Terrm 4 2016
Learner Agency through ILEs
Karl Radford The set up of ILE in NZ school..
Term 3 2015
I attended a session at St Michaels School on Prayer Spaces by
The theme of this session was to highlight how we can make our prayer spaces more meaningful and of interest to our students. I particularly thought about our Maori students and how our prayer spaces may look to them. The day after this session i actually changed the cloth on our prayer table to browns and tans and added a bowl of water for the children to bless themselves. I invited the Maori students and the PI students to add something of the class collection (shells, statues, books, photos, wood, candles, water, beads etc to create their own story of their wishes for prayer that week. This went really well the kids targeted really lit up and began to tell these stories of the families and rituals even that some of them have at home. They said spontaneous prayers and felt comfortable sharing their ideas and prayers with the class. I will endeavour to do this at least once a week.
-Notes from session.Prayer spaces ...create with pine cones make crucifix have a toy/ bear from the past ..adding story books..prayer displays a focal point and encourage one at home..depending on time of year have the focus and symbols relevant to the time of year..if neglected it gets overcrowded..can create prayer space anywhere..colour and texture to use for times of the year..have bible open use the childrens' things speeches..encourage kids to give a blessing to each child ...write on the stones faith..hope etc..add class photo to focus cd case.
Term 3 2015
The blog has been appreciated by the special needs parents. I am in weekly contact with all the parents via the blog but also in person. The parents are all grateful and pleased with the work I am doing with the students. This term I engineered to have all three ORRS students in the Monday slot simultaneously. A not so easy feat... but one I was determined to try! The kids have responded well and look forward to Mondays always asking in in the playground "what are we doing today?'
This means I can do baking or sport with all three so they can practice collaborative and communication skills. I have invited parents to come and work with us on baking days- Mrs Reindeers has been able to join us. I maintain positive repore with these parents but also work alongside the teacher asking them what skills they would like to see in practice for theses students. I supply running records , work books, photos, blog acess to all the classroom teachers.
Emily sits with me in assemblies and I have had her sit with me in church also, while minding room 15. I believe the children needed time to work together and also use the facilities in our reach-the stoves, fridges. I intend to further this in term 4.
Term 1 2015
Learner Agency through ILEs
Karl Radford The set up of ILE in NZ school..
- whole school ILE
- magic of 3..2 teachers teaching and 1 in learning coach role
- purpose was to develop learner agency
- have to have right teachers together
- to establish expectations between teachers set a survey questionaire so all teachers are on board..little things are important
- student voice musy be evident it needs to be there;listen to learners
- constructivist basis
- variety of learning organisations
Noticed:
- enhanced student wellbeing..positive
- pastoral care extened to other teachers
- change in workload
- teacher strengths used
- descisions over how to incorporate inquiry etc
Personalised Learning:
- co design learning
- understand how chn learn
- voice/choice/engagement/motivate/ownership/purpose/self regulation
Learning Pathways:
next steps..students and teachers
purpose..achievable goals about themselves
develop key competencies in students
SOLO...here works conferences with students SLC?blogs
teacher dashboard..goals put on here..slides....evidence onto tdb
student voice and agency:
- maths hot spots
- thinkboards
- teacher dashboard
- rotations in the classroom
- hats coloured-de bono
Term 3 2015
I attended a session at St Michaels School on Prayer Spaces by
The theme of this session was to highlight how we can make our prayer spaces more meaningful and of interest to our students. I particularly thought about our Maori students and how our prayer spaces may look to them. The day after this session i actually changed the cloth on our prayer table to browns and tans and added a bowl of water for the children to bless themselves. I invited the Maori students and the PI students to add something of the class collection (shells, statues, books, photos, wood, candles, water, beads etc to create their own story of their wishes for prayer that week. This went really well the kids targeted really lit up and began to tell these stories of the families and rituals even that some of them have at home. They said spontaneous prayers and felt comfortable sharing their ideas and prayers with the class. I will endeavour to do this at least once a week.
-Notes from session.Prayer spaces ...create with pine cones make crucifix have a toy/ bear from the past ..adding story books..prayer displays a focal point and encourage one at home..depending on time of year have the focus and symbols relevant to the time of year..if neglected it gets overcrowded..can create prayer space anywhere..colour and texture to use for times of the year..have bible open use the childrens' things speeches..encourage kids to give a blessing to each child ...write on the stones faith..hope etc..add class photo to focus cd case.
Term 3 2015
The blog has been appreciated by the special needs parents. I am in weekly contact with all the parents via the blog but also in person. The parents are all grateful and pleased with the work I am doing with the students. This term I engineered to have all three ORRS students in the Monday slot simultaneously. A not so easy feat... but one I was determined to try! The kids have responded well and look forward to Mondays always asking in in the playground "what are we doing today?'
This means I can do baking or sport with all three so they can practice collaborative and communication skills. I have invited parents to come and work with us on baking days- Mrs Reindeers has been able to join us. I maintain positive repore with these parents but also work alongside the teacher asking them what skills they would like to see in practice for theses students. I supply running records , work books, photos, blog acess to all the classroom teachers.
Emily sits with me in assemblies and I have had her sit with me in church also, while minding room 15. I believe the children needed time to work together and also use the facilities in our reach-the stoves, fridges. I intend to further this in term 4.
Term 1 2015
I had the idea to set up and establish a blog for the special needs students I work with. I approached Anne to help me set it up, as it has to be on the school website. This is a blog where the parents of Reign, Emily and Liam can view, hear and share what their children have been up to during their learning sessions with Mrs Hall.
It also allows positive and immediate feedback from parents and whanau. It keeps an online record of the child's activities.
'Bernie's Busy Bees' can be accessed through the room 8 blog.
As this class have just begun their learning journey, in order to promote and strengthen room 10 bonding I use appropriate activities that help promote comradeship and learning in a supportive environment.
I also utilise the parent resources available ( helpers, skills, interests ) to help the children feel and see the connection between school and home.
I use Golden Time activities as a way to promote fun and cooperative learning and participation.
I invite where applicable parent help for some activities, such as our food making /tasting from other places.
I use Sport and PE to promote cooperation and participation and communication skills.
I use Art and RE also to promote these competencies when the children work in groups to problem solve.
This helps support the learner of various interests in a range of learning through tactile and verbal opportunities.
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