Place Value Investigation Launch

 

Sustainability Planning

Big Picture Inquiry Planning for 2020

On Thursday, we had time to think big picture about Inquiry Learning next year.

Here is the brainstorm from the senior team:

Here is the brainstorm from the junior team:

Inquiry Planning (where to next)

Junior Team
Change

T2- We change the world to meet our needs. We have all arrived from someplace then have added and adapted to our environment. We can learn from each other to create positive change
Celebration
T3- Is our technology changing the world for the better?
Looking at change over time of technology and how that affects the environment and our own wellbeing. How can we have positive purpose?
Trash into treasure
Celebration--different atua to illustrate through music--Tawhirimatea, Tangaroa, Ruamoko, Ranginui, Tane Mahuta
QR codes attached with stories
Communication ….. Positive change, positive strengths of people
Looking at everyday items


Senior Team
Change: The future - What kind of future do we want? What are we aiming for?
School
Community
Care for others
Self, school, community, local, national, global
Technology: Materials, to make Pou
Digital Tech to aide/assist (rather than lead) A digital sheep? Or wolf?
Producers and consumers?
Passive or active?
Tech advantages and disadvantages

Pou: Knitting street art
Jenny

Stencils, cut outs
Story telling:
Us and them, the evil other, Illegal Alien

Connecting the Dots

Overarching Goals that run through all PLD

Raise student achievement

IMPROVE TAI - ROBUST TAI cycle, measurable etc , narrowed focus , timebound etc

Increased teacher assessment capability through formative assessment, moderation etc

Strengthen/improve teacher understanding in all PLD areas.

Also see: PLD Goals Summary

Inquiry Learning: Parent Workshop

On 4th April, we held a parent workshop on Inquiry Learning.

Purpose of workshops:

• to show that Inquiry is authentic and is about deep thinking

• to unpack the Inquiry process
• to encourage conversations about learning to continue at home.

Inquiry Parent Evening Overview

Asia Awareness Staff Meeting: 18th September

Prior to session, read short article: http://educationcentral.co.nz/are-our-school-leavers-asia-ready/

How does Asia Awareness fit?

Vision, Learner attributes, Year 6 Leavers Profile, Inquiry, UDL, Cultural Competencies… Curriculum Document

How Asia Equipped is your school? Bus stop activity. Where are we at? What are our next steps?

Looking ahead to 2018 Action Plan

Some dates below for celebrations of languages and culture:

• Maori Language Week: 11 to 17 September
• Korean Language Week: 21 September to 1 October
• Korea Festival: October
• New Zealand Chinese Language Week: 16 to 22 October http://www.asianz.org.nz/education/nzclw
• Diwali: 19 to 23 October

Plan for these add to Asian Connections part of Inquiry plan.

Presentation from 13th March- Introduction to why we need to have a focus on Asia: 

September 4th 2017 UDL, Inquiry and Maths/ Observation Triples

Further reading: What is Mathematical Beauty? Teaching through Big Ideas and Connections: Jo Boaler

Here is a run down for Maths Triples Next week and the week after.  There are a few group changes etc .  We also really want to 'join the dots' between our PLD Foci/meetings , WBS initiatives such as triples observations, teaching goals etc and student outcomes.  

 FOCUS of Maths Triples -    Improve student outcomes in maths                        

For these triples please think about the sorts of things you might want to demonstrate/explore/discuss during your sessions.

Please keep in mind the things we have looked at already so that the session is relevant:

-Using growth mindset in Maths

-Maths as a creative realm and the application of flexible thinking

-Visualisation in Maths, number talks

-Collaborative problem solving

-Formative assessment, student voice in learning, self evaluation and goal  setting

                         

There is likely to be quite a lot of cross- over with some of these things.  It is bound to be really interesting.  Exciting!

During this session we will also be setting Teaching goals :

These goals will focus on student outcomes.  What difference will ‘numbertalks’ or…………. make to this group/individual .... and where will they be by.........  How will you know ?    What will you see/collect/gather ?  What will they be able to do ?

Timetable

Week 7			Week 8
Time	Monday John Wanwan Susie	Tuesday Nicola   Scott Anna		Monday Shona Gabrielle Gillian Chris
	04 Sept	05 Sept		11 Sept
			9.00-9.30
9.00 - 9.20			9.30-10.00	Chris - Suz/Jude
9.20 - 11.00	John - Hayley	Nicola-Chrissy	10.00-10.40	Gabrielle - Kathryn
11.40- 1.00	Wanwan-Sherwin	Scott - Sherwin	11.40-1.00	Gillian-Hayley
1.40 - 3.00	Susie - Kathryn	Anna - Hayley	1.40-3.00	Shona - Sherwin

First 20 minutes:   Share how your Maths programme is structured.  

Before Observation - Person being observed will share:

• focus for the lesson, background to student needs in maths
• the planning - lesson sequence overview and student outcomes
• personal goals in teaching maths - or your Teaching as Inquiry

During Observation:

• note teaching strategies/behaviours
• what students are doing in relation to these
• what is effective?
• what could be improved?

After Observation discuss:

• what were the strengths?
• what could be improved?
• questions to think about/consider
• set a teaching goal for the next 4 weeks.  We will reflect on this during an admin meeting.

What staff said...

Teachers

Students

Planning linking to real world context/ Inquiry Provide contexts Posing questions (creativity, materials and opportunity to explore) Direct teaching (strategy and knowledge) Number Talks (visual, language) Formative Assessment Scaffolding Modeling Think aloud Open ended tasks Appropriately pitched UDL Authentic- linking strand to number Reflecting Feedback Provocations Provide a variety of materials Low floor/ high ceiling activities Maximising teachable moments (being nimble) Capturing learning Knowing the learner Knowing content

Exploring Answering Questioning Sharing Collaborating Showing Explaining Creative Output Being creative/ flexibe Doing (measuring, questioning, trial and error) Practising Proving Thinking Games Practise skills Think aloud Having learning conversations Taking risks Being curious Choosing how to investigate Visualise Imaging Reflecting Teaching others Solving real problems Opportunities to share/ celebrate Students as mathematicians

Inquiry Internal Evaluation

We have been working through an Internal Evaluation for Inquiry. 

After multiple discussions with the staff, we have identified what we need to prioritise:

1. There needs to be a consistent planning format across the school. 
2. We need school wide success criteria for measuring soft skills/ key competencies
3. We need consistent language when developing SC, positively framed, they are based on Bloom’s Taxonomy and they distinguish between conceptual and procedural knowledge.
4. In order to tell the learning story, we need to unpack how best to use success criteria and communicate each criterion. We feel that breaking it into parts may be more effective than treating it as a whole. Seesaw is the vehicle for telling the learning story. 

ACTION: Staff need to plan for the use of the managing self success criteria formatively.  

Chose just one part at a time.

We need to have some information to share around this for our Inquiry Internal Evaluation and are conscious that it's week 6 already! Half way through the term!

Next week we will be sending out a survey also so that we can get more evidence of our practice in Inquiry.

Please familiarise yourselves as to where we are up to:

Inquiry Internal Evaluation