Art Celebration 2018 Planning

Notes from our planning meeting. This is where we are at. Music Festival Planning Doc

Autahi:

Kaitiaki

Using the song - Imagine …..

Kaitiaki are winning …..

Imagine a world where we look after…...audience imagines

Beat - track playing

Recording ‘all the puppies licking at your face….’

Building picture

others playing aling

next group brings kaitiaki player

visualisation

innovating on text

innovating on music

using an established track in  manageable way.

Seniors could play -

Autahi will sing and create but we will record to use.

Seniors could play along.

Tautoru 1

Audience coming to musical island

5 groups

1 min and a half

Each will have a different kind of instrument

Synthesizers / effects

Group 1 -  it’s a dark forest

night time in bus

emotions and sounds

Owls

Group 2 - animals arrive

exciting and noisy

surprise

ends in singing and dancing

Group 3 - Body percussion

Nic and Lillian are lost

Humans have arrived

animals are healing with their musical power

Group 4 - Warriors

Rakau sticks and stones

skier

Spooky narration

Tautoru 2

Kaitiaki

Big Bang Start

Trees arrive

Birds come amongst

Trees and birds flourishing

Trees will body percuss

Human pests - drop rubbish

Animal pests arrive - damage more

Each group will have a performance or a beat etc

Kaitiaki will come and save the day

Pollinators will come

Returning to peace on environment.

Mahutonga

Emotional Journey

Fantasy worlds

Mixture of song, poetry, dance and lighting

Musical experiences in different spaces

Audience move through

Walk in the doors by the court walk through Mahu then through Matariki then out the library

Journey through Senior Spaces

Kids will look at stories and journeys to get some more inspiration.

Sustainability, Thursday 26th July

Maths PLD: Overview, 1st July 2018

Imagine you are going to a Maths conference: What are the titles of the workshops you will go to?


We are all working through the Stanford Online Jo Boaler Course: How to teach Math. Here is a summary of what we have implemented so far.

Matariki/ Mahutonga

Tautoru



Autahi



Hunches

We shared some hunches and asked staff to evaluate.

Goals/ Actions from discussion about Jo Boaler Course

Giving and Receiving Feedback, 28 June

GIVING FEEDBACK

What do we know about effective feedback? Non-effective feedback? ( Think pair share)
How often are you giving feedback to each other? In what situations? Opportunities? ( Think pair share)
Visualise someone you know who has a strength in giving feedback? What do you see, hear, feel?
What do we know about RECEIVING FEEDBACK?
What stops us from being able to receive feedback well?

DIGGING FOR PONIES

3 Triggers That Block Feedback:

Truth Triggers- if we think it’s somehow off, unhelpful or simply untrue= we feel wronged, indignant
Relationship Triggers- all feedback is coloured by the relationship- our focus shifts from the feedback to the audacity of the person giving it!
Identity Triggers- focus neither on the feedback or on the person giving it- they are all about US. Something about the feedback has caused our identity, our sense of who we are, to come undone- we question ourselves, are unsure of ourselves
These triggers are obstacles because they prevent us from engaging skilfully in the conversation

Receiving feedback well is a process of sorting and filtering- of learning how the other person sees things, of growth.
During an effective conversation- the feedback giver may also grow, learn to see what/ why/if their feedback is unfair, not quite accurate.
We can’t do any of that from inside our triggers!
When your coaching partner is giving you feedback against the habits- listen to your internal voice...is there a pattern? This will be preventing you from growth…..

Is it

T: “ That’s wrong, that’s not helpful, that’s not me!”
R: “ Who are you to say! You can’t do any better!”
I: “ I’m useless at this! I’m doomed with this !”

Of course there are so many good things about feedback- in this session useas an opportunity for growth as the provider and the receiver! Dig for ponies!

Also- give yourself a self assessment / 10 as how effective the feedback was and how well you received it.

Kahui Ako

Reflection from Teacher Inquiries

We shared our TAIs with each other in small teams.

A summary of TAIs with links to individual TAIs.

Here are our next steps:

Matariki/ Mahutonga Actions:

Effective Feedback has helped to raise achievement for students in Mahutonga Matariki.
Effective interventions from our TAI which we will implement in the programme include:
Written Feedback is given as a question, with the intention of action being taken. (Can you…..?) No more than 2 actions
Responding to feedback timetabled
Focus on typed feedback
Keeping a feedback folder to track goals
Pink and green coding used (artfully) in a range of ways
PSG in margins, making students work
Feedback given to the writer, not to the piece of writing.
Feedback connects to student’s goals and writing criteria

Autahi Actions:

Keep it simple
Connecting reading and writing for emergent writers
Using Yolanda Soryl type phonics/formation teaching (letter formation is connected to sound/letter knowledge)
Using visual success criteria, experience and writing exemplars for those that need pushing to the next level
Making writing fun and different (with art, etc).

Tautoru Actions:

Suz- sound boxes using frequency words to fluency. Linking from reading to writing.
Keeping writing relevant to current experiences in other curriculum areas to expand vocabulary and give authentic reasons to write.
Find regular opportunities to share with an audience.
Giving feedback on specific goals/SC (some of ours can’t read the feedback so will need to think about how to record). For more fluent writers:Using P-punctuation and S-spelling. Use pink and green.

Well Being Meeting- Long Term Plan: Thursday 21st June

-Look at annual plan together
-Connect topics with the domains we feel they sit in
-Have some time to plan specifically for those areas, thinking about how we explicitly make the links to what we do with the domains
-Linking into the parent workshop evening around mindset and maths ---think about brain development/growth topics
-Day in term 4
-Visualisation of ourselves embedding model… day to day experience Gabrielle

Share plan - terms 3 and 4: what fits where; other ideas? Gillian Share pos ed Model, talk about that we do a lot and we can draw a lot of connections but it is really about explicitly doing it and connecting it for the kids. With that being said our challenge to you is to put the things we have done and the things we are thinking of doing back in the domains you think they fit BEST. Then brainstorm any other ideas you have that will connect with what we already are doing that we can deliberatley link to the model.

Focus five Susie

Finish to give teams time to plan activities

8:35 am Waiata 

Long Term Plan 

201

 

Mahutonga and Matariki:

Autahi:

Tautoru: