Term 3: Notice - Recognise - Respond

Feeling refreshed and revived and ready for and new Term. Our Hub Inquiry last over the last two terms has lead to a collaborative effort to Notice - Recognise and Respond. 

We have been fortunate to be fluid with our groupings. Responding to Covid times has meant that we have been more isolating to one group for all our learning areas. This term we are changing it up. 

Our Writing and Maths groups are with our Guardian groups, mixed ability groupings allowing us to do buddy learning, small group, whole group a range of fluidness to meet the needs of our learners. 

Our reading groups are more based on ability but allowing us to be collaborative between groups. Our Concept and Breakthrough learning is with a range of mixed learners based on learners needs and interests.

I am feeling as though a weight is lifted off my shoulders and I am feeling free in my learning design to be deliberate and cause learning. 

Bring in the Learning process! 




To help our learners make connections to what they are learning and the learning process I have created visuals to the thinking skills and applying them in a learning context. Here are some examples:







The next blog will show evidence of how learners are using these visuals to make connections to what they are learning. 

Comments

Post a Comment

Popular posts from this blog

My story this year...

My openness to facing the challenge of reducing barriers in reading. As part of my community of learning Teaching  inquiry goal I’ve been looking into what are the barriers in reading and identify what we can do to overcome these barriers. I work in an innovative learning environment, in a hub with 86 learners and 4 teachers. 12 of the learners have been below national standards in reading. This has allowed me to work intensely with learners who are below their chronological age group throughout the year. After looking at the huge range of challenges these learners are faced with, it’s given me a sense of urgency and motivation to build their learning capacity and cognitively engage these learners so they can make an accelerated shift in their achievement. We are a 1:1 Ipad hub, so students have the opportunity to become digitally literate and drive their learning. I’ve created rich tasks that specifically work on decoding, phonological awareness and comprehension depending o
Read more

'…reflective, critiquing…inspired and willing to be discomforted'.

Image
    Today I was inspired by Jannie van Hees who later thanked me for being ' …reflective, critiquing…inspired and willing to be discomforted'.  I began to think.. Why do we group our learners according to their colour level? Is that what is going to give us bang for buck ? Maori learners data from end of 2017 shows... How am I ensuring a balance between the digital world and hands on experiences to create a love for reading? The struggling reader, how do I open a new world of reading for them? Are learning spelling words helping learners to read? Are these words transferring in their writing?  Do I know my learner's knowledge about reading? wouldn't reading about learners breakthrough passions help to increase their vocabulary, knowledge and language? Link to this article So when I read this article I see some areas to work on: Organise reading challenges  "We challenged students to read one book, fiction or non-fiction, from a wide ran
Read more

Inquiry Summary - Burst and Bubbles 2022

Image
My child loves reading, but writing is so much harder for them. I can teach reading, but not writing. They are just not interested in writing  If they don’t know a word should I tell them or do I let them guess? Kia ora, Great to be back here to share my 2022 Inquiry. whānau voice is asking us to partner alongside to help them support their child in writing,  The data collected from earlier this year, EASTle, Overall Teacher Judgements, Gap Analysis in School Talk, Our school-wide data, and tracking attitude and confidence show there is a dip in progress and learners are not making the expected rate of shift or are below standard in writing. I saw this as an opportunity to strengthen relationships and educate whanau on how to help their child at home.  I led a parent writing workshop to upskill them on how we use the LP and to engage their child in writing. We unpacked writing samples to notice what is happening to their child. At Whānau day learners shared their writing success and ne
Read more