Preparing children for hand writing

Preparing children for hand writing video

The video was helpful for me to understand when children are ready to write and how i could help them when they need support.

iMovie about seeds

imovie about seeds

One of my personal goals is to learn to use technology properly for effective teaching and learning. So I tried to learn to make a movie so that I can show the learners how they were involved in the seed project. It will help them to revisit their ideas and reframe their theories.

Collaborative spiral of Inquiry

collaborative Spiral of Inquiry LH2 & LH4

Week 9 Blog Reflection from each LC on their ‘Learning’ from the Collaborative Spiral of Inquiry- please link to your blog post below

What will we do differently?  What will we change?  What is our plan?  How will we ensure that we are doing something different? What do you need to learn to test your hunch?  We know from Halbert & Kaiser that developing hunches “involves getting deeply held beliefs and assumptions out on the table. It doesn’t involve a general brainstorm of all possibilities.” We need to consider what we are contributing to what’s working and what’s not in relation to collaborative practice. How did you (endeavour to) create the conditions that fostered collaboration?

What did we do differently?
Tanja and I decided to plan activities together and work with our groups together based on the learner's interests.
We decided to have a chat at the end of the day to find out how the day went.
We decided when Tanja is working with the learners, I will be a roamer to watch the other learners to keep them engaged in the activities.

What was the change?
We combine our hapu group learners quite often, so that the learners get an opportunity to mix and mingle with other hapu group learners. Also, I get an opportunity to support Tanja and learn her way of teaching and understand her perspective and the techniques she uses with the learners.

What was our plan?
When i was working with the learners i used the play based method and we gave an opportunity for the learners to opt in and opt out .
In that case, some learners were showing an interest to participate, some learners opted out in the middle of an activity (Still working on how to solve this (maybe they have to be in the activity for a certain time limit) and then they can join another activity.
I am not sure how i will make sure everybody gets an opportunity to get engaged in the same activity for now. We are still thinking about it-

How did we ensure we were doing something different?
We were trying to give an opportunity for the learners to decide, learners are getting the chance to work together, learning to take turns, an opportunity for them to question themselves and others while they are collaborating, solve problems for themselves and others and learning from each other

What do i need to learn to test the hunch?
I have to collaborate more with Tanja to figure out how we can involve all the learners by providing a collaborative environment and making the learners to be capable to ask questions and be curious about their learning.

We have come up with an idea that Tanja and I set up some activities which gives them a chance to choose where they want to get engaged. Some learners are still not sure where they want to get engaged, in that case i would like to help them to engage in an activity.

How did you (endeavour to) create the conditions that fostered collaboration?

We had a chat at the end of the day to find out how the day went.
Daily Reflection
Observing and listening to the learners carefully to find out their special interests and share with Tanja
More than two learning experiences for the learners to make a choice to opt in and out
Planned activities together

Most Likely to Succeed-DVD

Most Likely to succeed- DVD

History

It was very interesting to see the growth of the educational system and the curriculum. How the industrial economy worked and the education system based on that worked in the past. They were able to see the growth in the industry... the graduates got jobs and they got placed somewhere, but it gradually started to fall down. Why?

Learning by doing

In the beginning the learners were not sure what they were supposed to do, but later they were able to understand the clue given by the educator.

As an educator I would like to observe the learners what they are really interested in and are passionate about. Based on the learner's interest i would like to support the learners by providing proper provocations. The learners who are curious and passionate get attracted towards it. As an educator I will not tell them what it is, so that the learners can develop questions, find reasons, discuss with their peers and get support from them to work collaboratively.

Growth mindset

As an educator i will encourage the learners to think positively about their learning. Give them the right positive feedback, so that they can understand where they are and how they could improve themselves and look for the next level of learning.

Innovative thinking

I would like to ask open ended questions to the learners, so that it gives them an opportunity to think and listen to others’ ideas. The learners could build on others’ ideas, challenge and refine their ideas.

Challenges for creating passion

I wonder if any learners do not have a passion. How do I find out? How do I help them find their passion? I have to work on it

Maybe I could spend some time with them, get to know them well, observe where they are spending more time, whether they are showing any interest or keep moving ( some learners like to observe first before they get into something) so I would like to give them some time.

Dealing with parents

How do i deal with parents? If the parents are asking about why their children haven’t  learnt the alphabet, numbers, etc. Talk to them about their child’s passion and how they are learning  literacy and numeracy from there, instead of traditional teaching methods. The learners can show off what they have learnt through their project to the parents during the three way conference. It’s always hard to take changes in the beginning but gradually parents will understand the truth behind it.

I am looking forward to see our future generation walk towards the information economy to face the world.

Problem Solving Maths PD

Problem Solving -Maths PD

We need to Analyse, look for what needs to be solved , acted out, finding different strategies to solve the problem.

Learners need to work out the answer it's better not to tell the answer.

How to solve problem collaboratively?

How do we extend the task and make it rich?

How to learn Maths?

Brain grows when you make mistake

Thomas Edison made thousand mistakes before to invent bulb

Growth mindset-Working hard, trying different strategy

Number Talks

• Great strategy for teaching number sense and maths facts at the same time
• Pose an abstract problem
• Collect different methods and discuss why the work, ways different methods are similar and different
• A great way to teach strategy (nz maths)

Learners need to explain mathematical reasoning which is very good

Complex Instruction

Multidimensionality- Learners can work well in their expected level

Roles-

Assigning competence-group responsibility

Shared students responsibility-learners taking responsibility, self-reflection, encouraging and giving compliments to develop interests.

Groups

• Facilitator
• Recorder/Reporter
• Resource Manager
• Team Captain

Learners take responsibility for their own learning. They try to analyse, revisit, assess their own progress, work with others ideas, try to give reasons, find reasons to solve.

Developing students self-awareness

• Self-Assessment
• Peer Assessment
• Reflection Time
• Traffic Lighting
• Jigsaw Groups
• Exit Ticket
• Online Form (real time)
• Doodling
• Students write Questions & Tests

We should develop some classroom norms to work this strategy well in the classroom based on this.

We should build on with the mathematical growth mindset in our classroom.

  

Teacher Only Day

  Narrative Assessments

Learning Coaches write Learning Stories of learners when they are learning to capture them collaborating, being curious, connecting and growing capabilities.  This is assessment AS learning! A min of 12 per learner per year- and the parents & learners engage with these in the learners’ blog.

Our narratives support our school vision and vision principles.  Aspirationally, they foster a partnership with families and capture progress while highlighting relationships to identify next steps for learning.  The best part? Accessible to all.

We use google docs, Comic Life, EDPuzzle etc. and Blogger which is linked from their Learning Pathway via their blog.  

Look for the learners who are really engaged in learning, take photos, analyse what kind of learning is going on, what the learner is really interested, recognise their interest and respond it by giving them opportunities and possibilities for them to develop their skills.







Utopic iExperiences



How do LCs collaborate to make the learners learning a bit deeper.  What do we do? Maybe end of the day just a little conversation about what we noticed, recognise and respond the following days.

Collaborative Spiral of Inquiry     -  Survey for LCs please  Results  EOD (Safe to Fail Probes and iExperience Experiments- How to strive for Utopic iExperiences)
1. Scanning What’s going on for our learners? How do we know?	2. Focussing What’s going to give us the biggest impact? Where will our energies be best focussed?	3. Developing a Hunch What do we wonder?  What’s leading to the ‘situation’? What are our assumptions about what is contributing to the situation? How Might We leverage educator collaboration in LH Teams in order to provide utopic iExperiences for our learners? We wonder if …to... will ….?
6. Checking Have we made enough difference?  What’s going on for our learners?  How do we know?			4. Learning What do we need to learn? What research or theory is informing our learning? How will we design new learning? Why is an approach or principle important?  How can this learning be collaborative?
	5. Taking Action What did we do differently? What opportunities are there for dialogue, observation and reflection with others? What’s going on for our learners?  How and when can we share our learning?

PB4L




Managing Minor Problems
How to differentiate major and minor incidents



Find out the reasons behind the behaviour.
Calm-Trigger-Agitation-peak-De-escalation-Recovery.
We often find out the problem when there was in a peak situation. It's always good to find the reasons behind it by talking to both the learners and help them to solve their problem. Sometimes learners don't know how to solve the problem but as a learning coach, I can have a little chat with them, make them feel ok, then help them to solve their problem by asking more questions, help them with proper words to talk in that situation.

Curious about seeds

See our story about seeds HERE 

I am not very good at using technology, so I have decided to learn. I was wondering how could I learn to use technology. I decided to play up with the system but I needed something to play with. I decided to make a video about our learners learning. It was a big challenge, but I decided to make it for a purpose. I become curious as I was finding more information about using different apps on Mac. This is the example of my learning how to use technology in powerpoint and I learned to convert to google slides. After a hard work, I learned how to upload on my blog and link my project here.