Tiaki-James Pokere - Reflection, thoughts, inquiry, collaboration and more

Today in our team meetings we had a discussion about the differences between Level 3 and Level 4 of the NZC (Listening Reading Viewing strand) Our thoughts .. Level 3 - From purposes/audiences to Structure: show developing….developing understanding...Level 4 shows an increasing. Understanding… Importance of being able to see the difference of developing and increasing. Examples:  When reading a student at level 3 may refer to images/diagrams to support their reading. Whereas a student level 4  would be referring back to these images/diagrams to increase their understanding of the text eg. Water Bottle Rockets, students would be looking at diagrams or videos together with text to help them understand what they are reading. When reading a text/viewing images at level 3 uses their prior knowledge (text to text, text to self, text to world to help make meaning.  Whereas Level 4 students are using their knowledge to help understand more complex ideas.

Student Learning:  W.A.L.T: use our knowledge of adding and subtracting decimals through planning our own trip. Students took part in some financial maths learning. The aim of the activity was for students to plan a trip based on a budget of $372.50. Students started this planning today.  Students were highly engaged in meaningful conversations.  Talking about their budget, things that cost more/less, money they would have left, accommodation, travel.  I noted students using the mathematic strategies learnt for both addition and subtraction.    Planning An example that had been created prior was modelled to the students, so that they understood the learning.  Students were given a set criteria that they needed to follow. This was shared to each individual through the use of google docs. A template was also shared for the leaders of each group to copy and paste into a new document, which they then shared w...

Today, students had the pleasure of their peers from another classroom share their knowledge of the different possum traps (This happened through collaboration with another colleague). These students shared with my students 4 different traps which are used to trap pests like possums. I noticed how engaged (especially boys) students were listening to and observing how some of these traps worked. The students who were sharing their knowledge with their peers did exceptionally well, especially as it is not an easy task talking in front of your peers at times.    

Over the past 2 and a half weeks, students have been learning the haka powhiri. The intention behind this is so that all students are able to take part in the welcoming process of manuhiri who visit our school, Manukorihi Intermediate. I have been impressed with the effort students have put in to learning the haka powhiri. Students next learning steps:  Learn actions Welcome members from other classes within our school so that they are prepared when we have manuhiri visiting. Teacher Reflection:  As I continue to develop my knowledge and understanding around Te Reo Māori through attending classes at Te Wananga o Aotearoa, I am slowly becoming confident with teaching things māori that are outside of my comfort zone (e.g. haka powhiri).  Teacher Next Steps:  The hope before the end of the term, students to be singing in the morning after karakia. 

Some of the ideas we collaboratively shared about the mathematics that could be related to the Olympic games.  Today's Learning Today, Julia encouraged staff to think about all the different maths we could incorporate around a given topic (2016 Olympics). From brainstorming within our small collaborative groups, she then encouraged us to identify our greatest need for maths from using our assessment data to further develop students learning. The areas I identified was: - Measurement (Time) Identify the difference between countries (Home country and country hosting olympics). Volume measure the volume of an olympic swimming pool. - Add/Sub

Through the analysis of GLOSS Testing for T2, I have noted some significant changes. The percentage of students who were achieving well below has decreased significantly for both levels, especially for all areas (Add/Sub, Mult/Div and Prop/Ratio). The major noticeable change has been with addition and subtraction. T1 saw over 60% of yr 7 students achieving well below and 59% of yr 8 students achieving below. T2 wk 4 has seen a major shift where only 8% of yr 7's are achieving well below and 28% of yr 8's are achieving well below.  I believe this shift has been due to the whole class teaching that is taking place within the classroom environment, using student voice to assess each students next learning steps, and using small groups to teach new learning or consolidate the learning for others (Based on student voice).   

http://www.cognitioneducationtrust.org/wp-content/uploads/2015/03/CET-Student-Voice-Summary-A4-email.pdf

W.A.L.T: Identify our own personal traits that represent who I am... Steps Students went through to identify their personal traits We discussed as a whole class what personal Traits were and brainstormed different ideas.  Some students were able to stand in front of their peers, so that their peers were able to share personal traits that suited that particular person.  Students then brainstormed their own personal traits listing 7. Students were able to engage in positive discussions with their peers if they were struggling to come up with seven traits.  Students were then given an A3 pice of paper to rule up their 7 sections.  They then numbered each section from 1 - 3, as each section would use a different colour (Darker/lighter) The contemporary colours were; Purple, Red, Green and Blue.  Students then used chalk before using white paint to add in their character traits (Personal Traits).  The last process was using black paint to paint e...

With a Science Fair ahead we have planned for integrated learning opportunities this term. In addition I have enjoyed planning literacy learning/tasks collaboratively with colleagues. We are supporting each other with resources, plans and ideas. As we think of learning tasks that are authentic and enraging for our students we have chosen a variety of learning opportunities.  collaboratively with colleagues. We are supporting each other with resources, plans and ideas. As we think of learning tasks that are authentic and enraging for our students we have chosen a variety of learning opportunities.

Students had 45min to create a building using tooth picks and marshmallows. The aim of this activity was for students to think about the design and ensuring that it was able to stand with no support. This activity challenged one or two groups as they didn't think about their design process, which meant their structure failed to meet the criteria. Some groups were also able to provide well detailed explanations around their building design. I enjoyed observing students engaging in this type of activity. I noted the different types of collaboration between one another, language used and those who were engaged in all design and building processes.