Thursday, 21 February 2019

Connecting with families

This year I am focussing on visible and rewindable teaching and learning and making sure families, children and the wider community can easily connect with our learning in an important part of this


As part of this, I used the blog commenting template designed by Karen Belt in 2016 as part of her MIT inquiry. I made up a blogging card for the learners in our space to share with their families and so they can stay connect with our learning journey in 2019. It is great that we have these resources available to us as teachers from inquiry that were success full. 

Last night I check my email to find the one of the parents had already left and lovely comment on their sons blog as a result of having this card. This made it all worth it and I can't wait to see more commenting as we continue to share throughout the year. 


Thursday, 14 February 2019

Blogging

Blogging I back in full force. This year we have the Manaiakalani blogging app up and running and it is so exciting to see the learners blogging eagerly. I started off introducing the blogging process to a small group of learners in the class in order give them the skills and empower them to become blogging experts who other could go to for questions. 


Then I worked with kids 1-1 with the support of my expert bloggers to help them understand the process.

We are now moving into the phase in which each learner is ready to blog at different moments in time and I decided the best way to support them in this was to make the process rewindable and visible through the Cybersmart page on our class site. Salem helped me with this creating with me videos of how he blogged so that learners can follow them.


I think I my next step will be to create a photo process and QR code for the classroom wall that students can see and refer to and that links them straight to videos. This will empower them to be their own problems solve as they continue to gain confidence as bloggers.

Tuesday, 12 February 2019

Research presentation

Manaiakalani sense-making session with student achievement data.

It’s been a great start to the year but it wouldn’t be a new academic year without looking back at our student data from 2018 and using this to celebrate, set goals, define our inquiries and understand which areas we can do more in.

Patrick Snedden
Reminded us of our journey. He share with us about the role we had played and the people who came before us played in creating Manaiakalani as it is today. We are about big change, creating transformative practice. Having data form this practice collected and analysed mean we can be critical of were we are at and see that we have achieved so much. Manaiakalani started here with 12 school and brave teachers and now the pedagogy has spread with over 100 school engaging in learn, create, share pedagogy.

Next the Woolf Fisher team shared with us the student achievement data for 2018.

Rebecca said “we are going to start today a long conversation which will continue this year.”

It was interesting listening to the data from the junior school. There biggest thing I noticed was the entry level word writing. The norm was that students could write fewer than 5 words when arriving at school. There was good progress during the year however they are skill quite far off the norm for New Zealand.

Maths in the junior school was interesting it looks as though many students get stuck in the counting (stage four) however at year three there were more students pushing into stages 5 and 6.

Reading had a big spread however looking at the years 3 data there was a large group reading above gold. The group at purple interested me. I wondered how can we make a bigger impact on these kids to push them into the gold barrack. Reading in a higher years is interesting as students progress less than the norm. We need to continue to give reading a push as

Friday, 8 February 2019

Making positive behaviour visible

How learners interact, manage themselves and engage with their independent and guide learning is so important. However I as a teacher often focus most of my time and energy into the academic learning and making that visible, rewindable and engaging for the learners.


This year my co-teacher and I wanted to make the of learning behaviour and positive behaviour a visible rewindable part of our classroom.  This is a process that will take time and with each day we add and adjust the way in which we do this.

One way we have begun to explore this is through the classroom walls and in particular our inquiry walls. We have an inquiry focus in term 1 around the school values and health. This has leant itself to our aims of making the "way we are at school" known here as the Pt England Way central to everything we do in our classroom.

What have we done so far:
We are in week 1 for the year and we have been capturing the positive and making in part of our classroom environment. First we looked at our inquiry question: How can I be the best kid on the Point?

We broke this down into other questions which sit on our walls next to our inquiry question these are:
What does sharing look like?
What is Cybersmart?
Is it Kind?








Once a week we take one of these questions and ask the kids what it means to them. Providing examples, linking it to acts we have seen in the classroom. We then give the kids a chance to practice what these important values look like after all we practice reading, writing, maths, science. Practicing the way we learn is important too.



We are so excited to for 2019 and making the way we learn and act visible, rewindable and engaging for our learners. 

Thursday, 7 February 2019

DMIC 2019

The focus of our Discussion around DMiC today is looking at how we plan maths. We are using the Curriculum Elaborations and as a team create learning outcomes from theses larger ideas. Today we focused on statistics with the aim of creating pathway of learning outcomes coming from each team in the school. 

We focused on statistical investigation and worked to create learning outcomes that are measurable and doable. We need to be able to see these learning outcomes in what the students do, not what they are thinking. 

Level 2
Statistical investigation
S2-1: Conduct investigations using the statistical enquiry cycle:

posing and answering questions
gathering, sorting, and displaying category and whole-number data
communicating findings based on the data.

We want to have a continuum of types of graph. For example at level 1 pictographs, level 2 building of pictographs with picture represents multiple objects, add bars graphs. By building up the knowledge of different graphs so that when the reach level 4 and even level 5 they have meaning knowledge of all graphs so they able to conduct robust statistical investigations.

Why? and So what?

By having this understanding of where kids start and where we need them to get to we can make sure each year builds on what they have already done so what each year is a stepping stone to new learning and they have all the knowledge they need by year 8 and we can send them off to high school with a sound knowledge that will set them up for life.