Term 3 - Provocations - Reflections and Questions

 

As part of my provocations project I decided to allow children to drive the sports component of the 40 mins. It was interesting to see the team work that the students used to help promote physical wellness. I have noticed that if you ask the students to write or talk about what they did though that many don't want to. Is this a bad thing? Does it mean that they aren't completing the learning process?

Next Steps

1. In term 4 we will I will be taking 2 touch teams from the sports academy and working with the boys to mentor their coaching experiences. I have called in Amy from sports bay of plenty to help with the process as I will not get any down time.

2. We will continue to promote bike days and thought that we could maybe take a group of children down to the skate park as a fun activity.

3. I would like to look at more cooperative skills for the students to broaden their experiences , we will also look at athletics day events so that all children are ready to have a go especially at high jump and shot putt.

4. a larger focus on the healthy lifestyles just not sure about how to get the children to buy in.

 

This term may of the students in Kahikatea have been taking part in the Physical Education aspect of the provocations. The students decided that we were going to look at a range of activities.

There are so many beneficial reasons for regular physical activity, it can help kids cope with stress. Physical activities assist with benefits like:

• Healthy growth and development.
• Better self-esteem.
• Stronger bones, muscles and joints.
• Better posture and balance.
• A stronger heart.
• Social interaction with friends.
• Learning new skills while having fun.

Monday - dodgeball (we experimented with many different rules, balls and all needed teamwork, and communication skills)

Tuesday - Scooter/Bike day ( we would bring out the jumps, and have miniball/cricket)

Wednesday - Go For It

Thursday - Sports Academy run by students teaching the skills of Rugby (passing, teamwork, communication)

 

The students loved the opportunity to burn off some morning steam, we learnt a variety of hitting, throwing and accuracy skills. We worked on our fitness, teamwork and co operation skills as well. 

Frameworks

Key Competencies (NZ Primary School)

• Thinking
• Managing self
• Relating to others
• Participating and contributing

Soft Skills List For Schools (2019)

• share our ideas respectfully when we are working in a group
• make wise choices when forming partnerships and teams
• respect the feelings and efforts of others
• compromise and negotiate when we don't get our way
• give constructive feedback to others
• encourage others to participate
• manage time and stay organized as a team

NZ Curriculum - Level 2 (Level 2)

• Practise movement skills and demonstrate the ability to link them in order to perform movement sequences.

Writing P.D. May 25th 2020

 

Listened to webinar Monday 25 May 2020 - Focus was mainly on Chapter 6 of their Writing book. 
Lots of promotion around their products. 
Ideas:
Editing, when modelling how to edit, use a famous authors example.

Emphasis on end of lesson sharing. Need time for the wrap up. 
Editing 
Self check   Partner check. Wrap up - maybe share with class
1/3               1/3                 teacher check 1/3

Use PM28 in writing book for Amazing writing
Templates for
writing 4 great sentences about your weekend.
Write 4 great sentences about your favourity piece of clothing.

Leaf metaphor example of publishing - cool idea in Writing book
REFER Google drive - PD - Literacy Ideas - for full slides of webinar. 

ICT - Zoom

 

Wednesday, April 29, 2020

ICT resources

Hello!
A new topic has been posted by Rob Clarke in the Online Learning Community for Learning Architects:
Topic url: https://members.learningarchitects.com/forums/topic/tips-for-educators-using-zoom/
Summary:
If you are a teacher, this PDF from Zoom is well worth reading, it has a list of great tips for eng…
Have a great day,
Rob and the team
Learning Architects
www.learningarchitects.com

Observations:

I have been using Zoom in a collaborative teaching group and wish I had set this up with my students. I find the platform very easy to use. At this time though I will continue to use Google chats. I would like to work with this a bit more as I see benefits for  meeting with parents remotely if needed in the future.

Longworth Education - The Role of The Teacher

14/03/2020

Link Longworth Education website.

Play
1. Self chosen and self direction - becomes intrinsic - how do you actually see learning in play?  
2. process rather than product driven ( how do you set up a end? Its ok to quit, and then come back) How can we set up an area of play that gives space, can be loud,  Where could I set up a Lego, home?
3. contains structures  or rules established by the players themselves
4. imaginative, non-literal and removed from reality (where could we have dress up (plan a party) ( get the sliders fix and then open up, options.
5. occurs between those who are active, alert and non stressed.

Peter Graham - Read his book on The Philosophy of Play

My Role in Play
Set up invitation
Observe (stand back)
Spray and walk away ( contribute and then move on)
you need to know them, what is driving the play
resource play - talk to groups (huts, dress ups, co-play (you must be involved)
Making mental notes
Look at the real world and then create the play.

Learning - though- play = Limited/No Adult Guidance

Teachers need to provide the frame work,  how things run MUST BE ADULT GUIDED - CHILD DRIVEN

Get to know the child so the child can learn = MUST HAVE A RELATIONSHIP
NOTICINGs ARE IMPORTANT

Behavior  - Is An Expression of Need

Needs could be: movement, belonging, 

• Emotional, destructive,  

My Thoughts on what I need to do/change

Co-play with the students, what is your passion, what is their passion
Need for meditation,  Circle time, zones of regulation 
Down in the jungle where nobody goes,
There’s a big fat gorilla,picking his nose,
When he picks it and he flicks it,where does it go?
Who’s gonna get that, who’s gonna get that, who’s gonna get that slimy snot?
The need to know the curriculum, try using social skills in playground. Tell them what they have done well.

Sharing is waiting for a turn

GET BEVAN TO DO A MINECRAFT SESSION WITH THE KIDS!

(where could we have dress up (plan a party) ( get the sliders fix and then open up, options.
 How can we set up an area of play that gives space, can be loud,  Where could I set up a Lego, home?
Paint table - set up for kids on a Friday ??


Need to stand up and engage with the child. vs teaching/directions, Stacey said that it is important  to have spaces for co play and nuggets to enhance learning, then to drift off for kids to do their own things.  Where are you needed the most ?

I would like to go and experience some other classrooms that are using play based learning at a older level.

Restrictions
resources, numbers, timetable, having one on one time.
Need for a floater

Next steps:
Set up some spaces.
Need to start looking at mindset - growth (afternoons??)

Provocations - How to move children into a hands on child driven project

 

PROVOCATIONS

We are going to continue to look at running provocations in the middle school team this year. Last year I felt like they were kind of  mucky and that the overall learning by a majority of children only happened occasionally. I would like to continue to explore meaning full experiences that will engage and hook our children into projects that are driven by them.

1. We need to teach the children the process of a project so that they are able to drive their own learning experience.

2. Help facilitate the projects by guidance, sourcing materials, allowing time and seeing about a budget

3. Mr. G - I see Mr. G as being a excellent help, as he is able to take small groups of children and can build/create some of their projects.

  

I am looking forward to attending the Longreach P.D. day to help me explore these thoughts

Provocations: A Start Up Guide - by Sally Haughey and Nicole Hill

https://www.pinterest.nz/brooksdemmi/provocation-examples/

Teacher Only Days 2020

 

Teacher Only Days 2020 31 January and 3 February

Monday 3 February 2020

Teacher only day link to slides

Karen and Michelle

Pastoral note - don't forget, make clear what you have done.

Tiers

Parent/Teacher meetings start of year expectations of what you talk about.

Friday 31 January

Six Bricks

Six Bricks Booklet

 

Inbox

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Anne Cato	Fri, 7 Feb, 11:54 (2 days ago)
to Teachers

https://educationinnovations.org/sites/default/files/SixBricks_OK_print.pdf

Great teacher only day today exploring Lego with Jaco from Ministry of Education -child phycologist. Neat warm up outside with two blocks each, throwing to each other, catching in the air, trying to clap - how many times can you clap before the blocks land on the ground, throwing to each other, left hand right hand, variety of ways.. Great warm up. 

I think that we will try and incorporate this into our daily programmed rotations with Nicole. I would love to explore the continued practice of helping children push themselves out of the comfort zone and see if regular use of the Left/Right brain would make a difference.