interschool blogging with Moana Learning Hub

Room 8 has been blogging with another school during Term 3 and 4.  My learners are so excited when they receive comments and questions about their learning experiences.  Warm fuzzies when I hear them telling each other how many comments and what's the best way to answer a question from MLH? Additionally Room 8 students enjoy reading all about the learning Moana Learning Hub experiences and asking them questions. I am delighted to hear a lesson on, 'how to answer an open or closed question', prompts the students to think and practise asking their questions when they want to carry on a conversation or have a discussion . Manaiakilani have brought to life 'create, learn, share', and memorable rewindable learning for all of Room 8 and myself.

Not what you do, but how you do it!

Is an intrinsic reward worth more when it is given spontaneously?

To think about:
Should I say, "Hey, we all worked so hard on our learning today, lets go have a game!"
Compared to: "If we work hard all day on our learning we will have a game."

Language in Abundance. Do I need to have all the answers?

Language in Abundance with Dr Jannie Van Hees

Why?


When?


How?


What?

Being perceptive on how students might understand or not understand - vocabulary.

For instance, today I set out some questions on a video the students watched and listened to. I asked what the effect was. 

Share and spy vocabulary you don’t understand with your buddy

Bold or italic the vocabulary, remember to give them specific thinking time

Balance the conversation so everyone gets an opportunity to voice their ideas and add onto their peers ideas

Push them to contribute

Peer share - listening - express your thinking

Sharing our ideas in some way

I need to model - now you're my partner - now your turn to talk

Now it is your turn - ideally we want students to turn take listening and speaking their ideas.

I have been known to talk too much!
I seem to have many inquiries going on at the same time. An important one is to get my Year 5 and 6 students to learn how to listen and contribute in a conversation and not just answer the teacher all the time.

The learners need to talk more and to do that they need to be confident to use vocabulary. I need to gift them vocabulary to use.

Let’s ask the question, what is a native bird?
Think for a moment.
Turn, think and talk about your ideas?
Turn back so I can collect the ideas, no hands up, and if your idea is already taken you will add more detail to the idea, lets share our ideas, if you really know put your thumb up.

Students talk to each other not to the teacher, don’t ask lots of questions to your students. Expanding oral language in the classroom.
Everyone has had a chance to talk. Here is …. Point, are you able to add onto …. idea in your own words, let’s invite someone else to contribute, are there are some examples, who knows, there is an interesting question/ thoughts on this, say what you mean so others understand.

We keep asking questions, how does this grow the vocabulary, if they just keep answering the teacher?

I know they want that acknowledgement that they have answered a question correctly. It is not easy breaking the habit.
Focus on…. They are going to say something…. Turn towards them, put your brain on, start your thinking, concentrate, we learn from each other,
Brain focus is important, everyone’s thoughts are important, we take turns, eye contact, add onto what the previous person has said so this will help us write paragraphs with more detail, everyone’s contribution is important, any ideas, we will value what you say, what you said is this but it is… a common misconception
Putting my hand up, I will be acknowledged by the teacher

The very next day we started. Luckily I chose the question carefully that was going to be discussed. There would be no wrong or right answer. I briefly explained about being mindful to not ask a question that could be responded with a 'yes' or a 'no'.

Horse shoe shape for discussions and seating.

It was about modifying spy gadgets and we were away: language, connections, prior knowledge and students wanting to help each other extend on their thinking.

phonics and oral language

• Engage in professional learning and adaptively apply this learning in practice.
• Communicate effectively with others.
• Develop an environment where the diversity and uniqueness of all learners is accepted and valued.
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

Ashley started todays Tool Kit: The above blend booklet, PR is the blend, make up all the words and how to say these words, prize, present, problem etc. Next day go over the last blend before moving onto the next blend. Laminate the cover sheet which is clear and bind the blends into one booklet.
We always need to consider not all students will have these blends even in later years at primary school. I really appreciated this resource being shared and it seems such a simple and helpful one to use in a busy classroom.
Social story: make a laminated A4 sign, with photos of how to be a good friend, how to sit on the mat, how to answer a question, how to listen. Room 7 made these social stories to remind each other what everyone in the class should be doing.

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Aireen presented Sheena Cameron oral language techniques, critical thinking, building up new ideas for students. It was fun because we had to get up and move around and be part of the learning the students would enjoy.

• Also known as 'Conscience Alley', the group takes on 2 contrasting viewpoints to provide a tunnel of thoughts for the character travelling through. Description. Split the group into 2 and ask them to form 2 lines facing each other - this is the 'tunnel.https://drive.google.com/drive/folders/1lycTq_fCIINXk7_1bwscIK-uz9DBpW6k

Laadan and Lucina presented, Yolanda Soryl phonics, quick learning on phonics

first , end and middle sound with hand actions,

Hearing, Robot the sounds h a t = hat, arms are waving up and down for the h, a, t

Seeing, with the cards.

They have some of the books and are gradually working their way through them with the students and report back that the students like these short snappy lessons.

Clapping out the syllable and rhyme of nursery rhyme after having read to the students.

Jo presented

Building our ideas on a sentence using lego bricks as a progressing reward.

I went to the park, I went to the park it was a sunny day = 2 bricks

I played on the swings

I sang

Each time add a lego brick

Rule the page into 3 sections, park, swings, sang

You could add coloured bricks for adjective or adverb

Create or is it?

• Engage in reciprocal, collaborative, learning-focused relationships with: 
  • learners, family, and whānau
  • teaching colleagues, support staff, and other professionals
  • agencies, groups, and individuals in the community.
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
• Communicate clear and accurate assessment for learning and achievement information.

Ashley presented at our staff meeting this week. She was driven by the prior meeting with Lenva on 'Create', Learn, Create, Share with Manaiakilani.

What stage of integration using technology are we?  It is always a good time to reflect to see if you are just substituting. Nudge a bit further to augmentation, I think the students and I might be more engaged in the way we create, share and learn. Perhaps I could nudge further to make sure we are heading towards modification. Soon, with the continued push, support and collaborate my colleagues give each other we could be at redefinition in a school dedicated to professional development with the child at the centre of our teaching and learning.

https://docs.google.com/presentation/d/1UA6J65Athr_O4TSzWKUZuBnuv25po9SuytkHIr2MjkU/edit#slide=id.p

Change to your teaching approach ?

Student achievement is at the heart of the learning and teaching.
What do I want my students to achieve?
What are the targets and how will I achieve this?
Analyse data, collaborate with my colleagues, use CRT to make professional observations to improve my teaching strategies.


I am aiming for:
Stage 3, Teacher Learning and Development:
As an instructional leader, To have good knowledge of teaching and learning. Discuss teaching problems with staff and attempts to help them solve these problems.
Stage 4, Ensuring Quality Teaching
Self Management in consistently and confidently prioritise own time to ensure oversight of teaching and learning.


Keeping a close eye on the effectiveness of this approach, I offer to the students to choose a reading. Students form different reading groups each time, we read, discuss, think of questions to ask, find responses...

03 Using mixed-ability reading groups to improve achievement for reluctant readers

http://www.ero.govt.nz/publications/teaching-strategies-that-work-reading/03-using-mixed-ability-reading-groups-to-improve-achievement-for-reluctant-readers/

DMIC is mixed ability grouping. Knowledge holders and knowledge seekers.

Mathematics in Years 4 to 8 Developing a Responsive Curriculum

http://www.ero.govt.nz/publications/mathematics-in-years-4-to-8-developing-a-responsive-curriculum/

Nudgin' and Boostin'

• Engage in professional learning and adaptively apply this learning in practice.
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

I have heard this before, rather than planning from the beginning, plan from the outcome back. What do you want the student to learn? Work backwards, how are you going to get the student there?


I am excited to trial this as we already make google drawing storyboards to go with our narratives.
In the past before I became digital and when I taught Year 7 and 8 I used to include colour and images. For example, white for peace or a dove.

Instead of off the shelf teaching resources go further and deeper.

For example: Critical literacy learning outcomes: I want children to think critically of
gender types in Disney fairy tales. Compare and contrast.

Students to notice what is pertinent to the text: the beautiful are good characters
and the ugly are the bad, success…

Big order thinking:

Physical beauty

Gender orientation

Collaborative in the classroom

Quadrant Board link to discussion board link, writing, reading, discussion online

For example: warrant, claim, counter claim, conclusion

Questioning, did anyones response make you think, change your mind?

I used to do this in Year 7/8 for debating. Students are given a scenario and need to move
to one of the pre posted signs around the room. Definitely agree or disagree compared to slightly
agree or disagree. Any student will be asked to explain why they chose the sign to stand next to
and students could then take turns to discuss different points of view.

One that I would like to find out further about is the 'google groups' where students have conversations online: online etiquette

Conversations on online in google groups

persuasion/ argument/ debating/ compare and contrast/ clarifying/ how can I reach an
informed conclusion./ including other people’s point of view/ teaching these skills of listening
discourse features/ referencing with links, questioning a point of vlew by researching

Hui with Manaiakilani

• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Create an environment where learners can be confident in their identities, languages, cultures, and abilities.

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

I don't mind being out of the classroom when you get to be part of an excellent professional development day. Learning how teachers who are in the Manaiakilani Cluster work so hard to create the best learning opportunities for their students.

Hui agenda
https://sites.google.com/manaiakalani.org/annual-hui/home

Col teacher blogs
http://www.manaiakalani.org/our-schools/col/col-teachers-within-schools

Collaboration makes teaching and learning happen.

• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

Every 2nd week on an even week teachers in the Manaiakalani cluster have the opportunity to meet and discuss, problem solve and learn how to use technology effectively as a teacher and as a digital citizen. Toolkits  can be on:class site, class blog, professional blog, google applications, critiquing how you use an app, a recent one I went to was on making movies. Everyone is there in the sandpit helping each other.

Do you have high expectations of all your students?

• Develop an environment where the diversity and uniqueness of all learners is accepted and valued.

• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.

At Tamaki Primary School teachers are continually pushed to be better than they were before by being intrinsically a reflective progressive practitioner.

https://docs.google.com/presentation/d/1Sfab8erelLE9qjrM5NxQOgDR58bwWi2KLVwWliYrX7g/edit?ts=5b5e9b0b#slide=id.p

https://docs.google.com/presentation/d/1relvfVOutiZMoOM38n8E40lztai0lzjY8WBq3MxdOEk/edit#slide=id.g40396f6f7e_0_1

How we all move...

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

Room 8 had lots of fun learning,  creating and sharing the Manaikilani way!



WALT:Create an animation of the solar system using google drawing.

What was the challenge: The challenge was when we had use the google drawing shapes to create our solar system objects.

Posting Pals

• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning.

Room 8 has not pen pals but posting pals. We have been practising how to make positive comments. Using digital technologies with Google is what we practise all the time, even our illustrations are our own.

Week 6, Term 2, will be going live posting positive comments to the Moana Learning Hub!

https://docs.google.com/presentation/d/145Klr0Bv5qT3gU85VS9ERKAb2UMd4xvTHgSbMvg43uQ/edit#slide=id.g3ccbd2ac84_0_136

WALT: write a positive comment using google share.

In New Zealand there was a boy that loved to explore. He is 11 yrs old.

The boy wants to be an explorer but he is still in primary school.

One day the boy was sick of being told that he’s too young and weak to be a
explorer.

Then he went to Rangitoto because Rangitoto is a volcano.

The boy read a nonfiction story that there was crystals and gems in a volcano.

Suddenly Rangitoto erupted.

Milan , I liked how you used future tense.

Auckland

Joshua , I liked the way you spelt everything correctly.

Auckland

posting positive comments

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning.

Room 8 has been learning how to make positive posting comments. We realise you need to:

•  address the blogger by name and greet them
• mention a specific reason why you like their post
• ask a question that relates to the learning you would like to know more about
• remember to say who you are and leave the link to your blog

http://csglobe.com/wp-content/uploads/2016/12/In-Historic-Decision-Canada-Declares-Internet-Access-a-Fundamental-Right-for-All.jpg




WALT: Practising posting positive comments using google 
share.

I am a 10 year old kid that likes to explore, I love to go on
adventures around the world so I know what is happening, but I have enmity issues like a vomiting volcano. I go on mystery adventures
when the sun is out. I love to explore around any volcano like Mount
Ruapehu.

Alyssa, I really like the way you wrote a simile describing the  character

Falakika.

Being a reflective practioner

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.

Michelle said to me, 'when you are looking and listening to yourself as a teacher, you are looking through the lenses of critiquing someone else. Not to take it personally, but to look for what could I do better? What feedback/ feedforward would you give to this teacher?

We are a class of 19 wriggly Year 5/6 boys. WALT: how to focus so we can learn about ideas to share for our vocabulary.

How sharing has changed for me.

• Engage in professional learning and adaptively apply this learning in practice.
• Communicate effectively with others.

https://docs.google.com/presentation/d/1PaxltHBRIVqi9TlLWQ7eRD2vDUWh9XyOLKW-zRth4LE/edit?ts=5b721deb#slide=id.g3d51ea6995_0_155


My first camera was a Canon T70. I bought it for my safari to East Africa and I took rolls and rolls of photos. They were good photos. My journey around Europe sharing photos in albums was grand too. One day my husband and I took 36 photos on a Greek Island, but when the frame got to slide 38, I realised there was no film in the camera and none of our memories would be shared.


Positive feedback comes from the energy you put into introducing what you want to share. These days it is the title on a blog post or event on your social media normally followed with a photo.

What is the purpose of a class blog?
who will read, listen or share their learning?
Students need an authentic audience: people who choose to listen to you
What do you share and what are the benefits, keeping in touch, sort your ideas

How do you share - what media do you favour?

How do you define the boundaries for your sharing? If you have them...

Who is your audience?

Tidy numbers and brackets

• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.

• Develop an environment where the diversity and uniqueness of all learners is accepted and valued.

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

Addition maths group has been learning the strategy of making ten. Resources are often playing cards and rolling dice!

WALT: add and subtract numbers up to 100 using tidy numbers

4+9+6+7+3+8+2+1=40

(9+1=10)(8+2=10)(6+4=10)(7+3=10)(10+10+10+10=40)

Observing me

Another reason why Tamaki Primary School has been a great choice for me this year.

My syndicate leader observed me take a maths and a writing session. Archana is so professional. Besides the fantastic feedback she gives me such thoughtful and valuable feed forward and I totally understand why.

https://drive.google.com/drive/folders/1_sdIlpj--r29-AmmZkiPg-pRQhqCzM8T
https://docs.google.com/document/d/1ugbumCppGwrsXOsoAUD2TYSIys1aaHv8LeZ7r17nTqw/edit

collaborative planning with Kia Toa

• Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in reciprocal, collaborative, learning-focused relationships with: 
  • learners, family, and whānau
  • teaching colleagues, support staff, and other professionals
  • agencies, groups, and individuals in the community.

Our 2nd session of PD with DMIC made more sense to me and also helped me realise the benefits of using precious learning time of maths with developing mathematical inquiry communities.

1. Why develop math inquiry communities?
2. Exploring and challenging our beliefs, values, pedagogy and practices.
3. What is DMIC?
4. What are mathematical practices?
5. What does a DMIC lesson look/ sound like?
6. How do we teach mathematical practices?
7. How do we write culturally responsive problems?
8. Where do I begin the DMIC journey?

Collaborative planning makes team planning for maths lessons so much better. It means as a team we can share responsibility of planning learning for our tamariki. We can brainstorm anticipating what strategies the students might use. Collaborating helps us plan next steps, help the students out of any learning dips, discuss what is going on inside each class. Fabulous

                                                               

Me and my group was working on an maths time problem.  There were so much Maths to work out. When we had finished working it out in our group we had to get up write our work up on whiteboard.  What I found challenging in this time problem was when I had to explain how we got it and what we did. I had the best maths session. 😇

Every child needs a champion!

• Understand and acknowledge the histories, heritages, languages, and cultures of partners to Te Tiriti o Waitangi.

• Foster trust, respect, and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

Human connections and relationships.
I have working on this a lot recently.
I have been working on speaking less, speak nicely, and focus on the positives.
I can do better!

https://www.thepositiveencourager.global/rita-f-pierson-every-child-needs-a-champion-video/

animations and HTML

• Foster trust, respect, and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.

We keep pushing ourselves to create animations of our learning. It is lovely to see the students engaged in how they have chosen to be creative and assisting each other with how to upload onto their individual blogs using HTML. We are all learning together!

1/20 of the Solar System

Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

I spent ages actually about 2 hours trying to set out this maths, art and inquiry lesson for the reliever to take the following day whilst I was at DFI. I did not take into account that some students might be away. Inquiry was learning about the Solar System we live in, maths was understanding fractions can be everywhere in life and enlargement.

 

On Friday we did some art I got a 1/20 of a puzzle it was a bit difficult  because there are small
detail. But a tried hard I imagine what it look like.

Walking Water

• Provide opportunities and support for learners to engage with, practise, and apply learning to different contexts and make connections with prior learning.

Creating an experience for the students to learn and write about is fun for us all. The students thought I was about to put on a magic show at the beginning!

WALT: To use a barinstrom .
Walking water

Room 8 had a science experiment on Thursday to write about what we see.

Firstly:Ms Bracey set up the science experiment for us to observe what might happen.It was for Room 8 to predict what will happen.
Ms Bracey put primary colours in plastic cups full of water.She put food colouring,it was yellow,red and blue.7 cups in a pattern water, no water,water,no water,water,no water,water.

Secondly:Ms Bracey asked to predict what will happen when it is finished.Our buddies were a post take a look and come back and give us information about what they saw there.


Thirdly:Ms Bracey told us to observe information.We saw a paper towel strip in one of the primary cups and made a secondary colour in the empty cup.The secondary colours were orange and green.The strip was merging with the primary colours into the empty cup.We came back on Friday and looked what happen.

Washing machine and sandwhich press.

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies, and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

Creating an experience is often an excellent springboard for the students oral language and writing.

WALT: Describe an experience.

Today did you know that there was a inflatable bouncy castle?

Did you know that the bouncy castle was hired by the Haier? When we went on the inflatable bouncy castle it looked DIFFICULT! and EPIC!. 

An important fact is that the bouncy castle had a washing machine,fridge and a sandwich press. It was  challenging. It was also slippery like a water slide. I felt like I was in a car wash and came out of a washing machine.

What was your challenge?
My challenge was that I have never been on an inflatable bouncy castle before But it was INCREDIBLE!

Toku Pepeha

• Practice and develop the use of te reo and tikanga Māori.

• Engage in professional learning and adaptively apply this learning in practice.

Tu Meke, it is amazing what I can achieve when I actually try. Thanks to the app on my phone ' Voice Memos' learnt at DFI and Ngaire Tauhara-White recording the correct pronunciation for me to copy.
My students were most surprised and delighted with me. They realised how difficult it had been for me when they then turned to write and screencastify their own pepeha.

Exam day our 9th experience at DFI

I never really see an exam as an end but as an evaluation of what I still need to learn.

I was surprised at how well I did 64% and also annoyed at some of the silly mistakes I made. I ran out of time with only one more scenario to go.

The feedback will inform me the three areas I need to improve on. I believe one of them is due to the silly mistakes that I made. Most importantly I have a platform to find out what are some holes in my digital fluency.

Over the past nine weeks I have learnt a lot about both Manaiakilani and digital fluency. To be true I was not that keen on students using netbooks so much in class because I had not really known the value it can add to a students education. Both students and I have learnt alongside each other with both DFI and the Cybersmart Thursday lessons.

Next time I sit Google Level 1 I will come back and insert my badge!

Pango is Tongan for black

• Create an environment where learners can be confident in their identities, languages, cultures, and abilities.

Did you know the sun is a big hydrogen,helium bomb?

An important fact is the sun was made 4.6 billion years ago.

1,000 Jupiters can fit into the sun.

The sun is a giant magnet.

 Furthermore the sun has invisible magnetic fields.

In fact the sun is a gas fire ball that is so hot it is like lava. 

A different name to call the sun is a  nuclear ball or nuclear bomb   because it is a round ball and it is like a bomb.

The gravity of the sun is powerful because it make’s the planet’s orbit  around the sun.

Something you need to know is the sun has big pango,(black) spot’s. 

WALT:Use of punctuation to explain the sun and use a brainstorm.

pepeha's in our first language

• Understand and acknowledge the histories, heritages, languages, and cultures of partners to Te Tiriti o Waitangi.

All the student's including myself are encouraged to speak Te Reo. I am very grateful for the patience and persistence my students give me when correcting my pronunciation. Room 8 students video screen castified their own toku pepeha in their first language. We have Maori, Samoan, Tongan, and Cook Island pepeha's.

This one is Joshua's

Samoan student pepeha! So beautiful.

http://tpsaeishat.blogspot.co.nz/2018/05/aeisha-my-pepeha.html

All room 8 made their own pepeha 

to find out more go on our personal blogs. 😎😎

Interlead and google form student feedback

Engage in reciprocal, collaborative, learning-focused relationships with: 

• learners, family, and whānau
• teaching colleagues, support staff, and other professionals
• agencies, groups, and individuals in the community.

https://docs.google.com/forms/d/1wrj5xY8xHRXmmnCIp3H3UeOBtZaHXH8wy8aK7cBmtFU/edit#responses

The majority of my results from my students was on behaviour management. Although the students had their view on what I should do it is up to me changing the way I approach learning in the classroom.
Michelle the DP was worried I was not enjoying teaching so we looked at what I could do to change the way I taught so the students would be more engaged.
I was very pleased with her support in this matter and it made perfect sense to me.
In Term 1, Archana my team leader had modelled a writing session for me and the students were really engaged. They used the brainstorm to form their ideas in their writing. What I found though was the students writing was quite muddled in their ideas, there were many grammatical errors requiring a one to one in order to fix. Perhaps it was the lesson going to fast for them, too much on the brainstorm which lead to confusion or not enough prior knowledge on the topic for them to sort the ideas into a sequence.
I have since been reading Sheena Cameron, Reading Comprehension Guide and I am implementing some of the strategies. This book makes perfect sense to me but I can't trial everything at once. Even in the book it quotes where a teacher tried to do this and there was too much and the result was total confusion.
What I am trialling is:
Me not talking so much
Me not engaging in student distractions
getting the students ideas
students repeating in own words what they are doing or explaining to others what is required
stand and share ideas
using a brainstorm more effectively
making sure students refer to brainstorm as their plan for ideas, spelling and sequencing.
students writing less but better quality to show, specific vocabulary, simple sentence as topic sentence, adding in commas for listing or a complex sentence, either an exclamation or question mark and a choice of figurative language.
They must proof read for capitals, fullstops, spelling before checking in with me.
Michelle also went through a guided reading with me which was spot on for me when teaching Year 5 and 6.
Fiona from Manaiakilani has also helped me in reminding the students to just say 'right site, right time'. To check their site before saying they are finished. Students say they have finished when they have not proof read, put energy into their learning or have not looked at what needs to be learnt or take on a challenge. I should not be leaving any learning on devices when there is a reliever who has not dashboard, can't see the class site or any links I have left class. Good call.
Week 3 was a better week and week 4 we are going to see huge positive changes I am sure.