# data[].attributes.body
sharing ideas

# data[].attributes.body
Wellbeings

# data[].attributes.body
giving gifts

# data[].attributes.body
The Matariki Stars

# data[].attributes.body
Thankful

# data[].attributes.body
https://drive.google.com/drive/folders/1g3k2VvEcYD-ovAWiI4EiW9y81pE_p1at

# data[].attributes.attachment_link.description
Check out this Presentation designed by 何美瑩.

# data[].attributes.body
farewell大合唱

# data[].attributes.body
https://youtu.be/Xgacdh09Kw8?si=aGVdOehgfLRRQcZv

# data[].attributes.attachment_link.description
This activity resource, from "Tākaro ā-ringa - Hand games", is part of the resource collection Te Ao Kori.

# data[].attributes.body
https://newzealandcurriculum.tahurangi.education.govt.nz/hipitoitoi/5637165727.p

# data[].attributes.attachment_link.description
This activity resource, from "Tākaro ā-ringa - Hand games", is part of the resource collection Te Ao Kori.

# data[].attributes.body
梯次：紐西蘭奧克蘭科技大學 0707-0725 #114國小健體A

姓名：白可莉

服務學校：台中市建功國小

進修時程：07/21-07/25（第三週）

週記內容：There’s a saying in Taiwan:
“Happy times always fly by quickly.”

Three weeks have passed —
our hair’s a little longer,
our bonds are much stronger,
and most of all,
our hearts are fuller.

First, a heartfelt thank you to
Damian, Denise, Lyn, Fang, and Traci.
From our first online meeting,
to in-person learning,
and now, this final lunch together —
you’ve made us feel supported and cared for every step of the way.

Over these weeks,
we’ve gained more than knowledge.
We’ve felt the depth of New Zealand culture,
and the strength of Māori traditions.

Week one took us to the Maritime Museum and Art Gallery —
where we admired the courage of the Māori people
in their search for a home.

Week two, we stepped into schools —
and saw how New Zealand nurtures not just minds,
but whole people —
teaching students to care, to lead, and to reflect.

Week three, Denise guided us through the fascinating world
of New Zealand’s native animals —
and Damian gave us the chance to turn theory into practice,
learning in, through, and about movement,
with energy, laughter, and teamwork.

In Lyn’s session, we were asked:
“What kind of teacher am I?”
“What kind of teacher do I want to be?”
Each of us leaves with our own answer.
We’ll carry that insight home to Taiwan —
and do our best to live it out in every class we teach.

Finally —
students who surprise you (in a good way!),
and the courage to keep growing.

Stay confident.
Stay fearless.
And keep becoming the best version of yourselves.

# data[].attributes.attachment_link.title
Village Games Movement: Niue - Toho Toume

# data[].attributes.body
https://www.youtube.com/watch?v=ds0LNFZipLU

# data[].attributes.headline
紐西蘭原生哺乳類動物外來哺乳類

# data[].attributes.body
紐西蘭原生哺乳類動物

外來哺乳類動物（由人類引進）

# data[].attributes.body
flowers and plants in NZ

true facts about nz

# data[].attributes.attachment_link.title
How Māui Slowed the Sun - in Sand Art ( English Version)

# data[].attributes.body
think deeper and get more ideas from different perspective

# data[].attributes.attachment_link.title
Village Games Movement: Niue - Toho Toume

# data[].attributes.body
Exploring Culture Through Adventure: Skydiving and Glowworm Caves in New Zealand

# data[].attributes.body
skydiving

# data[].attributes.body
-culture frameworks

-What to know if you want to teach in Taiwan

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.headline
「參觀當地文化景點」螢火蟲 glow wor

# data[].attributes.body
「參觀當地文化景點」螢火蟲 glow worm

「參與體驗活動」skydiving

# data[].attributes.body
梯次：紐西蘭奧克蘭科技大學 0707-0725 #114國小健體A

姓名：白可莉

服務學校：台中市建功國小

進修時程：07/14-07/18（第二週）

週記內容：On behalf of our team from Taiwan, I gave a short opening speech to share our thanks. We feel really lucky to visit such a warm and welcoming school community — it’s a beautiful place for students, teachers, and whānau (families). As fellow teachers, we’re excited to observe, learn, and exchange ideas together.

In just three days, we visited three different schools: Elm Park School, Glendowie School, and Hobsonville Point Primary School.

The school that impressed me the most was Hobsonville Point Primary. It’s a great example of a modern learning environment. Compared to schools in Taiwan, it has more flexible spaces, team teaching, and student-centered learning with technology built in. Instead of the usual fixed desks and teacher-led lessons, the principal encourages collaboration, movement, and letting students learn at their own pace. Students have more voice and choice, and teachers play the role of guides rather than just standing in front giving information.

What I really want to take back with me is how the teachers connect different subjects and support student inquiry. They guide students to ask questions, explore real-life problems, and even design their own learning journeys. Most importantly, students are encouraged to make decisions and solve problems in their everyday lives.

# data[].attributes.body
Modern learning environment

# data[].attributes.attachment_link.title
Bubble Bounce! Mindfulness for Children (Mindful Looking)

# data[].attributes.body
teacher's pet

# data[].attributes.body
「ākonga」可以指一位學生或一群學生（毛利語中單複數常相同，要靠上下文判斷）。

可在學校、部落教育、文化學習等情境中使用。

# data[].attributes.body
Hāngī？

Hāngī 是一種在地底下利用燒紅的石頭進行烹調的方式，可烹煮肉類、蔬菜與根莖類食物。

# data[].attributes.body
Ohinga 的意思：

1. 🔁 群體、人民、群眾

在毛利語中，「ohinga」可用來表示：

一群人、眾人、民眾。

例如在詩歌或演講中提到「ngā ohinga」，就是指「各族群」或「人民群體」。

# data[].attributes.body
文化回應性（Cultural Responsiveness）

文化回應性指的是教育者能夠：

了解並尊重學生的文化背景，並將這些文化視角整合到教學與課堂互動中，使所有學生都能感受到被認同、尊重、並能有效

學習。

🌺 為什麼文化回應性很重要？

在一個多元文化的社會中（例如紐西蘭有 Māori、Pasifika、Pākehā、亞洲族群等），如果教學方式忽略了學生的文化認同，學生可能會：

缺乏參與感

覺得自己與學習無關

被主流價值壓抑或邊緣化

# data[].attributes.attachment_link.title
Healthy Active Learning | Sport New Zealand - Ihi Aotearoa

# data[].attributes.attachment_link.description
Sport NZ landing page for the Healthy Active Learning programme - a joint government initiative between Sport NZ and the Ministries of Health and Education.

# data[].attributes.body
There is also a fun speaking activity called a “donut circle”. People stand in two circles (inside and outside),

face each other, and talk. After each round, they change partners. When the teacher puts hands on their head, it

means “stop.”

# data[].attributes.body
sport performance

# data[].attributes.body
testing the jump

# data[].attributes.body
We chatted with group members about what might be the highlights of the

museum visit.

# data[].attributes.body
NZ, one of the richest and most peaceful countries in the world

One adult in 5 will need psychiatric care

One marriage in 3 ends in divorce

One adult in 4 needs medication to relax

One in 7 experience depression

606 Kiwis, 457 men and 149 women, took their own lives in  2018. In 2020 it was 628.

# data[].attributes.attachment_link.description
Tiny cameras capture the amount of junk food marketing Kiwi kids see each day.

# data[].attributes.attachment_link.authors[].name
NZ Herald14 Feb, 2018 06:10 AM3 mins to read

# data[].attributes.attachment_link.title
Kiwis want schools to halt lunchbox police

# data[].attributes.attachment_link.description
The vast majority of Kiwis think what goes in a child’s lunchbox is the parents’ decision.

# data[].attributes.body
Observations on School visits

Observe any similarities or differences between teachers in New

Zealand and Taiwan in how:

- The teacher identity is expressed in class

They relate to their students

The teaching of the subject

The interaction between student and student for learning purposes

The learning moment

# data[].attributes.body
light a fire....

gardening/caring/ feeding

like joureny/exploring

zoo keeper

# data[].attributes.body
AUT MILLENNIUM

# data[].attributes.body
Auckland Art Gallery

# data[].attributes.body
“We teach who we are”（Palmer, 2017, p. 35).

-自我展現的行動。學生能感受到我們是否真誠，是否關懷，是否活出自己所相信的事。

-life experience of love and suffering

-support system: make you secure and stable

# data[].attributes.body
Discuss with a peer:

How would your best friend describe

you as a person?

What do you know about yourself that

your friend doesn’t know?

How has the culture you were born

into influenced your ‘self’?

What life experiences have enriched

your ‘self’

What are your strengths?

# data[].attributes.body
Think about myself

# data[].attributes.body
Ata Morie – Māori Greeting

Ata Morie means "peaceful morning" or "peaceful dawn."

• Ata = morning or dawn

• Morie = peaceful

• When you say Ata Morie, you're wishing someone a peaceful day.

# data[].attributes.body
Do my presentation!

# data[].attributes.body
Design Your Own Waka

• A waka is a Māori canoe.

• Members draw and design their own waka.

• Think about what our waka needs to help us on our 3-week learning journey.

• This activity can be part of our cultural exploration project.

# data[].attributes.body
DAY1-An icebreaker activity to get to know each other.

# data[].attributes.body
DAY 1-Create Your Own Pepeha

# data[].attributes.body
梯次：紐西蘭奧克蘭科技大學 0707-0725 #114國小健體A

姓名：白可莉

服務學校：台中市建功國小

進修時程：07/07-07/11（第一週）

週記內容：It’s the first week we’re staying in Auckland, and everything feels so new and fresh.
Since I’m a lover of Māori culture, I was excited to learn so many things about it.
On the first day of class, we were asked to write our own pepeha.
It wasn’t easy — it made me reflect on what truly connects to my life.
Pepeha is a special way to introduce yourself in Māori culture — not just your name, but your land, your people, your story.
I chose to include my family’s shop, a small traditional eatery my parents have run for over 30 years.
Even though I’m not Māori, learning to share my pepeha helps me show respect and feel more connected to this place.

On Friday, we learned about Matariki, and I was so touched by this pure and imaginative tradition — a time of remembrance, reflection, and renewal.
Matariki is more than just a date — it’s a feeling.
It’s a moment to pause and look to the stars, to remember where we come from, and to give thanks for what we have.