Teach and respond to learners in a knowledgeable and adaptive way to
progress their learning at an appropriate depth and pace.
- Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.
- Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
- Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
- Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
- Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
- Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
I have provided a number of opportunities for collaboration over the past two weeks. The students have been grouped differently for each activity, where the focus was on working as a team to complete/participate in a challenge. While the students see these activities as 'fun', they have also provided me with great information about group dynamics and each individual's ability to work as part of a team.
20 March 2018
Today we had a visit from a lecturer at Massey University. He came along to talk to the students about weather. It was awesome to have an 'expert' in the room, and the students really enjoyed the opportunity to learn more and ask questions. Here is a screenshot of a blog post we completed as a class following the visit, and a follow up activity completed by one of the students:
22 March 2018
Here is an example of some of the writing feedback I gave one of the students today:
24 March 2018
When the students finish an activity, they hand it in to be marked. I often meet with students as part of a follow up conference, otherwise, I give written feedback. Here are two examples of written feedback two students received today:
Term 1 - 2018
With support, each student set two goals earlier this term. These goals were based in the Key Competencies. On a number of occasions since, students have had the opportunity to reflect on these goals. I also give feedback on these reflections. Here is an example:
Term 2 - 2018
Focusing on KC goals continued throughout T2. Students set themselves a goal at the beginning of the term, and regularly reflected on their progress towards achieving the goal. This allowed me to monitor individual progress, and provide feedback for improvement. We completed reflections every two weeks. In addition to this, we focused on different quotes. We had lengthy discussions about what the quotes mean, whether we agree with them etc. This was also a great way for me to keep my finger on the pulse in terms of understanding where students are at.
7 August 2018
Today we had Buddy Class (the students made oobleck). This provided the students with the opportunity to be 'big buddies' and role models to the younger students. There is so much learning that happens during BC, and I need to make sure we meet with our BC regularly.
23 August 2018
There are a number of students who still struggle to correctly answer maths questions using an algorithm. This week, some students used an app called 'Explain Everything' to create mini tutorials on what to do. I uploaded these videos to You Tube and posted them on our class blog. I encouraged students to take the time to watch them. Maybe by being able to pause the video and practice their algorithms, the target students might be able to improve. This offers an alternative to listening to me!
12 September 2018
Today the students worked together in teams to complete a Technology Challenge. The task involved building a tower from all kinds of materials (newspaper, straws, sellotape etc). Following the activity, the students had to reflect on whether their tower was a success. I encouraged them to think beyond a 'surface' response, and to also consider whether their team worked well together. Students shared their ideas via Padlet on our class blog.
13 March 2019
Following a day of PD in maths, I have looked at each of the maths assessments the students in my class did and completed a full analysis:
- In PAT, I looked at each of the subtests (strands) and could see how each student had scored. This then enabled me to look at the strengths and weaknesses in my class, so I can target their needs. For example, 'number strategies' was a general weakness, so I will need to do plenty of work around this. I also did a lot of learning around the meaning of the scale score. It was really interesting to see the school-wide data and see where some of my students are actually operating.
- A next step for me is to do more 'teaching' of basic facts and family of facts, rather than just providing opportunities to practice/complete maintenance activities.
- I have also broken down the Number Knowledge test. The information provided here allows me to differentiate my teaching, so that individual needs are being met. Here is the chart I have put together for one of my maths groups:
28 May 2019
There have been a number of great opportunities for the students in my class recently. These have been designed to promote a balanced curriculum, as well as provide fun, engaging learning experiences:
- visit from Prof. Bill Williams (Massey University) to spoke the students about space and 'What's Out There?'
- four students attended the National Young Leaders Day
- all students participated in the People Savers First Aid Course where Shelly from the Red Cross taught the students the basics of first aid
5 June 2019
Over the past few weeks, the students have been working through a number of independent activities in Literacy (space related). There are so many skills that students develop during this time, and I support/monitor/re-direct when necessary. As a way of checking the students are on track, I have a checklist that tells me what activities they've finished:
