Goal 1
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| Image 1:Forrest Hill School |
My next personal goal for me is to re-learn my first language that I was brought up in which is Te Reo Maori. Both my parents were fluent speakers of what I would describe is the 'tipuna' language. There are so many new words in Te Reo Maori these days that I will need attend Te Reo Maori courses or perhaps take a sabbatical time to achieve this or alternatively go home and live amongst it by paying it forward on what I can take home starting at Kohanga Reo level...I would thoroughly enjoy that!
My level of Te Reo Maori is more than basic level, I can understand most of what is said but I want to get to a level where I can reply with confidence in Te Reo Maori.
Goal 2: ICT Specialty
Specialising in the ICT field has been on my learning journey for awhile. I'm in awe of how the digital world has evolved at a fast pace since I attended a ICT course in 1997. There is a variety of areas I am contemplating pursuing that will encompass my Teaching Degree and experience. Perhaps an innovative idea could be for me to think about how I can integrate both Te Reo Maori, ICT and Teaching Pedogogy together will enable me to 'pay it forward' to my community, Iwi and schooling community. Now thats a thought! - My Personal Interdisplinary Goal!
" The idea of combining two or more disciplines, pedagogical approaches, groups of people, or skills is not new." (Mathison & Freeman,1997)There are many benefits and challenges of working in a more interdisciplinary environment.
As a teacher I found that to plan, access, prepare, implement, integrate (digital component), is time consuming but if it covers the the NZ curriculum...great! I always get excited about thinking about 'innovative' ideas that would interest my learners my class. However, a challenge is I have found is the 'disruptions' to my classroom programme (Years 5&6) as some of my learners either have extra support, sport representation, Kapa Haka, Chinese Mandarin, attending PD course, Reports can be 'frustrating' not having my 'whole' class present intermittently.
Many questions remain unanswered,
though. These are questions about what is really happening in interdisciplinary/integrated/
integrative classes—about which of the three approaches works better and under what
circumstances? about what the impact on teaching is? about whether the assumptions made about
combining disciplines are good ones? We raise these questions not to be critical, but in the hope
of moving the discourse and research on interdisciplinarity further along in the quest for truly
educative experiences in schools. (Mathison & Freeman,1997)
Reference:
Image 1: Forrest Hill School retrieved on 2 July, 2010 from http://forresthill.ultranet.school.nz/WebSpace/545/
Image 2: St John Fisher Highschool retrieved on 2 July, 2016 from http://www.school-portal.co.uk/GroupRenderCustomPage.asp?GroupID=14370&ResourceId=3054139
Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf:
Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf:
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