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

Learner Agency in Reading

One way in which Jody and I have tried to accelerate learning through our collaborative teaching, is by sharing the teaching of reading for the akonga in our learning hub (Piripono 2).

So I have taken a larger group of 28 which she has taken the other 20 in a smaller group.

This term I had my group do an asttle reading test and then analyse their own learning pathway to establish goals, then to make an action plan as to how to achieve their reading goals.

It's been successful for the more self-directed, self-monitoring learners, but there has been a group of approx. 8 who I have had to very much guide through the process, which can be frustrating!

It's been great to see the independence and self-direction from a lot of the others though.

Here is Sophia's action plan..

DMIC Maths Observation 4 September

Today Trevor came to observe me take a DMIC lesson. I was anxious about it so he guided me through the process. I used a STAGE 7 GLOSS fractions question (which he liked!)

I was so stunned that the children managed to solve it and shared their thinking excellently through diagrams. Interestingly most of them cannot solve this problem on their own in the GLOSS diagnostic interview with me! But the collaboration led to deeper understanding. They even established a new rule/pattern which I hadn't expected. This was very rich learning so I'm looking forward to implementing more DMIC lessons.