Ulearn 2015 Auckland.
Attended this in the recent school holidays. I found it informative and inspiring. I especially liked listening to Jim Sills, Karen Boyes and Tony Grey. I came away from this again confirming the need for change and collaboration between teachers and students. The movie
"most likely to succeed' was thought provoking. It really highlighted how children can handle change and can be the drivers of that change. Self directed learners, and this too was what karen Boyes also talked about. Allow students to feel failure, to repeat and learn what works for themselves. We need them to be risk takers.
Seminars and workshops attended:
Exploring Googles Creative Tools -Jim Sills
Lessons in 4K -Jim Sills
Shaping Your Environment through vision and collaboration and space-Tony Grey
Maths Whizz-Ross Perkinson
Developing Independent Learners and Thinkers-Karen Boyes
Creating individual learning Plans using GAFE-Sam Gibson
Term 3 2015
1. Distraction Web V2 Pam Hook TOD 20 July.
Pam was helpful and gave feedback on my concept plan I did for the team . She suggested I change colours for the MS/ EA/ US to highlight what is the focus. The use of reverse hexagons to show overall the big picture and the connections with all the bits of the topic. We revised our concept to curb seasons and focus more on moon and sun /day and night. The use of cropping pictures for discussion in hexagons was also very useful and I will be doing this to spark initial interest in writing about our topic.
example:Do a writing sample this week, explain day and night.
Explanation pre sample:
then look at ...
Week 1
Define a sequence
-language first, next, then vocab building
-what sequences do we know?
-blocks for school timetable
-day/night
-morn/after/night/
Week 2
Define a cycle-repeats day and night
-mon-fri repeats
-months/year
-symbols of repeats
-is this a cycle or a sequence
Week 3
Define a day
what makes day/ light
TOD 17 July SOLO with PAM
New resourcing out on hexagons and such to try out.
Hatte and Brown read up on what they say about solo and how it works to build up knowledge.
If you want to put in more ideas-unpack the big idea.
Little kids only have so much working space and can get cognitive overload…it helps explain what kids can and cant do at any one time.
If you know what moon, light and heat then ask question…what does it affect on the waves..you need to get them to understand that there is a connection and they will have to hold onto loose ideas in order to push to somewhere new. They cant hold all the ideas together.
Need a fluency/currency so they can grasp new meanings.They need to see some relevance..shift it up and get to learning. This is when they know what learning is build up that fluency so to embed all that ideas together. The light from the sun is heat and see how that affects them.Cycles have patterns..story cycle, song, behaviour and so they keep that in mind.
As content knowledge gets more secure they check if it is consistent.with other things they know. They want the right answer.
Drawing,singing repetition means they embed it new learning and can use it for their writing/work.
Young children can use the maps to create their own questioning.
Reverse hexagons put related ideas together and get children to look at overall idea.
site for images gettyimages site for own reasons.
How to get kids to think and learn.
Put sight words on the hexagons, and blends on the hexagons.
Hang shiny tape around classroom and hang mirrors so chn can see the movements and what may be giving out light in the room. what gives light back?
Science book…primary science teaching the tricky bits. Shadows…night and day earth blocks out the sun.
Why 2 images connected…sun and moon and earth are connected. have 2 ideas only. I can teach someone else to do this is a great extended abstract. SOLO zooms out and can be revisited. So when got to the extended stage start from there again. that is starting point.
Describe map for writing is great. see handout.
Draft ideas on graphic organisers. Can have a different ideas in each box.
Have 3 ideas to start with..
describe / explain./extend.
Cycles – have different colours at end of unit to show movement.
Use end and exit entry map to show the end of the learning unit.
October 2014
Attended 'Boosting Juniors in Maths ' workshop at Westbrook school.
Jo Matthews shared her research findings of watching and interviewing juniors working with math concepts.
She did stress that using equipment was key to solidifying understandings of concepts covered.
Also to show lots of ways to make a number and represent number. To use plain bottle caps is best. and kids can put these into groups and label their group. Then the children can see what they have done and visually represent their understandings.
Jo said use lots of different equipment to represent the same thing.
Rather than use before and after use more, less.
Jo Matthews - Boosting Junior Maths - Thursday 30 October 2014
This workshop was provided by Jo Matthews who is a Mathematics Facilitator.During her thesis she discovered some gaps in Maths teaching. One in particular that stood out was that our children are still 'counting all' going into Year 3. Games we do with the students are encouraging them to count all instead of having the confidence to use their knowledge of number patterns to count on.
She discussed the following with various examples of how we can use materials to teach each area.
Pattening - Laminate A3 size dots for subitising - like flash cards.
Great old games from NZ Maths - Blast off, Party time
Use iceblock sticks in bundles of 10, to encourage them to just count in 10s rather than counting all.
Language to use - care to be taken using before and after. Chn seem to struggle with Before - using more than/less than better language to use.
Basic Facts - use double sided counters - using 5, get chn to roll out - what makes 5.
Basic Facts unit on NZ Maths useful.
Place Value
Number sense.
Copy of powerpoint in my RTC folder.
show all ways to represent number
sixty three, 63, six 10s 3 ones, six 10 bundles 3 ones.
Attended PD on OBSERVATIONAL SURVEY hosted by Wendy J from Waikato University
Wendy talked about the confusions that exsist in this test. But that detailed observations can provide feedback to our instruction. We can then modify our instruction to meet the learning needs of particular children in formative stages of new learning.
Blue book of Marie Clay now in use up dated version has some changes.
In letter Id of test-T to use letter, sound or word given as a positive response.
In HRSW -be careful not to say dictation too slow for them. May indicate where to start.
Look for what they use dominantly. Look at confusions v unknowns in letter iD. When 6 year net done use different word list and different book.
She can be contacted for future advice.
wendyjj@waikato.ac.nz
Attended PD on OBSERVATIONAL SURVEY hosted by Wendy J from Waikato University
Wendy talked about the confusions that exsist in this test. But that detailed observations can provide feedback to our instruction. We can then modify our instruction to meet the learning needs of particular children in formative stages of new learning.
Blue book of Marie Clay now in use up dated version has some changes.
In letter Id of test-T to use letter, sound or word given as a positive response.
In HRSW -be careful not to say dictation too slow for them. May indicate where to start.
Look for what they use dominantly. Look at confusions v unknowns in letter iD. When 6 year net done use different word list and different book.
She can be contacted for future advice.
wendyjj@waikato.ac.nz
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