Photos of learning

 

 

 

     

ALL literacy

2015 I was involved with up skill in the ALL (Advanced learner of literacy programme)

During this programme I was trained to identify students who were struggling to show success in writing. This programme is backed by research. So my first step was to look at the research and its benefits. Second step was to test my targeted students (I also included these students as one cycle of my literacy inquiry). Third step was to use the learning progression to find where these students were sitting. I identified what the students could do and their next steps. Example below.

I also changed my planning and had observations. A couple of times I was videoed which enable me to visually see my teaching methods, feedback and feed forward and how the students reacted to my teaching style and its effectiveness.
As a results all the students involved demonstrated progress in writing.

EOTC and Physical Education

Over the last seven years in have running the school sport and physical education programmes.
Including the GO4it programmes, sports leadership programmes.
This role has covered teaching physical educational activities, introducing and running sporting programmes and activities. I have also being running our school athletics, cross country, softball, rugby 7's, soccer and other sporting codes.

I have been a member of the inter-school cluster sports association and the eastern bay sports association.
One of my biggest roles was running the inter-school athletics sports.
This involved booking fields and sports gear. Coordinating with participating school and the local athletics club, setting up and running the days activities, recording and passing on results to schools.
During this time I have also run syndicate camps. The latest camp I was involved with was December 2014 where we took the students to Hamilton. The past years we have been to the beach and bush. During all of these camps it was crucial that parents were on board. They needed to be aware of school expectations and protocols and their requirement during camp and leading up to camp. RAM's and planning for these event were also another important issue. In order for these to take place all RAMs and planning needed to be past by the school BOTs.

Below are some examples of the planning, photos, training the I was involved with.

 

Daily Kupu

As apart of staff development we have been involved in creating a weekly kupu that the students will read every morning to the school over the intercom.
This has been very successful for the students and integrating Te Reo into the daily class programme, As well as the daily kupu we give a karakia at the start of each day, before eating, and at the end of the day. I have found the learning of new phrases difficult but have also asked the student experts in my class to help support me in my learning to Te Reo. The students have been fantastic and very supportive.
Below is an example of the daily kupu planning.

                                               

Te Reo Huarakau assessment form

Teaching Inquiry

This is my first attempt at using teaching as inquiry as a method of teaching and as an assessment tool. These students were selected as a result of observations noted during my guided reading programme. This process took 6 weeks but could go longer. It is important to note that anecdotal notes were used throughout the process to track students progress and the effectiveness of my teaching methods.  

Teacher Inquiry Process: - 2013 Focusing Inquiry: Reading (Serenity, Mya, Utah, McKenzie, Mason, Charles, Mystery)

Wk 3 term 2- Wk 7 term 2

What is the intended learning outcome? Students will be able to use expression, voice projection and use punctuation                                                                            correctly

Why is this important? Phrasing correctly helps with understanding text

                                           Able to read confidently and competently to an audience.

Teaching Inquiry:

How do I enable the students to hear their own reading?

Using ICT to record voices.

Students to identify own errors and discuss how they can

improve.

Make a story book using ‘little bird tales’ web site.

Record a play using Audacity.

Personal reading using web cam.

Students that are not confident to read easier book in order

to focus on the expression, projection and punctuation.

What are my next learning steps?

Teach students to using ICT to record their reading of text. Self evaluate.

Focus on volume, expression, use of punctuation and

fluidness.

What resources will support this?

Web cam

Audacity

Little bird tales

Teaching and Learning:

So what did the students do / learn?

Read to small groups.

Shared reading out load with small groups.

Share a range of written language.

Learning Inquiry:

What are the students’ next learning steps?

Students have made huge progress. Serenity stills needs ongoing

support to project voice. Mya has moved down a group to

practise these skills with an easier text. Other’s doing well with

the above skills. All students have made gains in confidence.