Google Classroom!

Google Classroom - I'm loving it ... now!


So my initial thoughts of Google Classroom were not very good.  But now that I have inquired into the use of G.C, and have TUTU-ED with it, I am loving it!  The terminology is obviously America e.g. assignment, turn in etc. but the purpose/application of it is universal.  I have read that G.C is more applicable to secondary school level but once you start using it and think outside the box, it is easy to use it to differentiate the learning in your classroom.

I started off with simple whole class assignments but as I figured out the possibilities I now have several 'classes'/groups set up.  These include classes for each of my writing and reading groups. Whole class assignments for Te Reo Maori me ona Tikanga, Kaupapa Mahi, Key Competencies - Managing Self, Spelling, Cybersafety and Homework.

This has honestly been a break through.  Having the ability to set tasks, attach resources, monitor, view and keep track of the children's learning has been fantastic!  The tamariki are just so quick to pick it up.  Their understanding of how it all fits together is amazing - needless to say the majority 'just know what to do'.  The level of independence and knowledge seemed to double with each assignment they worked on.  I have several tamariki who now lead and tutor others including other teachers.

Google Classroom is incredibly empowering for all tamariki!  They know where and how to access their learning.  They know what they are learning and why. They are engaged and motivated!

As with all learning journeys, there are many paths to travel down with Google Classroom.  I've opened the door of the classroom a little wider and now the tamariki are pushing it open even more than I first expected!!!

Maori Language Week

This week we celebrated Maori Language Week.

As the Lead Teacher for Te Reo Maori me ona Tikanga is it my responsibility to engage all staff and tamariki in celebrating this important kaupapa.

As a committee we meet to discuss possible activities for the week.  In light of the many varied learning opportunities already planned for term 2 and given the fact that we have just celebrated Matariki at the end of term 2 we chose to keep our celebrations 'low key' this year.

The following is a copy of the information/expectations shared with the staff regarding Maori Language Week.

Maori Language Week 2015

Term 3, Week 2, 27-31 July

Celebration Expectations and Events

Theme: Whangaihia Nga Matua—Helping Parents to pass on Te Reo Maori to their tamariki.

It is expected that all children will be involved in activities related to celebrating and learning Te Reo Maori with the main focus being to pass on this knowledge to their parents/caregivers.  The suggested way of doing this is for the tamariki to make and then take home something/a resource each day to help encourage their parents/caregivers to learn and share Te Reo Maori as well.  If they do not make something for each day it is expected that they will have a more major resource to take home on the Friday instead.

Suggested resources for children to make are …

Make a board game, phrase cards—one for each day, Phrase booklet, jigsaw puzzle, flashcards (Quizlet), bingo games, online games (http://www.classtools.net/_mobileQuiz/index.php) slideshows, a mini resource box with a variety of activities inside, posters, labels for around the home, make titi torea, make Mutorere game boards.  Brainstorm ideas with your tamariki and have fun learning Te Reo Maori!!!

Website links for ideas and information:

http://my.christchurchcitylibraries.com/te-wiki-o-te-reo-maori-maori-language-week

www.maorilanguage.net

www.nzhistory.net.nz/.../maori-language.../history-of-the-maori-language...

www.korero.maori.nz

Resources from Te Taura Whiri i te Reo will be ordered and distributed when the arrive.

Kia ora, Kiri :)

In Ti Kouka we chose to make something to take home each day.  We made bookmarks, kiwaha placemats, and Mu Torere game boards.

Overall the feeling from the staff was that our celebrations were appropriate and successful.  Several classes worked with their Tuakana Teina class which enhanced whanaungatanga, ako and manaakitanga!

Tapatapahia ana!  Whakanuia Te Wiki o Te Reo Maori!

Reciprocal Teaching Update/Review

So the five weeks is up!  Reciprocal Teaching has been very beneficial!  The overall feeling and attitude towards it from my tamariki is hugely positive.

At the end of the the five weeks the tamariki were once again 'tested' by Roz and Ana using Probe running records.  The data collected from this showed that the majority of the class improved their comprehension percentage and several moved up a reading level.  There were of course children who made no progress according to their reading level but confidence, attitude and participation across the board increased.

From a teacher point of view the five week intensive with every group being taught for 30 mins every day, for four days, with the assistance of another 'teacher' and teacher aide all using the Reciprocal Teaching approach (Julia Westenra) has indeed improved the comprehension levels of my tamariki.

However since the intensive took place I am now back to teaching by myself, under timetable constrictions, with five reading groups.  I am still using the Reciprocal Teaching approach as I can clearly see the benefits of the four main skills used to facilitate the learning and comprehension.

Hence the lessons are now modified to manage all these factors.  We are still using the 'Tokotoko' and working through the process but often we stop at questioning due to time constraints.  We also do not get through as much of the text - often only one or two paragraphs/pages per group depending on the groups reading level.  This can be disheartening for the tamariki as the "never get to finish the text" together but do so independently.  Each groups learning needs are identified and the next learning 'skill' becomes the focus of the teaching e.g. we may only 'do clarifying' or only 'do questioning' and break these skills down in order for the children to be successful in using them.

As a syndicate we discussed the Pros and Cons of the R.T intensive.  Amber (the other intensive class teacher) and I along with Roz, Ana and Robyn Harawira (RTLB) also meet to evaluate the teaching and learning achieved during the intensive.  The korero from this meeting was then shared with Julia Westenra.

In conclusion ... I believe that the five week intensive of Reciprocal Teaching was indeed worthwhile and beneficial.  For use in the future I would recommend using the intensive model initially at the end of term one.  Intensives after that point will depend on the results from the before and after data and also the schools  strategic goals for the year.

I have thoroughly enjoyed learning how to use Reciprocal Teaching effectively in my classroom.  But most of all the response from the tamariki was fantastic!  The smiles, pride and confidence they displayed when taking on the teacher role is definitely my highlight!

Reciprocal Teaching

RECIPROCAL TEACHING with Julia Westera

Today we attended a day long workshop about Reciprocal Teaching which was led by Julia Westera at Edgecumbe Primary School.  We spent the day listening and learning about what is Reciprocal Teaching.  We discussed the evidence based success of this strategy which focuses on reading comprehension using four main strategies ... Predicting, Clarifying, Questioning and Summarising.  We learnt about the structure of the approach and how it is currently working in other school.  It seems that the benefits to student learning within reading initially and then throughout the curriculum is huge and quite exciting.

We were all given a Teacher Manual which we worked through discussing different aspects of the approach.  We watched three videos of a group of students using the approach.  We had a go at using the approach within groups of three.  Reciprocal Teaching empowers students in a variety of ways.  One key aspect is that each child takes on the role of the teacher and leads the group using the RT Tokotoko - 'talking stick'.  This tokotoko clearly outlines the structure of the lesson with prompts for the teacher to follow.  There were also a variety of management techniques included to enable all students to participate effectively in the learning.  These included thumbs up to answer a question or to talk, expectations for participating re-no put downs, no interrupting etc as well as seating arrangements.

My class and one other senior class are going to be the pilot classes for this approach. I will be splitting my class into four reading groups.  Each group will have one half hour lesson per day.  In order to achieve this Robyn Harawira who is our RTLB will teach two groups and I will teach two groups.  We will also have Lynn Wyllie in class at this time to assist with the other children who will be working through the Reading Taskboard while they wait for their time with the Kaiako.

For the next three weeks I will be teaching the four strategies to my whole class using the manual we were given today.  Once all tamariki have been taught these strategies we will begin a 5week intensive teaching of Reciprocal Teaching beginning day one of term 2!

This is very exciting stuff and I can't wait to get started.  I look forward to seeing the learning gains of all my tamariki especially those who are at risk.  I also look forward to this approach transferring into my whole class programme, to developing thinking across the curriculum.

Very exciting stuff!