Augmented Learning Podcast & Vlog

[00:00:00] :  Kia ora everyone and welcome to the augmented learning podcast and video log before we get started and before I explain why we have a podcast coming out on Friday. I just wanna just ask you that if you listen to the podcast and you get some value from it uh and you enjoy listening to other educators or leaders or influences speak and talk around some of the concepts and, and themes that we talk about them. Please jump on and give the podcast a rating that really helps with downloads and helps us bring on more exciting and good educational guest to the podcast but onto today's podcast, this is something new. We're calling it Friday follow up and basically what Friday follow up is, that's probably a really naff name, but I don't have anything else right now. So if you do have a suggestion for a better name hit me with it because I think Friday follow, it needs to go. But that's why I'm going with at the moment and Friday follow up, we are just unpacking the podcast episode that's been released that week, having a look at some of the take away some of the things that we can pull out from that and learn from that. It's not going to be long, five minutes tops, I'm hoping and we'll end with a bit of a provocation for you as an educator, something that you can take away something that you can action or reflect on as we move into the weekend and then the following week. So in this week's episode we had Emma Don Emma Donohue is head of health, physical education and outdoor ed at Oxford area School down in Oxford set Canterbury, I'm not sure. And she was talking about what it's like to teach in a rural environment and she talked about a lot of things. She also touched on her role as a within school lead in their Kayoko. Um and she talked about some of the work that she did on the panel around um at Penn's conference earlier in the year. But the thing, the key takeaway for me was really her talk around what it's like to teach in a rural school and some of those things, she talked about what she talked about the challenges of teaching in a rural environment and some of those included the student and the responsibilities that they carried outside of the classroom in the long hours that they're pulling in a rural environment with a lot of them farming, they had things like having a cut hay, they had responsibilities around weather and what that meant for them on a farm. They had the impact of snow and flooding. Um and I also talked about things like staff often being located outside of the community, so there's a little bit more disconnect from that community and also the need to travel or commute to get to their to get to the school and so there were some of the challenges and I think some of those are really big, That student responsibility one really got to me. They had me thinking about that are a little more debt are some of the positives that Emma discussed though was how in that smaller community you have access to local experts and the ability to connect with them. She talked about being able to create really rich learning context that are authentic and are meaningful because they are occurring in that local community and environment. And then Emma talked about because of the size of the community. There's this strong and deep relationships formed between school home and also businesses within the community which I think is really, really positive. And so that led me to this thought that the load that rural students carry is quite visible. We we can see that as a rural student with a lot of these students particularly down here working on a farm. The load that they carry is quite visible. And so I was thinking about my students and my students, the loads that they carrying, the baggage that they have is not as visible. However they still carry just as much. And it reminded me of time spent visiting Melbourne in college in Australia. Uh a sports academy in Australia that I've visited with with Celia and also with a number of other physical educators a few years ago and what was unique about the school as it was really just focused on sport and sport performance and was about training elite athletes. But they had these contracts and they had student contracts which were your, your, your, your generic student contract. I'm going to do this. I need to make sure I'm doing this and I um, I commit to doing this this and this, so stock standard student contract, but they also had a teacher contract. Now. This teacher contract was about a teachers acknowledging that the students that they had in front of their class were unique, that they were training to become professional athletes. That they had X number of hours of training during the week. They had X number of hours committed to performing on the sports field, whether that's as a golfer or netball or basketball. And so part of the contract was about agreeing to have flexible deadlines, agreeing to have all of their work available online and all these other different things that really acknowledged and um, yeah, I guess acknowledged the additional work that these students were carrying outside of the classroom, and I thought that was really cool and I thought that was really unique. So, my provocation for yours, do you really know how much your students carry from day to day? You know, thinking back and reflecting on what we identified about rural students and then also that story I just shared about marijuana in college and if you're uncertain about this, what can you do to connect and understand your learners better? So, thanks for checking out the episode on Wednesday. Thanks for having to listen to me yarn on about my thoughts on students and the loads that they carry within our classrooms and within our schools. Um, I hope that provocation gets you thinking and get you unpacking it a little bit more for you and your learners in the place that you teach. Like I said, if you're getting value from this, please jump on. Give the podcaster review, preferably five stars on Itunes. Uh, and I'll see you on the next episode. Thanks.

During lockdown, Celia and I sat down with Emma to talk about some of her wins and successes teaching Outdoor Education in a rural school. Emma was a panel member at the PENZ conference earlier in the year where she entertained the audience with a snapshot of what teaching is like for here, around the theme of embracing uncertainty.

Emma Don is the Head of Department of Health, Physical Education and Outdoor Education at Oxford Area School, a Year 1-13 school located in Oxford, at the foot of the Canterbury Foothills. Along with her role as HOD, Emma is also a Within School Lead (WSL) in the Tipu Maia Kahui Ako which encompasses Canterbury Area Schools. She is a Mum to two young boys, aged 6 and 3. Emma embraces every challenge as an opportunity to get better and improve her teaching and learning practice.

Next year I take a new step in my educational journey as a Deputy Principal at Wellington East Girls' College (WEGC). Throughout 2020 I have been fortunate to work closely with this school as an Across School Lead Teacher within the Motu Kairangi Kāhui Ako. Today's guest is a Within School Lead Teacher from WEGC who teaches Biology. Georgette Lampitt has been teaching for about 12 years and was trained in the UK. She has been part of teaching in a hub team at WEGC for about 5 years now.
Throughout this episode George and I attempt to unpack a number of innovate approaches to learning they have within the school such as:

• 90 minute lessons and how that impacts learning
• Ako time as an approach to pastoral care
• Hubbing and integrated learning
• Challenges and opportunities working within a modern learning environment

WEGC are doing some amazing things and no doubt this episode will give you a variety of ideas you might be able to pull apart and see how you might be able to leverage them in your school.

Next year I take a new step in my educational journey as a Deputy Principal at Wellington East Girls' College (WEGC). Throughout 2020 I have been fortunate to work closely with this school as an Across School Lead Teacher within the Motu Kairangi Kāhui Ako. Today's guest is a Within School Lead Teacher from WEGC who teaches Biology. Georgette Lampitt has been teaching for about 12 years and was trained in the UK. She has been part of teaching in a hub team at WEGC for about 5 years now.

Throughout this episode George and I attempt to unpack a number of innovate approaches to learning they have within the school such as:

•90 minute lessons and how that impacts learning

•Ako time as an approach to pastoral care

•Hubbing and integrated learning

•Challenges and opportunities working within a modern learning environment

WEGC are doing some amazing things and no doubt this episode will give you a variety of ideas you might be able to pull apart and see how you might be able to leverage them in your school.

On this weeks episode we have Celia sitting down with Kylie Thompson from the University of Waikato. Throughout this episode there is plenty of rich discussion about Kylie's transition from Secondary to Tertiary, initial teacher education, threshold concepts and the challenges facing primary school teachers trying to incorporate quality physical education.
Kylie is currently lecturing in Health and PE at the University of Waikato. She was previously an HOD in Auckland, a national moderator at NZQA, an advisor for PENZ, and has just started her doctorate which aims to explore social and emotional learning in PE. Kylie is happiest when adventuring around the north island with her wife and two boys in their bright orange pop top caravan.
Follow Kylie on Twitter.

On this weeks episode we have Celia sitting down with Kylie Thompson from the University of Waikato. Throughout this episode there is plenty of rich discussion about Kylie's transition from Secondary to Tertiary, initial teacher education, threshold concepts and the challenges facing primary school teachers trying to incorporate quality physical education.

Kylie is currently lecturing in Health and PE at the University of Waikato. She was previously an HOD in Auckland, a national moderator at NZQA, an advisor for PENZ, and has just started her doctorate which aims to explore social and emotional learning in PE. Kylie is happiest when adventuring around the north island with her wife and two boys in their bright orange pop top caravan.

Follow Kylie on Twitter.

We're excited to bring you episode 70 of the podcast today with Paul O'Leary! Paul is a 5th Year Health and Physical Education teacher and Year 11 Dean from Long Bay College in Auckland. Paul has been a big advocate in gamification and game based learning and uses this extensively in his teaching. We spend a lot of time unpacking his pastoral role and how it links with some of the key areas of Health and Physical Education.
Paul talks a bit about some of the approaches his school took during lock down this year. Hopefully this generates some good discussion and dialogue around the challenges and successes other schools had during this period, so please add your comments and thoughts if you get some time!
Paul is always keen to collaborate and share ideas to further develop personal learning, student’s experiences and the value of the Physical Education and Health learning area, so if you haven't already, please follow Paul on Twitter.

We're excited to bring you episode 70 of the podcast today with Paul O'Leary! Paul is a 5th Year Health and Physical Education teacher and Year 11 Dean from Long Bay College in Auckland. Paul has been a big advocate in gamification and game based learning and uses this extensively in his teaching. We spend a lot of time unpacking his pastoral role and how it links with some of the key areas of Health and Physical Education.

Paul talks a bit about some of the approaches his school took during lock down this year. Hopefully this generates some good discussion and dialogue around the challenges and successes other schools had during this period, so please add your comments and thoughts if you get some time!

Paul is always keen to collaborate and share ideas to further develop personal learning, student's experiences and the value of the Physical Education and Health learning area, so if you haven't already, please follow Paul on Twitter.

A great episode for you this week, with Susie Stevens joining me to discuss all things relating to her recent appointment as President of Physical Education New Zealand. As well as covering governance in depth, Susie shares with us across a number of other domains she is involved in. Susie is an extremely knowledgeable individual who gives so much to the community and spaces she works in.
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Dr Susannah Stevens (Susie) works at the University of Canterbury and has just been seconded into a new strategic role. This platform, a Knowledge Commons, is tasked with bringing together the collective knowledge, skills, mana, networks and resources of partners to support the well-being and growth of Ōtautahi Christchurch. Working with the Ministry of Education, Canterbury District Health Board, Police, Chamber of Commerce, Ngāi Tahu Research Centre, The Press, Christchurch New Zealand and the City Council, this platform has audacious ambitions to make a difference.
Prior to this, she managed a Research Institute for Child Well-being. She teaches the Graduate Diploma of Physical Education at UC, and is the President of Physical Education New Zealand. Susie loves learning, researching and challenging her thinking. She is currently part of funded research teams in the areas of well-being, movement, and Māori flourishing. Susie is actively involved with international organisations such as the Foundation of Global Community Health and the International Olympic Academy, and works hard to promote all things NZ PE on the global stage. Equally important, she has two boys, Mr9 and Mr6 who she has a tonne of fun with.
Follow Susie on Twitter.

A great episode for you this week, with Susie Stevens joining me to discuss all things relating to her recent appointment as President of Physical Education New Zealand. As well as covering governance in depth, Susie shares with us across a number of other domains she is involved in. Susie is an extremely knowledgeable individual who gives so much to the community and spaces she works in.

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Dr Susannah Stevens (Susie) works at the University of Canterbury and has just been seconded into a new strategic role. This platform, a Knowledge Commons, is tasked with bringing together the collective knowledge, skills, mana, networks and resources of partners to support the well-being and growth of Ōtautahi Christchurch. Working with the Ministry of Education, Canterbury District Health Board, Police, Chamber of Commerce, Ngāi Tahu Research Centre, The Press, Christchurch New Zealand and the City Council, this platform has audacious ambitions to make a difference.

Prior to this, she managed a Research Institute for Child Well-being. She teaches the Graduate Diploma of Physical Education at UC, and is the President of Physical Education New Zealand. Susie loves learning, researching and challenging her thinking. She is currently part of funded research teams in the areas of well-being, movement, and Māori flourishing. Susie is actively involved with international organisations such as the Foundation of Global Community Health and the International Olympic Academy, and works hard to promote all things NZ PE on the global stage. Equally important, she has two boys, Mr9 and Mr6 who she has a tonne of fun with.

Follow Susie on Twitter.