Term 4 Athletics Day
This year I worked together with Libby to plan a day that catered for each individual athlete. Libby had talked about her childhood experiences at athletics day and how the day provided no incentive unless you had talent and it was a long, boring day. So we hatched a plan. The idea was to collect pre-data for each child on each of the 6 events. Their challenge was to beat those results on Athletics day. From Year 6 to Year 1 each child had an understanding that they were essentially racing themselves and there was every chance to achieve.
The coloured cards were proof of progress and also served as a feeling of belonging to one of the four Houses and scoring points for their House.
The actual planning and organising that went into this new venture was huge and quite complex at times. Libby and I did ourselves no favours as we both share the strength 'Harmony' so rather than delegate too many tasks to an already busy staff, we did most of it ourselves. However, once done, we now know how to do it better and more efficiently next year.
So the outcome? You need to ask the children. So many will be able to tell you how many times they beat their personal best and in what events. The pride on their faces and the determination to succeed was amazing, so much more than if there were only prizes for first, second and third. For our senior children who are indeed talented athletes, their bonus was qualifying for SW Zone athletics and having the chance to pit their skills up against other schools. We took 25 athletes to zones, our biggest team yet and at least 3 have won ribbons and qualified for Central Athletics in Ashburton in December.
The coloured cards were proof of progress and also served as a feeling of belonging to one of the four Houses and scoring points for their House.
The actual planning and organising that went into this new venture was huge and quite complex at times. Libby and I did ourselves no favours as we both share the strength 'Harmony' so rather than delegate too many tasks to an already busy staff, we did most of it ourselves. However, once done, we now know how to do it better and more efficiently next year.
So the outcome? You need to ask the children. So many will be able to tell you how many times they beat their personal best and in what events. The pride on their faces and the determination to succeed was amazing, so much more than if there were only prizes for first, second and third. For our senior children who are indeed talented athletes, their bonus was qualifying for SW Zone athletics and having the chance to pit their skills up against other schools. We took 25 athletes to zones, our biggest team yet and at least 3 have won ribbons and qualified for Central Athletics in Ashburton in December.
Term 3 Week 9 Favourite Number Project
The purpose of this project was to showcase their mathematical understanding using one number. Each student had a series of instructions which they had to apply to their favourite number. For example: show your number using Time, write two equations that show your number as the sum, show your number using money, create and draw a fraction with your number as the numerator, write a multiplication word problem and so on... The instruction sheet also contained a marking table so the students could see what the important elements of their project would be. For example: your project is scored for each of the following - accuracy, correctly following instructions, completed on time and neatness. Once the deadline for completion was reached, the students became the teachers and projects were swapped and they took on the task of marking someone's project and giving them a score and feedback. This responsibility was taken very seriously and more learning occurred as students had to work out problems and equations to check for accuracy. Such fun!
Term 3 Reading Collaboration
Our topic this term is 'Action, Adventure' and we have brought this theme into our reading programme. One group of students in particular, from Rooms 1 and 2, got together to brainstorm possible topics around Extreme sports. Then they chose which topic they would like to investigate and collaborative groups were formed. They have four weeks and a set of criteria to work together to present their learning. At the same time, they also have guided reading sessions with the teacher and activities to complete using thinkers hats and thinkers keys. Phew! Sounds exhausting? Maybe to us but not this group! After one week, there's a high level of motivation and they've organised themselves to share the load. The level of expectation is high, with an emphasis on self management and time management. Watch this space!
Wednesday 20 May
Check out this example of collaboration!
Whaea Jude had selected a few high interest journal stories and let our class choose one they were interested in. One of our reading groups had a journal story called "Jump Shot". Whaea Jude set a series of investigative tasks and they were fizzing with excitement and keen to get on with it. At group teaching time, Whaea Rochelle discussed an idea with the group about learning some basketball drills and maybe teaching the class. Then along came Mike Barbour (localised sports coordinator) who heard about the idea, made time to come in and take the group out to learn some drills. He brought the group back in to write up the instructions, draw the diagrams and make a list of equipment they would need.
Talk about striking while the iron is hot! At 2pm, the group set up the gear, took our whole class out and 'taught' us a very cool basketball drill. The feedback from the other students was outstanding and they deserved the accolades. It was the perfect example of our students stepping up and being in control of their learning.
Whaea Jude had selected a few high interest journal stories and let our class choose one they were interested in. One of our reading groups had a journal story called "Jump Shot". Whaea Jude set a series of investigative tasks and they were fizzing with excitement and keen to get on with it. At group teaching time, Whaea Rochelle discussed an idea with the group about learning some basketball drills and maybe teaching the class. Then along came Mike Barbour (localised sports coordinator) who heard about the idea, made time to come in and take the group out to learn some drills. He brought the group back in to write up the instructions, draw the diagrams and make a list of equipment they would need.
Talk about striking while the iron is hot! At 2pm, the group set up the gear, took our whole class out and 'taught' us a very cool basketball drill. The feedback from the other students was outstanding and they deserved the accolades. It was the perfect example of our students stepping up and being in control of their learning.
wednesday 20 May
Ako Tuatahi - First Learning
Learning a new language is tough on your own but with a group it's a blast. Some of our staff have been attending Maori language lessons for the past 4 weeks. Tonight we stood up in front of a group and delivered the 'jumbo' version of our mihi! What a feeling of satisfaction and accomplishment. We watch, listen, speak and learn together. And the result... we've signed up for the Ako Tuatoru - Second learning. Woohoo😀
Learning a new language is tough on your own but with a group it's a blast. Some of our staff have been attending Maori language lessons for the past 4 weeks. Tonight we stood up in front of a group and delivered the 'jumbo' version of our mihi! What a feeling of satisfaction and accomplishment. We watch, listen, speak and learn together. And the result... we've signed up for the Ako Tuatoru - Second learning. Woohoo😀
30 April ako Maaori
http://youtu.be/07w9kmoONy4
I went to my first lesson to learn more about Te Reo and Maaori culture. We sang this beautiful Waiata so I am going to learn it with Room 2. (See link)
24 April Anzac collaboration with Room 1
60 children, 2 Teachers, 1 Teacher Aide, 30 Chrome books, 12 iPads, 2 classrooms and the chance to choose your own learning pathway! We have had a great start to our Anzac topic, working together to investigate, research and discover.
Pros
Pros
- We have asked questions, had many discussions, digging down deeper into the myriad of topics under the Anzac umbrella. The children are fully engaged, no one notices when the bell goes and for some, the learning continues after hours. Teaching is done by the teacher, by students, individually, in pairs, groups or to the whole team. Various skills are aimed at those who need it, experts are able to continue on at their own pace.