E Noho Tuheitia

Bomb Hoax

Today we experienced a rather frightening bomb threat via an automated ph call. Room 9 learners were at Tech Arts, whilst I was in the classroom working away at my desk. It started off with a lockdown announced over the loudspeaker, which I immediately responded to by locking the doors and hiding under my desk. Within 30Seconds the situation turned into an evacuation. I was calm and proceeded out of the door towards the field in the dorection of the tech arts rooms, I was concerned for the welfare of Te Aroha learners. 

The whole school remained on the field, in class lines, from 11:20 (ish), till just after 2pm. Students were allowed to be collected, once the school had been cleared by the police, and contact with parents/caregivers had been established. As a staff we made sure students had access to our cell phones, offered support to those that needed it, and continued to monitor the wellbeing of all Berkley learners.

This was a huge undertaking, which ran really smoothly. There were stages early on where we were not sure what the evacuation was all about, however we maintained our composure and kept up communication with one another.

This was a somehat frightening experience, and I was proud to be a part of a team that responded so quickly, efficiently, and professionally. 

Stuff.co.nz wrote about it here

EDpuzzle

During the last Tutor Teacher meeting, 23/11, Rachel introduced me to Edpuzzle. This is a fantastic app that allows you to add questions to any video. I love learning new ways to incorporate digital technology into my teaching.
Here's the link to the video 'questionnaire' 

Maths Workshop 3 - Measurement 2 - 23/11

Staff Meeting - Te Reo - 22/11

Lighthouse Learner PLC - 17/11

This was a really great opportunity to discuss the opportunities for Lighthouse Learner's in the classroom and their successes with the PYP.

Maths Workshop 2 - Probability - 16/11

Term 4 Te Aroha Focus

Focus is an opportunity for teams to share their learning, with the rest of the school.
Last week I was a part of the collaboration process of getting the Te Aroha focus together. As a team, we discussed what our learners could share with the rest of the school. Their are a few unspoken rules about putting on a focus and one of the main ones is: Do not repeat what another team has done! This is pretty self-explanatory and the majority of Te Aroha learners wanted to present something completely new.
Our team teachers collaborated and came up with a range of ideas to present to our respective rooms and hand over ownership to the learners.
Room 9 were really excited to work on skits that retold Berkley's 2016 events/adventures. Together, the learner's and I decided to focus on three different skits: The evacuation; The Culinary Challenge; Market Day.
Collaboration and communication were the key to successfully creating the scripts and making sure as many learners from room 9 were participating. There were a range of ways learners could participate, such as: technicians (working on lighting and sounds); props (bringing on and removing props from the stage); hosts etc
I was really pleased with the way most groups came together, shared their ideas and bought the scripts to life. The organisation was quite stressful! Rachel created a really fantastic video, along with backing music, that showed images of Te Aroha learners throughout the year, and events that the whole school participated in.
Rachel taught Sarah and I how to insert audio and videos into a powerpoint. Sarah and I worked together to add suitable images/audio/videos for the backdrops (projected onto a white wall in the Cultural Centre).
Te Aroha learners pulled off a really funny, attention grabbing Focus. There were loads of laughs, and moments that other learners could relate to.

Classroom Blog - Update

I really enjoy maintaining a classroom blog for Room 9. There are so many benefits of using a blog when teaching, especially in languages. During Spanish I use the blog to embed the language in a range of modes. Learners view and sing along to Youtube videos, mark answers on written tasks, and can re-watch/read from home.
I also use the blog to post the fabulous writing that comes from the 100 Word Challenge Blog. I've seen some really great development in the writing skills of the learners that participate. Unfortunately, I don't have 100% participation from the class, even though it is set as Home Learning for everyone.

I like to add pictures from a range of learning experiences to the blog, to make connections with home. I can appreciate the opportunity to see learners in action, and for the learners to share their experiences and understanding with their whanau.

Here are some screenshots of the Room 9 Blog...

Español Sumamtive Task

After teaching Spanish for 14 weeks, I am trying to think of a summative task that suits the learner's of Te Aroha. The task would require the students to create some kind of script and to then present/act in front of the class, or just me, depending on the needs of the learners. 
I will be handing out the checklist next week, along with some guidelines. I have discussed what summative assessment looks like with other language teachers at school, and heard a range of ideas. Due to the limited time I've had teaching Spanish, the summative task needs to be relatively basic, and show off their oral skills. 
I've had to think about the wording of the summative checklist and make sure that I can connect with the range of levels within the team.
These are some resources I've found researching Summative Assessment in language learning, and I think will help the learners to summarise their understanding of Español...

I have absolutely loved teaching Español to the range of learners from Te Aroha. I've collaborated with colleagues, attended language P.D. that has enabled me to be a reflective language teacher. I believe learning a language should be fun, and leaners should be engaged in multimodal (visual and oral), opportunities to develop their understanding of a second language.

The summative assessment task will be fun and engaging for the audience as well as the learners. All the Te Aroha learners would be in the Novice range, as they have only learnt to speak basic Español.

Game of Awesome

Game of Awesome - Literacy Resource

Game of Awesome is a card game for 3-6 players designed to engage and inspire kids to tell stories and learn to write. Playing the game helps students generate ideas quickly which they can explore, expand and then write stories about.

The basic game has been produced as four sets of cards containing topics, themes and ideas that students years 5-8 will find interesting, involving and often ridiculous! The cards can be used independently or mixed and matched to create new combinations and infinitely more ideas.

Last week, Room 9 learnt how to play the Game of Awesome, with the aide of 'experts' from Room 8.  Miss Alloway (Sarah), and I moved about the room and joined in with groups as their games progressed. At each group, we found the learner's were responding positively and allowing their creativity and imaginations to flow. There are many humorous cards, and to put them together and share the story/sequence of events, that the 'judge' chose, was often hilarious. I came up wth a way to challenge them further, by choosing two cards, rather than one. 

Here are some pictures of our session with Room 8...

Measurement Workshop 1 - Area, Volume, Capacity - 7/11

Activities:

Staff Meeting - 1/11 - Altrusa/Principals Award Nominations

This meeting was a really fantastic opportunity for teachers to talk about their nominations of a range of learners from across the school. As a staff, there were positive discussions about Berkley learners and their achievements, inside and outside of school. Many were previously nominated for the Altrusa award, and have been put forward for the Principal's award. 

Reflection

I feel really privileged to be a part of such a supportive and talented community here at Berkley. There are so many learners deserving of a Principal's award, and for their achievements and successes to be celebrated. Love this part of teaching, and I'm looking forward to seeing the learner's receiving their awards at the end of year assembly!

Lighthouse PLC - October 2016

26 October 2016

Present: Regan, Shane, Beth, Caro, Kathryn, Cindy, Craig
Location of our meetings	Move to 8A
Student Voice Engagement survey results	General discussion
Identification for 2017	What information/Data was useful to you this year? In 2015 we gathered: Parent nominations Student profiles Register using Google doc. (2016 sample) Calling for expressions of interest via the Korero Letters to parents
Rose bowl festival	Cindy to take over
Reports	Moderation(?) of ticks for reports - National Standards and the ceiling effect.
Next meeting	Venue: 8A Date: Thursday November 17 Focus: Acceleration in the PYP

Teaming Meeting: Languages - 25/10

Supplied and presented by Gareth Haman

Planning the inquiry

1.  What is our purpose? 1a) To inquire into the following: ●   transdisciplinary theme An inquiry into Who We Are or How We Express Ourselves ●   central idea Language and Tradition are Essential Elements within Cultural Identity

Class/grade: Year 7 and 8 Age group: 10-13 yrs School: Berkley                           School code: 70223 Title: Teacher(s): Date: Proposed duration: 6 weeks.

1b) Summative assessment task(s): What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? Culturally Aware Students will identify a cultural aspect of their selected language to share and teach to the class. Students to share and reinforce specific vocabulary in addition. This can include, a traditional song or dance etc. Students need to explain how their selected piece supports the development of their selected language and why it is important these traditions / ideas are maintained. This can be done through the Key Concepts; Form: What does it look like? Function: What is its purpose? Responsibility: Why do we need to protect it? Change / Reflection: How has studying other cultures helped me to understand my own cultural and personal identity? Fits the criteria: - Complex (they don’t already have the answer) - Open-ended (they can go in many different directions, there is no specific one result you are looking for) - Authentic (is there something the kids can connect to in the task).

2.  What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? Form: What is a Cultural Identity? Function: Why do we have different cultures? Reflection: How does learning other cultures support our own identity? Related Concepts: Identity, Culture, Tradition, Language What lines of inquiry will define the scope of the inquiry into the central idea? Language is an essential element within cultural identity Traditions are an important aspect of cultural identity Understanding others, helps us to understand ourselves What teacher questions/provocations will drive these inquiries? Who Am I: Students create a Cultural Identity outline - how do they define themselves as kiwi or other nationality? Bus Stop Activity: Students rotate around tables and try to identify what cultures / countries are identified within the images (how do the know) Could You Survive: Students are given a series of challenges (ideas to communicate) without using English - can they get the idea across? Questions; Why is it important to recognise culture? What connections are there between cultures? How does language help us develop understanding?

© International Baccalaureate Organization 2011

3.  How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills?  What evidence will we look for? Who Am I: Cultural Identity Map This assessment will allow us to identify what students already know about culture and identity. Students will be able to give examples of how they represent, reflect or exhibit this. Examples might include having a traditional name, following a particular sport or speaking a particular language. Please Note: If a child struggles to identify their cultural identity we can ask, why is this potentially hard to do, how could we overcome this and what are the consequences of not having a cultural identity. What are the possible ways of assessing student learning in the context of the lines of inquiry?  What evidence will we look for? The related concepts are what drive our inquiries into language, so we will focus on assessing developing understanding through these lenses. Identity: Can students share who they are and what contributes to this self image. Culture: Can students share their cultural identity and / or recognise aspects of other cultures. Tradition: Can students share and explain the importance of traditions in developing cultures and cultural awareness. Language: Can students use and explain the role language has in developing cultural identity, understanding and awareness. Newton Principles: Through the engagements listed in section 4 we are addressing the following principles: Integrates language and culture from the beginning. Engages learners in genuine social interaction. Encourages and develops an exploratory and reflective approach to culture and culture-in-language. Fosters explicit comparisons and connections between languages and cultures. Acknowledges and responds appropriately to diverse learners and learning contexts. Emphasises intercultural communicative competence rather than native-speaker competence.

4.  How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? Identity: Through this inquiry students will develop an understanding of identity. This includes developing a greater sense of self and appreciation for other cultures and people. Possible engagements include: Who Am I Cultural Identity Map Prince EA clip: This clip examines how we explore ourselves through labels, you’re white, i’m black etc which stops us from truly understanding who we are. Possible Questions include... Do we label other cultures? How can we look deeper? What would happen if we understood one another fully? How does language help us to achieve understanding Culture: Through this inquiry students will develop and understanding of culture. This includes looking at the different aspects we use to help explain and illustrate a culture, including language, music, traditions and customs. Possible engagements include: Culture Mind Map: Students identify all the different ways we recognise culture, within ourselves and in others. Language Connections: Students are provided a list of words and have to unpack what they mean. Students explain how they came to their conclusions. Possible Questions include Why are we able to identify some words and not others? Can we make connections between our language of focus and English How and why does language travel. 1000 languages or a Global Language: Students to explore / debate the benefits / negatives of having 1 language as opposed to 1000’s. What would be the consequences of this? Tradition: Students will explore different traditions to develop their understanding of culture. Students will understand how and why traditions remain and their importance moving forward. Possible Engagements Include: Tradition Comparison: Students to look at a “common” tradition / celebration and make comparisons highlighting similarities and differences, for example Chinese New Year and Our New Year, or traditional foods, what are they, how are they sourced / produced and eaten (rituals / prays etc) Tradition Focus: Students explore a tradition of their choice from their selected country and present this to the class. Language: Students will develop an understanding of the importance of language in developing cultural identity and will develop their ability to recall and apply their language knowledge. Possible Engagements Include: Who Am I: Students learn how to introduce themselves. Who Are You: Students learn how to ask simple questions and provide simple answers. Language Appreciation: Students to create a “Dream Chart” of how they want to develop their language skills and what they want to do with these. (this can be used to develop future learning goals and promote student agency) What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Learner Profile Communicator: Students will develop a deeper understanding of the importance of being a communicator Open Minded: Students will explore and appreciate different ideas. Reflective: Students will reflect and develop their understanding of identity. Transdisciplinary Skills / Approaches to Learning Communication Skills Listening and Speaking: Students will develop their ability to hear / understand and to speak / communicate in a second language. Thinking Skills Synthesis and Evaluation: Students will develop a deeper conceptual understanding of culture and identity and will use this to develop future goals and in developing a more complete self image.

5.  What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? The following websites relate to this topic: How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? We will become our own market place for trading.

© International Baccalaureate Organization 2011

Reflecting on the inquiry

6.  To what extent did we achieve our purpose? Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. What was the evidence that connections were made between the central idea and the transdisciplinary theme?

7.  To what extent did we include the elements of the PYP? What were the learning experiences that enabled students to: ●   develop an understanding of the concepts identified in “What do we want to learn?” ●   demonstrate the learning and application of particular transdisciplinary skills? ●   develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection.

© International Baccalaureate Organization 2011

Reflecting on the inquiry

8.  What student-initiated inquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

9.  Teacher notes

© International Baccalaureate Organization 2011

Questions we have:
- How do we encourage more student ownership/autonomy/agency?
- How do we establish a culture in our room? (looking at traditions we have in the classroom).
- How do we keep it moving with a range of groups, so they don't get left behind/remain static.
- What does the planning look like for the lesson, is they supplementary plans e.g. iPpiT, Kath Murdoch...
- Where is the clear direction - on what Language planning should look like?
- What does realistic planning of teaching languages look like?
- What is the explicit purpose of teaching languages to this age group?
- Integrating specialist teaching into the classroom.
- How can we link to the whole team?

Our thoughts
Making connections with other culture's traditions and our own (could be classroom traditions).
Look at culture and traditions separately
Quizlet (a mobile app) is a great way to consistently move groups on at the same time.
Sometimes the agency of what we do doesn't come at the time of the unit, but after.
Making connections through the language
Go forth and search - relate to the Key Concepts - research - present back to the class
Planning in advance, the teaching of the language, and developing understanding of the culture they are learning about.
Passing on the passion for learning a second language and gaining basic language skill/knowledge that will take them into secondary school.
Shifts in our own thinking about how we develop Newton's Principles: the idea of culture...