcouncil.nz/content/our-code-our-standard
 
The Teacher Council has described “Teaching” as “Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.”  This standard requires educational learning outcomes for every child at their level.  Maori learners should be supported alongside their Whanau and being prepared to make adaptations to programs where necessary.  An evidence-based approach is required that include the local community.  This is where our use of See-Saw online tool between home, school and student works so well to communicate learning and progress on a platform that provides equal opportunities for everyone to communicate freely.  This standard also requires a wide variety of teaching strategies to meet the needs of learners and this where we can take advantage of the many online apps that are available to educators for free.  Opportunities for students to apply different contexts of learning and make connections with prior learning is another requirement where student voice becomes important and making the links between home and school with regards to their learning.  Ongoing feedback is also essential, and this can be done through student and teacher conferencing either online or in person so that students are clear on what their next steps will be in terms of their learning progressions and can articulate these clearly, having fully understood their next step.
Retrieved from:  https://teachingcouncil.nz/content/our-code-our-standard
It is widely regarded that, Teacher Inquiry is also “at the centre of strong school self-review practice” (Fowler, 2012, p2).

​

My research is based on the Spiral of Inquiry adapted by MindLab, based on Timperley, Kaser and Halbert (2014), is mostly aimed at a local audience, although influenced by global concepts. The cultural diversity key elements referred to in this research would assist educators address cultural diversification in education around the world within their own contexts. This means that this spiral of Inquiry is also relevant to an international audience, whilst predominantly intended for a local school focus and Communities Of Learning (COL), our neighbouring schools.

Colleagues I work most closely with have embraced the idea of collaboration and are appreciating the benefits of collaborative practice from sharing and enhancing ideas to reducing workloads. Our wider Community of Learning (COL) is driven by its leaders and their agreed agendas between schools. Our focus on Te Reo and understanding the Maori culture are one of those goals which aligns with my current practice to improve student achievement to this minority culture group.

We should never under estimate the international influence that technology has on local education. The OECD has put together some data that shows 59% of teachers have requested more professional development in technology to assist them in the classroom. OECD. (2018).Trends shaping education 2018 spotlight. Retrieved from http://www.oecd.org/education/ceri/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf

We should use technology to change the way we teach rather than a tool to continue to enhance old pedagogy that has become outdated both locally, nationally and internationally. Our assessment data should be a tool to customize learning needs for individualized programs. Daggett, B. (2014). Addressing current and future challenges in education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

The personalisation of Education is also a national strategic goal along with international trends that can help support local schools and teachers. Bolstad, R., Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

It is clear from the research that local, national and international audiences are intertwined and have influence each other right down to the personalisation of education.

Richard Branson's latest article on Financial Literacy really hits the nail on the head. We should be teaching students these financial literacy skills in school and at home.

1. Opportunity
It's not enough to just teach from the whiteboard, we need to give students the opportunity to to explore their ideas and do the necessary market research.

2. Collaboration
Students should be given the opportunity to share and discuss ideas with each other - a necessary business skill.

3.  Innovation
Inviting students to experiment with the implementation of ideas will provide a platform for innovation and change, which are necessary workplace skills in the future.

4.  Reflection
Students should discuss what worked and what didn't work to learn from the exercise.

5. Cashflow
Working with money provides students with some real motivation to discuss budgets, investment and cashflow.

Whatever you do - make it relevant and have fun with it!

IPads before skill
The Daily Mail - Mail Online has explained that a new report has shown children can use iPads before they can use basic skills such as how to tie their shoelaces.  It seems as though children are learning how to use iPads and iPhones before other important skills, such as drawing, cutting, writing and reading. 

What is the important question in 21st Century learning?
The important question is not how much time are children spending on technology, but how much time are they devoting to other necessary life skills?  Children don't need to be encouraged onto iPads and other computers - they are alreadt doing that.  No, the important question is, "Do these new forms of technology present a new modern day problem for learning in the 21st Century?"

The consequences of modern technology
The reality is that children are not out there climbing trees like they used to do, or playing games outside building stronger core muscles and gross muscles, necessary for development and other writing skills.  We've not had to consider these problems before or the consequences of these problems - at least not since the TV was first invented!  While concerns used to be about how many hours of television children watched and having dinner in front of the TV, the question now is more along the lines of, "What are children doing while they are watching TV?"  For most, the answer is playing on the iPad, Facebook, Instagram, games and multiple other social media and apps.  This is all good and well if they are getting the balance of daily exercise, social time with friends and family and develop creative thinking strategies.  My concern is that the very technology that is supposed to empower children in taking ownership of their own learning, is making them more dependent on their parents, while parents have to carry their bags and tie their shoe laces at a much older age than they used to.  How does this empower children?

Empowering children in the 21st Century
If we are to truly empower children in the 21st Century, then we need to not only equip children with the technological experiences that create innovation and creative thinking, but we need to balance the scale with an equal amount of social, physical and life skills that they need.  Its not enough to give children an iPad without inspiring what activity could be taking place on the iPad.  Creating a family game or challenge using the technology can help bring about a sense of purpose and learning using the technology, rather than the technology being a means to an end.

Some ideas for families
- play a family game like scrabble on the iPad together
- create a research challenge together / plan a dream holiday
- design the new family dream home together on the iPad and discuss it together
- create a family album that everyone can contribute to using photos on the iPad
- write short stories to read to the family before bed
- go out for an ice-cream and park a kilometre away from the shops and enjoy walking together
- visit a park and learn the beauty of being still for a few minutes in the day
- play sport together - soccer, cricket, tennis and touch rugby