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

Over the past 4 weeks Room 10 students have been taking part in a range of activities supported by Sport Taranaki. The activities run have encouraged all learners to work collaboratively, risk taking and developing strategies to better improve outcomes for teams and making adaption to the different activities that encourages different skills and thinking. The last session allowed for my P.E. Minister to run an activity that encouraged and involved team work, collaboration, communication and adaptations made to the game. This student did extremely well as it is extremely difficult to speak and deliver in front of their peers. The game was bullrush, again we noticed there were a few students who were working for themselves as opposed to using their team members. Through reflection with my P.E. Minister we discussed what went well and where to next. Game - Dodge Ball Adaptations  Elimination.  Paper, scissors, rock with opposing team to get back into the game. Crawling...

It has been seven weeks since my ALL Writing group started. It is amazing how fast time has gone. As I reflect back my target students have been provided with many learning opportunities to help them understand the purposes as to why we write and how they can be successful. Today, students completed their second checkpoint and It was very pleasing to see and listen to the learners sharing their successes since their first check point in week 4. Successes - Checkpoint 1 (Week 4)     Target Students Zed                                         Kind of understand how to shape texts for different audiences.  Like writing more than I did before this intervention.  T.I.P. Charts helps me discover the meaning of a word.  Use of the learner tracker (Helps me know what I have done so far.  Aroha Finding out why we write. We write to express feelin...

Our school goal is based around what are we doing to better improve māori achievement within our school? Our Assistant Principal at the start of the year has analysed our school writing data and OTJ's identifying yr 8 Māori students who are below in writing. Through this analysis three Māori students were seen to be below in writing. Based around this data, our school has been given funding to run a 15 week acceleration programme in our classes. Through discussions with the Assistant Principal, I created a mixed group (Learning levels, below, well below and both yr 7 & 8's) of Māori students. This programme started week 9 of Term 1 and is now in its 6th week.  Our Learning Journey As a group, my ALL students have come a long way. The first lesson started with why we write (Purposes). First thoughts were -  Good Employment Get a job For my job Because I have to From here I got students to research reasons around why we wri...

As a staff we were presented with the opportunity to carry out and lead our own market space based on Chapter 2 of the Rich Seam reading, 'The New Pedagogies - Learning Partnerships'. From this reading I took an interest in Peer Tutoring and thought about how this could be incorporated in my classroom learning environment. Throughout term 1, I had been using a buddy system where students would use their buddy to support them if they got stuck. However, students were picked randomly. This term I have matched more capable students up with those who aren't as confident with inquiry, using the tracker and identifying reading and writing goals. Students use a checklist to guide through the steps to set one another up for success.  Questions:  How do I ensure that I my more capable students are able to meet with someone who is at the same level?  Ideas: Those students who are mentoring could work as a network and use one another when they are wanting work checked, o...