DMIC PLD at Today's Staff Meeting

 Arahina - facilitator acknowledged our karakia.

Arahina asked us about connecting with children’s thinking. Children of all ages and levels are able to think and reason informally about mathematical ideas.

Making Mathematical Practices Explicit.pdf

Are you pushing the mathematical practices? What tools will you use to really understand what students are doing?

Look for misconceptions. 

Complex listening

• Evaluative: Listen for something

• Interpretive: understand another’s thinking

• Hermeneutic: interpretive or explanatory

How can children’s talk support learning? Helps clarify and organise their thoughts, facilitates personal and collective sense making, supports building connections between representations and multiple strategies.. 

Productive talk tools - revoicing by teacher and students, teacher asking student to repeat another student’s response, turn and talk, wait time, teacher request students to add on, teacher elicits a student’s reasoning (do you agree/disagree? Why do you think that?)

Empower students by highlighting a strength before directing them to where to next.

Value Mistakes!, value persistence and perseverance.

Reflecting: Talk moves - develop communication and promote active participation, help teacher gauge understanding, helps to reinforce and clarify new concepts.

We need to regularly use mistakes as learning tools, so students know that we appreciate mistakes!

Take

Pepeha: Arahi

Jacque Allen Team Meeting 17 June

 School Writing Goal: To grow student agency in writing.

Drive their learning talk about their learning at school and at home.

We want them to have a voice so they can become independent adn capable of directing their learning.

We want them to build assessment capability in writing so they can be independent participants in their own learning.

Professional Reading

Very good conversation around students determining the Success Criteria.

Success criteria should be a transferrable skill (not just specific to THIS task).

Open and Closed Learning Intentions

We worked on examples. Robin and I did a closed learning intentions. Bridget and Elroy did open.

Closed: LI - Spell pural words correctly

SC: Remember - only nouns can be plurals, change y to ies, add"s" to consonant endings, words ending in s, ss, ch, sh, x and z - add es, list the exceptions!

We don't need to always get students to "copy" the LI into their book.

Our Collaborative Inquiry Focus

RE Staff Meeting Term 4

DMIC Observation with MARTHA

Here is the DMIC lesson I used today when Martha observed.

Again I was nervous about doing it, but she was great in discussing each step with me along the way.

These are new things I picked up on:

Less of children putting hands up and more of me calling on them.
*More of me asking them to repeat what each other has been explaining.
*More of me asking them to justify their thinking.
*Taking the lesson where it needs to go as the needs arise (it turned out that most of them had forgotten how to calculate a unit fraction of an amount to then find the greater fraction, but the context for this learning made it all the richer!)
*Looking at where to take this next in terms of the needs that arose today - creating our own real-life problem, doing the same survey with OUR class and then calculating the fractions... they were nowhere near looking at the percentage situation as the fractions need focus for now..

I really enjoyed this lesson and am buzzing with new excitement for DMIC Maths!

Annual Plan 2019

I have updated the BOT three times on our progress in achieving Catholic Character goals as part of the Annual Plan.

Here is the evidence.

I believe it also summarises a lot of what I have done in my DRS role this year.

Seesaw 2019

I have really enjoyed using Seesaw this year as a tool for home-school partnership and collaboration.

Jody and I shared a Seesaw page so it was wonderful to celebrate the work of all tamariki across our learning hub. It's also been wonderful to see parents like and comment on the posts of their children.

This has been a consistent way in which parents have been able to stay connected with their children's learning and to get a gauge of how it's been going for their children, judging from the  learning evaluations their children have made as well as the quality of the content posted by their children.

Here is an example of posts (book reviews).

Writing Progress with Accelerant Group

I am very proud of the progress my accelerant writing group has made. Our team got the students to do a Quick Write to establish who could go in this accelerant group. We also discussed attitude when forming this group, so only akonga with a drive to move were put in the group. The other teachers planned workshops. I have had the accelerant writers for 3 weeks. Now we will extend it for three more. It's a great example of how our team collaboration has enabled acceleration for these learners (a group of 12 writers), to lift them to National Standard in writing.


Here is the team planning
Here is my own planning

Here is evidence of achievement in their use of commas.

Here is some evidence of their achievement in using improved vocabulary. (I could not access SEESAW for the children upstairs in Piripono 1 e.g. Toby and Theo)

YASH



MONTE




OLIVIA





OCTAVIA




CHARLIA




OLIVER F