Tag Archives: Year 1 and 2

How do I keep my brick wall strong?

The first term of 2013 finished last week coinciding with Easter and it’s time to reflect on my year so far. This year I’m teaching a junior grade made up of grades 1 and 2. After a number of years teaching a Prep grade, following on with a junior grade was a logical move for me as an educator. Having said this, I’ve been around long enough to have taught all levels of primary education a number of times.

Time changes best practice and I’m working with a colleague where I’m definitely the learner. The teaching of maths is my personal focus this year. Last week, I was able to be a part of one of my colleague’s math sessions, and as I love being in the ‘learner’s seat’, it was enlightening. I have so many questions!

Each year I find something to inspire my personal professional development. It doesn’t always mean attending out-sourced costly professional development. I have the mentor in my own work place!

Personalising Learning: My favourite words – I need help or I don’t understand….

Setting the scene: I want my students to understand that being a learner is about taking risks… Recently, we discussed brick walls.

Learning Walls and Personal Walls

Analogy: Our learning is just like a brick wall. What happens if some of the bricks are missing or not placed properly? What makes a wall strong?

They knew instantly! The beauty of this analogy is the children know you can take out wobbly bricks, position the brick again and make a strong wall. You just have to know which bricks are wobbly. That’s why pre-assessing knowledge and sharing results with children is important. They also explored their personal school/ learning wall and how to keep this wall strong. It was a great topic for the children to write about. How can I keep my brick wall strong?

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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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