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--- awhi_world [2009-01-22 04:07] – 118.93.84.195
+++ awhi_world [2020-06-04 20:27] (current) – old revision restored (2009-02-15 21:07) nik
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 === Record of Awhiworld Activities ===
-{{:consensusrealityawhi.doc|}}
 [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]
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 [narrative extracts from debrief interviews]
-"Great for boys to keep them engaged". "Excellent to stimulate their imaginations". "Much harder work than normal curriculum as you are working with their imaginations rather than hard data". "Fun to not give The Truth..but to play with this with the kids". "Needed a little more focused energy..too many other things going on in the school and couldnt do the concept justice"."Children loved portals and gatekeepers theme". "The dramatic introduction into the school worked..needed to have more of this on a regular basis". "loved the portal examination" ."Hard to plan for but exciting to plan for..we could take any direction, children could go off on a tangent and I could follow them". "They really got the gatekeeper idea, one boy told me: "I'm a gatekeeper because I look after the school, and the gardens"". "Great way to get them thinking about Kaitaikitanga [guardianship in Maori]". "Notice that children are behaving differently around the gardens - at the beginning of the year were running over the gardens and dropping litter, now that is rare"."The forensic investigation was fantastic - it made them observe more closely and that is a real area of need". "Our children need to be introduced to things they would never be introduced to. Exposed to different ways of thinking, things and experiences. This did that for them". "Need to have a much simpler storyline for the little kids"."Teacher knowledge, skills and pedagogical framework plays a big part in how a project like this is delivered" "The trip to Nextspace was amazing. It was the highlight of the year for me and opened a door to a whole new world"
+"Great for boys to keep them engaged". "Excellent to stimulate their imaginations". "Much harder work than normal curriculum as you are working with their imaginations rather than hard data". "Fun to not give The Truth..but to play with this with the kids". "Needed a little more focused energy..too many other things going on in the school and couldnt do the concept justice"."Children loved portals and gatekeepers theme". "The dramatic introduction into the school worked..needed to have more of this on a regular basis". "loved the portal examination" ."Hard to plan for but exciting to plan for..we could take any direction, children could go off on a tangent and I could follow them". "They really got the gatekeeper idea, one boy told me: "I'm a gatekeeper because I look after the school, and the gardens"". "Great way to get them thinking about Kaitaikitanga [guardianship in Maori]". "Notice that children are behaving differently around the gardens - at the beginning of the year were running over the gardens and dropping litter, now that is rare"."The forensic investigation was fantastic - it made them observe more closely and that is a real area of need". "Our children need to be introduced to things they would never be introduced to. Exposed to different ways of thinking, things and experiences. This did that for them". "Need to have a much simpler storyline for the little kids"."Teacher knowledge, skills and pedagogical framework plays a big part in how a project like this is delivered" "The trip to Nextspace was amazing. It was the highlight of the year for me and opened a door to a whole new world" "The children were really motivated and they loved the topic. They enjoyed
+drawing but struggled writing fiction. The work on gate keepers was successful. they responded really well to portal work and went looking for them in their own time.". "I am hoping next time that we have more ICT equipment which would help us also and allow the students to be incredibly creative in 3D with computers etc."
 **Interstitial Coordinator comments:**
-  * we were unable to explore the digital component of Awhiworld d due to poor ICT capability but this will change next year.
+  * project was unable to explore the digital component of Awhiworld due delays in installing ICT infrastruture.
-  * 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.
+  * more of time was needed than often could be provided. However, often after arriving back after an absence it was obvious there had been a tremendous amount of work done by teachers in a short space of time without any extra support or input.
-    * 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.
+    * there were many ideas but not enough resources.  The 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 as staffing and money were a major issue.
- 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.
+Given all of this the project was successful in assisting the teachers 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, and supported a number of different changes in their behaviours.
-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.
+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 in some cases generated a sense of awe and disrupted previously held notions and assumptions about what 'teaching' and 'learning' is about.
-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.
+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' addition.  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.
-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.
+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.