Our journey in lC17
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This document discusses a school's transition to a modern learning program (MLP) that allows students more agency, choice, and connectivity in their learning. It provides perspectives from teachers, parents, and students on how the MLP has benefited learners. Students describe enjoying more flexible seating, technology access, and opportunities to pursue their interests. Parents note students being more motivated to complete schoolwork and self-manage their learning at home. The school aims to continue engaging the community and evolving its practices to support 21st century learning skills.
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The document discusses creative methods for data generation in educational research, focusing on learning walks and learning journals, with learning walks described as informal interviews conducted while moving through a location, and learning journals presented as a way for child participants to reflect on their experiences in their own time through writing, drawing, and other activities. Examples are provided of how these methods were used in the author's research on the experiences of students with English as an additional language who recently arrived in England.
Learners and Learning: Section Three: School learning
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
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Universal design aims to make products and environments usable by all people without needing adaptation. In education, this means ensuring no students get bored or left behind due to how something is taught. Teachers should cater their curriculum to how each child learns best, whether through smart boards, iPads, hands-on activities, or other sensory methods, so that all students can understand and work together regardless of barriers. The author plans to apply these principles of universal design in their future career as a special education teacher.
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This document summarizes Mrs. DuBois's 1st grade classroom activities and teaching philosophy. It includes details about her classroom rules, lesson plans covering subjects like reading, writing, math, science, and social studies. It also describes some of her teaching strategies, like using the reading area to discuss graphs, displaying student work and educational posters on the walls. The final section includes a summarized interview with Mrs. DuBois where she discusses her philosophy of focusing on student development, using classroom management strategies like conscious discipline, making accommodations for student diversity, and using technology like Brain Pop Jr. and a Smart Board. She advises future teachers to be passionate and not lose sight of why they wanted to teach.
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This document discusses creating engaging learning opportunities for early learners in full day Kindergarten and K/1 classrooms. It emphasizes the importance of developing relationships with children and their families and creating an environment where all feel a sense of belonging. Suggestions are provided for gradual entry processes, welcoming activities on the first days of school, and developing meaningful partnerships with families. The document also outlines examples of how a full day might be structured, with opportunities for child-led play, outdoor learning, concept discussions, reflection and planning activities.
VSB.CSL.January 2019
This document outlines themes and strategies from a professional development session on meaningful instruction, assessment, and communication with parents. Key topics discussed include the power of feedback, making learning visible through student voice and agency, teaching with "big ideas", and ongoing communication with families. Specific assessment strategies are presented, such as using formative feedback to improve student performance, developing student self-assessment skills, and creating digital portfolios to showcase the learning process. The document encourages teachers to reflect on how to apply these ideas to increase student ownership of learning.
Research presentation ekta&chhavi
This document summarizes the design research process conducted at the Jakkur Urdu Government Primary School. The researchers used participatory tools like post-its and time tables to understand what spaces, subjects, and days students preferred. Interviews with teachers and students provided insights into challenges like managing multi-classrooms, lack of furniture, and unorganized storage. Needs analysis found issues like voice clashes in multi-classrooms, discomfort from long hours of bending without tables, disorganized storage wasting space, and lack of regular soap provision. Design requirements were identified to address these needs through solutions like soundproof movable partitions, benches with backrests and storage, detachable shelves, a space-saving shoe rack, and a system to ensure
Vais pbl
The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
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This document discusses the need for a paradigm shift in curriculum and instructional approaches. It notes that while curriculum planning has begun to change, incorporating new skills and content, instruction has not shifted from a traditional lesson-based approach. The challenges of the 21st century demand skills like problem solving, teamwork and adaptability, but there is not enough time in the school day to teach all the new demands using traditional instructional methods. It proposes shifting to a "structure-based" approach where curriculum is embedded within instructional activities and structures rather than separated into distinct lessons. This would make it possible to achieve both academic standards and teach 21st century skills without reducing time spent on core subjects. A structure-based approach has the potential
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Our journey in lC17
- 2. West Melton School LC17
- 3. Our backgrounds where had we travelled from Liz Kim
- 4. Sue, Corey & Kim’s visit to Auckland Hingaia Peninsula Hobsonville Point Primary Elim Christian College
- 5. Our pioneering ideas (letter to Sue, our practice with LC 4 & 5, arrival of LC 17)-Sue to speak Travelling as co-collaborators Our 2013 planning day (Year 5 students travelling with their teachers as Year 6 students in 2014)
- 6. January holidays physically unpacking and merging two classes as one (speaking to weekly reflection and evolution of time tabling) First map of student learning
- 7. School wide focus for professional development with the staff is on MLP (whole staff visit to Auckland, Clarkville, Ladbrooks, Springston, Clearview, Breens)
- 9. How do we know where everyone is at with their learning during the day? Time tables student How do we know how well our students are achieving? (Assessment practice) Why small groups?
- 10. Teacher perceptions of MLP- Elaine & Nancy (Staff)
- 11. -A parent’s journey-parent voice Helen Howden Recent parent comments
- 12. “My son has more say about what he is learning and this has changed his attitude at home about wanting to get his school work done” “He wanted to do his reading instead of playing on the xbox” “My year six student is now self managing themselves at home” “I now no longer have to ask them to do their home learning. They now arrive home and get themselves organised.” “It’s been great to have opportunities for my child to follow their passion during class time”
- 13. KC Kids and values Digital technology students drive timetable, ext.-arts, boys talking about their writing students impression of the learning space
- 14. School talking about the BYOD journey
- 15. Student’s thoughts about what they think is a 21st century learner
- 16. Lisa- you do your home work differently like on google docs Gareth- having technology Henry- working with two teachers who can help you Harry- Different choices where to sit and learn Mitchell- No permanent seating Wilson- we can pick what we are learning each part of the day Daniel- that your learning isn’t limited eg more options to learn about
- 17. Jamie- we have two teachers and lots of computers and 4 ipads Sam- we don’t just have chairs we have comfy ottomans Jack- we get to choose when, where and what we are learning Harry D- like being able to go where ever you want to learn and you get to pick what to do Jordan- it’s cool having a lot of art things and making stuff Reece- get to choose to bring your own device
- 18. Ben- doing lots of different activities that you don’t get in other classes eg activities with your spelling not just testing Emma- lot of opportunities to choose what you want to do Sophie- like being able to go outside and look after the worms Brooke- I get to change my timetable to suit me George- you have to be really organised more than other classes Riley- it can be easier to learn depending on the time you spend on the internet
- 19. Megan- good to go out side and learn about environments Rosa- like being able to have time to go outside and work in gardens Emily W- like being able to plant plants Arjana- like having the activ board and having library duty Jorja- being able to go out and learn
- 20. Using the CBAM model to share your thoughts and discussions Break into small groups to brainstorm what you think as parents a 21st century learner looks like, acts like, thinks like Have an opportunity to look through current readings on MLP Where to next? (FAQ on website, future questions)
- 21. Derek Wenmoth shares what he sees as the key drivers of change for 21st Century learning Ubiquity - Anywhere, anytime, any pace, any device learning Agency - ‘the power to act’ – informed/empowered/enabled learners Connectedness - ‘edgeless’ education, connected minds. John Hattie- the teacher makes the difference Next community engagement meeting: 22 October 7:30-9pm Wharenui Please complete feedback form