Observation of Reciprocal Reading

Today I went and observed Dani and a reciprocal reading group. 

What I noticed: 

Dani encouraged the student to ask questions to each other opposed to her

Encouraging them to google unknown words or answers to questions they have. 

The Boss 

The Predictor 

The Clarifier 

The Questioner 

The Summarise 

The boss sits at the top of the table. The teacher sits as part of the group. This was a big take away for me as I am trying to move away from being the center- and I think where I choose to sit is an important aspect. 

The students did a great job of asking questions and answering them. My students are currently writing down questions but I wonder if they should just ask each other. My focus is to get the students to think about the text- maybe there isn't much point getting them to write it down??

It was great for me to see what year 7/8 students are doing so that I can see the next steps for some of my students. I went away thinking I need to play more of a guiding role as opposed to being at the center of my reciprocal reading groups. I am finding it hard to juggle proving teaching and also letting them think for themselves and run the session. Dani had the balance perfect! 

Also as students used a strategy it is important to name the strategy. Dani told the students when they used different reading strategies- This would be extremely beneficial to my students so that they actually know and understand what strategies they are using.

This, with my argumentation focus, would help me create a strong reading programme for the rest of the year! And will hopefully see some accelerated progress :)  

Digital Worlds Session Four

Modeling and explicitly teaching the strategies to answer a multi-choice test

Reflection on making critical reading visible -

-We talked about how our students only read half the answers when doing multi-choice, they just click keywords they see without checking.

We talked about using comprehension short text, multichoice to develop these skills.

Disturbing students thinking

Choose an opposing

Organise prompt cards/signs

Get the students to argue with each other. This prevents the T:S:T response. We are wanting more S:S talking.

Get them to find a text to find out.

Look at the texts- this will tell you a lot about their searching skills

Take the texts (They gave to you) and make an argumentation board.

Get them talking use prompts

THEN Go Meta! (Reflect about what you are thinking/ metacognitive)

Next Steps: Fake News Inquiry Enactment

Idea for next class on-air episode.

Science PD

Lesson Idea: The sun is a star! 

Put your thumb up if you know what is the closest star to earth?
What is it?

Why would we not think that the sun is a star?
When do we see the stars?

Video clip showing 'surface of the sun'
Looked at the different colors of the sun- this was different from their experience of the sun.
What does the sun look like in places around the world?- It can be filtered through distance, air pollution, filters e.t.c

Susan explained this links nicely with our Matariki learning. Try and make links and connections to help students see that learning is continuous.
Video
Song
Teacher support material

**Sun is gas and plasma.
**Sun is now plasma 'superheated gas'.


Making connections is key to allowing students to be able to think. They need to see the relationship between things to help them be able to comprehend.

Lifelong learners.

We discussed teaching as a dance between Conformity and chaos. Students need to move between both in order to progress and develop.

Developing Digital Worlds Session Two

Today we had our second session Developing Digital Worlds Session with Jacinta. Below are the main ideas that I took away:

1.  The importance of 'Activating Prior Knowledge'. We discussed how sometimes this is not given enough time or importance. Using what students already know as building blocks is a critical tool.

2. After having a go with an augmentation board. Evaluate what texts the students were on the most, using the screen time section on teacher dashboard. This will give me a good idea of what text types students are using/ compare to the ideas they are coming up with.

3. Checking that sources are credible and reliable. This is something we have been doing in writing when note-taking. We have been giving a note a tick when we see it in another text. This helps us see what information is reliable as we have seen it in multiple texts.

4. Text sets- Possible the most important aspect of a successful argumentation board. Using a range of texts that offer alternative views.

"How many texts will support the principles of argumentation (below) in your subject area? Rationale?

To be able to substantiate, and evaluate, the integration of claims, reasoning and evidence to support rational decision making or belief, while also giving appropriate attention to counterclaims, reasoning and evidence that informs a critically reasoned conclusion."

Prompts for Attending to Overlooked Evidence:

• What do you make of this (reference data/information)?
  
  
• What else do we need to take into account?
  
  
• Who has another observation that can help us look at the whole picture?
  
  
• Is there anything we’re missing?
  
  
• Who has a different idea?
  
  

I have filmed two class on air episodes using a critical literacy approach with an argumentation board. Click here to see Lesson 6. My next lesson will demonstrate the new skills I have taken from my session with Jacinta; Using alternative texts, focus on APK, prompting questions and less teacher talking, more students thinking! 

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Science Observation

Science Observation (Guided exploration) 

Lesson focus: Notice, Think Wonder. What is happening? (Describe) Why is it happening (Explain) 

Equipment:

Jar

Salt

Oil

Water 

Cloth 

Task: Observe how substances interact together (Liquid into liquid, solid into liquid) 

Get students to describe equipment. Whats the purpose? (This bumps up vocabulary) 

Students took part in looking how to transfer the liquids between containers. Discussed 'half'. Demonstrated solids and liquids and the shape they take.

Give the students opportunities to describe - this gives them more experience doing it. 

Feed in the vocabulary to give students the ability to communicate. 

Students to have a go. Pour the salt into the water. Observe the reaction (Eye level) 

Discuss what happened? Video this and re-watch to pull apart key ideas. 

Staff Meeting Debrief 

What are cross-cutting concepts- Help students connect ideas from one discipline to another. 

Crosscutting Concepts:

Cause and effect

Patterns

Structure and function

 Systems

Scale

 Change and Stability

 Matter and Energy

Learning science is best supported when instruction interweaves content and concepts from a variety of fields. 

Science is a way of knowing

Next Steps: 

How can I reinforcement the learning?

Think about how students can communicate their thinking with others in the class. Note as a teacher that one student's response is not a confirmation of the lesson or students knowledge. 

Filming parts of the experiment - Reflect on what they can see. Using a video allows you to pause and discuss different parts of the experiment. It's a great way to gather evidence and collect data.