The Power of Outdoor Brain Breaks: Enhancing Learners' Wellbeing

 

"Because students don't need stickers - they need to feel seen." quote by Filipe Menezes, the founder of Hauora Education. This really resonated with me and got me thinking about how we connect, teach, and care for our tamariki and ourselves as educators.

I read an article from the Hauora Education titled "Replacing Behaviour Charts with Connection: A New Approach to Classroom Wellbeing." It challenges the traditional approach of using behaviour charts and instead focuses on fostering emotional resilience, social connection, and holistic wellbeing. The article emphasises that accountability isn't about ignoring misbehaviour but shifting the focus from punishment to reflection. In a connected classroom, consequences are relationally anchored, students learn to reflect, restore, and repair, and teachers model emotional regulation and boundaries.

Being a classroom teacher for the last eight years, I've worked with a diverse range of learners—everything from energetic young men to those who find learning a bit tough, and some with unique behavioural needs. In the last couple of years, while working on my Masters (Digital Fluency via personalised learning), a colleague's research presentation really struck a chord with me. It highlighted the importance of outdoor education for our learners' but especially their Hauora and Mana.

So, I started taking my class outside for 'Brain-breaks'—in a form of 'Movement breaks', short, guided physical activities or stretches to release tension and refresh focus, this can boost brain function. 

Brain-break is called "K-O", playing this games like a modified cat and mouse. These breaks help physical training, building resilience, social connections, and soaking up some good old vitamin D. In the last couple of years, I've usually split the groups to balance high-performing sports players with those who prefer to read in quiet spaces.

This year, I've allowed our Year 4 students (building student voice & agency) to select their own teams. Our brain breaks (max 10mins) at 10amish and 12:15pm had two outstanding Year 4 students lead their teams. Initially, they struggled with 'stop, look, and listen,' or listening to instructions (.. yeap!)

Last week, we bumped into my old class, now Year 6's, who were keen for a challenge with my young Year 4's. I was so sure our Year 6's would outwit my Year 4's... how wrong was I?! Over the years, I still hear students chatting about playing "KO" challenges with my newer class. There's still plenty of banter, but it’s all about building connections, sharing laughs, creating memories, and having fun. Most importantly, it boosts 'hauora and Mana' for our young learners.

I wonder how much more can outdoor brain-breaks make a difference in boosting our students' wellbeing, attendance and confidence?

Reference: 

Klapp, T., Klapp, A., & Gustafsson, J.-E. (2023). Relations between students’ well-being and academic achievement: Evidence from Swedish compulsory school. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00690-9

Olcar, D. (2021). The role of academic flow in students' achievement and well-being. Problems of Education in the 21st Century, 79, 912. https://doi.org/10.33225/PEC/21.79.912

Manaiakalani Teacher Only Day "Using Google Vids to Share Maths"

"How can we empower our students to become creators and storytellers of their own learning journeys using digital tools?"

As part of my completed Masters, 'Championing Digital Fluency via Personalised Learning,' I have been deeply invested in discovering more ways to encourage our students to 'create or be creators.'

It's all about teaching our learners to utilise 21st Century skills like creating, critiquing, communicating, and collaborating. Mr. Moran showcased some awesome blog posts from past students in my class, which was really inspiring.

In our workshop, we got hands-on with Google Vids. I discovered a few features I wasn't aware of, like the importance of writing a script before hitting record and how to integrate Google Slides into the video. Exporting the Google Vid to a Google folder wasn’t super straightforward, but it’s definitely more accessible for our students using Chromebooks compared to the iMacs.

It was a great workshop, and I'm keen to use this approach to measure my learners' progress and help develop their mathematical vocabulary. We had to use and record ourselves using google vid .. I'm still a amateur .. lol!

 

 In our workshop, we got hands-on with Google Vids. I discovered a few features I wasn't aware of, like the importance of writing a script before hitting record and how to integrate Google Slides into the video. Exporting the Google Vid to a Google folder wasn’t super straightforward, but it’s definitely more accessible for our students using Chromebooks compared to the iMacs.

It was a great workshop, and I'm keen to use this approach to measure my learners' progress and help develop their mathematical vocabulary. We had to use and record ourselves using google vid .. I'm still a amateur .. lol!

2025 Inquiry Action Plan (Term 2)

 

I was able to record a lesson via Vosaic, and it provided details on how I can build on Explicit Instruction and Visual Support for Low Learner Students via AI. This is the feedback:

To enhance low learner students' understanding of mathematical vocabulary and their ability to independently solve word problems, you can implement the following strategies based on the instructional practices observed in the transcript:

• Use of Number Tracks: Help students visualise addition and subtraction by using number tracks and extend this to word problems with corresponding number lines.

• Modeling with Concrete Examples: Demonstrate addition with concrete examples, breaking down problems into smaller parts for clarity.

• Encouraging Peer Discussion: Foster a collaborative environment by having students discuss and solve word problems in pairs or groups.

• Visual Vocabulary Supports: Use visual aids like a word wall with mathematical terms and illustrations to connect vocabulary to problem-solving.

• Gradual Release of Responsibility: Start with explicit instruction, move to guided practice, and then to independent practice for solving problems.

• Incorporate Manipulatives: Use physical objects to represent numbers in word problems, providing a tactile learning experience.

By using these strategies, you can build your students' confidence and enhance their mathematical vocabulary and problem-solving skills.

Research: Research indicates that visual aids and manipulatives significantly enhance students' understanding of mathematical concepts and vocabulary (Miller, 2018). Additionally, collaborative learning environments have been shown to improve students' ability to articulate their understanding and solve problems independently (Johnson & Johnson, 2019).

Toolkit: Maths Talks for Thinking & Discussion - Elena Terek

Today is my first toolkit for this term.  Please find the link to this workshop.

Elena presented the toolkit of "Maths talks as 'enablers' and extenders'. 

This year, my professional inquiry is looking at building vocabulary for our mathematical learners.  

Last week I was in a online workshop led by Dr Craig Hansen.  A couple of things struck a cord: 

1) creating engaging tasks will help our students build procedural fluency.  

2) Vocabulary is pivotal. 

Teaching literacy alongside math, checking that our students understand the key terms they need to succeed as they progress from Year 0 to Year 8.

At the end of each phase, there’s a vocabulary table that aligns with the year level, which helps us connect literacy with math and ensures our students have the foundational vocabulary for understanding. 

Rich task: high ceiling, low floor. 

Learning is a highly social activity.  Maths endorses this.  You can use 'image talk' to launch your maths talks.

Can can use multiple visuals, to support our learners to make connections.

A Survey's was conducted for Year 4-8, results from this survey, it was surprising to see that the students believed there is no connection with 'real-life' and mathematics. (interesting)

 How do we do this?

-create & maintain positive risk-free learning space

-ground rules for talk 

- provide opportunity to use different visuals or models.  Teacher will model mathematical thinking.

-Talk moves' was main focus in DMIC, raising social status

- Wait time is essential, a minute is a suitable time to wait.  Allow the students to 'think'.  Use the 'hand gesture' to say how they're feeling.

- construct 

To make connections for 'real-life' and maths, using these 'image talk' will help.  

Questions to ask:  Maths talks: What do you notice?  What do you wonder?  The next step is what 'maths can you see?'.

This is the feedback from staff during the workshop

Planning is essential even for 'image talk', what the learners might say. Be ready for the responses.

Our learners love sports, but still unable to see how it's connected for maths.

Logical and critically thinking.

2025 Inquiry Action (Term 1)

With the announcement of Structured Literacy and Structured Mathematics, I was looking forward to the changes.

I've found it challenging to teach maths to our diverse learners. When I began my teaching practice, we were using DMIC mathematics. I spent a whole year establishing 'social' norms and building student status, which didn't seem to help at first. However, now maths talks are an essential part of our maths class.

I've now moved to a new team, which means learning a new system. We've started using PR1ME Maths, beginning with a placement test to determine which book each student should start with.

From our Teacher PD, in phases 1 through 3 (Years 0-8), it's crucial to ensure we're teaching at the appropriate year level. We should create engaging tasks that build procedural fluency and cater to diverse learning needs. The "understand and do" framework emphasises that true understanding comes from mastering math processes. The UKD (Understand, Know, and Do) ethos guides us in developing 'rich tasks' for each phase.

Vocabulary is essential in maths, as maths and literacy are interconnected. The curriculum focuses on building positive relationships with learners. Progress outcome statements, found on page 60, guide Year 4 students during Year 5. 'Prior learning' refers to what students learned last year or in previous stages, and it's important to address any gaps in prior knowledge.

All my learners are on the Placement One test, even though their end-of-year reports indicated they were operating at Year 2 - Year 3 OTJ levels. A few issues have arisen with our learners. They need to read parts of the PR1ME text to complete the questions, and they also require mathematical vocabulary to understand the maths stories.

The OTJs assigned to them last year were based on the older curriculum. With the new curriculum, the rubric has shifted, which has resulted in their OTJs dropping this year.

That lead me to my inquiry question "How can I enhance our explicit instruction and visual support to improve our students' understanding of mathematical vocabulary and their ability to independently solve word problems?"

I chose these three to focus on in my practice: 

Reinforce Vocabulary Through Multi-Sensory Experiences: This approach combines visual aids and hands-on learning, which can be very effective for diverse learners. Using objects and games can make vocabulary more relatable and engaging.

Explicitly Teach Vocabulary Within Problem-Solving: Pre-teaching vocabulary and modeling problem-solving helps students understand how to apply new words in context. This can be particularly helpful in building their confidence with math language.

Scaffolded Instruction and Gradual Release: By modeling and practicing together before allowing independent attempts, you provide a supportive learning environment. This helps students gradually build their skills and confidence.

Watch this space!

NZC Mathematics & TeachAid Quick showcase

This evening I attended an online meeting facilitated by Dr Craig Hansen about the new version of the NZ Maths curriculum.

Here is the link to the presentation slides.

One key takeaway in phases 1 through 3 (Years 0-8) ensures we're teaching at the right year level. Creating engaging tasks that help our students build procedural fluency while offering activities that cater to their diverse learning needs.

The "understand and do" framework highlights that real understanding comes from mastering math processes.  UKD (Understand, know and do) ethos, then work on 'rich tasks' look like, in each phase.  

Vocabulary is crucial for maths.  Maths and literacy will go hand in hand.  In the curriculum, creating positive relationship with learner. On page 60 - progress outcome statements.  Year 4's - during year 5, we will teach the learners to .. progress outcome statements.  'prior learning' means what they did last year?  or previous stage?  prior knowledge/learning is missing from the learning.

Teaching considerations: the understanding levels.  process of generalisation, building connections.  Teaching at their level, as it will create 'exposure' or they won't reach it.

When our students grasp concepts and develop fluency, their learning becomes much more manageable.

Each phase of the curriculum has clear expectations for teaching. Focusing on developing rich tasks and fostering strong relationships with math and statistics.

Vocabulary is pivotal in maths. Teaching literacy alongside math, checking that our students understand the key terms they need to succeed as they progress from Year 0 to Year 8.

At the end of each phase, there’s a vocabulary table that aligns with the year level, which helps us connect literacy with math and ensures our students have the foundational vocabulary for understanding.

Curriculum emphasises depth over breadth, aiming to help our students fully grasp concepts instead of rushing through. If they’re struggling with a topic, we provide targeted teaching and revisit prior knowledge to support their learning journey.

It was recommended to use 'teachaid.ca' - this can help you differentiate or create new interactive activity.

 

Toolkit - Rich tasks in Mathematics and Statistics

Focus on Fluency and Understanding: Keep an eye on how students are developing their procedural fluency and conceptual understanding, and adjust tasks as needed to support their learning journey. 

We recently had our Manaiakalani Toolkit session with Donna Yates (link), and it was a real eye-opener! It gave us a chance to chat about the new Mathematics and Statistics curriculum and how rich tasks fit into the different phases. Those slides really grabbed our attention, especially in the context of our PR1ME curriculum. Rich tasks are a fab way to stretch our learners in a particular maths lesson. Back when I first started teaching, I used rich tasks, and I noticed our students took a bit longer to finish them. But I'm super keen to get them back into using these rich tasks again.

One of my big takeaways is figuring out how we can boost both procedural fluency and conceptual understanding with our learners. These tasks are perfect for developing those skills.

Next steps for my maths inquiry:

Integrate Rich Tasks: Start weaving rich tasks into our regular PR1ME lessons to give students a chance to explore concepts more deeply and develop their problem-solving skills.

  

 

Term 1: Manaiakalani Learn Staff Meeting "R-A-T-Effective practice

R-A-T- Effective Practice link

Today we had our Manaiakalani presenters Fiona & Matt share key elements of effective practice in the digital space for our learners.  As the digital landscape is evolving, they've been able to identify key elements of effective practice:

Recognise Effective Practice: "Knowing what works, and how you know it works."

Effective Practice: Grounded in Principles

• Builds on existing frameworks (NZC, MoE) and teacher experience.
• Confidence comes from aligning practice with frameworks and research (Manaiakalani).
• Research reinforces observations with data and student voice.

Recognising Effective Practice in the Classroom:

• Engaged Learners & Student Agency: Active participation, enthusiasm, on-task behaviour and Choice, ownership, goal setting, creation
• Meaningful Learning: Articulated understanding, critical thinking, deep learning.
• Purposeful Technology: Enhances learning, student competence, personalised learning.
• Facilitative Teaching: Guidance, feedback, inclusive environment.

Core Idea: Effective practice is identified by observing student and teacher behaviours that align with established educational principles.

Amplify Effective Practice: Scaling and sharing effective teaching practices using technology. Connected Learners Share the value of giving and getting empowers us all 

Amplifying Effective Practice Using Technology Strategically:

• Purposeful Use: Technology enhances proven teaching, not just for its own sake.
• Resource Access: Teachers leverage online resources and collaboration to refine strategies.
• Critical Evaluation: Teachers use critical thinking to ensure digital tools are effective.
• Quality Focus: Amplify effective practices, not just any practice.

Amplification in the Classroom:

• Enhanced Learning: Interactive tools, video lessons, personalised feedback.
• Increase collaboration: Sharing and learning together online: working on projects, using google suite as well as commenting on each others Edublog, giving peer-review feedback.
• Student Creation: Digital portfolios, presentations, student-generated resources.

Key Idea: Technology amplifies good teaching through intentional, critical, and collaborative use.

Turbocharge Effective Practice: Transforming learning experiences through technology to enable  learning previously not possible Turbocharging Learning (SAMR):

• Beyond Basics: It's not just replacing old tools with digital ones. It's changing how kids learn.
• Redesign Tasks: Make learning more engaging and meaningful.
• Transform Learning: Use tech to do things you couldn't do before.

Modify:

• Digital storybooks with multimedia.
• Interactive research presentations.

Redefine:

• Global classroom collaborations & Podcast.
• Student-made educational games.

In short: Turbocharging means using technology to create powerful, new learning experiences.  Transforming learning experiences through technology to enable learning previously not possible.

Some recommendations - how to use prompts when dealing with AI.

When using generative AI, it's generally suited for learners over the age of 13. However, it's essential to check individual site terms for appropriateness. Today, our staff used Adobe Firefly to create images from text prompts. For example, we created PES Remix 'The Alley' which visually represented [brief description of image]. 

My next step is to explore what do our learners know (which is still at starting point), how do they feel about using their chrome-books? What help do they need? What are their 2025 digital goals? What do they want to learn to  .. "create"? 

Teacher Only Day - "Mana" (Matua Les Hoerara)

Today we had a guest speaker Matua Les Hoerara (from The Ngāti Pāoa Iwi Trust) to deliver ‘He Aute’, a project funded by the Ministry for Education. How do we engage with our tamariki.  

"Mana"

 

Definition: "when they're able to self-regulate." While self-regulation can be a component, mana is a much broader concept. It encompasses authority, prestige, spiritual power, influence, and integrity. It's about inherent and acquired power.   

Mana can be acquired: through achievements, education, scholarships, leadership, and acts of reciprocity (giving koha).

Inherited: Passed down through whakapapa (genealogy).  Through Diplomacy: Effective communication and collaboration enhance mana.   

A loss of mana can occur through negative actions, disrespect, and failing to uphold cultural obligations (e.g., forgetting koha or time commitments), this can compromise ones mana.     

In Schools: it's visible through Kapa haka performances. Group names, school houses named after Māori leaders. Integration of Te Reo Māori in school environments. Prioritising student voice, especially Māori student voice.

Creating leadership opportunities for Māori students.

Reciprocity.  

2. Relationships: Crucial for proper pronunciation of names. Highlighting the importance of respectful interactions. The extension of Ngati Paoa, showing the importance of tribal connections.

3. Developing Cultural Capability (DCC): Distinction between PLD (Professional Learning and Development) and DCC.  PLD: Focuses on curriculum updates, practical resources (like lunches), and general teaching skills.  DCC: Emphasises deep cultural understanding through frameworks like: 

• Tātaiako (cultural competencies for teachers of Māori learners).
• Tu Rangatira (Māori leadership).
• Tau Mai Te Reo (welcoming the language).
• Te Kotahitanga (effective teaching for Māori students, Berryman's work).   
• Kakano-kia, Kahikitia 1,2,3.
• Te Ao Māori lens (Māori world view).
• Kaupapa/Mātauranga Māori (Māori knowledge).

How can we serve our students:  ensuring physical space, health, and safety.

4. Student Voice and Identity:

• Importance of hearing student voices, especially those of Māori students. 
• Demographic considerations: Who is being represented? What are the family dynamics (whānau)? High percentage of disconnect from whanau.
• 30% Māori, 60% Pasifika student population example.
• Respecting names:
• Using full names, not abbreviations.  Importance of history and belonging.
• Students understanding their kaupapa (purpose).

5. Akoranga Māori (Māori Learning):

"What's the best for the child?" as the guiding principle.  Distinguishing between capacity (space) and capability (skills).

Key Considerations:

• Whakapapa: Understanding genealogical connections is vital.
• Koha: The act of giving and reciprocity is fundamental.   
• Te Ao Māori: Incorporating a Māori worldview into all aspects of education.
• Student Representation: Ensuring diverse student voices are heard and valued.
• Identity: Supporting students in understanding and embracing their cultural identity.

In essence, these notes highlight the importance of:

• Culturally responsive teaching practices.
• Building strong relationships with students and whānau.
• Upholding the mana of Māori students and their culture.
• Understanding the difference between capacity and capability.
• Respecting student identity.

Teacher Pr1me PD

The PR1ME Maths programme is all about getting our learners engaged and mastering those maths concepts with a structured approach. Each concept builds on the last, so we're creating a solid foundation as we go. It's all tied into the NZ Maths Curriculum and packed with problem-solving. Before we dive into a new chapter, we check in on what the kids already know to make sure they're ready to tackle the new stuff. We use a concrete-pictorial-abstract approach, which means getting hands-on with manipulatives to really get the idea across. Students work through the chapter book first, then hit the practice workbook, with heaps of lessons to back it all up. Lately, we've been diving into comparing and ordering numbers.

PR1ME's all about the "readiness-engagement & mastery model," which keeps the kids motivated. They get stuck into the practice book and digital exercises to nail proficiency and flexibility. If a student hits 80%, it means they've got the hang of it! We keep a word problem on the whiteboard for ongoing problem-solving practice, and the 'spiral' curriculum lets us revisit concepts without writing in the course book.

In our class, we practice, assign, and make sure everyone knows the difference between the course book and the practice book. We track progress with student voice by using highlighters on the practice book's content page—yellow for gold shows where they've shined! 

Our group sessions are quick and focused, about 15 minutes, to keep things snappy and effective.

Looking forward to using this curriculum, I wonder how our learners will find it?

Adobe Express - what is it?

 

We had the infamous Matt Goodwin present to us about 'adobe express' .. for our learners to create on a 'safe' platform. 

 The features of 'Adobe Express' is: - video - presentation Student Creative Kit One interesting aspect of using AI platforms is: - the loss of our learners individual creativity and imagination. 'Adobe Podcast' -AI enhance, blocks out all the other noise, isolates it .. you can use it in the classroom. - not 3rd party - powered by adobe professional grade tools - worth to explore: video editing, animate slides, graphic (draw on it), 

 Adobe STock -large library -no IP infringement How is it safe for kids? 'prompt' a cartoon battle between armies. Comparision between 'canvas vrs adobe' .. 'commanders of the code' - how do we navigate our learners to integrate 'AI'?

2024 Teacher Only Day - Other workshops

The Manaiakalani Teacher Only Day workshops were fantastic! There were so many amazing options, but we could only pick two. I wish I could have attended a few more, as they were AI create workshops.

I'm hoping to find opportunities to use those creative teaching strategies in my classroom this term, or maybe next term.

In the meantime, I'd love to hear your ideas! What tools or resources have you found effective in helping students develop their creative skills?  Check out my few picks!

2024 Teacher Only Day - Workshop#2 "Creating your Pepeha via iMovie".

This second workshop was lead by Sandy & Latini - how to create your pepeha via iMovie.  link

 This was an informative workshop - we started off with the 'Lalaga' cards, questions that were designed to 'connect' or create talanoa/korero with your learners/colleagues.

However we had an interesting talanoa/korero with our learners who don't know their whakapapa/gafa/genealogy.  Alot of the learners parents aren't aware of their genealogy, an opportunity to ask family who are still present.  

We ran out of time to utilise 'iMovie', however there is a new feature on google slides, to record yourself.  I recorded my Pepeha using my DFI visual pepeha slides.  I had to change my pepeha and include both my parents details.  As I'm Samoan, we don't have associations of river and mountains, but we have 'villages' that our parents have been raised.  I didn't include it in this recording - but will definitely include this in the next one.