PaCT Trial

21st November 2013

Took part in a national trial for PaCT mathematics today. Took a long time to go through training session and then to asses against aspects and their examples. On reflection I would say that it will be a useful tool for making OTJ's as it shows good examples at the various levels and at all the aspects/strands in maths. It is also well aligned to the mathematics progressions and the national curriculum.  The trial also made me reflect on how, why and what the children are learning and what they should be learning. I feel there needs to be more emphasis on the language of mathematics and on problem solving.

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.

Student teachers

Have another student teacher starting, this will be the eighth in less than three years. Having a student makes me reflect on my own practices and in many incidents observe and learn developments in teaching and learning. It also allows for leadership and facilitate the development of other learners.

Professional development

11/12/13 Took part in a webinar presentation about teacher dashboard and google docs.

5/9/13 attended an I pad workshop involving using the SAMR model. From this have learnt that children need to be creators rather than users. 

22/8/13 Visited 2 schools Te Akau Ki Papamoa and Tauriko school to view and learn about their development in digital learning and BYOD development.

 

Attended workshop on practical ideas for teaching and learning in writing.

ROTORUA - Wednesday 31st July

BOOK LAUNCH WORKSHOP
Hosted by the Waiariki (Bay of Plenty) Literacy Association
Venue: Glenholme School Hall
Afternoon tea: 3.45pm-4.15pm
Workshop: 4.15pm-6.15pm
For further details and to enrol please contact: Sarah Thompson, sthompson@glenholme.school.nz

Tips for autism course with parents and colleagues on 2-4th July 2013
Making IT happen- cluster pd on 31/5/13
Interface Expo-

Day workshop with Bruce Moody on working at high stage 5 in maths and above

Bruce Moody PD  10/4/13

Be careful not to label, need to look at next steps. By labelling we have expectations and chn might not be able to do certain things at this level, so it’s about what are the next steps at strand etc.

Spray and walk away –give problems and allow chn to solve it socially with peers.

Stage 6 and above set up situations where children do the learning.

Practice should be on what they know , what they have done, not reminding, work independently .

Need to plan for independence, let chn use what they know.

Barely sufficient scaffolding-path smoothing-students struggle, no risk taking as teacher breaking every step down and demonstrating. Teacher should be last call. Let the kids do the learning, listen to the learning rather than the teaching.

Issues at stage 5-over analysing over teaching, to many strategies. Iwant your child to be independently  and confident in solving problems. Give a time frame.

Use number in other strands i.e. adding in statistics or measurement .

Use mix –ups  to choose and use different operations. (ants, spiders, dogs and ducks).

If chn are getting it don’t ask how did you do it. If different answers ask them if they have the right answer and ask them to ‘fight it out’.

Assessment needs to relate to national standards using examples of children’s work and how they have independently solve problems.

Number lines –only 2 jumps only and use an empty number line

Proportional

Double number line-label top and bottom

Let children mark themselves and work it out with others

Model process not numbers