Maths OTJ Moderation

Earlier this month we had a staff meeting on moderation. We each brought along some samples of work across different strands as evidence of that student being at a particular level. At the meeting we had to explain and justify how we'd made the OTJ using these samples. Some constructive conversations came out of it which got me to challenge my thinking. It was great to really get into the nuts and bolts of maths and how we can distinguish between level 3 and level 4.

Maths observation - TAI

Last week my team leader came in during maths time for an observation. The learning intention of the lesson was to order decimals to two d.p, and be able to put them on a numberline, knowing the difference between a tenth and a hundredth. The focus for my observation was around reflection at the end of the lesson. It is important to me that my class are reflecting on their learning, making links to the learning intention/goal. I also expect them to be able to identify if they're struggling and specifically what part of the learning they need to work on. I am using the resource given by the maths advisors and find that it works really well. 

What is not going so well is the written reflection. We often forget, so the interval bell will ring and we would have missed our reflecting time completely. Also, written reflections are still often about task completion, rather than actual learning. I think the next step in remedying this would be to get the kids to use the same reflection prompts that we use for verbal reflection, in their written reflections. Also need to set a timer each day! 

I've noticed in Riley and Ben, a real sense of ownership over their learning and they are spending their independent time on RELEVANT activities. They have even been bringing their evidence to me without my asking. The real proof if this is working will be when I see this learning demonstrated in a different context, totally independently. 

So overall, happy with the things I'm trying. I just need to be really consistent and ensure reflection is done well.

Lesson observation sheet from T.A.

Reflection on maths teaching video

How we can use Trello as a digital tool in the classroom.

The Treaty of Waitangi and Future Focussed Education

19/5/17

Below are my notes from a P.D session I attended at Havelock North High School on May 19th 2017, about the Treaty of Waitangi and its place in the future of education. I was reassured to hear that much of what the speakers recommended is what is already starting to happen at HNI and in my own classroom. There were a few key things that really made me think… those were:

We need to adapt what we view ‘success’ as. Why does it have to only be about academics, why not empathy? Respect? Mana? (gifts that many Maori children are blessed with) Could this mean a different way of reporting to parents? How would this work around National standards? Are we really seeing the WHOLE student and celebrating all the other areas they are succeeding in?

Notes:

What’s the Treaty got to do with it?

Te Titiri o Waitangi - Future Focussed Education

How do the three articles of the Treaty look in our future focussed schools?

Biculturalism is a byproduct or outcome of the political relationship between Maori and the British crown.

What does our future look like?

• Estimated that up to 80% of the current workforce will be automated.
• Active seekers of knowledge - relevant, right now, just in time
• Skills based competencies, creativity, emotional intelligence, problem solvers
• Not passive consumers - beyond the 3R’s - don’t just come to school to be ‘filled up’

Article 1 - Honorable Governance

Te Tiriti formed with the future in mind - how do we tie what we alerady have here in NZ with the new future focussed skills - how does this look in education?

• Shared leadership models - some schools trying flattened models, distributed leadership
• Universal Design for Learning - how the kids are able to create their own path to their learning
• Communication that is totally transparent - anyone who is a stakeholder should be in the n
• Honorable Governance should mean that in any school we should see that you are in Aotearoa - two cultures being equitably represented in all areas of a school

Article 2 - Maori authority, Maori autonomy, Rangatiratanga

• Maori didn’t see themselves as a collective group ‘Maori’ until colonisation. Before that they only thought of themselves as Hapu - all very different
• You can be who you are
• Asserting their Rangatiratara (Mana) giving students agency, choice, options to choose their own way of learning, place to learn
• Passion projects - learning models where kids get to learn about themselves,follow their unique interests
• What is the stuff we can’t leave to chance (the explicit stuff) leave the rest to Passion
• Students having opportunities to be in a teaching role - this is ako, especially when the teacher is in a learner role
• Talking to whanau - what works for you? School go TO whanau, rather than always inviting them into school. Letting go of the control. Whanau may feel vulnerable/uncomfortable when visiting the school, similar to a Pakeha person visiting a marae
• How many decisions do we really make with our kids at school?
• Maori students achieving educational success as Maori - value placed on being Maori

Article 3 - Citizenship, equity, same rights as British

• Maori can still retain their ways of being
• Equitable access to everything, regardless of who you are
• Re-think what success looks like, redefine what we communicate to our whanau as success
• Does it always have to be about reading, writing and maths - what about all the other ways of being successful?
• Equitable representation of both cultures is not happening in staff
• Te reo Maori is for everyone - it is everyone’s responsibility to keep it alive
• Needs to be integrated - Te reo having Mana and status
• Maori giftedness - are these kids being celebrated? E.g. manaakitangata an ethos of care
• Equitable presences of Maori and non-Maori, books, language, signs
• Te reo - valued, seen, shared - no matter who you are
• ‘Everyday I walk in your world. Only when you walk in mine will we have achieved biculturalism’

Article 4 - The spoken promise (talked about)

• Protecting the spiritual beliefs and practices of Maori

Keeping the small things small - PB4l

Keeping The Small Things Small

May 2017 - PB4L, Module 6

Reflect for a few minutes on your top 4-5 strategies for keeping the small things small. What is the least intrusive techniques you use to de-escalate situations and turn the heat down.

Pair up and share again/add to your list.

Ignore, use humour, reminder of expectations/consequences

Find your team and add any other strategies.

Buddy up with another person

Whole staff discussion - what are the common themes with approaches? Each person is to identify 2-3 strategies that are new to them and commit to trying them out over the next fortnight.  

	Team Strategies
1.Two students are having a noisy row in the school grounds.	Distraction - give them something else to do Get one to come with you for a walk and a chat Get rid of the observers
2. You hear a student swearing in the cloak-bay.	“We don’t talk like that at HNI” “I wouldn’t expect that from you” Exaggerated gasp
3. While on duty you come across a student who is clearly breaking the school uniform code.	“Come and talk about your socks” “Can I see your uniform pass?”
4. A student is continually distracting a student in your class.	Proximity, moving a student, changing the subject to about the learning, change what we’re doing/the task, give ‘the look’ Is that the best place to sit for your learning?
5. You see a student casually drop litter in the school grounds.	Did you notice that you dropped that litter back there?

Class Survey

I am thrilled with the results of this survey. It shows I have increased the amount of Te Reo I use which was a goal of mine from last year. I have taken note of the children who have mentioned the work being too easy as this is something I'm very conscious of, especially as I have so many high achievers this year. It is helpful to get this feedback nice and early so I can make some changes. It would be nice to know who the anomalies are in some cases so I could really make a difference for those kids.