The link through to Nick and Hannah's PD meeting this afternoon: Beckenham Te Kura o Pūroto Digital Technologies PD - 18 June 2019
Tuesday, June 18, 2019
Thursday, June 13, 2019
Meeting with Liana and Emily 13/06/2019
I've been thinking for quite some time now about the fact that in the past, we have had very clear Long Term Plans in Maths, and these have ensured that our teaching covers all strands and achievement objectives for our wee ones. Now however we are very focused on writing our problems in a way that is both relevant and purposeful for the children, however our planning is from week to week, and I miss the feeling of direction that having the LTP provides.
I have been wanting to talk with Liana, Emily and/or Kelly about how we might break down the Big Ideas, how we might sequence them, and what we might expect to cover from term to term over the children's first year in school.
I was able to catch up with Liana and Emily very briefly after school today.
My questions for them related, as above, to the Big Ideas, how we might fit them into a Maths Long Term Plan (their sequence) and the ways in which we might be breaking them down for our wee ones.
What a productive conversation... Liana knew exactly what I was asking (deciphering the garble perfectly), and immediately shared me in with the following documents which will help support us with the bigger picture that our planning needs to fit within:
I have been wanting to talk with Liana, Emily and/or Kelly about how we might break down the Big Ideas, how we might sequence them, and what we might expect to cover from term to term over the children's first year in school.
I was able to catch up with Liana and Emily very briefly after school today.
My questions for them related, as above, to the Big Ideas, how we might fit them into a Maths Long Term Plan (their sequence) and the ways in which we might be breaking them down for our wee ones.
What a productive conversation... Liana knew exactly what I was asking (deciphering the garble perfectly), and immediately shared me in with the following documents which will help support us with the bigger picture that our planning needs to fit within:
- an example of a Maths Long Term Plan or overview
- an example of Learning Outcomes developed from the Achievement Objectives in the area of Number
- and the way that the Curriculum Elaborations need to fit in with the above.
Hopefully this will provide us with guidance when we meet in the holidays. Our tasks:
- To create a new Long Term Plan for the Koru team
- For each of the areas - Number, Measurement (Length and Area, Volume, Mass and Capacity, Time and Temperature), Fractions, Statistics (Statistical Investigations and Probability), Geometry (Shape and Space, and Transformation, Position and Orientation) and Algebra - create Learning Outcomes which develop out of the Achievement Objectives
- The Curriculum Elaborations and the Key Mathematical Ideas will feed into and provide the information we need for each of these documents.
Wednesday, June 5, 2019
PBL team meeting 6/06/2019
Meeting: Paulette, Rowe, Megan, Elizabeth, Jules
Discussion re an e-Learning option through Longworth (see email from Paulette). Also see meeting notes
Each team member described the 'play' that's taking place in their teams:
Discussion re an e-Learning option through Longworth (see email from Paulette). Also see meeting notes
Each team member described the 'play' that's taking place in their teams:
- Koru - Discovery Stations (but not true learning through play - no provocations or invitations as such)
- Kahikatea - Discovery
- Kōwhai - 4 days a week; Discovery sessions; have tried some STEM challenges; looking for a way to combine inquiry and putting out provocations
- Pōhutukawa -
- Kauri - discussing and thinking about what this might look like at this level; looking at giving the students greater choice (seeking student voice); making greater use of costumes
Next Steps in our teaching teams:
- each team member to 'attend' the e-Learning online course (to take back to our teams, and use as a driver for next steps in teams); 6 modules
- brainstorm with teams: what is PBL? Where are we 'at' on the PBL continuum? Do they know about Piaget's stages of development? Discuss the role of the intentional teacher together
- make a time with Jo to have 20 minutes in a team meeting before the end of term.
Tuesday, June 4, 2019
PB4L PD 4 June 2019
Link to PD slideshow
Survey data reviewed.
Development of a matrix is our next step. Our school values will underpin everything that we decide will appear on this matrix.
We broke into cross-team groups to write down ideas of what we want children to show in terms of the We Care value across all settings at Beckenham.
Mentimeter survey to find out our 3 most urgent-to-address behaviours at school (to be moderate rather than extreme behaviours).
The 3 behaviours after voting:
Survey data reviewed.
Development of a matrix is our next step. Our school values will underpin everything that we decide will appear on this matrix.
We broke into cross-team groups to write down ideas of what we want children to show in terms of the We Care value across all settings at Beckenham.
Mentimeter survey to find out our 3 most urgent-to-address behaviours at school (to be moderate rather than extreme behaviours).
The 3 behaviours after voting:
- running in and out of the hubs
- answering back
- excluding others
We then brainstormed the: observable, measurable, positively stated, clear and always applicable statements to go with each of these behaviours. See slideshow.
Each group then selected one of the above behaviours and wrote a teaching plan which could be adapted for use (from NE to Year 8) in order to explicitly teach the positive opposite.
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