This will be my first full year teaching in a collaborative, modern learning setting. The Children: What is working well? * Spending time getting to know the children through their interests. We have spent lots of time outside, playing games and also doing science. * Connecting with parents/whanau: to share good news, photos, tips for home and to seek their input and ides. I am keeping a log of parental contact so I ensure I touch base with all parents regularly. * Lots of movement & song: song and gonoodle are particularly effective for re-engaging E and L (two children who can become easily disregulated or disengaged). * Partner games: with a focus on active listening & getting to know each other, and observing/changing partnerships that aren't as effective as they could be. These partnerships will form the basis of our maths problem groups. * Social emotional teaching: sessions on friendship, being special (we've taken this into our writing using this clip ...
Posts
Bobbi Hunter, Massey University Presentation Background * NZ has alarmingly high levels of Māori and Pāsifika (and other) students not achieving curriculum standards at Year 8. * Teachers can fall into deficit thinking about certain groups (Nieto 2002): "These children come to school knowing nothing." Shift it to....what can we show this children, how far can we extend them? * Show the purpose of maths....why do you need this, in your every day life ? e.g. manage finance etc * Values to think about bringing in to the class/learning: The Best Evidence Synthesis of Maths , outlines the effective features of maths in primary school are: * Students working as a community (cohesive, functional and equal group). Students grouped for abilities tended to have fixed ideas of their capability in maths, so mixed level groups are preferable * Language for key maths ideas is provided/modelled and scaffolded ad students use this to explain and justi...
Staff and student mental health and wellbeing has been a goal in the strategic plan for my current school (Beckenham). I lead the Wellbeing Team again in 2017, and loved scaffolding our student wellbeing leaders. My goal was to liaise with school leaders, and then lead a team (staff and students) to develop & promote the MH curriculum, at Beckenham, to help meet the increasingly diverse needs of students (Strategic Plan 2017). Over 2017, our Wellbeing team meet during lunchtimes and after school. Here are just some of our achievements: outcomes included: * Beckenham mental health & wellbeing overview revisited, developed and shared with staff. This is a living document we can add to in future. * Daily wellbeing notices for all students, using values-linked youtube clips, or student created role plays and movies * Input from staff and community sort and a whole school Wellbeing definition was created (based on...
Mathematics Progression Framework Website Link: https://lpf.education.govt.nz/Live/home.aspx Username: charlottev Useful App: MORE INFO HERE The Framework is written to help students and teachers focus on developing the skills needed for 21st Century Learning. I enjoyed exploring and using the Framework, and completing the introduction and Maths learning modules with a colleague. Key points * The Mathematics Framework has 8 aspects, covering mathematics & statistics learning. * The Framework spans from level 1 to late level 5 of the curriculum * Levels are designed around student progress, and are not restricted to a particular year level * There are a number of key learning steps for each aspect of maths & statistics * Each exemplar includes an annotation (explanation for teachers), problem and student answer * The annotation highlights the transferable concepts or skills required How will I use this tool to improv...
Anne Sliwka, University of Heidelberg Innovative Learning: What does the OECD say? OECD: Key features of innovative learning environments They are well organised for co-operative learning, hard work and challenge They demand hard work and challenge is offered & students encouraged There are clear expectations with formative feedback “Horizontal connectedness” occurs – age, stage, community - mixed ability learning groups. Educators need to consider not just the surface structure but the deep structure of learning taking place…what type of learning is happening? For who? How? Who could be extended? Metacognition & self-regulation are emphasised in instruction and students are (hopefully) more aware of their metacognition and need to self-regulate Despite the above point, some students struggle to self-regulate and may need support/direct instruction and cater for those students who need more direct instruction Professional learning communities occur on...
Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 11,12,13 & IYT Workshop 3.8.17 A child needs to have conflict management skills and social problem solving skills to help them regulate their emotions. Children who have difficulty emotionally regulating may also have trouble reading social situations and cues (p. 406 of text). When a child acts out/yells/hits frequently etc (cannot emotionally regulate), this will often result in negative social experiences and possible alienation/loneliness. This child then does not have the peers to practise positive social skills with, and they may become 'labelled' as difficult, defiant etc. Teachers can try to stop this by sharing praise publicly and personally with the child, being explicit with praise, social coaching, connecting with parents and maintaining positive self-talk//thought about that child. Emotional regulation includes: * Nervous system * Cognitive (reasoning) and language systems ...
We have now been working collaboratively, with four classes in a new modern learning hub. We've implemented a shared timetable, with developmental play/discovery time woven through reading, writing and maths learning each morning. The New Space: As staff, we have discussed, agreed and planned areas for different purposes, including: reading/library corner, a theatre for shared gatherings, a construction room (with doors so that children can be playful and make noise with blocks, cars etc, without interrupting learning in the main space), a maths centre, a writing area, maker space / kitchen for construction and a mindful colouring zone. What Has Worked? A number of things have really aided our journey, and the ease of transition for the children. These strategies have included: * Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly. * Shared expectations for behav...