Differences

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--- awhi_world [2008-12-22 01:01] – 118.93.168.210
+++ awhi_world [2009-01-22 03:42] – 118.93.84.195
@@ Line 20: / Line 20: @@
 **Discovering Awhi**
-While working on the Awhiwraparound project it became clear through a number of peripheral conversations, haphazard archeological finds, and awkward interuniversal encounters that a parallel world existed. This world seems to be connected through a complex web of synchronicity lines and interdimensional portals.
+While working on the Awhiwraparound project it became clear through a number of peripheral conversations, haphazard archeological finds, and awkward interuniversal encounters, that a parallel world existed. This world seems to be connected through a complex web of synchronicity lines and interdimensional portals.
 Discovery is only recent, but already interworld activity is taking place.  Locations for this activity are the primary school garden, backyards and walkways of neighbouring houses, Smith's Avenue Netball courts, and Te Koiwi Park. New hubs, portals and connection lines appear every day.
@@ Line 34: / Line 34: @@
 {{:consensusrealityawhi.doc|}}
-[For reasons of confidentiality some information needs to stay offline and be provided as appendices to final research report.]
+[For reasons of confidentiality, and to maintain calm in the face of extremely disturbing and extraordinary phenomenon, the name and exact location of the school is currently hidden]
 ** June/July 2008**
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 My comments:
-  * Digital component of Awhiworld was unable to be explored due to poor ICT capability but this will change next year.
+  * we were unable to explore the digital component of Awhiworld d due to poor ICT capability but this will change next year.
-  * Constantly felt like I needed more time and that I needed to be in the school more to support..but noticed that I kept arriving at the school after an absence of a week or so and would see a tremendous amount of work done in a short space of time without any input whatsover.
+  * more of my time was needed at the school than I could provide at times... but at the same time I noticed that I would arrive at the school after an absence of a week or so and would see a tremendous amount of work done in a short space of time without any input whatsover.
-  * Concept of Gatekeepers/Guardians seemed embedded among the older children. Also the idea of portals. This will help with developments in curriculum next year.
+    * there were too many ideas and not enough resources.  School is Decile 1 which in NZ, means it is in the poorest catchment area possible.  With more physical resources and time it would have been even more successful. But staffing and money were a major issue.
-  * Too many ideas and not enough resources.  This school was a Decile 1 School which means it is in the poorest catchment area possible.  With more physical resources and time it would have been even more successful. But staffing and money were a major issue.
 Overall comment:
-  * Given that was the case the project was a successful experiment in so far as it developed the teachers and pushed them to extend their learning and practice. It also introduced children to different ways of learning maths, science, social science and english making links between some of their leisure activities and learning. The teachers are keen to take the project forward and move it to another level. Integrating this even more fully into the curriculum and the community development initiatives taking place around the school. Wonderful:-)
+  * Given that was the case the project was a successful experiment in so far as it developed the teachers and pushed them to extend their learning and practice. It introduced children to different ways of learning maths, science, social science and english making links between some of their leisure activities and learning. It also taught children to pay attention to their environment in a way that they would not have previously.
+More fundamentally, it exposed both teachers and students to a paradigm that is beyond traditional concepts of true and false, and reignited their capacity to imagine.  Exposure to new ideas and technologies was in some cases life changing, in so far as it generated a sense of awe and expansion of understandings and cognitive boundaries. And disrupted previously held notions and assumptions about what 'teaching' and 'learning' is about.
+The teachers are keen to take the project forward and move it to another level. Integrating this even more fully into the curriculum and the community development initiatives taking place around the school. With further funding and support this is possible, as is the potential to further develop trans-local gardening iniatives with foam, brussels.
+It is an excellent example of ARG's used in educational practice as it was fully integrated into the curriculum for nearly two semesters, not simply a nice to have to put across a few teaching points.  There were multiple positive outcomes from a curriculum enhancement point of few, and there is currently discussion to embed Awhiworld into long term planning to ensure that it is integrated across multiple years of teaching.