As part of our inquiry unit we held a Camping Expo to showcase the products that we had been working on over the term.
One of the really great things that the Expo gave our students was the ability to succeed in an environment other than the classroom (literacy and numeracy). Two great examples were Noah and Jess, both students who aren't at the top end of the achievement ladder. What they did do during the expo was explain their product, interact with the people viewing the expo, and were enthusiastic about their product.
They really did shine in this area.
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12:20 (3 hours ago)
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---------- Forwarded message ----------
From: Chris Krynen <chrisk@his.school.nz>
Date: Wed, Apr 12, 2017 at 6:29 AM
Subject: Thanks
To: Lee Austin <laustin@waterloo.school.nz>
From: Chris Krynen <chrisk@his.school.nz>
Date: Wed, Apr 12, 2017 at 6:29 AM
Subject: Thanks
To: Lee Austin <laustin@waterloo.school.nz>
Hi Lee
Please pass on your thanks to those of you that organised the expo last night.
Noah was excited and really keen to share, which is awesome.
Another night at school too. Thanks for the commitment.
Have a great last couple of days
Chris Krynen | Hutt Intermediate School
Respect | Excellence | Resilie
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13:36 (1 hour ago)
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Lovely to get this feedback. Well deserved.
W
21 February, 2017
Maths - Reflecting on our Target Students
During this workshop, we were asked to think about how our target students are learning and what we can do to ensure they understand and continue to learn.
One of the thoughts I had during this workshop was, 'what if I asked those students what would make it easier to learn?' For example, if I gave the students a form after the lesson about what they learned and if it was worthwhile, it will give them a chance to explain what it was they were learning and it may also give me some valuable insight on what it will take to move these students to a different level.
This would fit in with my professional goal.
15 November, 2016
Chris and I know that the programme that we are implementing is working. We know this because:
- Kids tell us
- Parents tell us
- kids like coming to school and are happy
- student data is improving
- we are shifting target students and those students 'on the cusp'
- students have a desire to learn
- kids like to dress up like us during dress up day
- students aren't afraid to give things a go.
- students have a high degree of agency and know where their learning is at
One of the ways we ensure our students know what is happening is through the weekly plan. This is where students can see what is happening during the day and where teachers can put their planning. Students and parents can see the lessons.
12 September, 2016
In term 3 we have been running two programmes concurrently. The MoveNProve is a movement (gymnastics) programme and at the same time the other half of the class is creating a dance. The planning can be found here.
This series of movement skills are associated with each other and also provide a wide range of skills that not all students have access to. The dance portion has enabled students to work together while the MoveNProve section is primarily an independent activity. This combination shows that we are using a range of activities to build numerous curriculum skills in students.
Part of the Dance unit incorporates Maori movements that have been directly taken from the Kapa Haka group. This strengthens the commitment to Ako.
24 November, 2015
CAMP
We have just finished a successful camp at El Rancho in Waikanae. We chose activities that the kids would find challenging and fun and the kids had a great time. This is a wordle that was created by the students. To get the words for the wordle, we sent out a form to the students and they just filled it in.
16 October, 2015
Being recognised for implementing strong reading programmes
3 June, 2015
Teaching Kids to Succeed In Assessment
Today I worked with a group of stage 5E/5 maths students to try to help them understand how and why they are working at that stage. We looked at the Gloss questions and it seemed that they didn't understand how the language of maths worked with the English language. I'm hoping that by understanding the literacy component of mathematics, their gloss results will improve.
Link to the lesson
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