A day of teacher learning

Our school is part of a Mathematics Project that involves two other schools. 

The three of us all have good data, but it could be better. 

So our Principal applied for some funding and was successful.

So we have started on a path to collaborate with the end result being stronger ties between the three schools, lift our capacity and knowledge in Maths and improve outcomes for our top 25% of students (which will also lift all students).

So today was our third time together. 

We had a launch at the beginning to introduce everyone to the project.

Then Penny (our AP) and I delivered two Professional Learning sessions about Maths planing and the role of the teacher. 

Then this morning we released all our Foundation teachers to work with a 'critical friend' - Melinda.

We started by looking at these three prompts and the discussions that followed were invaluable. 

Then this afternoon all our Year 5/6 teachers were released to work together.

Tomorrow there will be two session - one for Year 1/2 and another for 3/4.

I am hoping that Laura doesn't mind - this is a photo of her great book storage system that was in her classroom. Thanks for giving up your classroom today Laura so that we could use it for a get together. 

Such a simple idea - but WOW how effective.

Don't you just love going into other classrooms?

The point of planning pictures

The world has gone mad!

How can people ie educators believe that young writers can just write?

We ask older writers to plan and put in detail so that their writing shows direction, complexity and twists.

If we ask a young writer to just start writing - how can they when they can't write without support?

I was lucky to win 40 days professional leave about three years ago to explore what motivates young writers and how we can improve writing for all young writers. 

I was working for another school at the time and asked the Leadership Team (which I was part of) to trust me and the investment of time I needed to put in place to draw.

I wanted kids to see details in pictures, see emotions in faces, see backgrounds - settings and see story boards. 

I wanted to know that was going to motivate them about putting marks on a piece of paper. 

I read, I googled, I researched, I talked, I argued, I reflected, I procrastinated, I pushed, I worked with many groups of kids, teachers and what I came up with was overwhelming in getting all kids to write.

Step One

Look at picture story books, photos, posters.

What attracts us to these - is it color. background and detail?

Of course it is.....

Step Two

No writing

Draw in grey lead

Step Three

Look at faces

Draw faces, draw playgrounds, draw family, draw stuff in grey lead

Step Four

Add color

Look at use of color, use of dark, light, bright, dull

Step Five

Look at background - where is the picture? where are the people? where is the grass/sky/furniture?

Step Six

Now add starting sounds, sight words

How often have you asked? - What are you writing today? And you got 'I don't know'

A great planning picture stops this - your question changes 'Tell me about your picture' and try ad write the first word, second word, shared pen, modelled writing.

Before you know it they are all writing and loving it. 

The content is much more detailed - just like the pictures. 

The language is much more powerful - the color is powerful.

The setting is included - there is a background.

Step Seven

Draw a planning picture in grey lead

Write

Add colour, detail and background

Step Eight

Excited writers!!!!!!!

Happy teachers.....

Enthusiastic Leadership because everyone is writing......

Win, win, win

Finally proof read and posted

I have been 'playing' around with this for about six weeks and I am pleased to say it is finally posted. 

Natural Disasters - Extreme Weather 

While this is a Science Unit it does also address outcomes for Reading, Writing, Oral Language and computer skills (ICT).

It is aimed at Year 6 – Australian Curriculum, but addresses many of the USA CCSS in the above areas.

Science - Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)

This pack contains tasks for – Cyclones, Earthquakes, Tsunamis, Droughts, Floods and Fires

There is a Rubric for Project

All students need to choose one natural disaster from the content list – cyclone, earthquake, tsunami, drought, flood or fire.

They then work through the tasks you choose from the relevant section. Most tasks are the same in each section – with a few variations for each disaster. 

The tasks will help to give background for the final oral presentation.

Hand out the project sheet and rubric to discuss. The rubric will assist in assessing each finished project.

Each disaster has these tasks and then one or two individual ones – KWHL, Alphabet Key, Venn Diagram, Before/during/after flap page, Can we measure this event/how/details about the data, planning sheet for managing the environment for this disaster, four flaps for what is it/characteristics/what causes it/how can we stay safe, Warnings with 5 flaps for warning us, what are the effects on our environment, are/have/can, note taking page, write a report, write a newspaper article, discuss an image, collect images and notate, locate on a map.

Mother's Day cards

Sometimes we need to stop and smell the roses. 

We wanted to make a card that was a bit special and crafting.

We have a support staff member that works in our space and she found this and made an example for us to share. 

We gathered some pretty papers and split pins and Fiona bought in some ivy and hey presto these magic creations were created. 

I am hoping that the mum's from our room don't read this post until after Sunday. 

My new fav book

I have a new fav book as my go to resource for all things 'Daily 5'

I have had this book for a few months and have been busy comparing it to my old one and cross referencing and reflecting and sorting out my thoughts. 

When I ordered it I also got a digital version through Stenhouse for free. 

So - I have a copy on the go too.

The impact for me is less rigour about each task each day. We negotiate the tasks according to a focus or goal. This actually makes sense to me when we talk about best fit and working on differentiation. 

What it has made me think about, is the approach for great spellers and doing 'word work' for half an hour everyday. We negotiate and do about an hour a week. 

In our older grades we have had discussions around what this looks like in terms of 'listening to reading' and have incorporated our class novels, literature circles as well as Oxford Owl. 

There is a section on Math and while I see Daily 5 has rigour because of Cafe - I'm yet to be convinced about the Math part. But as you all know I am a bit biased about iSURF Maths and the proficiencies that sit with maths understanding. 

The beliefs and principles have changed to

Trust and Respect

Community

Accountability

Brain Research

Brain and Body Breaks

10 Steps to Independence

from 

trusting students

providing choice

nurturing community

creating a sense of urgency

building stamina

staying out of the way

I would love to know your thoughts on this new version.