Modern Learning Spaces

Modern Learning is all the talk at the moment, I've visited schools in Auckland and Wanaka which have been purpose built as Modern Learning Environments (MLE), and i've seen classrooms adapted to make them into MLE without the infrastructure change... I'm visiting one in Christchurch this week too, to see how they work their MLE.

One thing I hadn't really thought about was the students initial input into the process, here are two videos by Core Education which feature Anne Kenneally talking about pre turning her single cell classroom into a single cell MLE, and then how it was going once it had been set up.

It got me thinking about what I can do with my class next term, and about helping my students to learn and understand what helps them to learn best.

Anne Kenneally: Student designed learning spaces from EDtalks on Vimeo.

Anne Kenneally: Creating learning spaces from EDtalks on Vimeo.

Fabulous Friday Free choice Followup... Fail!

But that's what reflections are for right?

Monday to Thursday once my students have finished their writing (or think they have!), they move onto a followup activity and stay there for the rest of writing time/until I call them over to conference, look at goals and do our 2 stars and wish... then any editing that we think could be done.

The followup tasks are displayed on the screen like this

So the Blue Dragons start with me (the apple), and when they've finished their writing today, the followup would be roll and write their spelling words.

The Green Dragons are doing all their work on iPads today, and once they're finished they get to do literacy activities in the iPad (sometimes hard to police).

The Orange Dragons get priority for goals (the green tick), and once finished they're in the library corner, and...

The Red Dragons use the plastic alphabet letters to make their spelling words.

This system works really well.

The students know exactly how to 'read' it, and the students sit in their groups, so once a child is finished they are the ones who set up anything that is needed for the follow up.

As I said, this is only Mon-Thurs. 

Friday's is free choice seating, I choose students who have shown they have worked really hard to go on the iPads, and they can choose their followup activities.

The last few Fridays this has worked well, but today the day was against us.

We had mufti, our 'fish' were growing, and we had a very exciting remote control car brought in by one of the students which we watched and then were doing our writing about, AND it was a rather warm day. 

So the free choice followup became some students doing their choice and some students being excited about the day and not being engaged on anything... and of course this wasn't noticed by me until a visitor came in... always when there's a visitor you become more alert.

After the visitor left, I pulled them all in, we talked about if we were doing learning, and they were given set tasks again... without the iPads.

Angels.

All were engaged, all were working together in their groups, and I finished my conferencing super quick compared to before!

(And we had 2 students finish their goals! Woohoo!)

So to reflect on this I have thought of a few options...

I do like the free choice seating on a Friday, so I could have different pictures other than the dragons at the tables, and those students become that group for the day, which would mean I could still have a 'set' follow up activity displayed... I would just have to think about how I made it work, because then some tables may be full because all the students want to do 1 followup activity... but is that necessarily a bad thing? As long as there are enough resources and they're engaged/learning i'm sure we can make it work. 

Another thought is projecting the choices up on the board, maybe still having 4 choices, so they have something to base their choosing on... once again it could mean a mass at one activity, but i'm sure we could make that work.

Or Friday could be one followup activity for all, maybe something a bit different, so that Friday can still be Fabulous and a bit different.

I'll keep thinking. 

As I said above, usually the free choice had been working, so maybe just with the mix of the day was a one off, but i'll keep it on my radar as possible options. 

Happy Writing!

Why I have a class blog...

With re-starting a blog at my new school, I decided to have a think about WHY I blog.

I teach students who are at an age where they need assistance to blog, either fully, or with their spelling when they email me some work... so since i've started classroom blogging it's been very teacher heavy with what does and doesn't go online.

My students will say 'can we put this on the blog', and the answer more often than not is 'yes'... but then on busy days when there are meetings, work to be marked and planning to be done, the blog can easily be  put to the back.

But WHY I blog is because of connection...

Blogging is an awesome way of connecting the classroom with the home (& the wider world!). Connection has been a main goal of mine this term, encouraging families to go on the blog at home and to comment... 

and it's going great!

We definitely have some star commenters, and some whānau I would still love to get onboard, but there is a connection going. I'm not just making blog posts which only I view (kinda like this blog :p), they are being viewed by many people outside the classroom, and there is connections happening!

YAY!!!

I'll finish with one comment on my classroom blog that made my day... this is what blogging having a home/school connection is all about :) 

In my opinion, blogging is achievable and very worth while... if there is an audience.  

Finding my Strengths - SO INTERESTING!

I have had many people who have done a 'Strengths Finder' course tell me how interesting and insightful it was... but only after doing it myself do I agree!

Also our coach said at the start to get a fuller understanding of our personal strengths, she suggested getting a personal coaching session... my first thought was it's just more money... but after a 3 hour session, i'm quite keen to fins out more!

So I did a 3 hour workshop with 19 other people... there are 34 different strengths, and out of the 20 of us, we only had 1 which wasn't covered!

Then she told us the stats which go along side the strength finder... all very interesting and most I didn't write down, but some which stuck out to me were...

1:278,000

People have the same 'top 5' as me

1:33 million

People will have the same 'top 5' order

1:4 trillion

People will have the whole 34 in the same order

Pretty cool!

So as in my previous blog post, my top 5, in order are:
- Belief
- Responsibility
- Communication
- Arranger
- Developer

During the workshop we  looked into our own 'top 5' and write out what part of the description I really relate to, and what it looks like in our lives... then we had a chance to go around for 5min intervals and talk with someone who had one of our strengths. This I found was super interesting an valuable. It was interesting to see that some us had the same ones, but took different bits from it... but I think it was even better when I was talking with someone and when they were describing some things they did in that strength, I could totally relate to, and sometimes didn't even realise it until they pointed it out in themselves!

The 'strengths finder' has been used an studied for over 50 years, and through it they have found that there is no gender inequality across the strengths, while there is a cultural one. 

An analogy I liked was about handling others baggage. 
With my set of strengths, I need to manage myself so that I don't take on too much and burn out, so I'm going to try and keep this analogy in mind. 

When you're at the Airport traveling overseas, you need to check your baggage in.
Now the person who is on the other side of the booth takes your baggage, you might discuss your trip and other details, but when the time has come, you leave them, and they let your baggage go.
There is a time and a place for the person to hold my baggage, but there is also a time to let it go (what a mess the airport would be if they held onto our bags!)

So I'm going to try and keep this in my mind, I can listen to what's going on in others lives, but I need to remember that it's theirs and not mine, I need to let go. 

One last point is about expectations.
We discussed that one of the biggest reasons people 'fail' is because of the lack of expectations or unknown ones. 
We thought about what expectations we have on ourselves, what expectations we thought others had on us... but also things like, what expectations we had for meetings and training events...
Are the expectations I have good or not? 

If expectation aren't clear from both sides it can lead to people being disappointed, hurt, upset and burning out. I need to be aware of expectations I give and the ones around me. I need to be aware of if they are appropriate and achievable or if they will impact negatively (i.e. giving people expectations which stretch them our of their skills/strengths into a place they struggle). 

So that was just some quick thoughts and ramblings. There was so much I learned, and lots more to think on and look into. Would be definitely be keen to look more into it, as well as do it as a team sometime to see how we can best work in together and explain why some things are as they are. 

Everyone has a part to play and individual strengths they can bring to any team! 

Finding my Strenghts

I'm excited!

I've heard people talk about doing courses of finding out their strengths, and have always been a bit interested in it, but never looked further into it, but this weekend i'm getting my chance.

My husband and I are off to Wellington for the Scripture Union AGM, and as a part of it there are 3 workshop slots... I have chosen to take the strengths finder track. 

So I have already done a 45min online questionaire through the 'Gallup Strengths Finder' which has come up with my top 5 strengths, my task before the weekend was to read through and highlight what hits home most... while reading through there were lots of points that jumped out at me... as well as some that I didn't think were me at all... these are what I got (without the highlighting)...

* Strength areas edited after going on the course and getting the more personalised/less generic descriptions. 

Belief
It’s very likely that you may point out issues, problems, or obstacles before others see them. Some people label you a pessimist. Perhaps you reply, “I’m just being realistic. I sometimes choose to fix things before they wear out, break down, or become obsolete.” Because of your strengths, you feel much better about yourself and life in general when you have a worthwhile cause or project to which you can dedicate your mind, body, and spirit. By nature, you can sometimes place the needs of others ahead of your own. Driven by your talents, you might be determined to push for specific kinds of changes that could benefit humankind or Earth itself. To some extent, your desire to have an impact motivates you to enter into conversations with intelligent people. Sometimes drawing on their knowledge and ideas as well as sharing your wisdom is exciting. Perhaps some of these discussions redirect your thinking or cause you to reexamine your purpose in life. Instinctively, you place more importance on the purpose and value of what you do than on the monetary rewards that accompany success.

Responsibility
By nature, you periodically derive satisfaction from pulling newcomers or outsiders into discussions or friendly chitchat. Over time, you may have become more aware of your abilities or more accountable for your words and deeds. Maybe you claim to be more grown up than some of your coworkers, teammates, family members, classmates, or friends. It’s very likely that you experience pangs of remorse when you realize you failed to do something you promised to do. You feel awful when you do not do something correctly. You probably regret having compromised your basic values about right and wrong. Instinctively, you may strive to be a dependable person. Maybe you please people by being reliable. You might enjoy assuming accountability for certain tasks, projects, assignments, or commitments. Perhaps you accept these additional duties without making a fuss. Driven by your talents, you may want people to regard you as trustworthy, dependable, or reliable. Perhaps this yearning motivates you to do whatever you said you would do. Chances are good that you may reject the idea that telling a falsehood about something unimportant is acceptable. Perhaps you refuse to make an innocent social excuse to protect someone’s feelings.

Communication
It’s very likely that you might express your ideas and feelings so others take notice. To some degree, you delight in leading conversations, telling stories, making presentations, debating, or discussing. Perhaps the verbal give-and-take between human beings is something you value or do well. Chances are good that you like to amuse people with your stories. Your stories probably provide people with pleasant distractions from their daily routines, worries, and obligations. By nature, you may derive pleasure from spending time with people, rather than being alone. Perhaps this partially explains why you are thrilled when someone makes an effort to befriend you. Because of your strengths, you openly admit that you participate in friendly rivalries for fun. Perhaps you are comfortable letting people know what you do and do not value. Driven by your talents, you may feel comfortable speaking to a variety of individuals or audiences.

Arranger
Chances are good that you may be willing to juggle multiple tasks at the same time when it helps a person or a group handle a complicated project. Perhaps individuals who do their best work when they can concentrate on one activity appreciate having you as a partner. It’s very likely that you may avoid associating with people who lack integrity or have proven themselves unworthy of your trust. Because of your strengths, you routinely engage in group activities and projects. Often these benefit youth and small children. Driven by your talents, you periodically find better ways for people to cooperate. You try to identify the strengths, limitations, ideas, goals, or experiences each person brings to the group. You might set up partnerships so individuals can acquire the knowledge or skills they lack. Instinctively, you sometimes coordinate the efforts of diverse individuals without denying them their uniqueness. You might emphasize their common goals. You might call attention to their talents, skills, knowledge, backgrounds, or other traits. Perhaps you help people peacefully coexist. This may enhance their overall productivity.

Developer
It’s very likely that you might assist individuals by offering them words of support. Perhaps you emphasize what they do well or what makes them special. Driven by your talents, you may hope individuals choose to spend some quality time with you. Perhaps they have seen you put aside something you were doing just to help them. Your unselfishness might win the favor or friendship of others. By nature, you may embolden some people so they begin believing in themselves. Perhaps you help them realize certain things they can accomplish in the future. Sometimes you remind them about certain things they already do well. Because of your strengths, you frequently express your appreciation of possibility thinkers. Why? They create verbal pictures of the future that allow you to envision what is possible. Chances are good that you typically do whatever it takes to know someone on a personal level. The insights you gain help you bestow appropriate recognition on the individual. You instinctively understand the level of attention and the amount of time the person needs from you to feel truly appreciated.

This is the blurb from the SU website for what i'll be doing this weekend

• 'Strengths Based Leadership' with Toni Houghton.  Discover your God-given talents and learn ways to develop those talents into strengths that will benefit your team. Find out more about yourself and the way you lead...  There will be on-going development suggestions. Toni is a StrengthsFinder Coach, professional external supervisor, SNSP Advisory Group member, public sector manager, librarian, youthworker, elder, wife and mother. 

I'm looking forward to what I learn from Toni, and how I can use my strengths in all areas of my life!

Observations

Observations...  I love them!

A few months ago I wouldn't have been able to say the same thing, but now I have realised...

I CAN TEACH

and

I CAN REFINE

I have had two formal observations in the last 6 weeks (Reading and Writing), and countless visits by the Principal just coming to see how we're going... all this used to be scary, but now it's great!

I've come to fully realise, as I put above, that observations aren't to knock down what i'm not doing quite right, but they are to build up and encourage what's going well, to bring up any questions and to have professional discussions about next steps and what WE can work on. 

With writing, a goal of mine was to display more students work, so I got some publishing done and put it up on the wall... not the best display I had done, but the writing was up and I could tick the box.

haha no.

It was at a staff meeting that another teachers writing display wall was shown, and I realised what my goal actually was... Displaying achievements and examples of work which shows students who have been working on writing goals. Another teacher also found some display ideas around having the 'Writers Eye', so I took what I saw from both and adapted it to make it work in with my writing program and what the students were already used to (their goals).

 

So we already had goals in their books, but now we also have...

Editing pencils which cover many goals

Photos of students who have finished a goal sheet

Books on the wall when they finish their goals

and

Examples of students work who have been working on their goals

The wall went from boring to engaging as well as interactive!

No more static boring displays!

Today was a reading observation, once again wasn't scary (would go as far as saying it was awesome), and one next step was to be more explicit in the teaching of strategies so that the students could talk about what they were using when reading new words.

I had already found animal strategies I liked (free from Teachers pay Teachers), so I liked that it was a goal which I was already aware of... so come next week there will be a new interactive reading display, and 'collector' cards for my students to bring home.

Watch this space for how being 'explicit' about reading strategies go!

Effective Literacy Practice - Part 5

Instructional Strategies

ELP pages 76-79

Instructional Strategies are a teachers tool belt. It is what we began to learn at teachers college, it's what we added to during practicums, and it's what we continue to add to and take away from as we refine our teaching practice and continue to learn from others new ideas to meet our students needs.

We use our Instructional Strategies as 'Deliberate Acts of Teaching' (DAT's), as we focus in on teaching a specific learning intention. 

One thing to note is the 's'. 

While teaching we always need to be aware of the different learners and what will best meet their needs. There will never be a lesson with just one Instructional Strategy, but always strategies. Building on the individual's or group's prior knowledge. 

It's interesting looking at the table on page 77 and thinking about what I do in the class, the purpose and what I expect the students to learn from it. There is so much to learn in the first few teaching years, that DAT's are so important. 

When using my DAT's, I need to remember to always do the following...

(p78-79 for full explanation)

• Provide direct instruction
• Provide goal directed instruction
• Be deliberate
• Provide a class culture and environment that facilitates learning
• Maintain students motivation and enjoyment
• Use the same instructional strategies for teaching across the curriculum
• Be flexible and culturally responsive

All of these points work on scaffolding and knowing my learners.

If I jumped a Magenta level student to straight to Green, it might look impressive, but they would have missed all the building blocks in the middle. The scaffolding wouldn't be there for the student to achieve, and it would do quite the opposite, with it always being too hard. 

Vygotsky talks about someones 'Zone of Proximal Development' (ZPD).

Everyone is capable of achieving, but you will work best within your ZPD to scaffold and foster that growth. This zone is between what they can do independently and what they can do with support.

I found some good pictorial examples on this blog