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IB-PYP Risk-taker: Using a mentor book & Independent Writing- Archie’s Haircut by Lindy Smith: 6/7&8 year old writers respond to a quote from the text.

The name mentor book was introduced recently to me and although I’ve always used fiction and non-fiction books to hook students in and support teaching and learning, I’m now strategic with my approach to their planned use. Last week I was thinking about a text to reinforce the IB Learner Profile Risk-takers. One literacy focus for writing was verbs and for reading it is writer’s purpose and message.

Risk-takers: Definition

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. IB-PYP

Last weekend I stumbled across an author selling her picture story books. I’m keen to support writers who have the courage to self-publish. The book is Archie’s Haircut by Lindy Smith and is part of a growing series of Archie the Black Alpaca stories. When I read the text I knew the story would be perfect to support discussion around risk-taking when learning. The vocabulary supported a focus on verbs and the author’s message is articulated clearly within the text.

My students were read the story and asked to think about the author’s message. After a oral Think, Pair and Share students were asked to respond to the following quote and describe the author’s message.

Even if you don’t succeed you will learn a lot when you try.

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Student A:

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Student B:

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Student C:

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Student D:

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Student E:

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Student F:

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Student G:

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Student H:

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Student I:

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This is a random selection of writing from my grade. The bigger lined books are used by 6/7 year olds and the smaller lines by my 7/8 year old students. My students are responsible for the editing of their writing and their Have A Go spelling books are supporting this well.

Cheers Nina

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My next post: Stay tuned- Looking at NAPLAN results for states… Queensland’s improvement strategy is working! What are they doing?

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Having read the NAPLAN reports for each state it became apparent that QLD is doing something special. They may not be the top state in Australia but their results show improvement growth. I’ll share my thoughts here!

Cheers Nina

 

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Interview techniques for teachers…

AND then there’s the interview.

Cheers Nina

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The teacher who loves to ski needs to wrap up the season that was…

The teacher who loves to ski needs to wrap up the season that was… The snow came, went, came, went and that sums up the season. However, I had a great season despite a little lack of snow problem at times!

Last term I had two weeks of long service leave. I took each week separately and it worked. My students had a wonderful teacher while I was away, experienced change and the program continued. I was back before I was even missed!

Skiing Buller for a few weekends this year was a little disappointing because I love this mountain and being so close to Melbourne for my international readers means I can leave the beach and be at the ‘top of the world’ on a Friday night.

Each year my family have a week at Hotham with other families. It is tradition! The children are now independent (some instructors) which means we ‘the collective’ older members of the group can pace our week how we wish. Yes, we are up earlier and back later.

Hotham provided the experience of the season! My first helicopter ride and it was special. Not only did I experience something new I was able to have an incredible day skiing Falls Creek. I learnt to ski at Falls and hadn’t been back for many years. We are so lucky in Australia to have these resorts and I am fascinated by each mountain’s history. AND I did make a little video. 🙂

The other week I spent at Thredbo. What an incredible mountain! While at Thredbo we ‘snuck in’ a couple of other close by resorts Perisher, Guthega and Blue Cow and used the snow train as our transport. A little bit of Europe in Australia.

Cheers Nina

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Persuasive Texts: 6,7 and 8 year olds… a snippet! What are paragraphs?

Post 1: I intend to post detailed samples as my students explore this genre further.

My students are learning to write a Persuasive Text (Exposition / Discussion). I’m starting simple and incorporating teaching paragraphing into our sessions. PM Exemplars are being used to support the learning of genre structure and to develop success criteria with the children.

Persuasive Text structure vocabulary learnt by my students thus far is title, opinion, argument, introduction, body, position, statement …

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Cheers Nina

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Community Engagement: Parent Focus Sessions

Engaging our community is important! Three questions underpin our curriculum and were weaved into three Parent Focus Sessions facilitated by Kim and myself.

What do we want to learn?

How do we learn best?

How will we know what we have learned?

School Newsletter

The session was titled ‘Past V Present’ and was presented by Nina Davis and myself. The aim was to present some major differences in the way we learnt in the past as compared to the present and why there are differences, the skills that we focus on developing at our school and to engage our parents in their learning!

We began the session by asking parents to take a stance on a range of topics. Some included:

  • Teachers are responsible for all learning
  • Homework is an essential part of learning
  • Learning can be measured by a letter or number
  • Teachers know all the answers
  • Worksheets support learning

Parents moved around the room to show their stance on these topics and in the process demonstrated physical involvement in learning and the use of thinking skills to make decisions. This was just the warm up!!! Nina and I were exhausted from just watching!

We used a Sir Ken Robinson TED Talk as a provocation titled “Schools are killing Creativity”…..we would recommend it for any parent who is interested in learning more about education. Please follow the link below. http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Individually, and in groups, parents completed a Harvard University Project Zero Thinking Routine ‘Connect Extend Challenge’ to analyse and discuss the clip. The clip highlighted the need to provide students with opportunities to learn in a variety of ways, to develop individual interests and needs and to promote creativity to the same level as literacy and numeracy.

Some parent questions included:

‘How do you keep all students engaged when students are working in groups?’

‘How do you know what talents your children may have?’

Our focus then moved to the skills that research is suggesting are vital for learning in living in the 21st Century- COLLABORATION and ICT COMMUNICATION. Parents listed the skills they felt were essential for living in the 21st Century as a comparison…….Another Thinking Routine was completed ‘Think Pair Share’ where parents recorded their thinking. Some of their thoughts included ‘Organisation, Self-management, Communication, Literacy and Creativity’

Nina and I then presented the Transdisciplinary skills that our school teaches on a daily basis. These 5 skill sets include THINKING SKILLS, RESEARCH SKILLS, COMMUNICATION SKILLS, SELF MANAGEMENT SKILLS and SOCIAL SKILLS.

It was pointed out that reading, writing and mathematics are still taught explicitly in classrooms but other skills are also recognised and developed.

We concluded the session by highlighting the school’s mission statement and the school’s teaching philosophy (as Nina pointed out…not many school’s actually have either!) We aim to develop students’ gifts and talents through developing their Learner Profile and attitudes. We do this at a ground level by developing the skills they are going to need to be successful in any area they choose. Inquiry style teaching that our school believes in allows creativity and provides a format to teach reading, writing and mathematics in a real and interesting way.

We had a live chat room on for the session and parents were encouraged to leave questions, comments and ideas during and after the session. Some of the posts included: ‘How are these skills assessed in the classroom?’ ‘How can I help to develop these skills at home?’ ‘Thanks for an informative session ….

Cheers Nina

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Poetry & Success Criteria for 6,7&8 year old students…

Poems, rhymes, raps, finger plays and chants are important in all classrooms, but crucial to young children learning to read. Rhymes allow students to make predictions. I find that the children, who have difficulty predicting a text, have a ‘tougher’ journey learning to read. The resurrection of poetry, rhymes and chants in classrooms supports the important role they have in developing the language skills of young children.

Introducing my students to a wide variety of poetry types has been enjoyable for all. Success Criteria is essential for students to structure different forms of poetry. I found Kenn Nesbitt’s site Poetry 4 kids particularly helpful for providing my students with Success Criteria. The children have written Acrostic, Haiku, Diamante, Limericks, I Am poems, Fathers Day poems and a Dinosaur Ditty.

Our unit of Inquiry was ‘How we express ourselves’ and poetry fitted beautifully.

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Here are our Fathers Day cards… Dad is laminated and is a fridge magnet.

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Cheers Nina

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Not a Box by Antoinette Portis: IB-PYP Inquiry – How we express ourselves!

Central Idea
Imagination is a powerful tool for extending our ability to think, create and express ourselves.
Concepts: perspective, reflective
Related Concepts: creativity, interpretation, imagination
Communication Skills: reading, writing, viewing, speaking, listening, presenting ideas
Self-management: Adopting a variety of roles, cooperation, group decision making, accept responsibility
Learner Profile: reflection, risk taker

Not a Box

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‘A box is just a box . . . unless it’s not a box. From mountain to rocket ship, a small rabbit shows that a box will go as far as the imagination allows. Inspired by a memory of sitting in a box on her driveway with her sister, Antoinette Portis captures the thrill when pretend feels so real that it actually becomes real–when the imagination takes over and inside a cardboard box, a child is transported to a world where anything is possible.’

PROVOCATION
Purpose: To highlight that people view things differently and use their imagination in many ways
Book: Not a Box
In small groups children turn a box into something of their choice.
Reflection: Children share their designs with the class.
Question: Why do you think everyone’s is different?

My students enjoyed this simple story and were able to talk about how they imagined what their box would look like. They were totally engaged in creating their ‘not a box’. All groups presented their creations to the class. Young children need time to explore, collaborate and create.  Reflection: Plan opportunities for my young students to create and make.

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Cheers Nina

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My Response to ‘Classroom no place for jargon jungle’ (Herald Sun 15/7/2013) Dr Kevin Donnelly

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An invitation to Dr Kevin Donnelly to visit my school and see what we teach, how we teach and how we know our students are learning!

‘Bureaucrats talk about holistic, negotiated goal setting; learning to read is described as adopting a critical, social-constructivist framework where students are introduced to multi-modal and interactive texts.
Teachers no longer teach: they facilitate and become guides by the side. Children are described as knowledge navigators and digital natives, and learning is about being future-orientated and socially critical.
With the advent of open classrooms, mixed ability teaching and personalised learning, the problem for parents is it is getting more difficult to work out what is actually happening at school and whether their children are passing or failing. Children are no longer ranked in the class or marked out of 10; instead, they are placed on a developmental continuum and failing is described as deferred success.'(OPINION p21 Herald Sun 15/7/2013)

Where do I start?
When I read articles like this I wish I’d had the opportunity to talk about teaching and learning first to Dr Kevin Donnelly. Such negativity is disappointing because if Dr Kevin Donnelly visited my school he would have an understanding of why our practices are changing.

Firstly, I am a teacher and my students are students.

Is my teaching personalised? YES
Are my students placed on a continuum for mathematics? YES
Am I a constructivist? YES
Do we have negotiated goal setting? YES
Are our students carefully assessed against standards? YES

Today I attended an inspiring professional development day.

Working towards a whole school approach to the Planning, Teaching & Assessment of Mathematics.

Students are assessed individually to determine their prior understanding therefore instruction is built on what they know. Why? To enable students to move forward on the prescribed continuum – concepts and skills. This is constructivism.

Do I want my students to articulate what they know, what they are learning and what they will need to learn next? Yes, I do! Students who understand and can articulate their learning are able to set personal goals and achieve.

Lessons are structured carefully with students participating in a maths Warm Up, the Launch/Focus with a carefully planned purpose setting the scene, providing modelling, questioning and introducing / revising mathematical language.
The next phase is Personalised Learning where students complete quality tasks to develop and extend their mathematical understandings, problem solve and articulate their learning. All students are involved in explicit teaching sessions and are assessed against learning outcomes.
The final part of the lesson is Reflect and Explain where students articulate, elaborate and/ or consolidate learning, strategies and language.

Parents are informed of their child’s progress throughout the year and are able to discuss identified strengths and misconceptions based on thorough assessment.

Cheers Nina

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6,7 and a few 8 Year olds take their parents ‘ON A TOUR OF MY LEARNING’

This week we had Student-Led-Tours. The parents have a booklet which contains the following:

‘Let me take you on a tour of my learning…

  • I will start by telling you about our Essential Agreement

Units of Inquiry:

  • Share my learning

Language:

I will:

  • Show you different tools I use to help me spell words.
  • Share strategies I use to help me understand what I am reading.
  • Share a piece of narrative writing and talk about the features and structure.

Mathematics:

I will:

Show you what I have been learning about number. This is what I am learning now and these are some of the tools I can use.

Explain how shapes describe my world. This is what I am learning about shape.

It’s wonderful to hear the mature way these young children explain their learning and show their workbooks etc. to their parents. My role was to observe. Total control of the tour is given to the students.

Activities were left for children to demonstrate their learning with their parents and for the parents to ‘have a go’ as well. When planning we wanted the parents to experience a comprehension task. We chose Goldilocks and the Three Bears as our text because most parents would be familiar with the story.

The parents with their children had two questions to answer. The children enjoyed this activity.

How might the story have been different if Goldilocks had visited the three fish?

Do you think Goldilocks was good or bad? Why do you think so?

Here are some of the answers to the above questions:

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Cheers Nina

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