Monday, 10 December 2018

Science PD 2018 - Looking Back

This year has been a full on year with our science PD. I had used science in my class in previous years to drive my literacy programme and motivate my students to write. This year Susan worked with us to develop a kete of ideas to draw upon. She also grew my skills in questioning students and getting them to make connections. 

" The ice melted" - Why did the ice melt? What do you already know that you could connect with?

I learned how to connect the cross-cutting concepts with big ideas in Science. One of my best science lessons was my Squid Dissection. I was lucky enough to film it for my class on air site. ( Link below) 

Monday, 26 November 2018

Tuesday, 16 October 2018

MIT Tool - Reflecting

What research/evidence are you using to back up what you are doing? 

I am using the research from Auckland University, with their developing in digital worlds- The project started in 2014 and will be completed by September 2018. 

The research aims to answer three questions about cognitive and social development in digital environments:
How does participation in the digital world influence children’s cognitive and social development?
What skills, knowledge, and capabilities do children need to manage, engage and benefit from participating in the digital world?
How can family, educators and society effectively support children’s involvement in the digital world? 

Are the students engaging differently using the tool? 

My students are not engaging with the tool as such. As the tool is designed for teachers and parents. The students are engaging in the Argumentation boards- It is helping them to gain more critical thinking skills. I find that students of all abilities can enter into the learning and are able to take the learning to their own level. The teacher is then able to 'push' those who can be extended. 

What hypotheses have you formed about likely barriers or your teaching actions to accelerate learning? 

The tool breaks down the barriers that teachers have thinking they don’t know how to do it, or where to start. The board examples and videos give teachers basic tools to just have a go. 

Have you noticed any anomalies in how it is/not working? Is it the same for everyone - or some? Why might that be? 

My whole senior school have been using argumentation boards as a way to teach students to think critically, develop skills around self reasoning and take part in critical literacy. Across our classes we have all seen the benefits of using the argumentation boards. We took part in the developing digital worlds research project in both 2014 and in 2018- so it will be interesting to see the comparable data when it is released.

What do you hope to achieve with this tool?

I hope to give teachers a resource that will enable them to have a go at this way of teaching. After modeling to my BT last week how to run an argumentation session she was able to clearly see how to do it, and reflected on some strategies that she would be able to implement in her classroom. 

What KCs will this tool foster?
Thinking- Students are given many opportunities to think critically and deeply about a range of topics. 
Relating to others- Students are required to understand others opinions and relate to them
Using language, symbols, and texts- Students are required to explore a range of texts in order to draw conclusions. 
Managing self - Students have to manage themselves in order to take part in the critical reading and literacy required.  
Participating and contributing- Students are required to participate and contribute within the argumentation boards. 
The tool incorporates all KC. 

Thursday, 11 October 2018

Prepping for Term 4 2018

The last term of the year!! This year has gone so quickly. I have been given so many amazing opportunities this year, which I am so thankful for- I feel my curriculum knowledge has really been extended and challenged! 

Being a part of the MIT programme and Manaiakalani-Google Class on air has been the best thing for my teaching career. Learning through others and reflecting on my own practice has been a huge game changer! From our MIT Hui to our KPMG meetings and our trip to Sydney. I have been reflecting on what an amazing opportunity it has all been. 

I have loved being a mentor teacher this year and really enjoy working with my BT (Who is amazing! - I am very lucky!!) Being a mentor teacher has also helped me think about the best ways to support others and guide them in the teaching as inquiry process. This has been a good experience to add to my middle management kete

SO what?
I have got three more episodes left to film and upload! I have another MIT meeting at KPMG which will help me extend my tool further. (I have more to add to my tool which I will be doing tomorrow).  

I have PD with Susan this term to help extend and refine my teaching in the area of STEM. 

I have seen a shift in my student's achievement and I want that to continue through to the end of Term 4. It will be rewarding to compare the Term 1 and Term 4 student data. 

Reports and testing will be a focus at the start of this term! I had a great turn out for my parent-teacher interviews in the middle of the year so I my goal is to get 100% attendance. 

Continue my goal of integrating Te Reo in the classroom. 

Below are two episodes of my Class on Air that I am really proud of. I feel they encompass what I have been aiming to do with my students. ( Integrating the curriculum effectively and within a real-life context, and allow my students critically literacy opportunities) 

Attack of the Mellinark! 

Tuesday, 18 September 2018

Analysing my Science Engagement Survey

The What??

My students all completed a science engagement survey as part of our science PD for the year. 

The results 
100% of students surveyed said they are encouraged to ask questions about what we observe 
100% of students surveyed said they are encouraged to take time to observe something carefully 
Almost all students said we show ideas and patterns using diagrams/ graphs. tables. 

Almost half the students said they were unsure or weren't able to investigate their own questions. 
Half the students were unsure or weren't given opportunities to try out different ways of investigating 

So What?

I can see that my data is reflective of what is happening in my class. We often 'run' out of time to investigate our own questions and then I move on to new science learning in the next session. This has made me think I need to slow down and give students more time to investigate and try out different ways of investigating or solving problems. Perhaps revisiting or reflecting upon science learning we have already done is key. 

Monday, 17 September 2018

Apprasial Goal


Professional Standard 1 - Connecting current professional learning and considering how this will look in the context of Te Tiriti (partnership, participation, and protection). Reflecting on teaching Reo.

Continue to work with MIT cluster and within school management and colleagues to keep up the high standards you have set for yourself.

Specific Action 
Blog reflections specifically addressing the needs of Māori learners. Evidence of Reo teaching (explicit and interwoven) Consideration of Tikanga within the class. 

What have I achieved so far? 

I have been busy this year with my MIT inquiry, class on air, mentoring and teaching full time. I am currently thinly spread across my responsibilities. These last few weeks and next term I am focusing on my Reo in the classroom. Already throughout the year I have timetabled weekly Te Reo teaching which is explicit, although at times I struggle to interweave Te Reo throughout the day - this is due to my lack of knowledge. 

My class discussed the need for posters around the room to help us with our Te Reo ( Which we put up last week). Sally has given me the book 'Maori at Home' which is an everyday guide to learning the Maori language. Each day I am aiming to incorporate a new word or phrase into the classroom. We have started playing games in Te Reo ( With the help of a fluent student in my class). We have also discussed the relationship of the the tuakana - teina ( TKI information) in our science learning with the junior classroom. 

A question to ponder: What does tikanga look like in Ruma 4?