Monday 14 August 2017
Tuesday 24 January 2017
Seasaw
This year I am going to be experiment with the student to share their learning using seasaw. I have set up my class and I will update on how it is going.
The Learning Pit.
With a new year starting I have been looking into using the idea of the learning pit this year.
I have been looking at this website for The Learning Pit.
I have found it quite interesting. I had assumed from what I have heard from colleagues that it is about understand that learning is a process and often we have to persevere when we are learning.
What I have discovered is quite different. yes my previous thoughts are true but it is about more than that. It is about students learning through thinking.
in order for the learning pit to work there are stages
1). Concept - a topic that is open to interpretation - his example is what is a tourist or what is a capital city. (not based on facts).
2). Conflict - find ideas that oppose each other.
Through a process of questioning and cooperative discussion students make their way out of the learning pit. This happens at different times for different students. They are often able to build on the ideas of others.
3) Construct - Eureka moment
The sense of eureka encourages positivity towards learning. if students enjoy that sense of understanding they will want to experience it again.
4). Asking metacognitive questions to reflect on the learning and how they got out of the pit.
- As students come out of the pit pair them up with children are who are still in the pit. Use the pit as a metaphor for the learning. Use the terms with the students. Students in the pit can try to challenge the students in the pit to try and drag them back in to develop even deeper thinking.
Can a student succeed and gain a true understanding of they don't first struggle with the concept?
Being in the pit and finding ways out helps use to get into a growth mindset. It helps to build resilience and strategies for learning.
I am looking forward to seeing how this works with my students.
Other resources
http://cornbank.mgfl.net/files/2016/05/learning_pit_spotlight-1d0tqab.pdf
I have been looking at this website for The Learning Pit.
I have found it quite interesting. I had assumed from what I have heard from colleagues that it is about understand that learning is a process and often we have to persevere when we are learning.
What I have discovered is quite different. yes my previous thoughts are true but it is about more than that. It is about students learning through thinking.
in order for the learning pit to work there are stages
1). Concept - a topic that is open to interpretation - his example is what is a tourist or what is a capital city. (not based on facts).
2). Conflict - find ideas that oppose each other.
Through a process of questioning and cooperative discussion students make their way out of the learning pit. This happens at different times for different students. They are often able to build on the ideas of others.
3) Construct - Eureka moment
The sense of eureka encourages positivity towards learning. if students enjoy that sense of understanding they will want to experience it again.
4). Asking metacognitive questions to reflect on the learning and how they got out of the pit.
- As students come out of the pit pair them up with children are who are still in the pit. Use the pit as a metaphor for the learning. Use the terms with the students. Students in the pit can try to challenge the students in the pit to try and drag them back in to develop even deeper thinking.
Can a student succeed and gain a true understanding of they don't first struggle with the concept?
Being in the pit and finding ways out helps use to get into a growth mindset. It helps to build resilience and strategies for learning.
I am looking forward to seeing how this works with my students.
Other resources
http://cornbank.mgfl.net/files/2016/05/learning_pit_spotlight-1d0tqab.pdf
Tuesday 6 September 2016
Using explain everything
Today when I was looking for resources I stumbled across a blog post of a teacher explain how she uses Explain Everything in the classroom. Over the last 2 terms I have been trying to increase my use of technology in the classroom. I have turned to Explain Everything but have found myself using it as a tool to show the end product rather than the process.
http://www.mrswideen.com/2013/03/using-explain-everything-in-primary.html
I am definitely going to try and use these ideas.
http://www.mrswideen.com/2013/03/using-explain-everything-in-primary.html
I am definitely going to try and use these ideas.
Wednesday 31 August 2016
Observation
Today I had the opportunity to go to another school and observe another (more experienced) teacher for the day.
It was great to see how different other classes run. I picked up some great ideas that I can use to boost the current routines I already have.
Important take home ideas from today:
It was great to see how different other classes run. I picked up some great ideas that I can use to boost the current routines I already have.
Important take home ideas from today:
- remember that most classes are bigger that my 11 students so routines need to reflect that. The size of my class means that routines etc are more manageable.
- the structure of my writing programme - how to break up explicit teaching
- class wide reading literacy ideas (literacy bingo) - a selection of activities that must be completed by the end of the week.
- using the same basic facts sheet in class and for home learning
- bigger inquiry based buddy project with digital class.
- how different the relationships between students are when there are so many more of them.
Tuesday 23 August 2016
Sharp Reading - Term 2 2016
- when we began the program P was reading at level 19, he was making many self corrections and was repeating sentences numerous times even when there were no errors. It is important to note that his comprehension level was higher than his decoding. His post program running record at level 22 came out as him being independent at that level. He made a lot fewer self-corrections and did not need to repeat as often. His decoding level matched his comprehension level.
- His confidence and enjoyment of reading has grown.
- He has told me he uses the strategy at home when reading with his parents or independently.
- Based on where he is now I would predict that he will be reading at age by the end of the year.
- His parents were happy as they had been worried about his reading.
To ensure he is able to maintain the strategy I am going to show the TA how to do the strategy and have her read with him every now and again and practicing the strategy when they come to more challenging words.
Thursday 31 March 2016
Time is Precious
https://monkeymum29.wordpress.com/2015/09/13/time-is-precious/
A blog post on the amount of time spent doing valuable learning in classrooms.
After reading the article I was left in two minds.
To begin with I was scared. Is this what is happening in my classroom. I had a closer think about many of the times that the article stated students weren't learning and felt that some of these times (such as daily assemblies and prayer time) do not relate to the average NZ classroom.
I thought about the times that while students may not be traditionally "learning" reading, writing and maths. even though we aim to incorporate this learning wherever we can, This time is not what all learning is about. I am only a beginning teacher but have a couple of classes that have had multiple students with a lack of social skills and maturity. Sometimes in order for learning to occur and to be a positive experience for students, as teachers and a class we also need to spend tome working on these skills. I believe the school environment provides students with skills and experiences to become well-rounded individuals.
The article also made me think about my class program and whether there are ways that I could ensure more time is spent doing valuable learning. This evening I will be looking at my program and ensuring as much of it is spent learning as a possible.
A blog post on the amount of time spent doing valuable learning in classrooms.
After reading the article I was left in two minds.
To begin with I was scared. Is this what is happening in my classroom. I had a closer think about many of the times that the article stated students weren't learning and felt that some of these times (such as daily assemblies and prayer time) do not relate to the average NZ classroom.
I thought about the times that while students may not be traditionally "learning" reading, writing and maths. even though we aim to incorporate this learning wherever we can, This time is not what all learning is about. I am only a beginning teacher but have a couple of classes that have had multiple students with a lack of social skills and maturity. Sometimes in order for learning to occur and to be a positive experience for students, as teachers and a class we also need to spend tome working on these skills. I believe the school environment provides students with skills and experiences to become well-rounded individuals.
The article also made me think about my class program and whether there are ways that I could ensure more time is spent doing valuable learning. This evening I will be looking at my program and ensuring as much of it is spent learning as a possible.
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