Tag Archives: Australian Primary Teacher Blog

The year of the circle, cycle or pizza! A common approach to learning, a common language and Learner Agency!

This year the class JD displays just happen to be circles or cycles. Young children make connections quickly when learning representations have a common theme and language. This year across my school and for all curriculum areas we have a common Learning Cycle which students know and use.

Photo 1: The IB Learner Profile

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Photo 2: The Fountas and Pinnell Reading Wheel

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Photo 3: My school’s Learning Cycle which is displayed in every classroom and part of daily teaching. Our Learner Cycle is developing its own look, but essentially it’s the same whether laminated or not. Each part of the Learner Cycle is unpacked with students … and when they are learning they need to be able to articulate (deeply) the following.

What do we/I want to learn?

How best will I/we learn?

How will I know that we/I have learned?

Learner Cycle

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Photo 4 & 5: How best we will learn? Unpacked by students

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Young children when exposed to a learning rich diet are able feedback their insightful and unique understanding without prompting. The language of learning has to be used authentically and lived through daily actions to become embedded in the classroom and students.

Photo 6: On its way… The Writing Cycle in four pizza slices! Each pizza slice will encompass one aspect of writing e.g. the writing cycle, word work etc… You can’t eat one slice at a time, you have to constantly nibble at each slice!

Cheers Nina

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Aunty Arty and the Disquieting Muses Written by Rowena Wiseman, illustrated by Narelda Joy

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Rowena Wiseman has a student in my class. How lucky am I? Rowena is a published writer and is a shared organizer  of our Writer in Residence program, even though this maybe new news for her. I have many ideas for our program this year and one is to really target our aspiring writers in years 5 and 6. Rowena is excited to share that her first Aunty Arty story is finally out in the world.

Jet Black Publishing is a new children’s ebook publisher based in Melbourne. Their mission is to publish inspirational and creative stories for children and young adults and they are donating 20% of the sales to children’s literacy charities, such as the Australian Children’s Literacy & Numeracy Foundation.

Who is Jet Black Publishing?

Jet Black Publishing is developing a range of teacher resources to support the series e.g. write a book review, text structure and Narrative writing plan, colouring sheets and printable classroom posters featuring an inspirational quotes from famous artists.

If you would like to know more, there is a 10-minute YouTube video where Rowena and illustrator Narelda Joy talk about how they created Aunty Arty. Discover where ideas for a book come from and how an illustrator creates rough drawings and turns them into finished artwork by clicking this link.  https://www.youtube.com/user/AuntyArty

MP News Jan 2015 (1) This is an article from the Mornington Peninsula News about Rowena.

Book information: Aunty Arty and the Disquieting Muses written by Rowena Wiseman and illustrated by Narelda Joy $11 Available exclusively as an ebook

Cheers Nina

 

 

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The Studio Teacher Fellowship Program – WNY Education Associates: What have I been learning?

In 2014, I was given the opportunity to complete a Fellowship project under the guidance of Angela Stockman. I’m currently writing a paper summarizing what I’ve learnt. Initially my project started with a simple question:

What are the key ‘bump up’ indicators which should be on a student continuum?

Sounds simple! Well, that’s an understatement… I decided to start by looking at the continuums we have in place at my school, which are based on Fountas and Pinnell. How could I make these usable for my young writers? Then I started asking my young writers…

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Photo: This student was in their second year of schooling in Australia (Year 1). The student is in control of all aspects of their writing from the beginning. I presented the topic for this piece of writing but that’s it. I’m teaching this student again this year and many others, and I’m wondering what their writing will be like at the end of this year.

My project changed many times after exploring current research, speaking to other educators and most importantly my students. How could I nail down a topic or could I?  The very action of looking at my student’s writing and speaking to individual students about what helps them to be the best learners and writers has guided my project. My paper will finish with a list of recommendations largely created by six, seven and eight year old students and I’ll share those here.

Cheers Nina

 

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Writers Notebook: A powerful tool which documents if ‘what has been taught’ has been embedded and is being used consciously by students.

This year we introduced Writers Notebook across my school. My students and I absolutely love our notebooks. We have a tool/skill workbook where  student’s record / practice grammar, word-work and genre study. Their notebooks have a collection of their writing, thinking tools, planning and ideas. Some pieces are finished, others are not. There are plans, drawings, ideas, narratives, reports etc.

I chose a scrapbook and lined paper because the smaller exercise books didn’t allow for the drawings etc. Upon reflection the lined paper has meant quite a bit of sticking pages into a book but my students have managed this well. For next year our team has looked at a range of books more suitable for a notebook. I also stick books together so the children can look back and reflect on their journey as a writer. And they do!

This week I read a book by Terry Denton. The text in the book is made to look like the meaning. What was interesting was that a number of my students decided to ‘have a go’ at this in their own writing. They always have choice in their notebook. I’ve uploaded some photos of their attempt to make the words look like their meaning. These children are 6,7 & 8 year olds.

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These notebooks are powerful as documentation of learning as they show the transfer from a taught skill/ genre to a student’s writing where they draw upon what they know. I’m hoping this makes sense. The scaffolds are around the room but the students need to direct themselves and their use. The notebooks clearly show me where learning has been embedded into conscious use.

If you have writers notebooks or something similar, I’d love to know how your students use theirs and if you use their notebooks for assessment purposes.  

Cheers Nina

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ANZAC DAY 2014: JD – 7 & 8 year old students reflect through writing and creating

Understanding the meaning of ANZAC Day is important for my young learners. Our school has a special assembly which all students attend. Using picture story books is the way I build their understanding of this day. As Australia is a multi-cultural nation I prefer to recognise all soldiers who served for their countries.
This year I’ve read a number of books to my students with our main activity based on My Grandad Marches on Anzac Day by Catriona Hoy and Benjamin Johnson.
Each year I try to do something a little different. I love the simple illustrations in this book and use them to inspire a creative activity. My students wrote about ANZAC Day, with a number of examples posted below.

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My students are in the process of self -editing their writing.

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Lest we forget!

Cheers Nina

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201 Literacy and Maths Tips (activities to do at home): Victoria, Australian Education Department

http://www.education.vic.gov.au/Documents/school/parents/primary/201literacymathstips2011.pdf

This document is an excellent resource for parents who want to know how they can support their child at home. We have provided our families with the link above.

This booklet provides handy hints and ways you can help your child develop literacy and maths skills. It provides practical activities for you to do with your child at home and questions you can ask your child to help them learn. Victorian Education Department, Australia

Cheers Nina

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Our first inquiry for 2013- Relationships (Years 1&2 in Victoria, Australia)

Central idea

People’s relationships with each other can have an impact on wellbeing.

Key concepts

causation, responsibility

Related concepts

Conflict, cooperation, balance, friendship

Lines of inquiry

How we develop relationships

How relationships affect us

Roles and behaviours within relationships

Teacher questions

How do we develop and maintain healthy relationships?

What makes a supportive relationship?

What actions help to build healthy relationships?

What a wonderful inquiry to start our year. Our inquiry lends itself perfectly to learning about being a member of a team. The children have inquired into the different types of relationships and how ttheir relationships and personal well-being are related.

They have explored relationships through literature and have acted, drawn, painted, talked and written about conflict resolution, problems, their responsibility in a relationship, friendship and much more. We have slowly developed our essential agreements for what we want our classroom to ‘look like, feel like and sound like’.

The children have identified people in their life they can share their problems with and are developing into a supportive team.

Examples of learning experiences… Unpacking the Central Idea

 

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Cheers Nina

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International Baccalaureate IB – PYP: Inquiry – Toy Story / Toy Expo / Toy Expo Recount (Partner Writing) 5&6 Year Olds

For visitors who have been reading my recent posts on our  inquiry Toy Story I’ve included photos of the Prep Toy Expo 2012. Once again this was a wonderful experience for our Prep students. The expo gives our students the opportunity to talk, explain and display their design brief and model. The whole school supports this event with parents and community members attending. It also provides a common experience for my students to write about.

Partner writing is collaborative, involves student talk and talking together about a piece of writing  assists my students to create a logical sequential structured piece of writing. The saying ‘two heads is better than one’ is certainly true. As I roam I can hear  children verbalising their experiences and jointly constructing a written text. This age group need support to think a piece of writing through and verbalising their ideas first is ideal. I’m often heard saying, ‘tell me more’.

Cheers Nina

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2011 – Me, Australian teacher, the constructivist, learner, seeker of answers and maker of questions – One year on….

And there goes another year! I’ve had many emails and best wishes from colleagues locally, across Australia and globally. The end of the school year in Australia is frantic with not enough hours in the day to get everything done. Hence, my lack of posts….

I hope everyone who reads my blog has had a wonderful year and put a ‘feather in the back of a colleague so they can fly’…. and have been ‘courageous’. (Anthony Semann)

I find it interesting that so many people read this post each year and look forward to my reflections of ‘my year that was’. 2011 has been my year of challenge, watching my son navigate his final year of school, and for a constructivist and IB educator, I question the purpose of these final years. Jenny Luca wrote an excellent post airing her thoughts. Well written Jenny! And just so you all know I have ‘dibs’ on 2012, it’s my year, but I’m happy to share!

As a constructivist I can look back, learn from, move forward, improve, and re-learn. Experiences (good and not so good) are gifts and should be treated as such. Experience and constructive feedback is important for educators, for people and for the children we teach. Admitting you don’t always have the answers and exploring to find answers is part of education and life. Being a learner is important to me, as it allows for foibles and that’s important.

The world lost a ‘new age philosopher’ this year in Steve Jobs. I’ve read much about his life and have selected the following quote…. Reflection, personal and professional growth is important!

I’ve adopted Steve’s attitude to life, professional and personal as my mantra for 2012.

‘You can’t connect the dots looking forward; you can only connect them looking backward. So you have to trust that the dots will somehow connect in your future. You have to trust in something — your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life.’  Steve Jobs 2005

With the support of my school, my Teacher Professional Leave (TPL) partner and I have continued to research ‘best practice’. Being able to spread our allocated professional development days over what will be three years has meant our professional development has been relevant to what we now know, and what we need to learn. When you start a project such as ours ‘you don’t know what you don’t know’. Research and discussion has led us to be knowledgeable about what we don’t know. And that’s a great place to be…. we’re still in the learner’s seat.

The Instructional Rounds ning is active and has continued to grow. This space has now 291 members from across the globe. Collaboration and connections are being made throughout the world within the ning.  Education has no borders, wherever we are on the planet, educators are working to engage and provide students with the life and learning skills to navigate this century.

This year I completed the Leadership for Community Engagement Program as a member of the region pilot group. An opportunity to learn from, and listen to leaders in a small forum from different fields was something built into the program which many of us wouldn’t normally have exposure to. These leaders talked about building the capacity of others, being open to new ideas and courageous when undertaking change. The accompanying project completed has led to a new model for one aspect of community education in my school. I’m providing links within this post, if you’d like to read about the project.

Continuing to refine and develop new or improve existing teaching strategies has continued in 2011, with excellent results. Recognising education is about relationships, whether it’s with students, parents or peers and intrinsic for effective constructive feedback. An exploration of educational feedback will be a priority for 2012.

My Blog: Writing my blog is cathartic and my space to reflect, share,  connect and learn from others. This post is an opportunity for me to thank my colleagues for sharing here or on the web in one of the growing forms of on-line connectors.

Yearly Stats not reported by WordPress:

Videos:

Instructional Rounds SMR Pilot – 843 views

Instructional Rounds Part 1 – 1302 views

Instructional Rounds Part 2 – 527 views

Slideshare:

Central Peninsula Instructional Rounds Evaluation – 535 views

Preparing Staff for Instructional Rounds – 3210 views

Finally, thank you for your comments, emails and support in 2011. I wish everyone a well-managed and successful 2012 – ‘Stay hungry. Stay Foolish’.

‘Remembering that I’ll be dead soon is the most important tool I’ve ever encountered to help me make the big choices in life. Because almost everything — all external expectations, all pride, all fear of embarrassment or failure — these things just fall away in the face of death, leaving only what is truly important. Remembering that you are going to die is the best way I know to avoid the trap of thinking you have something to lose. You are already naked. There is no reason not to follow your heart. … Stay hungry. Stay foolish.’  Steve Jobs 2005

Cheers Nina

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International Baccalaureate Learner Profile – Caring and …. 5/6 Year Olds

The International Baccalaureate Learner Profile

Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, Reflective

Learner Profile: CARING

They show sensitivity towards the needs and feelings of others. They have a sense of personal commitment to action and service.

Last week my students brainstormed in groups what being caring  means to them and the actions associated with being a caring person. This is a totally independent activity with no input by the teacher.

 

The children have written individually about the ways they are caring at home and at school. They’ve also written letters to Santa asking for presents for themselves and others.

Cheers Nina

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