Sometimes symptoms of a stroke are difficult to identify. Unfortunately, the lack of awareness spells disaster.. The stroke victim may suffer severe brain damage when people nearby fail to recognize the symptoms of a stroke.
Now doctors say a bystander can recognize a stroke by asking three simple questions:
S *Ask the individual to SMILE.
T *Ask the person to TALK and SPEAK A SIMPLE SENTENCE (Coherently)
(i.e.. It is sunny out today.)
R *Ask him or her to RAISE BOTH ARMS.
If he or she has trouble with ANY ONE of these tasks, call emergency number immediatelyand describe the symptoms to the dispatcher.
NOTE: Another 'sign' of a stroke is this: Ask the person to 'stick' out his tongue. If the tongue is 'crooked', if it goes to one side or the other that is also an indication of a stroke.
A cardiologist says if everyone who gets this e-mail sends it to 10 people; you can bet that at least one life will be saved.
There are educators around the globe who are sharing their lessons, such as Khan Academy and MIT.
There are thought innovators sharing their ideas and and challenging our thinking. For example Mister Sharp or the vlogbrothers.
There is TED, RSA and EdTalks sharing experiences and allowing us to reflect on the passion and practise of others.
There are even educators in New Zealand who are beginning to share their own and their students experiences through video.
For example eMartian and 29sisroom.
We, as educators in New Zealand, are a crowd just like that shared by Chris Anderson. We need to shine a light on the way we are educating students. Share the desire and the passion we have for our profession.
- Photo by HikingArtist.com
- Margaret Riel video interview on teacher/leadership and its relation to ICT in education. EduSummIT 2009, Hague
- Blogs and podcasts by NZ teachers and educators
- New Zealand Educational “Twits” to follow (via http://traintheteacher.wordpress.com/)
- Australian Tweechers PLN (via http://traintheteacher.wordpress.com/
by Pinelopi Zaka (firstname.lastname@example.org, @paz11uc)
It is widely accepted that self-directed learning is one of the most important skills that students need to develop in today’s Knowledge Society. Online teaching and learning approaches (either with fully online or with blended courses) provide plenty of opportunities to the students to develop independent learning skills.
However, in their research on New Zealand students’ experiences learning through virtual conferencing, Bolstad and Lin (2009) argue that independent learning skills are both a requirement but also a result of online education. This means that on one hand online teaching and learning encourages students to become more self-directed, but on the other hand the students need these skills at some level before they begin learning online, in order to succeed. This is something that most of the teachers in New Zealand I’ve talked to also identify as a being a very important pre-requisite for the students, as well as a useful outcome of online learning.
What most research tells us is that although students often enjoy the flexibility and independence that online approaches offer to them, their ability to self-direct their learning is not always enough to enable them to learn autonomously, without support. The students are often struggling to remain engaged in fully online/blended courses and this has further implications for schools and teacher training in supporting the students effectively. For example, by researching students’ flexible learning experiences in New Zealand, Pratt and Trewern (2011) found that although most students identified that they became more independent after learning through video conferencing (or other forms of flexible learning), it was clear that some of the students still needed more support from their schools. In cases where more support was needed but not provided, the students were more likely to drop out their course.
When we talk about student independence we may need to think about learning how to ride a bike. One way is to give a child the bike, let them see how it is like to fall and hope that they will not give up trying. Another way is to hold them while riding, making sure they don’t ever fall, never letting them do it themselves. What is the right balance between these two extremes? The best way depends on the kid. How confident and how persistent they are is maybe one of the things we need to know from the beginning. In any case, the teacher needs to be on the kids’ side, guiding them accordingly, based on their needs and gradually giving them more independence. Trying to find the right balance is not easy, but I think it is important to remember that each child is different and that what worked on us as students, on our children as parents, or on our other students as teachers does not always work for everybody else.
Shifting from ‘a sage on the stage’ to ‘a guide on the side’... Are we ready to give our students more control? Are our students ready to take it? Finding the right balance...
Photo by Greg Robbins.
Bolstad, R., & Lin, M. (2009). Students' experiences of learning in virtual classrooms. Wellington, New Zealand: NZCER.
Pratt, K., & Trewern, A. (2011). Students experiences of flexible learning options: What can they tell us about what they need for success? Computers in New Zealand Schools: Learning, leading, technology, 23 (2).
You are invited to see a display of our latest equipment
See our new “Collaborative Learning Centre” complete with touch screen See our large 55” mobile monitor See our very popular teaching stations
We will also have on display:
- The new multiple touch, dual response Panaboard interactive board
- A variety of classroom recording equipment
- The sophisticated Moway robots
- The very popular Aver Visualisers
- Acer Iconia touch tablets
Christina Ward: Teaching as Inquiry
“Teachers are at the heart of school improvement, and with all the change in the
world and new understandings about learning it is essential that they too keep
(Stoll, Fink & Earl, 2003)
In this session we will explore teaching as inquiry by:
- discussing the process and its place in The New Zealand Curriculum,
- taking a look at the characteristics of schools and classrooms where high
- levels of teaching as inquiry are evident
- sharing examples from New Zealand schools, and other useful resources.
Bio:Christina Ward manages New Zealand Curriculum Online. Since 2004, she has worked with the education sector to ensure schools have access to quality information to support curriculum development and implementation. She also encourages them to contribute to the online environment, share their stories and make connections with each other.
Christina is also closely involved in a number of online environments, including Key Competencies Online, Middle Schooling, Secondary Middle Leaders, Community Engagement, Software For Learning, and Te Manawa Pou.
Christina was a classroom teacher before launching into curriculum resource development and publishing, then Social Studies Online and the exemplar project.
Follow up notes, summary and material available.
She began organizing Christian and Muslim women to demonstrate together, founding Liberian Mass Action for Peace and launching protests and a sex strike.
She is a wonderfully gentle woman with a warm heart and a generous spirit.Her dry sense of humour was evident on Jon Stewart's Daily Show. She should be an inspiration to all of us...
Duffy Hero Assembly...anyone??
Useful Links: Wikipedia article: Leymah Roberta Gbowee
Wikipedia article : Women of Liberia Mass Action for Peace
Leymah Roberta Gbowee website
Purchase the Book
There has been much protest and discussion around the issue including a long review that drew protests from the Bay of Plenty town - including an angry demonstration on the steps of Parliament - Education Minister Anne Tolley has opted to merge Kawerau's college and intermediate. But wait instead of a being a complete merger, there will be two separate campuses - intermediate and high school.
So, let me get this straight: We’re closing two schools due to falling rolls and creating one school… but over two campuses?
Wait, maybe its not so tragic as they will get two new campuses for their two old schools – It’s a little confusing, to say the least.
Update:Schools wrangle tipped as 'huge election issue'
It is not only the kids that have a lot to learn from adults, but obviously adults have a lot to gain in designing their practices by listening to kids’ views; especially when it comes to issues that kids experience every day, such as bullying and their expectations from us as adults in supporting them.
- Almost 95% of the students access the cyberspace at least 3 times per week, mainly for communication and research.
- 67.5% reported that they experienced a challenge on the cyberspace and for half of these students the challenge was distressing.
- The challenges that students reported include: Harassment, cyberbullying, cyberbullying and harassment, meeting with new people and strangers, unwanted sexual solicitation, sexual content, other inappropriate content, copyright infringement, computer security issues, inappropriate digital footprint, time-management.
- Cyberbullying was the most distressing challenge for the students.
- The most common practice to manage distress was ignoring the challenge; however, this practice never led to resolution.
- Almost 40% of students turned to social support to manage distress.
- Social support, including support from adults was not associated with the resolution of most of the challenges students experienced on the cyberspace.
- Photo by Ias - initially
- Cyberbullying: Information and advice for young people, parents and teachers by NetSafe
- Cyberbullying articles by NetSafe
- Cyberbullying: by Raising Children Network, Australia
- John Fenaughty (2010). Challenging Risk: NZ High-school Students’ Activity, Challenge, Distress, and Resiliency, within Cyberspace.
- Peter K. Smith, Jess Mahdavi, Manuel Carvalho, Sonja Fisher, Shanette Russell, Neil Tippett (2008). Cyberbullying: its nature and impact in secondary school pupils.
- Quing Li (2006). Cyberbullying in Schools: A Research of Gender Differences.
For the upcoming TED conference TED2012: Full Spectrum we’re looking for 10 of the world’s best teachers to take the TED stage during a special session we’re calling The Classroom. We’re accepting nominations to help track these people down. You can nominate yourself or a remarkable educator we should know about — who doesn’t have to be a teacher in the traditional sense.”
For full details follow the link to the TED Blog. Tweet
Alison - she will be talking about her memoir, A Home Grown Cook. Bring your Friends, Neighbours, Aunties, Mothers, Grandmothers and make an evening of it. Tickets are only $20 and include home-baking and $10 off her book. There will also be raffles and the chance to win a bakers dozen of Dame Alison's Cookbooks. So come and support Napier Central School and meet the Queen of the New Zealand Kitchen
We are excited to be able to support this event and Beattie&Forbes have plenty of her books for you to buy - a great Christmas present for only $30.
Tickets from Ticketek - Please Tweet or like and get the word out as this all goes to support the school. Tweet
- Relative advantage, referring to the benefits that people identify in adopting an innovation.
- Compatibility, which is the degree to which an innovation is consistent to people’s values, experiences and/or needs.
- Complexity, referring to the perceived challenges of adopting an innovation.
- Trial-ability, which is the degree to which people can experiment with an innovation on a limited basis before deciding whether or not they will adopt it.
- Observability, referring to the degree to which people can directly observe the results of using an innovation.
“As people talk, the vision grows clearer. As it gets clearer, enthusiasm for its benefits grow” (Senge, p.227, cited in Smith, 2001).
Photo by David King
Rogers, E. (2003). The diffusion of innovations. (5th ed.). New York: The Free Press.
Smith, M. K. (2001). Peter Senge and the learning organization, the encyclopedia of informal education.