Learning is Social - Inquiry Follow Up Activites

The students doing a follow up activity (for inquiry) independently. However it still involves their peers as they can talk about what they are doing as they sit by one another.  

Course

 Attend a course. Got alot out of the running record part of it. Analysing MSV's

Reading Recovery Observation Survey Day – Christchurch 2017

Date:          Thursday 15 June, 9.00am – 3.30pm

Venue:       Reading Recovery Centre

                   53a Kendal Avenue, Burnside

                   Christchurch (Parking on street or RR car park BUT NOT on tennis court)

You are invited to nominate registered teachers of Junior School students to attend this full day course.  There is no course fee involved.

·         All schools need to have teachers able to administer the Observation Survey in an objective and standard way.

·         Schools with Reading Recovery are particularly urged to take advantage of this opportunity, as testing at discontinuing must always be done by an independent observer.

·         This course is designed for teachers who have had little or no experience in administering the Observation Survey.

Objectives of the Observation Survey Course – including Running Records

·         To sharpen up your administration of the tasks

·         To learn to record children's reading behaviour in a standard way

·         To learn how to score and analyse errors and self-corrections

·         To learn how to use this information to tailor instruction to the children's needs.

Friday Discovery with other classes

  Taken from my class blog: Shows learning in a social setting. "Play" needs to be done in my class to allow children some down time from the demands of formal learning. 

On Friday we joined up with Room 1,2 and 3 for discovery.

In each of the classrooms different activities were offered. Rm 1 was craft. Rm 2 sponge painting, Rm 3 construction, Rm 5 dress ups and pretend play and Rm 6 had board games.

The children were able to choose where they wanted to be and then move freely between the spaces.

All the children enjoyed themselves (the teachers did to). It was a great opportunity for
the children to mix with others and learn in a fun way.  


 

Ability Grouped

Children are ability grouped for writing, reading and maths.
Groups are reviewed in our own class continually. We haven't been swapping between classes Term 2 due to report writing.

Sharing weekend news

Sharing our weekend news.
x1 minute each = taking turns to talk

Reading Recovery/Running Records

Spend 45 minutes with Sonia (reading recovery) teacher, discussing running records (going through Marie Clay book).
Carry out running record on one of her students that come for reading recovery.

Notes for me:
- Reading fluency = try and get it right from the beginning.  Model how they sound/how it should sound.

RTC's Done as Syndicate Term 1 2017

Registered Teacher Criteria
Key skill/focus	Teacher comment	Appraiser Sign Off
2: Demonstrate commitment to promote the well-being of all ākonga At Parkview this looks like: Creating a supportive learning environment Teachers at Parkview School will foster positive relationships with parents, students, caregivers and the wider community through reporting and communicating. Teachers will create environments that are positive, caring, inclusive and where everyone works together. At Parkview School teachers value cultural and language diversity through kapa haka, Samoan language, Te Reo teaching, ESOL programmes and classroom programmes. 7: Promote a collaborative, inclusive and supportive learning environment At Parkview this looks like: Providing sufficient opportunities to learn Parkview School teachers will provide time and opportunity for students to engage with, practice and transfer new learning.   Students will learn information and skills thoroughly before engaging in new learning. Key competencies, learning areas and values will be practiced sufficiently so that these skills become automatic and can be used in curriculum areas and at school, home and in the wider community.    Learning will be integrated throughout the school day.	2: Meet the teacher night, class newsletter, All about me goal sheets,                Class blogs set up. Teachers are available for informal chats before and after school. Information for how parents can support from home is shared. Resources are sent home to support learning. Whanau hui daily - different cultures acknowledged.Whakatauki, karakia, waiata, certificates. Special person star of the day etc 7: Whanau hui is collaborative and supportive. Our timetable has been modified to allow for the children to spend time practising the skills they are learning. School values are fostered throughout the day - we aim to embed our values so it becomes “what we do at parkview...this is us” Whanaugatanga
6: Conceptualise, plan and implement an appropriate learning programme Facilitating shared learning At Parkview this looks like: Parkview School teachers develop the class as a learning community where they learn alongside the students and the wider community. Students and teachers are in a partnership where they build upon what they are learning together through providing challenge, support and feedback 8: Demonstrate in practice their knowledge and understanding of how ākonga learn At Parkview this looks like: Parkview School teachers stimulate curiosity and challenge their students to understand what they are learning, why they are learning it, how it is useful and involve students in decision making. At Parkview School we share learning intentions with the students and provide feed forward and feed back. Parkview school teachers and students discuss how learning will be useful in students lives and students help make decisions about how they will learn new information and skills.                                                  Parkview School teachers deliberately build on what their students know and previous experiences to meet learning needs. Teachers consult with previous teachers, read student records and pre test so they know what their students know and need to build on.	6. There are lots of group activities - sometimes mixed ability. Buddy reading. Classes are mixed. Collaborative activities across learning spaces. 8. Sharing goals and success criteria Assessing their progress against the goals. Fostering curiosity - trips to the pond...asking open-ended questions. There is a range of learning tasks to suit different learning styles. Teachers find out about their learners…...previous data looked at. New testing done as  required.
Links to evidence will be found in appraisal blog, team inquiry documents and observations