End of Mindlab

http://ncarrington-apc.weebly.com/

The above site was used to reflect on applied practice for the last 16 weeks of the Mind lab course on applied practice in context and also includes a reflection of the course.

Reading to Learn TOD

Reading to Learn PD workshop

Melanie Winthrop

Teacher only Day 19/5/16

Important to integrate different reading genres and across curriculum.

Engagement-thinking critically, making the code, managing meaning.

What is my response, what do I think?

Many strategies working together-children need to know this when comprehending.

Reading and writing as interactive tools.

Discuss with children why reading a book set up success.

In silent reading go round and question children on what and why they are reading and gow they might have worked things out.

High 5 strategies

1. Activating background knowledge
2. Questioning-who is asking
3. Analyzing text structure
4. Mapping a text
5. Creating mental images

Critical literacy- what is the information, what is the purpose, what is the author's intent/message.

Te Rangihakahaka

Our second teacher only day focusing on our professional development of Ngati Whakaue identity, language and culture.

Te Rangihakahaka 3 from Callie Raureti on Vimeo.

Te Rangihakahaka

Attended our school's Te Rangihakahaka wananga at Paratehoata-Te Kohea marae. Where we experienced the marae setting and deepened our knowledge of Ngati Whakaue identity, language and culture through various korero about whakapapa, tikanga and whenua. We also learnt about the setting and significance of Ohinemutu and various other places in and around Rotorua, including the stories around the street names in the CBD. From the wananga experience we reflected and considered what we had learnt and how we can use this new learning within the school community and classroom, and what support is needed.

Managing change transition

Attended a two day course facilitated by Vikram Murthy on managing transitional change. This involved looking at different types of change and how organisations and individuals perceptive, react and respond to change. We questioned and self analysed our own organisations through many self tests and assessments and gave feedback and presentations of our findings/data. A force field analysis of the driving forces for change and the resisters for change was conducted for both the school and individuals. The effect of change on organisations and individuals was explored and the transitioning process identified. Changing output or skills or people didn't have as profound effect as changing a culture which needed complete change. One aspect that came from this was the need to have a vision that was actually attainable and measurable and the importance of all staff sharing, fostering and working towards the vision and believing in it and it's attainability.

Growing the Brain

Attended the course/talk below on what children's brains need to optimize learning.  

Connected Educator month

Have been taking part in connected educator month and as part of this have been doing PD on-line and also attended the U-learn mobile day in the holidays, which i attended a workshop on Google apps for use on the Ipad and Torbay school presenting about BYOD. Still not sure about the ability and use of Google apps on the I pads, need to look at other way to collaborate, also need to look at task first rather than tool. As for BYOD not sure if we need to specify a device as this limits, however, would be good to have information for parents of what we are doing and what we may need and to offer some sort of package to lease or buy. As part of connected educator month students in my class have taken part in passing the blog, a blog which showcases Rotorua and is been commented on and accessed globally.

http://connectedrotoruaschools.blogspot.co.nz/

Book parade

Was asked to help MC the book parade during book week. Liased with colleagues and delivered a fun event. Managed and guided children and questioned them about their costumes. Introduced and collaborated with the judges. Used humour and actions to enhance event.

TOD

Teachers Only Day Tuesday 3^rd June

Met with different iwi and hapu in Rotorua and discussed working together with schools to build relationships and engage further in raising Maori achievement in schools. Heard of initiatives that are currently taking place and the aspirations of Excel Rotorua and the different hapu. On return to school we questioned and discussed what we had learnt and what changes we could make. These were the thoughts of our team.

                                Middle School Team

Be more aware of your children's background - how are we going to use that? 

Link agencies to your child. Tap into resources- stories. 

Pull all resources together? Without loss of identity. 

Identify your students iwi!

Science camp! Joe Evans 

Maps were good. We need to know them and where they are.

Engagement of families - ECE! See the values of education future employment

Inclusion - partnership. How can the parents help us? How can we help our parents? 

Common Haka and waiata

Would love if people came in and spoke to our kids.                                              

Middle school disco

Helped out at the school middle school disco as the DJ, helping the community and the OSSG. Have also joined the OSSG as the teacher representive.

Blogging 2014

This year I have gone back to having a blog on blogger for my class, which like my class page last year has learning activities in various curriculum areas to help anytime anywhere and posts about our learning journey in room 22. It is also a communication tool to the community.
Click the Image below to see the blog

Wednesday 28/8/13 staff meeting/workshop re Tataiako with lara Hania. Questioned whether I am a culturally competent teacher and how I empower Maori learners. We unpacked the Tataiako document and what it means for us as teachers. Also questioned and discussed how the cultural competencies within Tataiako are linked to the registered teacher criteria. I set a goal at the work shop to get to know my students whanau more and to make contact with them at the start and introduce myself, and then maintain a positive relationship Manaakitanga.

Te Reo Maori

On Ultranet on our class blog there is a page for activities and resources for learning Te Reo and Maori culture. There is a video of our school waiata otonga-E which the children have learnt and use regularly in class and in school, whanau and the community have access to this page and also to the school page which has other waiaita and information about Maori learning. The children in room 22 also have a chapter in their portfolio which shows their learning and assessment in Te Reo, within this there is a link to the children speaking their class pepeha/mihi.

E-portfolios

This year I have been trialing E-portfolios in Room 22. Each child has their own U-space on Ultranet where they have a portfolio, within this there are chapters and folders. These contain examples of learning and assessment of learning. Student voice through comments, parent comments and feedback and teacher comments. They allow for communication between school and the community. Students are also able to comment on each others learning and also talk and exchange ideas. This has facilitated learning surrounding how to be a good digital citizen, using social etiquette.

Class blog celebrating learning

Students, parents and the community can access our class blog page to see what we are learning in Room 22. This blog is part of Ultranet a learning management system. It is also used to communicate with the community.

Click below to view blog

Room 22 where kids have a view

Also on this page there sub pages which contain links to curriculum learning activities/resources to enhance our learning.

Community maths evening.

The Otonga community were invited to a maths evening, where with colleagues we shared teaching and learning in the different maths stages. I shared resources, materials, activities, strategies and number knowledge at stage 5. The evening gave the opportunity for the community to understand how their children learn in school and how they can be supported at home to enhance their learning.

A group were given a problem to solve and we worked on using strategies to find the answer using materials, just as we would with the children at school.