8C1 Global Studies
Weekly outline
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Welcome to Global Studies 2020. This term our context is "He waka eke noa" or, "we're all in this together". We will begin our term by embarking on an exploration of the social, geographical, political, economic, and ecological world. During this you will be encouraged to reflect on your responsibilities as Kaitiaki of Coast.
As the title of the subject implies, we will do this by focussing on social events around the Globe, and how they often connect to local issues in our own communities. In this way, we will be studying how the Global community interacts in both positive and negative ways. We will also ask ourselves the question of how we, as members of local and global communities, can participate in society and have positive impacts on the world with our thinking and actions.
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Big Idea: He waka eke noa
Concepts are the foundation of social sciences and Global studies scholarship.If we are to succeed in our goals this year in Global studies, we must start with concepts. So, this week and next week we will concentrate on developing a strategy which harnesses our context of "being in this together" toward the deepening of our conceptual knowledge and understanding.
Learning Objectives
Developing a toolbox of concepts for investigation
Developing understanding of concepts in Global Studies
Success Criteria (I will be able to…)
Guide my research using reciprocal learning strategies to better understand and apply concepts
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Kia ora...8C1. This week there will be opportunities to apply the understandings you have built regarding the Treaty of Waitangi. To do this, we will recreate some real-world situations by reflecting on how the decision-making and agreement constructing learning we have explored thus far is experienced in practice. First, we will contemplate how different groups should come to an agreement fairly and how it may end up an unfair deal. Secondly, you will be empowered to take on the role of a Treaty partner/stakeholder in a land dispute; and, interactively reflect on the difficulties and advantages of dealing with each-other through the principles of the Treaty of Waitangi. These two activities will likely take a lesson each, to finish our week we will do a quality reflection on the learning we engage using our learning log doc & then you will have some time to work on your Treaty booklet.
LO's -
- reflect on our exploration of consensus building across different, but equal social groups in a real world context.
- reflect on how land disputes are dealt with in Aotearoa, New Zealand.
Success Criteria: I can/have...
- Used dialogue to reflect upon how different groups come to an agreement about a shared culture
- Interactively related to the complex nature of land disputes in a nation established on partnership.
- Reflected on how this week's learning provided an imagined real-world context where the learning we have explored so far could be understood in practice as well as theory.
Activities:
- Decision-making
- Inter-group consensus building
Homework:
Students are NOT obligated to complete ANY homework in Global Studies, it is their personal choice to either ask for extension or work on classwork at home.
evidence:
https://www.healthline.com/health-news/children-more-homework-means-more-stress-031114#3
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Big Idea: He waka eke noa
Concepts are the foundation of social sciences and Global studies scholarship.If we are to succeed in our goals this year in Global studies, we must start with concepts. So, this week and next week we will concentrate on developing a strategy which harnesses our context of "being in this together" toward the deepening of our conceptual knowledge and understanding.
Learning Objectives
Developing a toolbox of concepts for investigation
Developing understanding of concepts in Global Studies
Success Criteria (I will be able to…)
Guide my research using reciprocal learning strategies to better understand and apply concepts
24 February - 1 March
Kia ora...8C1. This week there will be opportunities to apply the understandings you have built regarding the Treaty of Waitangi. To do this, we will recreate some real-world situations by reflecting on how the decision-making and agreement constructing learning we have explored thus far is experienced in practice. First, we will contemplate how different groups should come to an agreement fairly and how it may end up an unfair deal. Secondly, you will be empowered to take on the role of a Treaty partner/stakeholder in a land dispute; and, interactively reflect on the difficulties and advantages of dealing with each-other through the principles of the Treaty of Waitangi. These two activities will likely take a lesson each, to finish our week we will do a quality reflection on the learning we engage using our learning log doc & then you will have some time to work on your Treaty booklet.
LO's -
- reflect on our exploration of consensus building across different, but equal social groups in a real world context.
- reflect on how land disputes are dealt with in Aotearoa, New Zealand.
Success Criteria: I can/have...
- Used dialogue to reflect upon how different groups come to an agreement about a shared culture
- Interactively related to the complex nature of land disputes in a nation established on partnership.
- Reflected on how this week's learning provided an imagined real-world context where the learning we have explored so far could be understood in practice as well as theory.
Activities:
- Decision-making
- Inter-group consensus building
Homework:
Students are NOT obligated to complete ANY homework in Global Studies, it is their personal choice to either ask for extension or work on classwork at home.
evidence:
https://www.healthline.com/health-news/children-more-homework-means-more-stress-031114#3
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This week you will have in-class guidance to complete your assessment slideshow booklet.
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Holidays brought forward, 28th March - April 15th.
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Kia ora 8C1,
Welcome back to term 2. We hope that you have been able to relax and recharge your energy levels. It certainly wasn’t the holiday we would have liked, but we trust that you were playing your part in the fight against Covid 19 and supporting New Zealand by staying at home.
As we begin to refocus our attention on learning, there is no doubt that the start of this term will be different. We will all be learning together how to best manage learning time; while balancing it with time to stay healthy, time with family, and time to care for and stay in contact with others. We recognise that not everything we would normally do in the classroom can be replicated online. However this will be a time to learn new forms of critical thinking, communication and collaboration skills.Success Criteria: I can/have...
- Explored the Colonial history of Aotearoa, New Zealand and how different cultures/peoples have interacted throughout that history.
Activities:
- Distance Learning Projects on google classroom
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Kia ora 8C1,
Welcome back to term 2. We hope that you have been able to relax and recharge your energy levels. It certainly wasn’t the holiday we would have liked, but we trust that you were playing your part in the fight against Covid 19 and supporting New Zealand by staying at home.
As we begin to refocus our attention on learning, there is no doubt that the start of this term will be different. We will all be learning together how to best manage learning time; while balancing it with time to stay healthy, time with family, and time to care for and stay in contact with others. We recognise that not everything we would normally do in the classroom can be replicated online. However this will be a time to learn new forms of critical thinking, communication and collaboration skills.Success Criteria: I can/have...
- Explored the Colonial history of Aotearoa, New Zealand and how different cultures/peoples have interacted throughout that history.
Activities:
- Distance Learning Projects on google classroom
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Kia ora...8C1
If you are yet to finish at least 3 distance learning projects, then please continue on with these. If you have completed 3 or more distance learning projects, then you are ready for next steps.
The final project for this learning context requires you to undertake an inquiry project related to the distance learning tasks you have already completed. Please read the task instructions in the document carefully, make sure you have accounted for each part of the the checklist, and take your time so as to produce a quality product that reflects your learning.
Your first step is to reflect upon the distance learning projects you have completed thus far, reviewing sections that especially interested you. Select a section of learning from one of your projects that you would like to investigate further and develop an inquiry question related to that section. Your inquiry question must be open-ended and should allow you to engage with a variety of information sources.
I am available to answer any questions you may have; please turn in & list completed projects below so I can mark them and provide feedback on your learning. Also, remember to complete your learning reflection log after you have completed your brochure.Distance learning options to work on are as follows:
#1 NZ wars
#2 King movement
#3"Radicals"
#4 The battle of Ruapekapeka
#5 Voting rights in Colonial NZ
If you have completed at least 3 projects:
- Global Brochure project: final context task - due Friday. -
Kia ora...8C1
If you are yet to finish at least 3 distance learning projects, then please continue on with these. If you have completed 3 or more distance learning projects, then you are ready for next steps.
The final project for this learning context requires you to undertake an inquiry project related to the distance learning tasks you have already completed. Please read the task instructions in the document carefully, make sure you have accounted for each part of the the checklist, and take your time so as to produce a quality product that reflects your learning.
Your first step is to reflect upon the distance learning projects you have completed thus far, reviewing sections that especially interested you. Select a section of learning from one of your projects that you would like to investigate further and develop an inquiry question related to that section. Your inquiry question must be open-ended and should allow you to engage with a variety of information sources.
I am available to answer any questions you may have; please turn in & list completed projects below so I can mark them and provide feedback on your learning. Also, remember to complete your learning reflection log after you have completed your brochure.Distance learning options to work on are as follows:
#1 NZ wars
#2 King movement
#3"Radicals"
#4 The battle of Ruapekapeka
#5 Voting rights in Colonial NZ
If you have completed at least 3 projects:
- Global Brochure project: final context task - due Friday. -
Kia ora...In anticipation of our return next week, this week is dedicated to completing our critical thinking course on Education Perfect so as to develop the skills we will apply in our new learning context.
Success Criteria: I can/have...
- Define critical thinking
- Think critically about my learning
Activities:
- Education Perfect
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Kia ora tatou,
This week we will finish off any outstanding distance learning tasks. We are aiming to end the week with a clean slate of completed learning in preparation for our excursion into our next learning context.
All tasks are either on google classroom or Education Perfect.
If you complete all tasks before the end of the week. please see me for next learning steps.
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Kia ora...for the next two weeks we are learning how to apply the research process and the critical thinking skills we have developed over the past few weeks. Using our learning context as an entry way we are preparing to investigate how different countries have responded to the pandemic and why they have responded in those ways. We will, therefore, be inquiring into the economic, environmental, and political/cultural status of these countries and using our critical thinking to ask important questions, and then discover some answers using our research
.
Success Criteria: I can/have...
1. conducted an investigation into multiple nations effected by the coronavirus lockdown
Activities:
- Google classroom
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Investigation continued...
Using our learning context as an entry way we are investigating how different countries have responded to the pandemic and why they have responded in those ways. We will, therefore, be inquiring into the economic, environmental, and political/cultural status of these countries and using our critical thinking to ask important questions, and then discover some answers using our research
.
Success Criteria: I can/have...
1. conducted an investigation into multiple nations effected by the coronavirus lockdown
Activities:
- Google classroom
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Kia ora 8C1, for the last three weeks of this term we are going to really work on our teamwork and collaboration skills. This should allow us to achieve great things next term because they are precisely the skills you need to accomplish substantial learning about the social world, both globally and locally.
This means there is no assessment planned for Term 2, which will require us to do 2 assessments next term, but if we have effective teamwork in place, then it should be no problem as we can just assess two different parts of the same one quality collaborative inquiry project.
Teamwork seems like a simple concept to implement in your organization. You discuss tasks that need to be done, who will do them, and you are off and running. However, the reality is that teamwork skills require work. Collaboration is another hot topic today - most people assume that collaboration is simply another way of saying teamwork. But the difference between the two is not just matter of semantics.
This guide explores teamwork and collaboration: what they are exactly, how they differ, and how they compare to a few other similar terms. We discuss why failures happen, why you should have strong communication, and why having a collaborative relationship is important for you and your learning. Then, we figure out what you need to do before considering collaboration and teach you how to collaborate well and foster teamwork. Finally, we’ll get in-depth advice on fostering teamwork and collaboration from some industry experts.
What Are Teamwork and Collaboration?
Teamwork is the joint action of people working toward the same end goal. When people talk about teamwork, they mean more than just completing a task, however: they mean the work that comes from people working together effectively. The strength of a team comes from supporting each other, communicating well, and doing your share. Other characteristics that define a team include similar skills, autonomy, defined roles, defined leadership, and the resources to meet the joint goal. For example, imagine a group of people all pulling a rope. Not only do they share a goal, but they are using the same or similar skills. You perform team building exercises when your team needs to work on improving their role definitions or their communication skills. A team includes a designated authority figure who resolves their differences and makes decisions. Regardless of enmity between members, with a good leader, a team can accomplish their goals.
A collaborative team is a slightly different version of a traditional team because its members have differing skill sets. Although the members have varying areas of expertise, they still share similar goals, resources, and leadership. With their diverse set of specialised skills, they should be able to problem-solve as a group. The imagery of pulling the rope only applies when you rewind to the group who settled on pulling the rope in the first place. This group may have had an engineer explaining the mechanism of rope-pulling, a foreman deciding who would be on the rope-pulling team, and countless others defining their roles and using their expertise to solve the problem.
Collaboration and Teamwork in an Educational Environment
An educational environment is an excellent opportunity to teach not only technical skills, but also soft skills like collaboration and teamwork. Being in school allows people to try new things, make mistakes, and learn hands-on without fear. Further, you push your students’ higher-level thinking skills by forcing them to think about different points of view. This also develops social skills, positive cultural relations, self-esteem, and self-management skills.
Some techniques to teach collaboration skills include:
- Put Time Limits on Work Groups: Time limits force your students to think and work quickly. Natural leadership skills will also bubble up.
- Institute a “We All Answer” Policy: Make your policy that everyone in a group should offer a suggestion while brainstorming. This helps you avoid having only your stronger students participate.
- Institute a “No Bad Ideas” Policy: This puts everything your students come up with - regardless of how outlandish - down on paper and gives it a chance without judgment. This encourages them to think creatively without rejection, which gives them confidence.
- Improv: This may seem like an extreme way to teach collaboration. However, improvisational theater forces your students to work together and think together immediately. Many fields outside of theater have used improv extensively as a way to develop people’s ability to communicate and creatively solve problems. Put your students on teams and have them practice on the spot scenes.
Here are some techniques to teach teamwork skills:
- Assign Group Roles for a Task: Each member of the group should have a job, such as leader, timekeeper, on-task manager, or note taker. Each student should do the job assigned during the activity, and then rotate as the activity changes. Afterward, discuss what happened during the activity, and look for what happened to the product when students deviated from their assigned roles.
- Give Everyone a Chance to Be a Leader: Some students are natural leaders, and some struggle with leading. Start with small, contained activities, and have each student lead their group or class through an exercise.
- Model the Behavior: Show your students how to play on a team while they are leading by modeling the type of behavior you want to see.
- Highlight the Significance of Every Job: Ensure that every student understands why the role they are assigned is important. Have them tell the class how their role leads to the end product.
Getting Education in Team-Based Learning
Team-based learning (TBL) is a type of small group learning that is structured to help students learn to work in teams. They prepare their materials outside of class and apply it while in class. This structure grades students as individuals and as a team. It helps them verbalize their thinking within their team and about other teams. TBL is evidence-based, and usually taught in modules. Instructors may use several methods to teach TBL, including those by L. Dee Fink, Michaelsen, and Koles.
How Do You Foster Collaboration?
Today, fostering collaboration is a hot topic in business. Some businesses are looking for answers on how you implement, teach the soft skills, and build a collaborative environment. Others are looking for ways to improve their technology game in order to make collaboration easier. According to technology experts around the web, some current trends in technologically-driven collaboration include using the Internet of Things (IoT), software as a service (SaaS), and your own devices. In this section, our experts will share some of their experiences developing collaborative teams and give tips on the best ways to get your team to collaborate and communicate well.
Hyun Lee, Growth Manager, Qminder, says, “I've worked with small teams and big corporate teams. In my opinion, small teams are better in almost every way. In a small company, everyone knows each other. Small teams work the same way. If you find similar interests in growth, you can push each other to the fullest. I think ‘inspiring’ is hard to do every day. You must find common ground with your team and work together to achieve a common goal. Work with people's strengths and make sure the weaknesses are covered! For instance, my current content team consists of me (analytical, strategy, implementation), our content marketer (creative, illustrative work, editorial), and our writer. In one way or another, we cover each other. To a new manager, I would recommend getting to know your teammates. Talk to them. Find out what they like, what they dislike, strengths, and weaknesses. Play to strengths and cover weaknesses.
Jed Olson, International Speaker and Change and Engagement Expert, jedolson.com, offers these thoughts: “I was a corporate trainer for an international aid organization for 11 years. My job was to prepare aid teams to work well together before sending them out on overseas field assignments. Making our teams highly collaborative was the goal. When I joined, 38 percent of our team members were actively disengaged. Within one year, we dropped to 2.6 percent and had very engaged, collaborative teams. For team collaboration, I recommend the following for people who aspire to achieve effective results from themselves in a team environment:
Jed Olson's advice for successful collaboration
- Care: Care about each member of your team. Know their likes and dislikes. Treat them to their favorite bar. Ask them about their family. Know their birthdays and anniversaries. Even more so, value their input, opinions, and ideas. A team will work together more easily when they know the leader and the team care about them.
- Commission: Commission the team members to lead meetings, initiatives, and projects. Make sure everyone has a role they own in the effort.
- Communicate: Does Bob prefer text, while Karen loves calls? Does Joe do well with FB Messenger but slack off on Slack? While having a unified communication system is ideal, it's not realistic — unless you have a system to integrate the different mediums. And, don't just know the communication medium each team member prefers. Know their styles. Bob may be more indirect, while Karen may spout out every idea that comes, and Joe may be a natural skeptic. It's hard to collaborate without first understanding how each team member communicates.
- Contrast: When endeavouring in a collaborative effort, contrasting and divergent ideas must be held together. Many innovative breakthroughs happen through lateral thinking and not from intense focus in one area.
- Example from Failure: Before training other teams as a corporate trainer, I led a team of my own. A crisis occurred where I lost half of my aid team at a bus station in a city of 7 million on the way to the airport. Another team member with me lost her plane ticket (a 16 destination non-redeemable paper ticket). Instead of caring for this team member I was annoyed; instead of requesting input and ideas from the rest of the team for solutions. I focused on myself. I tried to find the team and the ticket back where we left them to no avail. I checked the only places in the bus station I thought them to be—not there either. Also, I had no communication mediums—we didn't have a local cell phone to reach the other group. It wasn't until a kind local lady gave me a suggestion to look elsewhere that I broke out of my narrow focus and found the rest of the team. Long story short, after the lady opened my thinking of where the team might be, I took a risk going to the airport one ticket shy of getting the whole team on the plane. Luckily, the risk paid off as the ticket was at the airport in the lost and found! From then on I decided to put the focus off of myself and widen it to the whole team.”
Lana Moore, Founder and CEO, MarTechExec comments: "I’m a surviving, former-corporate America executive, now entrepreneur, with experience launching, growing, and overseeing companies and marketing organizations. Most recently, I’m the Founder and CEO of martechexec.com — an online community where marketers can learn, share, and discuss marketing technology topics and solutions.
I can offer tips on what's worked for managing my team. Without goals and specific, measurable, attainable, realistic, and timeline objectives, it’s easy to veer off path and get caught up chasing what’s urgent instead of focusing on what’s important. I meet with my team every Monday to establish goals for the week. This is when we discuss goals for the week, blockers, suggestions, concerns, and so on. This is a hugely important part of our collaborative culture - everyone "owns" the success of the company as well as the success of their team and themselves.
Being ultra-collaborative is hard work, don't get me wrong, and that's why we take it seriously and work hard to make processes more efficient. Every week, we assess capacity and workload and collaborate on priorities in order to achieve balance. To ensure no one burns out, we adhere to a strict eight hour work day and frown upon work over the weekends. That way, we can all come in energized Monday morning and ready to tackle another week. We also use a bunch of collaboration tools. It’s important that we are in lock-step with each other."Learning Objectives
- to collaborate effectively by assigning roles, discussing findings and ideas, listening to the discoveries of others, sharing knowledge, applying focus
Success criteria
- enhance any teamwork you are involved in.
- be responsible for learning and teaching ideas
- apply focus effectively
- Reciprocal Learning and Teaching
- Investigative reporting
- Coast News Network
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Kia ora 8C1, for the last two weeks of this term we are going to really work on our teamwork and collaboration skills. This should allow us to achieve great things next term because they are precisely the skills you need to accomplish substantial learning about the social world, both globally and locally.
This means there is no assessment planned for Term 2, which will require us to do 2 assessments next term, but if we have effective teamwork in place, then it should be no problem as we can just assess two different parts of the same one quality collaborative inquiry project.
Teamwork seems like a simple concept to implement in your organization. You discuss tasks that need to be done, who will do them, and you are off and running. However, the reality is that teamwork skills require work. Collaboration is another hot topic today - most people assume that collaboration is simply another way of saying teamwork. But the difference between the two is not just matter of semantics.
This guide explores teamwork and collaboration: what they are exactly, how they differ, and how they compare to a few other similar terms. We discuss why failures happen, why you should have strong communication, and why having a collaborative relationship is important for you and your learning. Then, we figure out what you need to do before considering collaboration and teach you how to collaborate well and foster teamwork. Finally, we’ll get in-depth advice on fostering teamwork and collaboration from some industry experts.
What Are Teamwork and Collaboration?
Teamwork is the joint action of people working toward the same end goal. When people talk about teamwork, they mean more than just completing a task, however: they mean the work that comes from people working together effectively. The strength of a team comes from supporting each other, communicating well, and doing your share. Other characteristics that define a team include similar skills, autonomy, defined roles, defined leadership, and the resources to meet the joint goal. For example, imagine a group of people all pulling a rope. Not only do they share a goal, but they are using the same or similar skills. You perform team building exercises when your team needs to work on improving their role definitions or their communication skills. A team includes a designated authority figure who resolves their differences and makes decisions. Regardless of enmity between members, with a good leader, a team can accomplish their goals.
A collaborative team is a slightly different version of a traditional team because its members have differing skill sets. Although the members have varying areas of expertise, they still share similar goals, resources, and leadership. With their diverse set of specialised skills, they should be able to problem-solve as a group. The imagery of pulling the rope only applies when you rewind to the group who settled on pulling the rope in the first place. This group may have had an engineer explaining the mechanism of rope-pulling, a foreman deciding who would be on the rope-pulling team, and countless others defining their roles and using their expertise to solve the problem.
Collaboration and Teamwork in an Educational Environment
An educational environment is an excellent opportunity to teach not only technical skills, but also soft skills like collaboration and teamwork. Being in school allows people to try new things, make mistakes, and learn hands-on without fear. Further, you push your students’ higher-level thinking skills by forcing them to think about different points of view. This also develops social skills, positive cultural relations, self-esteem, and self-management skills.
Some techniques to teach collaboration skills include:
- Put Time Limits on Work Groups: Time limits force your students to think and work quickly. Natural leadership skills will also bubble up.
- Institute a “We All Answer” Policy: Make your policy that everyone in a group should offer a suggestion while brainstorming. This helps you avoid having only your stronger students participate.
- Institute a “No Bad Ideas” Policy: This puts everything your students come up with - regardless of how outlandish - down on paper and gives it a chance without judgment. This encourages them to think creatively without rejection, which gives them confidence.
- Improv: This may seem like an extreme way to teach collaboration. However, improvisational theater forces your students to work together and think together immediately. Many fields outside of theater have used improv extensively as a way to develop people’s ability to communicate and creatively solve problems. Put your students on teams and have them practice on the spot scenes.
Here are some techniques to teach teamwork skills:
- Assign Group Roles for a Task: Each member of the group should have a job, such as leader, timekeeper, on-task manager, or note taker. Each student should do the job assigned during the activity, and then rotate as the activity changes. Afterward, discuss what happened during the activity, and look for what happened to the product when students deviated from their assigned roles.
- Give Everyone a Chance to Be a Leader: Some students are natural leaders, and some struggle with leading. Start with small, contained activities, and have each student lead their group or class through an exercise.
- Model the Behavior: Show your students how to play on a team while they are leading by modeling the type of behavior you want to see.
- Highlight the Significance of Every Job: Ensure that every student understands why the role they are assigned is important. Have them tell the class how their role leads to the end product.
Getting Education in Team-Based Learning
Team-based learning (TBL) is a type of small group learning that is structured to help students learn to work in teams. They prepare their materials outside of class and apply it while in class. This structure grades students as individuals and as a team. It helps them verbalize their thinking within their team and about other teams. TBL is evidence-based, and usually taught in modules. Instructors may use several methods to teach TBL, including those by L. Dee Fink, Michaelsen, and Koles.
How Do You Foster Collaboration?
Today, fostering collaboration is a hot topic in business. Some businesses are looking for answers on how you implement, teach the soft skills, and build a collaborative environment. Others are looking for ways to improve their technology game in order to make collaboration easier. According to technology experts around the web, some current trends in technologically-driven collaboration include using the Internet of Things (IoT), software as a service (SaaS), and your own devices. In this section, our experts will share some of their experiences developing collaborative teams and give tips on the best ways to get your team to collaborate and communicate well.
Hyun Lee, Growth Manager, Qminder, says, “I've worked with small teams and big corporate teams. In my opinion, small teams are better in almost every way. In a small company, everyone knows each other. Small teams work the same way. If you find similar interests in growth, you can push each other to the fullest. I think ‘inspiring’ is hard to do every day. You must find common ground with your team and work together to achieve a common goal. Work with people's strengths and make sure the weaknesses are covered! For instance, my current content team consists of me (analytical, strategy, implementation), our content marketer (creative, illustrative work, editorial), and our writer. In one way or another, we cover each other. To a new manager, I would recommend getting to know your teammates. Talk to them. Find out what they like, what they dislike, strengths, and weaknesses. Play to strengths and cover weaknesses.
Jed Olson, International Speaker and Change and Engagement Expert, jedolson.com, offers these thoughts: “I was a corporate trainer for an international aid organization for 11 years. My job was to prepare aid teams to work well together before sending them out on overseas field assignments. Making our teams highly collaborative was the goal. When I joined, 38 percent of our team members were actively disengaged. Within one year, we dropped to 2.6 percent and had very engaged, collaborative teams. For team collaboration, I recommend the following for people who aspire to achieve effective results from themselves in a team environment:
Jed Olson's advice for successful collaboration
- Care: Care about each member of your team. Know their likes and dislikes. Treat them to their favorite bar. Ask them about their family. Know their birthdays and anniversaries. Even more so, value their input, opinions, and ideas. A team will work together more easily when they know the leader and the team care about them.
- Commission: Commission the team members to lead meetings, initiatives, and projects. Make sure everyone has a role they own in the effort.
- Communicate: Does Bob prefer text, while Karen loves calls? Does Joe do well with FB Messenger but slack off on Slack? While having a unified communication system is ideal, it's not realistic — unless you have a system to integrate the different mediums. And, don't just know the communication medium each team member prefers. Know their styles. Bob may be more indirect, while Karen may spout out every idea that comes, and Joe may be a natural skeptic. It's hard to collaborate without first understanding how each team member communicates.
- Contrast: When endeavouring in a collaborative effort, contrasting and divergent ideas must be held together. Many innovative breakthroughs happen through lateral thinking and not from intense focus in one area.
- Example from Failure: Before training other teams as a corporate trainer, I led a team of my own. A crisis occurred where I lost half of my aid team at a bus station in a city of 7 million on the way to the airport. Another team member with me lost her plane ticket (a 16 destination non-redeemable paper ticket). Instead of caring for this team member I was annoyed; instead of requesting input and ideas from the rest of the team for solutions. I focused on myself. I tried to find the team and the ticket back where we left them to no avail. I checked the only places in the bus station I thought them to be—not there either. Also, I had no communication mediums—we didn't have a local cell phone to reach the other group. It wasn't until a kind local lady gave me a suggestion to look elsewhere that I broke out of my narrow focus and found the rest of the team. Long story short, after the lady opened my thinking of where the team might be, I took a risk going to the airport one ticket shy of getting the whole team on the plane. Luckily, the risk paid off as the ticket was at the airport in the lost and found! From then on I decided to put the focus off of myself and widen it to the whole team.”
Lana Moore, Founder and CEO, MarTechExec comments: "I’m a surviving, former-corporate America executive, now entrepreneur, with experience launching, growing, and overseeing companies and marketing organizations. Most recently, I’m the Founder and CEO of martechexec.com — an online community where marketers can learn, share, and discuss marketing technology topics and solutions.
I can offer tips on what's worked for managing my team. Without goals and specific, measurable, attainable, realistic, and timeline objectives, it’s easy to veer off path and get caught up chasing what’s urgent instead of focusing on what’s important. I meet with my team every Monday to establish goals for the week. This is when we discuss goals for the week, blockers, suggestions, concerns, and so on. This is a hugely important part of our collaborative culture - everyone "owns" the success of the company as well as the success of their team and themselves.
Being ultra-collaborative is hard work, don't get me wrong, and that's why we take it seriously and work hard to make processes more efficient. Every week, we assess capacity and workload and collaborate on priorities in order to achieve balance. To ensure no one burns out, we adhere to a strict eight hour work day and frown upon work over the weekends. That way, we can all come in energized Monday morning and ready to tackle another week. We also use a bunch of collaboration tools. It’s important that we are in lock-step with each other."Learning Objectives
- to collaborate effectively by assigning roles, discussing findings and ideas, listening to the discoveries of others, sharing knowledge, applying focus
Success criteria
- enhance any teamwork you are involved in.
- be responsible for learning and teaching ideas
- apply focus effectively
- Reciprocal Learning and Teaching
- Investigative reporting
- Coast News Network
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Learning pathway has carried over from last week and will continue into the next,
Homework
Interview you parents about their experiences with team work using the Interview document shared on google classroom or rite down their responses in your Global Book ready to explore in Friday's learning session. -
Kia ora, this week we will set some goals for our collaboration going forward and then try and achieve these goals through our learning activity with our critical friend. The learning activity will use a variety of social science skills including: geography mapping skills, historical research skills, social analysis skills and conceptual thinking. We will be exploring the journeys taken by some great explorers from history.
LO's
-We are learning to integrate our collaborative goals into our group work by taking positive action in my team's task.
- we are learning to assess some of the significant histories of exploration by looking at what causes and impacts the explorers had on their society and others
SC
- I have used concepts and discussion to develop the ideas we had about the exploration journeys
- I have collaborated on completing the work set in the time available by using proven teamwork strategies from my journalistic investigation
Background on Marco Polo, Ibn Battuta, and Zheng He | Explorers
Marco Polo
During a time when most Europeans never even left their place of birth, Marco Polo had the luck of being born into a family of wealthy Venetian merchants and traders. He grew up hearing stories of the Near East from his father and uncle, and in 1271 at the age of 17, he traveled with them along the Silk Road. Upon finally reaching China after a three-and-a-half year journey, the Polos entered the court of the Mongol ruler Kublai Khan, whose grandfather Genghis Khan had conquered northeast Asia. There, Marco Polo was offered in service to the emperor, where he took on various diplomatic and administrative roles. Marco Polo was fascinated with Kublai Khan and his palaces as well as the remarkable innovations he saw that did not yet exist in Europe, including the use of paper for money and the burning of coal for heat.
After 24 years at the court of Kublai Khan, the Polos finally returned home in 1295, as the Mongol Empire was beginning its decline. Soon after, Marco Polo was captured in battle and sent to prison. While there, he met the writer Rustichello of Pisa, and described his experiences in China, which Rustichello transcribed into a manuscript that was first entitled Description of the World, but is now known as The Travels of Marco Polo. This book had an enormous lasting impact. Though Marco Polo was not the first European to reach China, he was the first to record a detailed description. This book had a great influence on future European cartographers and, perhaps even more importantly, on future explorers. Two centuries after Marco Polo’s death, Christopher Columbus set off across the Atlantic Ocean looking for a route to China. With him, he carried an annotated copy of The Travels of Marco Polo.
Ibn Battuta
Another young explorer, Ibn Battuta of Tangier, Morocco, set out on his own in 1325, at the age of 21. His plan was to undertake the Hajj, or pilgrimage, to Mecca, which he reached in 1326. Ibn Battuta spent nearly 30 years exploring, visiting almost every Muslim country and various other non-Muslim lands. His travels took him to North and West Africa, the Middle East, China, and south and central Asia. Throughout his long overland journey, he studied with Muslim scholars and became a trained qadi, or judge.
In 1354, Ibn Battuta returned to Morocco, where the local sultan commissioned a scholar to record Battuta’s experiences. The full title of his book translates to A Gift to Those Who Contemplate the Wonders of Cities and the Marvels of Traveling, though it is usually referred to as simply The Travels. His work was relatively unknown to the non-Muslim world until the 19th century, when a German explorer in the Middle East found a version of his book and published extracts in German. Ibn Battuta has been called “the traveler of Islam” and for good reason: it is estimated that he traveled nearly 75,000 miles and met at least 60 rulers and an even more governors and other dignitaries. His book mentions more than 2,000 people he knew or whose tombs he visited. Although Ibn Battuta did not discover unknown lands, his book remains a significant historical record of the social, cultural, and political history of the Muslim world and has even helped scholars determine when Islam spread in West Africa.
Zheng He
By the time Zheng He, a Chinese Muslim, was born in 1371, the Mongol dynasty known to Marco Polo and Ibn Battuta had fallen, and the Ming Dynasty was in power. In 1381, a Ming army conquered Zheng He’s province. He was captured and forced to serve in the emperor’s court. Zheng He eventually distinguished himself as a soldier and trusted advisor. In 1403, the new emperor ordered the construction of a fleet of trading ships and warships to travel across the South China Sea and Indian Ocean. The emperor chose Zheng He as commander-in-chief of what was to become the largest naval expedition in history until the first World War. Zheng He first set sail in 1405, commanding over 300 ships that contained almost 28,000 men. Over the next 28 years, Zheng He led seven voyages that traveled to 37 countries through Southeast Asia, Africa, and Arabia; establishing Chinese trading relationships. After Zheng He’s final voyage ended in 1433, the new Chinese emperor ordered an end to these expensive expeditions, claiming that resources were needed for land defenses instead. For hundreds of years afterward, officials minimized the importance of Zheng He and his expeditions, and he was often left out of official publications. Eventually, by the 20th century, the Chinese recognized the significance of Zheng He’s journeys and the role they played in developing relations between China and Islamic countries.
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Kia ora
Pasifika is an odd term, and one gaining increasing currency outside the annual festival at Western Springs. Essentially, it's the samoanisation of a Portuguese nod to the Latin phrase Mare Pacificum, or peaceful sea, so named by navigator Ferdinand Magellan. In this country it has become an umbrella term for everyone living here with traceable Pacific island heritage. You'll find it touted enthusiastically by governmental social ministries and schools. Once were islanders, Polynesians, PIs, Pacific peoples and so on, now are Pasifika.
But it is also the label given to what some believe is a new indigenous culture emerging among New Zealand-born Pacific Islanders. As evidence, they point to our rapidly browning popular culture - think shows like bro'Town, groups such as Nesian Mystik, most of the All Black backline, tapa cloths on the lounge wall, established artists like John Pule, and the Otara flea markets tourist-destination status.
It's all vaguely interesting stuff to many palagi/pakeha New Zealanders, but look beyond the surface trappings and you'll find the notion of Pasifika has sparked a vigorous, if softly spoken, debate within the communities it is reputedly uniting.
So what is this debate and why is it an important discussion for NZ society to have?
Success Criteria: I can/have...
Describe a number of social issues that create challenges for New Zelanders of Polynesian descent
Research, write, and produce a news profile of a story from the Pacific media outlet I discovered.
Activities:
Polynesian whānau in Aotearoa New Zealand.
Ultimate Survivors: Adapt or disappear.
Background:https://teara.govt.nz/en/pacific-islands-and-new-zealand
In 2013 the six largest groups of Pacific peoples in New Zealand were Samoans, Cook Islanders, Tongans, Niueans, Fijians and Tokelauans. However, there were also people from most of the other islands that pepper the world’s largest ocean.
Living in New Zealand were Austral Islanders, Belau/Palau Islanders, Bougainvilleans, Caroline Islanders, Easter Islanders, Gambier Islanders, Guam Islanders, Hawaiians, I-Kiribati (Kiribati people), Kanaka (New Caledonians), Marquesas Islanders, Marshall Islanders, Nauru Islanders, Papua New Guineans, Phoenix Islanders, Pitcairn Islanders, Society Islanders (including Tahitians), Solomon Islanders, Tuamotu Islanders, Tuvaluans, Vanuatuans, Wallis Islanders and Yap Islanders.
The most numerous of these other Pacific groups in New Zealand were Kiribati people, Tuvaluans, Papua New Guineans, Solomon Islanders, Vanuatuans and French Polynesians.
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Pasifika is an odd term, and one gaining increasing currency outside the annual festival at Western Springs. Essentially, it's the samoanisation of a Portuguese nod to the Latin phrase Mare Pacificum, or peaceful sea, so named by navigator Ferdinand Magellan. In this country it has become an umbrella term for everyone living here with traceable Pacific island heritage. You'll find it touted enthusiastically by governmental social ministries and schools. Once were islanders, Polynesians, PIs, Pacific peoples and so on, now are Pasifika.
But it is also the label given to what some believe is a new indigenous culture emerging among New Zealand-born Pacific Islanders. As evidence, they point to our rapidly browning popular culture - think shows like bro'Town, groups such as Nesian Mystik, most of the All Black backline, tapa cloths on the lounge wall, established artists like John Pule, and the Otara flea markets tourist-destination status.
It's all vaguely interesting stuff to many palagi/pakeha New Zealanders, but look beyond the surface trappings and you'll find the notion of Pasifika has sparked a vigorous, if softly spoken, debate within the communities it is reputedly uniting.
So what is this debate and why is it an important discussion for NZ society to have?
Success Criteria: I can/have...
Describe a number of social issues that create challenges for New Zelanders of Polynesian descent
Research, write, and produce a news profile of a story from the Pacific media outlet I discovered.
Activities:
Polynesian whānau in Aotearoa New Zealand.
Ultimate Survivors: Adapt or disappear.
Background:https://teara.govt.nz/en/pacific-islands-and-new-zealand
In 2013 the six largest groups of Pacific peoples in New Zealand were Samoans, Cook Islanders, Tongans, Niueans, Fijians and Tokelauans. However, there were also people from most of the other islands that pepper the world’s largest ocean.
Living in New Zealand were Austral Islanders, Belau/Palau Islanders, Bougainvilleans, Caroline Islanders, Easter Islanders, Gambier Islanders, Guam Islanders, Hawaiians, I-Kiribati (Kiribati people), Kanaka (New Caledonians), Marquesas Islanders, Marshall Islanders, Nauru Islanders, Papua New Guineans, Phoenix Islanders, Pitcairn Islanders, Society Islanders (including Tahitians), Solomon Islanders, Tuamotu Islanders, Tuvaluans, Vanuatuans, Wallis Islanders and Yap Islanders.
The most numerous of these other Pacific groups in New Zealand were Kiribati people, Tuvaluans, Papua New Guineans, Solomon Islanders, Vanuatuans and French Polynesians.
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“Pasifika” and “Pasifika peoples”
are terms used by the Ministry of Education to “describe people living in New Zealand who have migrated from the Pacific Islands or who identify with the Pacific Islands because of ancestry or heritage.”
“Pasifika peoples” does not refer to a single ethnicity, nationality, gender or culture. The term is one of convenience used to encompass a diverse range of peoples from the South Pacific region now living in this country who have strong family and cultural connections to their South Pacific countries of origin.” Ministry of Education (2004) Inside cover.
This description is used mainly to refer to people from the Polynesian islands of the South Pacific because of historical links with New Zealand. However we wish to acknowledge that some people prefer to use other terms such as Pacific Island people and that there is an increasing tendency for people from Micronesia and Melanesia to come to New Zealand for work and study. We wish to include them all. -
are terms used by the Ministry of Education to “describe people living in New Zealand who have migrated from the Pacific Islands or who identify with the Pacific Islands because of ancestry or heritage.”
“Pasifika peoples” does not refer to a single ethnicity, nationality, gender or culture. The term is one of convenience used to encompass a diverse range of peoples from the South Pacific region now living in this country who have strong family and cultural connections to their South Pacific countries of origin.” Ministry of Education (2004) Inside cover.
This description is used mainly to refer to people from the Polynesian islands of the South Pacific because of historical links with New Zealand. However we wish to acknowledge that some people prefer to use other terms such as Pacific Island people and that there is an increasing tendency for people from Micronesia and Melanesia to come to New Zealand for work and study. We wish to include them all. -
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Kia ora...students and welcome to Term 4!!I hope everyone had a restful break and ready for your new leaning journey this term. The Context is Innovation. With this we will explore to design a Travel/ Tourism video or brochure for New Zealand, during the pandemic of Covid 19.
Success Criteria: I can/have...
- updated ourselves with the latest Covid 19 statistics in the world and in New Zealand
- Understand the impacts of Covid 19 and the need to be safe.
- Brainstorm key words that link with tourism
- Understand why it is important to promote domestic tourism in NZ
Activities:
- By referring to data tracing apps, research the current statistics of Covid 19 in the world and in New Zealand. Express your views on these statistics.
- How does each alert level affect us in our daily routines and duties. Also explain the affect each level may have onto the economy.
- Do you think it is important to revive our economy from the impacts of Covid 19. Express ways in which this can be done.
- From your list above, let"s take one industry that will help create more jobs and get our economy moving forward. ie the Tourism industry.
- Lets brainstorm words and ideas that link with Tourism and development. Use coggle.com to express ideas.
- Finding the definition of key words: Tourism/ job creation. travel/ destination/ accomodation/ capital. landmarks/ sightseeing/ tourist/ compass/ itinerary
- Look at the map of New Zealand. Identify important tourism destinations in both North Island and South Island
- Discuss, using pictures what are the different types of tourism eg: Adventure/ Cultural/ Eco-Tourism.
- Where in New Zealand will you find the above activities?
- Write here
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Success Criteria: I can/have...
- updated ourselves with the latest Covid 19 statistics in the world and in New Zealand
- Understand the impacts of Covid 19 and the need to be safe.
- Understand why it is important to promote domestic tourism in NZ
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EXPLORE / TŪHURA (and REFLECTING) learning intentions:
- We are exploring a specific (and personalised) tourism location in Aotearoa, New Zealand by recognising & identifying the significant facilities/attractions that are close to the region/location we have chosen and researched collaboratively in our groups.
- We are reflecting on the broad range of considerations that should be made to ensure that the tourism guide we supply is inclusive to all New Zealanders and those just visiting.
- Conceptualise how the tourism location we have chosen can have a day trip constructed around it.
- Empathise with the diverse range of capabilities (for example, we want everyone from 2+ (all the way to 200) years old to have an opportunity to enjoy the day trip and can access significant understandings about the trip they take.
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EXPLORE / TŪHURA (and REFLECTING) learning intentions:
- We are exploring a specific (and personalised) tourism location in Aotearoa, New Zealand by recognising & identifying the significant facilities/attractions that are close to the region/location we have chosen and researched collaboratively in our groups.
- We are reflecting on the broad range of considerations that should be made to ensure that the tourism guide we supply is inclusive to all New Zealanders and those just visiting.
Success Criteria:
- Conceptualise how the tourism location we have chosen can have a day trip constructed around it.
- Empathise with the diverse range of capabilities (for example, we want everyone from 2+ (all the way to 200) years old to have an opportunity to enjoy the day trip and can access significant understandings about the trip they take.
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EXPLORE / TŪHURA (and REFLECTING) learning intentions:
- We are exploring a specific (and personalised) tourism location in Aotearoa, New Zealand by recognising & identifying the significant facilities/attractions that are close to the region/location we have chosen and researched collaboratively in our groups.
- We are reflecting on the broad range of considerations that should be made to ensure that the tourism guide we supply is inclusive to all New Zealanders and those just visiting.
- Conceptualise how the tourism location we have chosen can have a day trip constructed around it.
- Empathise with the diverse range of capabilities (for example, we want everyone from 2+ (all the way to 200) years old to have an opportunity to enjoy the day trip and can access significant understandings about the trip they take.
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