Designing Dreams: A Journey into 3D House Modelling

I am currently teaching Year 9 & 10 students have how to use the 3D house modelling programme HomeByMe to meet a clients brief:

Design Brief:

Kia ora, my name is Margaret, and I've recently won a significant sum of money to renovate my lounge and kitchen. However, my only challenge is that I have a specific style in mind for these spaces, and I'm unsure how to design it. Before I bring in the builders, I need your help in creating the perfect design.

There are a couple of key elements I'm aiming for:

1. I would like an open plan layout.
2. I prefer neutral colours for both the wallpaper and furniture.
3. A modern look and style is crucial to me.
4. I envision high ceilings and large windows with sliding doors to maximise natural light.
5. I'm a fan of plants and would love to incorporate them generously into the design.
6. Finally, I'd like to adorn the walls with some beautiful artwork.

I look forward to viewing a cohesive and visually appealing design.

Create:  Use Home.by.me to meet the brief.

Here is my introduction to this programme that I did with the Year 10 digital technology class today:

I look forward to sharing their finished products over the next could of weeks.

Embracing Diversity in Education: The Power of Responsive Pedagogy

To effectively address global diversity within the educational landscape of Aotearoa, educators must integrate responsive pedagogy while navigating the complex path of understanding and embracing diverse cultural practices across various levels within the classroom. This journey involves recognising the nuances between surface, superficial, and deep cultural levels, as identified by Zaretta Hammond, wherein deep culture embeds itself within collective unconscious beliefs and norms. Mere Berryman's Mauri Ora model, encapsulating 'wānanga', 'ako', and 'mahi ngātahi', underscores the importance of fostering genuine connections between teachers and students while engaging whānau in dialogues that encourage power-sharing relationships and respect for educational aspirations.

Developing culturally responsive teaching involves recognising one's identity and heritage, being aware of personal biases, and embracing the principles outlined in Te Tiriti o Waitangi to build authentic relationships and promote an inclusive educational environment.

Addressing Cultural and Linguistic Challenges in Education - part 3

The challenges and opportunities of linguistic diversity in educational settings are paramount, as outlined by the ERO report focusing on culturally and linguistically diverse (CLD) learners. Educators confront obstacles in communicating with students and their families, particularly when the students have limited proficiency in the instructional language. Efforts to include families in classroom language learning and encourage teachers to learn students' home languages are underscored in the report. Culturally sustaining pedagogies play a crucial role in helping students maintain their linguistic and cultural identities within their communities. These approaches, while addressing challenges, also bring valuable strengths, including fostering cultural awareness, reducing racism, and enhancing inclusivity. The UNESCO principles emphasise the advantages of language diversity, presenting opportunities for enhanced literacy skills and greater intercultural understanding. Initiatives, such as bilingual programs and language groups, particularly modelled after successful approaches like kōhanga reo, are being promoted in Pacific communities. This progression reflects the evolving global landscape, underlining the benefits of embracing linguistic diversity to enrich the learning experience for all students.