In the classroom we noticed that the students come into the space (in the morning) and raced to get a certain chair. They seem to like sitting on the tall stools and the roller chairs.
To combat this, we awarded Dojo Points during the week and the top 10 get to choose either where they want to sit (their space) or what they want to sit on (their seat). Most choose what to sit on.
What we have seen is that the entrance into the classroom in the morning is now much more settled and calm.
We also give the students the opportunity to nominate somebody else for Dojo Points and that allows them to do something kind for others.
23 May, 2017
As part of my ongoing professional development, I've been looking at how students learn paying particular attention to struggling students.
I've read an article on this topic which has helped me to understand some of the challenges that struggling students are facing.
In short, the article discuses the link between a lack of progression and the amount of connectedness a student has with the class and the topic. It also talks about the ramifications of having students who are in remedial programs and how they tend to stay in remedial programms. This is most likely due to the expectations on these students.
For me, I think this means that I can change the way I run my maths programmes. For example, I am considering running a gardening group with one of the low level groups (target students) to increase their sense of self worth around mathematics. They will also have the chance to work on a real project that will help them produce something for somebody else.
12 April, 2017
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
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.
November, 2016
Some of the things that we are using to ensure that we positively engage with our students and deliver to them appropriate learning opportunities:
- Google Forms - we use forms to ask the students what they would like to learn. For example, when we needed to know what the students needed to know about fractions, we asked them. This gave us a much richer base on which to develop our planning
- Mixed Media Teaching Tools - by using teaching tools that are mixed media, we are reaching a wider group of students. We use video, pen and paper, discussion, book work, verbal, written, etc. to ensure we get all of those students.
- Flexible learning space - students can choose where they work (to a degree) provided they show us they are capable of completing the work. We have a big box in the classroom that students love to work in. They also love working behind the TV. These 'enclosed' spaces really appeal to some of those more quirky students.
- Assessment - we assess students on a regular basis and refer to that assessment when planning. We also use assessments on individual students and often get students asking us to do an assessment.
7 December, 2015
We have finished our year end collection of student data. One of the pieces of information that we collect is around student feedback to our programmes. Lisa (Principal) sent out a form and our students filled in the form. Here are 2 of the aspects that were collected. We think they show some very positive feedback from the students towards our classrooms and us as teachers.
21 August, 2015
Because we have a large proportion of boys in the classrooms, it is important to implement strategies that will benefit their learning.
One of the ways we do this is by having a 'loose' programme on Friday afternoon which includes: art, drama and sport. It is important to get the kids moving and to use kinesthetic learning.
12 June, 2014
Using technology in class does not ensure that students learn better. But when we use technology to create new knowledge, then the students that are involved in that creation have their own knowledge strengthened.
21 May, 2014
During Maths we are running workshops that allow students to learn the skills they need. Today I took those students who had mastered the activity (order of operations) and we worked on some more difficult problems. By running these workshops, it allows students to work at their pace and also to have more ownership over their learning.
7 May, 2014
As part of our team commitment to give students with different learning styles and strengths the opportunity to succeed, we offered the Hutt City Council initiative to a team of artists across the syndicate. We saw this as being important enough to students to give up our lunch times to provide the students with the opportunity.
6 May, 2014
On the weekend I made the bold move to put my planning (weekly maths and literacy) on the blog. Click to see the blog. I told the students yesterday that they can access the learning through the plans. I showed them the slideshow and explained that if they want to look ahead at what they were learning tomorrow and the next day, they could.
I spoke with Matthew L's mum this morning and she looked at the planning last night. Because she looked at the planning, she was able to engage with Matthew about his learning. She hasn't been able to do this ever, because when she asks he says, 'I don't remember.' However, with the planning in front of him and the resources, he was able to remember and engage in a conversation about what he was learning. He was also able to recall the science experiment that we did earlier in the day and re-create it for his parent.
Matthew needs a lot of time to think about his learning and by giving him the opportunity to discuss it at home, his learning is more likely to be embedded.
Asking students questions to help strengthen their knowledge. Trip to Island Bay Marine Reserve, 4 April, 2014
Students were looking at creatures and I was asking questions about what they were seeing. In this video, one of the students explains the egg sack of a carpet shark.
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