Writing PLD with Raewyn Green

Today (21st March) We had writing PLD with Raewyn Green. She started off with a quick revision activity, where we could make a simple 8-page book, and use this for revision. We each had to make one, and used it to revise non-continuous text. I actually found this really hard, as I had been sick and missed the previous session. The wee book was a great idea, and a really fun way for students to show their understanding of a concept that has been taught to see if they have fully grasped the concept. I will be trying it out in my ALL group, and using it with the rest of the class for other revision activities.

We also looked at annotating scientific diagrams, which I feel was really beneficial as it now means that all staff are on the same page. I am fortunate that I relatively familiar with Scientific diagrams having completed sciences right through until 7th form. We are going have a list that students can follow for their scientific drawings. I am pleased about this, as diagrams and labelling correctly was one thing that let my students down during the Science Baseline Data assessments.

We also looked at ARBs and TKI and looked at the different exemplars on there. I have used both these resources before, but it helps to remind me that they are there and able to be used.

My take homes from todays PD are:

• Revision booklet – how to make it and how to use it
• Scientific Diagrams – rules ect

Maths - Creating a supportive environment to increase confidence in Maths

We have been working at increasing the confidence of the children in Maths so that the students in our class feel that it is a safe environment to make mistakes and take risks.

We have been starting each class with a quick math game. The games we have been playing are selected to encourage the students to work on their basic facts skills in a fun and interactive way. We have played 21, Pyramid and buzz. Students have all been fully engaged in these games, and often request to carry on playing.

Once we have played once of these games, we move onto the lesson for the day. Our WALT this week has been: W.A.L.T. estimate and measure accurately. We have had the students working in small groups.

First they worked on estimation. The groups took some chalk and went outside to draw lines on the concrete. They drew a line according to the given length without any measuring devices. They then measured their lines to see how accurate they were.

Then they had to find things around the room that were  5mm, 20mm, 50mm and 100mm. Students have been excited to be not only working in pairs, but actually being given the freedom to explore and physically manipulate the classroom environment.

Finally we measured larger objects around the school like the tennis courts, and the length and width of the building.

Whilst the students are exploring and measuring objects about the room My teaching partner and I are able to float around and ensure that all have the right technique and fully understand what they are doing. This is important because in enables us to identify students that need extra help, either at the time, or time spend longer on a concept before we move on. The students have enjoyed being able to move around.

We do have several students that have struggled with using a measuring tape and some that struggled when the objects got bigger than the tape involved.

Students are also expected to write their refections at the end of each session about what they have learned, and how well they think they have got on. 

Overall I feel the learning in the class has been fantastic this week, and students are really supporting each other. I have seen students ensuring that others are not left out.

Ngami an I have been able to scaffold our lessons in a way that we have a clear direction that we are able to guide and teach our students. We have been able to identify gaps in our students learning and have discussed ways we can address these gaps. The gaps are specifically in their basic facts, and we have spent some time discussing what we can do to increase their basic facts knowledge. We have decided to try our class on Maths Bricks, as they directly align to the Numeracy stages. We will try this, and evaluate how our students are getting on.

ALL - Advanced Learning in Literacy

This term Longford is continuing the ALL programme. As I am new to the school, this will be the first time I have done this. I have selected 6 students from my class to be a part of the ALL programme. I will be working with these young people four days a week, for half an hour each day. (This can be split into two 15 minutes blocks) This will run for 15 weeks

My ALL group this intake is a boys group. Tommie, Jaedey, Jayden, William, Jordan and Jayk. I have selected these boys as they all lack confidence in their writing, and are all working just below where they should be. All of them have identified similar areas they want to work on in their writing, and, most importantly, they are all keen to be a part of the programme.

Individualised planning

Each student will complete the Writing Learning Pathway for themselves, they will identify what they like to write about, and what they can do well in their writing. This will also record how they think their family/whānau want them to be a successful writer, as well as their next steps. They will also identify how I will help them on their writing journey. Students will have a picture taken of themselves also and this will be placed in the middle of the page. the number down the side are for the weeks that we are going to be doing ALL for, and are for individual planning for each student.

I have so ideas already for this week group. These have come from one-one conversations I have had with each of them, and from the Literacy Progressions which each student in my class has stuck in the back of their literacy draft book.

 

All students in my class were encouraged to have a goal that they are working towards in their literacy. As you can see from the photos two of the students have highlighted lots because they think they can do it. However, when I have asked them to show me where it is happening in their writing, they have realised that they may have exaggerated their knowledge and confidence in writing. (Some were trying to keep up with their friends) Students really seem to enjoy having individual goals relating just to them.


I am really looking forward to ALL this year, I do feel a little daunted at times at what exactly I am meant to be doing, but I am looking forward to seeing the progress from these young men.

Collaborative Teaching

Maths at Longford Intermediate is ability streamed where students are streamed according to their mathematical ability. This term I am going to be team teaching maths, due to the low levels on the students ability.  I am lucky to have been put together with my critical friend Ngami Prattley for this. We have maths from 9am to 10am Tuesday to Friday

Yesterday (7 March) we meet together to finalise our planning for the term, and to group our students together in ability groups using their stage knowledge. We have decided to use Google Sheets as a planning template as this means that we are both able to access our planning easily. (Planning)

We have also set up our modelling books and are all ready to go.