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Year 4- 6 parent evening
- 1. Year 4-6 Parent Information Evening
- 2. Karakia Whakatīmata Tukua te wairua kia rere ki ngā taumata Hai ārahi i ā tātou mahi Me tā tātou whai i ngā tikanga a rātou mā Kia mau kia ita Kia kore ai e ngaro Kia pupuri Kia whakamaua Kia tina! Tina! Hui e! TĀIKI E!
- 3. Allow one’s spirit to exercise its potential To guide us in our work as well as in our pursuit of our ancestral traditions Take hold and persevere it Ensure it is never lost Hold fast Secure it Draw together! Affirm
- 4. Agenda for tonight - Introductions/ Karakia - Forming the classes for 2017 - The reasons/ pedagogy behind our collaborative learning structure for next year. What we believe…. - Wonderings and solutions - What does 2017 Term 1 look like? - Parent voice
- 5. Starting with every individual student Academic, social and emotional needs/ strengths Forming groups/ combinations Deciding the best structure that meets the needs of both individuals and the whole group Property update Forming Classes for 2017
- 9. Hello!
- 10. What are the reasons for our collaborative learning structure next year? We believe: ● Student agency- empower students to drive their own learning. ● Children are unique and individual learners (stages not ages) ● Benefits for all ages (experts/ learners) (Tuakana teina - ako) ● That schools should reflect the world that we live in (workplace and families) ● Cross ages can break down a pecking order ● It’s important children get the opportunity to work with a range of different children and also different teachers. ● 4 c’s. Critical thinking, collaboration, creativity, communication.
- 11. What have we already done? ●Year 4-6 Fitness ●Year 4-6 Hui ●Year 4-6 Maths Workshops ●Year 4-6 Kapa Haka ●Year 4-6 sport - Māori Traditional games
- 12. What have we already done... ●Visited Schools ●Participated in the Upper Hutt School Cluster ●Shared Learning Lane Space ●iLearn production ●PRIDE projects ●PD- ulearn- hampton street ●Golden Acorn days- School wide
- 13. “Why have we chosen this Model? To Provide for the 21st Century Learner
- 14. Wonderings and Possible solutions Possible Solutions... ● Deliberately teaching the PRIDE values, social skills etc ● Providing opportunities to work within arrange of cooperative situations ● All teachers have a high level of experience in the nz Curriculum. We have teaching as inquiry as our ● Developing agency and personalised learning ● Opportunities for different groups to work together (e.g Year 6’s, Year 4’s, Top Writers) Wonderings... ● Social skills - friendships/ bullying ● Younger might learn about older things or bad behaviour ● Teacher Capability - can they teach all the kids? ● “The teacher will just teach the older children or the younger children)” If older - pulled down by younger chn ● My child is really quiet- what if they get ‘lost’ in the class ● They won’t be ‘ready’ for Intermediate
- 15. What do the Students say?
- 16. “Kids love Senior Maths, like me because there are heaps of new people there to meet/ learn with. Workshops help you and it fills in heaps of information. IKAN is the best part of Maths, I love it, it shows what level you’re on for Maths” -Diamond Year 4 2016
- 17. “I love, love, love Maths Rotations because you get to go to different classes and learn new stuff. There is a silent room in Room 5 where people practice their work. There are workshops and Figure It Out work, books and sheets. Come see it for yourself, it is awesome fun -Isabella Harris, Year 4 2016
- 18. What does Term 1 2017 look like then..
- 19. “ I
- 20. Property Update
- 22. Parent Voice
- 23. Feedback/ questions/ wonderings…. ▧ Different spaces - how do you know that students are not just sitting and not meeting their potential. ▧ Don’t want to get to know kids are at a lower stage in year 6 before they go to Intermediate! Too late. ▧ Students still get one to one time with learners ▧ Social needs between a year 4 and year 6 ▧ Put links to research and readings.
- 24. ▧ What if my child came home and didn’t think they fitted into the classroom. ▧ The classroom teacher will write reports and gather all the information to write a report ▧ Hall dynamics - no windows… ▧ Hard copy of homework ▧ Do the students know ▧ The year 6 students have a strong opportunity to challenge themselves socially.
- 25. Thank you for your time and support Bring on 2017!!
Editor's Notes
- Bring note paper and felts to record parent points
- Lee to lead
- Lee
- Lee to lead
- Schools have always made these decisions A long process. A lot of thought.
- Creating a different social environment is part of changing the learning environment to move into greater collaboration and agency.
- The big idea is to bring together a collaborative learning environment that sees children collaborating within their learning, socialising… teachers collaborating…. Authentic, life long learning Getting schools up to speed. Getting ready for the wider world. Tuakana Teina/ Ako Build group solidarity
- This demonstrates that if given the accessibility and tools, students can drive their own learning no matter what age, culture or ability. As you could see, the community aspect of a hub for learning is what will be represented in our classrooms next year.
- As teachers and as a UHS cluster we have developed the idea of student agency within our students over the last 2 years. What this leads to is a more visible approach to learning where the focus is on the student, not necessarily the age or the year group they are associated with. Empowering students to have a range of strategies and tools to learn with means that not matter what they age, they will have the skills and access to the things they need for their learning. This also allows for personalisation of learning for each individual student. Tuakana-teina- our older students having the opportunity to share their skill and expertise with younger. This helps the older students in reinforcing their own learning at their level, especially if they are thinking about the components they need to teach in a concept. Ako is the belief that learning is reciprocal as all students can learn from each other different things. Thinking ahead with a wider approach for life-long learning, we believe that our learning spaces should reflect the word we live in. Our workplaces and families are not groups that are all the same age. More than ever, developing flexible relationships with a range of people and ages is more important than ever in the workplace. Having mix of age ranges can also support in keeping students level and develop group solidarity. pigeon holing our students into year groups can lead to a pecking order. By breaking down these barriers, students will get a balance of working within their year groups for different aspects yet have a home class that is more whanau based.
- Cameron to lead. This year we have implemented a variety of syndicate learning tasks, pairing students from yrs 4-6. Feedback from the students, has been positive and enjoyed working with a range of ages. Also the the older students liked teaching others and research shows if you can teach someone your understanding of that concept increases
- Cam Other schools in the area are using a similar model around student agency, we are constantly sharing ideas with schools in upper hutt.
- Zoe to lead
- V- Working with different children and teachers, choice of workshops, using assesment to guide
- Enthusiasm, allows for potential for different learning environments.
- Lee to start/Cameron to support
- Schoolwide focus: “ A small change for me - a big change for all” Term 1 focus: How do I become a “Good Sport”..... “Good sort”. Unpacking the UHS Sport PRIDE values, team building and cooperative learning opportunities. Getting Using Traditional Maori games to develop an understanding of how to use the iLearn model. Students then to work in groups to create a new game for our Whanau evening at the end of Term 1. Students will need to reflect how they have shown themselves to be a good sport and sort over the term.