Showing posts with label PTC05. Show all posts
Showing posts with label PTC05. Show all posts
Sunday, 9 September 2018
Self Reflection - CAMP
Supported and helped manage, lead this programme when it was in operation! It required a lot of time and commitment. However this is my passion.
Self Reflection - Lunchtime promotions
This has been highly successful. Rugby has taken off and I have consistently had 30 kids on average participate in this promotion every lunch time.
Lately I have been working with Patrina from the ELC to set up another programme during break 1 and 3 to further educate students on how to socialise in the playground and manage themselves. Watch this space!
Lately I have been working with Patrina from the ELC to set up another programme during break 1 and 3 to further educate students on how to socialise in the playground and manage themselves. Watch this space!
Literacy PD - Gail Loane
Leading Learning PD - Gail Loane - Wednesday 5th September 2018
Gail shared about a student that she has been working with recently and the journey that he has been on with his writing.
- Make connections
- What do they need?
- How do we help them to take the next step?
Ladder of Inference
Learning from your experience
- Stop using avoidance strategies such as blame, justification, denial and quitting
- Using 'I' Statements
- Notice the little moments - Call it as it happens - Deal with it
- This can be a good opportunity to share perspectives/clarify any misunderstandings and misinterpretations.
- This same strategy can be used with students - Gail mentioned about a school that has used this successfully.
How to facilitate Learning Conversations effectively with colleagues, student teachers, etc.
- Make connections
- What do they need?
- How do we help them to take the next step?
Ladder of Inference
Learning from your experience
- Stop using avoidance strategies such as blame, justification, denial and quitting
- Using 'I' Statements
- Notice the little moments - Call it as it happens - Deal with it
- This can be a good opportunity to share perspectives/clarify any misunderstandings and misinterpretations.
- This same strategy can be used with students - Gail mentioned about a school that has used this successfully.
How to facilitate Learning Conversations effectively with colleagues, student teachers, etc.
Sunday, 19 March 2017
Sunday, 30 October 2016
Year 9 Fundraisers
Lead the way for Fundraising in Room 7 for the Year 9's.
Got an ASB adviser in to talk to the students about budgeting and also ways to raise money.
-Helped the students organise car washes, the mini musical "All About Fame" and Term 4 Friday BBQ's.
Got an ASB adviser in to talk to the students about budgeting and also ways to raise money.
-Helped the students organise car washes, the mini musical "All About Fame" and Term 4 Friday BBQ's.
Wellington Trip
Organising the Year 9 Wellington Trip:
Berkley Normal Middle School
Berkley Avenue
Hamilton
26th October, 2016
Dear Parents/Caregivers
Wellington Trip (November 21-25)
As you already have been informed, Berkley is offering a week long trip for our Year 9 students to our Capital City: Wellington. This trip is being organised as an additional ‘Education Outside The Classroom’ experience, specifically for our Year 9 students - at minimal cost to parents/caregivers. This 5 day city experience is specifically designed to develop: organisational skills, team-bonding, leadership experience and education through a variety of activities. As you are aware, a large focus leading up to this trip has been the development of entrepreneurial skills, where students have been planning fundraising schemes to help contribute to the overall cost of the trip. Currently, students are preparing for their mini production ‘All About Fame’. (I look forward to seeing you all there)
Scheduled Activities:
Day 1: Flight to Wellington
Te Papa Museum
Settle into accommodation at Petone Holiday Park
H20 Extreme
Day 2: Botanical Gardens and Cable Car
Drive up Mount Vic
Wellington Movie tour and Weta cave workshop
Day 3: Ship and Chip (Matiu Somes Island)
Scavenger Hunt around wharf
Capital E - Movie Lab
Day 4: Capital E - On TV
Parliament with David Bennett
Cable Car (bottom of Lambton quay)
Dinner at Mandarin Restaurant
Day 5: Flight home
Miramar
Home Baking
We would also appreciate everyone's cooperation with snack/supper requirements. Baking/biscuits for morning/afternoon teas and supper are to be brought to school on the morning of departure in an ice-cream container (inside their luggage bag)
Personal Requirements for your checked bag
sleeping bag, pillow and pillowslip
2 towels
1 minimum poly-prop or thermal garments (next-to-skin layer)
2 minimum woollen/polar-fleece jumper
beanie (woollen or fleece)
underwear
shorts
socks
waterproof raincoat
long pants (e.g. jeans/tracksuit )
sweatshirts,T shirts
pyjamas
footwear for walking/outdoor activities e.g comfortable sports type shoe
toilet gear
plastic bags (x 2 for dirty clothes)
(ice-cream container with snacks/ supper etc)
Day pack (ASB bag provided as carry on luggage)
Packed morning tea, lunch and afternoon tea for the first day)
Water bottle
Optional
pack of cards/indoor games
a book to read
Camera / Phone (own risk)
Transportation to and from the airport:
On the 21st of November we require 2 to 3 Vehicles to transport students and gear to Auckland Airport. We will meet at Berkley at 6:45am and leave at 7:00am promptly.
We also need 2 to 3 Vehicles to transport students and gear back to Hamilton from Auckland Airport on the 24th November at 1:50pm. If you can help, please contact myself on:
Phone: 0272422177 email: raspden@berkley.school.nz
Below are our flight numbers and flying times for your information:
Spending Money
The only request is approximately $50 spending money, $20 of which will be used for their mandarin restaurant experience, as part of putting into practice their mandarin language skills learned throughout the school year, as well as H20 Extreme and the Cable Car.
Kind regards
Regan Aspden
Monday, 24 October 2016
Wednesday, 7 September 2016
Tuesday, 8 December 2015
Staff Waiata
Purea Nei (Staff Waiata)
Purea nei e te hau
Horoia e te ua
Whitiwhitia e te ra
Mahea ake nga poraruraru
Makere ana nga here.
E rere wairua, e rere
Ki nga ao o te rangi
Whitiwhitia e te ra
Mahea ake nga poraruraru
Makere ana nga here,
Makere ana nga here.
Sunday, 15 November 2015
The benefits of Letting Students Struggle
http://qz.com/535443/the-best-way-to-understand-math-is-learning-how-to-fail-productively/
The key message I got out of reading this article was that struggle activates parts of the brain that trigger deeper learning.
I will carry out a Maths - Algebra/ patterns/ activity that focuses on group collaboration to give the students a sense of "What it is like to struggle" and hopefully the satisfaction and success that comes with determination, perseverance and collaboration.
The key message I got out of reading this article was that struggle activates parts of the brain that trigger deeper learning.
I will carry out a Maths - Algebra/ patterns/ activity that focuses on group collaboration to give the students a sense of "What it is like to struggle" and hopefully the satisfaction and success that comes with determination, perseverance and collaboration.
Tuesday, 3 November 2015
Staff U Learn sharing session
Learning from those who went to ULearn.
Google Cardboard
Could be useful for a virtual tour of the school
Math activity
Clue activity
Templates and questions to help generate curiosity.
Start with 50 questions.
First 10 minutes is the most important.
Blogging:
Purpose, audience, tone, staying motivated.
Matt's PLJ: http://pljmatthewcameron.blogspot.co.nz/
See/Think/Wonder
Google Maps:
Plot measurements. Example: helpful for cross country route.
Night and day.
Slides from the session:
Google Cardboard
Could be useful for a virtual tour of the school
Math activity
Clue activity
Main message:
Question Generating:
Templates and questions to help generate curiosity.
Start with 50 questions.
First Impressions:
First 10 minutes is the most important.
Blogging:
Purpose, audience, tone, staying motivated.
Matt's PLJ: http://pljmatthewcameron.blogspot.co.nz/
See/Think/Wonder
Google Maps:
Plot measurements. Example: helpful for cross country route.
Night and day.
Friday, 9 October 2015
Self-directed Learning environment
Top tips for creating a Self-directed learning environment
Sam Gibson Comments September 9 2015
One of my main goals as a teacher over the last two years has been to create a learning environment that is as self-directed as possible. Essentially this is an environment where students take initiative and responsibility for their own learning. By creating such an environment, it is hoped that the learners become motivated, persistent, independent, self‐disciplined, self‐confident and goal oriented. Based on my experiences during this time, below are my top tips for creating a self-directed learning environment.
Have your learners got access to devices? Ideally, to allow students to direct their own learning, they should have access to an internet-enabled device. In the past, the teacher was generally seen as the main source of information. Today, the internet is now the single greatest source of information we have. This moves the focus away from the teacher and allows students to direct their own learning – all made possible with a device that is getting cheaper by the day. At my school, we provide our student with Chromebooks. We also supply headphones (as well as encouraging students to bring their own).
What Learning Management System (LMS) are you using? To set-up a self-directed learning environment, teachers need a LMS that works for themselves and their students. There are a number of different LMS’s available, and I currently use three tools that enable me to set up a self-directed learning environment: Blogger, Google Sites, and Google Classroom. Each of these tools serves its own purpose as outlined below: Blogger: We use this for our class blog. This is essentially where we put all our instructions for each day/block. Check out our blog here. Google Sites: We have created a website using Google Sites for our class. Essentially our website is our ‘file cabinet’, where students can find most of the resources that they would need to direct their own learning. A lot of the time, our class blog will have links to information that can be found on this site. Check out our class website here. Google Classroom: As we use Google Apps for most of our work, we use Google Classroom mainly to distribute assignments and templates to students. Google Classroom is so efficient as it easily makes copies of templates for each student as well as creating folders within the teacher’s and student’s Google Drive.
Have you considered how your classroom space enhances learning? The set-up of the physical space plays a big part in successfully creating a self-directed learning environment. Teachers need to consider how the space they are creating enhances the 21st-century skills of collaboration, creation, communication and critical thinking. These skills are critical in creating a self-directed learning environment. Click here to see more about ‘The how and why behind our Innovative Learning Space‘ .
Do you provide students with Individual Learning Plans? In a true self-directed learning environment, I believe it is necessary to go one step further than differentiating the learning – we need to individualise the learning. Access to devices and the internet means work can be tailored to suit the needs of the individual, rather than the needs of a small group. To do this, it is critical that teachers have thought about ways that they can create Individual Learning Plans for their students. Each student can then direct their own learning based on what they need to learn. Click here for my post on how I create Individual Learning plans. To see how this ties in with our LMS’s, click here.
Are you providing your students with work that is engaging and student-centered? For self-directed learning to work successfully, students have to be engaged. I believe that student-choice increases student engagement. In my class, I have set up an inquiry template that I believe is authentic, engaging and student-centered. Click here to view my post on ‘How and why I encourage inquiry learning in my class’. This type of inquiry learning naturally requires the students to direct their own learning.
What strategies are you using to encourage self-management? The ability of students to self-manage is critical in setting up a self-directed learning environment. As teachers, we cannot expect that all of our students are going to have the necessary self-management skills that they need to direct their own learning from day one. Teachers therefore need to have systems and strategies in place that encourage students to self-manage. In my class, we use Student Licenses to encourage our desired behaviors for our students. Because students are directing their own learning, we also let our students create their own daily timetables. To encourage students to own their learning each block, we have our students create Daily Learning Plans so they can think about what they want to achieve and what success will look like for them after each block.
Have you made the mind-shift from traditional instruction? Above all else, the main thing required to set up a self-directed learning environment is for teachers to make the mind-shift from traditional instruction to becoming a facilitator. There is very rarely a need to be at the front of the class using a ‘chalk and talk’ approach. Make technology work for you and your students. Rather than explaining the same thing over and over, create video instructions that students can watch and refer back to. Make sure you are utilizing software that will give students instant feedback. Most importantly, teachers need to think of themselves as lifelong learners. Keep upskilling, establish a personal learning network, and keep trying to find new methods to enhance student learning.
Sam Gibson Comments September 9 2015
One of my main goals as a teacher over the last two years has been to create a learning environment that is as self-directed as possible. Essentially this is an environment where students take initiative and responsibility for their own learning. By creating such an environment, it is hoped that the learners become motivated, persistent, independent, self‐disciplined, self‐confident and goal oriented. Based on my experiences during this time, below are my top tips for creating a self-directed learning environment.
Have your learners got access to devices? Ideally, to allow students to direct their own learning, they should have access to an internet-enabled device. In the past, the teacher was generally seen as the main source of information. Today, the internet is now the single greatest source of information we have. This moves the focus away from the teacher and allows students to direct their own learning – all made possible with a device that is getting cheaper by the day. At my school, we provide our student with Chromebooks. We also supply headphones (as well as encouraging students to bring their own).
What Learning Management System (LMS) are you using? To set-up a self-directed learning environment, teachers need a LMS that works for themselves and their students. There are a number of different LMS’s available, and I currently use three tools that enable me to set up a self-directed learning environment: Blogger, Google Sites, and Google Classroom. Each of these tools serves its own purpose as outlined below: Blogger: We use this for our class blog. This is essentially where we put all our instructions for each day/block. Check out our blog here. Google Sites: We have created a website using Google Sites for our class. Essentially our website is our ‘file cabinet’, where students can find most of the resources that they would need to direct their own learning. A lot of the time, our class blog will have links to information that can be found on this site. Check out our class website here. Google Classroom: As we use Google Apps for most of our work, we use Google Classroom mainly to distribute assignments and templates to students. Google Classroom is so efficient as it easily makes copies of templates for each student as well as creating folders within the teacher’s and student’s Google Drive.
Have you considered how your classroom space enhances learning? The set-up of the physical space plays a big part in successfully creating a self-directed learning environment. Teachers need to consider how the space they are creating enhances the 21st-century skills of collaboration, creation, communication and critical thinking. These skills are critical in creating a self-directed learning environment. Click here to see more about ‘The how and why behind our Innovative Learning Space‘ .
Do you provide students with Individual Learning Plans? In a true self-directed learning environment, I believe it is necessary to go one step further than differentiating the learning – we need to individualise the learning. Access to devices and the internet means work can be tailored to suit the needs of the individual, rather than the needs of a small group. To do this, it is critical that teachers have thought about ways that they can create Individual Learning Plans for their students. Each student can then direct their own learning based on what they need to learn. Click here for my post on how I create Individual Learning plans. To see how this ties in with our LMS’s, click here.
Are you providing your students with work that is engaging and student-centered? For self-directed learning to work successfully, students have to be engaged. I believe that student-choice increases student engagement. In my class, I have set up an inquiry template that I believe is authentic, engaging and student-centered. Click here to view my post on ‘How and why I encourage inquiry learning in my class’. This type of inquiry learning naturally requires the students to direct their own learning.
What strategies are you using to encourage self-management? The ability of students to self-manage is critical in setting up a self-directed learning environment. As teachers, we cannot expect that all of our students are going to have the necessary self-management skills that they need to direct their own learning from day one. Teachers therefore need to have systems and strategies in place that encourage students to self-manage. In my class, we use Student Licenses to encourage our desired behaviors for our students. Because students are directing their own learning, we also let our students create their own daily timetables. To encourage students to own their learning each block, we have our students create Daily Learning Plans so they can think about what they want to achieve and what success will look like for them after each block.
Have you made the mind-shift from traditional instruction? Above all else, the main thing required to set up a self-directed learning environment is for teachers to make the mind-shift from traditional instruction to becoming a facilitator. There is very rarely a need to be at the front of the class using a ‘chalk and talk’ approach. Make technology work for you and your students. Rather than explaining the same thing over and over, create video instructions that students can watch and refer back to. Make sure you are utilizing software that will give students instant feedback. Most importantly, teachers need to think of themselves as lifelong learners. Keep upskilling, establish a personal learning network, and keep trying to find new methods to enhance student learning.
Wednesday, 7 October 2015
D R A F T
Shared the editing strategy: DRAFT with my team during a team meeting. This strategy was obtained from Jeff Anderson's Conference.
Monday, 5 October 2015
Leadership Goals 2015
Leadership
2015 is my second year of leading a team of teachers. I am a team leader of Te Aroha and have the privilege of working with Amanda Carrington, Gareth Haman, and Cayne Schooley. My goals for 2015 are:
Continue to build leadership skills and capacity to support and effectively run a team of 4 – Professional Learning that supports this development would be beneficial.
Further refine and develop systems to create a collaborative team environment.
Continue to lead teacher development using the Knowledge Building Inquiry Cycle (normalise into practice across the curriculum).
2015 E Learning Goals
Goals:
1. Continue to develop capacity to utilise e learning tools and strategies in the classroom.
2. Trial digital portfolios as a place for learners to showcase their learning - monitoring its success and progress.
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