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Science Observation and PD Lesson


Big idea - Change 
Date the work (Time, duration) Underline because it's significant. It's important to teach the scientific practice. 
How scientists communicate.  When we are doing things we have to communicate (talk, questioning, drawing- this drawing is a model or a representation) 
Re- present something.
Ice with air/ Ice with water/ Ice with oil 
Use senses- collect data- use our prior knowledge and draw conclusions/ make connections. 
Different angles and perspectives are important (Bird's eye view, side view) in this lesson to help students gather more data. 
Try and link other curriculum areas. Time, shape,... etc shows students purpose.
Big Idea-
- Go outside and lie under the trees
- Draw a picture of a leaf from memory
- Think about the structure/ shape/ edges/ patterns
- Go get a leaf- Explain how it was different.
- Observational drawing structure/ shape/ edges/ patterns
- Leaf rubbing (Art)
- Looking at different tree types
- A poem about le…

Effective ways to teach reading

After analyzing our Reading comprehension data from the start of the year; many students in my class were achieving at a low level. We talked about them maybe skipping through the test or not understanding certian questions. ( As when I am working with them in class they are thinking at a higher level) The data has made me re-evaluate my reading planning. It is my first year teaching year 5-6 so I am still 'finding my feet'. I have recently looked at blooms taxonomy and have started to incorporate that into my planning. BUT I still want to know what a great reading lesson looks like at a year 5-6 level. 
This sits in well with my Inquiry which has a strong focus to develop critical thinking. 
Something I tried today was evaluating a poem. Many of my students scored low when working with a poem in the test ( This indicated to me that maybe they aren't being exposed to that type of text as often)  We read a poem together and then talked about the different features within t…


In my class, I have five students who speak two languages, their native tongue and English. All five students speak their native tongue at home. Alida has been completing a TESOL paper the last year and often will send us notes or any ideas she thinks may be useful. 
Here are my takeaways from the last few emails about scaffolding. 
1.Sensory Scaffolding Sensory scaffolds allow ELLs to use their senses to understand abstract concepts or learn new ideas. For most students, using visuals (pictures, charts, graphs etc) and manipulatives are effective forms of sensory scaffolding because images and gestures contain meaning without a dependence on language. ·For beginning level ELL’s, sensory scaffolds are often the most effective kind of scaffolding, because there are fewer language barriers to understanding.   ·When physical objects and visuals are combined, they offer even more opportunities to access content. Examples of sensory scaffolds include: some forms of information transfer tasks…

Blooms Taxonomy

I am looking into changing my Reading lessons by incorporating more blooms taxonomy thinking and questions. Sometimes I find myself asking low-level comprehension questions. Especially with my higher year 6 students (this is my first year teaching Year 6). I looked at some example questions for the apply, analyze and evaluate level of thinking according to blooms taxonomy. 

Evaluate  Key verbs:  Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue,Recommend, Assess, Discuss, Rate, Prioritise,Determine
Key Questions  Is there a better solution to... ·Judge the value of... ·Can you defend your position about...? ·Do you think ... is a good or a bad thing? ·How would you have handled...? ·What changes to ... would you recommend? ·Do you believe? ·

Maths Session

Yesterday I had a go at trialing a new way of teaching maths. I have been reading about communities of Maths and rich mathematical tasks. I split the class into two groups (about 15 students in each group). We talked about how we will be working today (Sharing our strategies, not worrying just about the answer, supporting others, talking and arguing). The word 'arguing' had such negative connections for these kids so we talked about arguing in maths and how lots of professionals argue to help them understand and problem solve. We went over the success criteria and looked at the problem. This session was so different to our past ones where we focus on a strategy. The students at first were stuck on what the problem was asking. ( I resisted the urge to tell them) I gave them a problem-solving poster as a tool which helped them understand what the question was actually asking. They managed to work out what the problem was asking and began using strategies to solve the problem. I…

School Inquiry

Using STEM to increase engagement, critically thinking and problem solving.

Our school focus this year is 'communicating in Science'. During our inquiry meeting, we discussed target students we had and the data we had collected. Overall we talked about how we all need to collect more data so that our hunches are supported by accurate data. I have decided that I am going to use my MIT inquiry as my school inquiry too. Michelle talked about this being most effective and will allow for a very deep inquiry. I thought about different ways that I could increase engagment and increase critically thinking. We talked about Universal design for learningVs Differentiated learning.

What do I need to do now?
My knowledge of STEM needs to be unskilled. How I can integrate STEM throughout the day? Rich tasks- STEM- prompts problem-solving

Google Sheets Toolkit

Yesterday afternoon I gave a google sheets toolkit at Redhill Primary School. The aim of the toolkit was to provide a moderate to the experienced discussion on google sheets. Before the toolkit, I thought about how I use google sheets in my classroom. (Collecting student data, tracking students work and using sheets for Maths to create graphs). The people that attend the toolkit said that the tips and tricks were used. We discussed features of google sheets that save us time. (The freeze button to freeze the top row so when you scroll down you can still see what column is which). We looked at how to add borders, rotate texts and quick ways to add numbers. We then looked at different formulas to help us calculate functions for student data (average, min, max, totals). Overall the toolkit was great and it was good for me to sharpen up my skills around google sheets.