Design for Learning 2017
Design learning based on curriculum
and pedagogical knowledge,
assessment information and an
understanding of each learner’s
strengths, interests, needs, identities,
languages and cultures.
11PE
Of my 4 classes I am most excited about how much this class has progressed. At the start of the term this class was difficult to get any work out of. They protested being in the classroom and would not focus at all. I was quite stressed about how I was going to get any theory work out of them. The first strategy that I tried was to explain to the girls the importance of the PE theory work that they would be doing, how it relates to sport performance and specifically to their own sport. This helped to gain the interest of some students which was great. The next strategy that I tried was to increase the variety of ways that the theory work was taught to the class. I created slides which the girls could access at any time through google classroom. Within these slides the students could access the information that they needed to work toward their assessment through pictures, diagrams, videos and written information. I then help breakaway sessions within class on specific areas that students were having trouble with. Using this system reinforced the different learning styles that the students in this class were using and the importance of catering to different styles. Below is an example of one of the slides that I used to teach Newton's Laws.
I have also been running lunchtime tutorials with this class and have a consistent turnout of 6-8 students who are either working to improve their grades or to catch up (generally due to poor school attendance). I have an agreement with the students that I will continue to run tutorials as long as they use their time in class wisely and are on task.
My next step with this class is introducing goal setting and tracking folders for each student. I originally had this tracking charted on the wall in the classroom, but now we are using computer rooms more we aren't often in the classroom to use it. Each student will have a notebook that contains:
A) an outline of the credits available to them this year
B) what they have achieved so far
C) an outline of how to set up their weekly goals - classroom and practical sessions. They will need to write what week it is, what assessment they are working on and what their goal is to have achieved by the end of the week. There will also be a space to write in the self management focus of the week and to reflect on how their self management went over the week (in relation to self-management achievement standard 1.9)
9FFL - AWHI
The main focus for this class is to facilitate their learning and self-management skill building. The biggest learning curve for me in this class has been in not allowing myself to give the students answers, but instead to question them and facilitate them to find the answers through their own volition. Behaviour management has also been a challenge in this class, particularly with regard to digital citizenship - on task, appropriate use of their devices and noise levels (I am finding the collaborative style of learning with 32 students creates a noise level that is difficult to keep under control). I have co-constructed with students around the topic of appropriate device use and we have come up with a set of guidelines which I feel is improving the use of devices in the class. The guidelines are focused around self-management and being able to manage time wisely and stay on task to get work complete. I have a voluntary phone handover system and the students are aware that phones will be confiscated until the end of the lesson if they are being used in class time. For noise management I have found that by settling the students through a quiet time at the beginning of the lesson (either silent reading or writing) they are a lot more settled and quiet during class. I also outline when the talk times are in class and when the quiet times are so that students are aware of the expectations, which has helped to keep the noise down.
To help myself to improve on my asking questions rather than giving students answers and 'spoonfeeding' them I found a list of questions to use in response to student questions and to encourage critical thinking. I used a post it note on my laptop to remind me of a few of these questions I could use each day and changed them each week. This is an area that I feel I have improved most on in term one and this was supported by the feedback I received from my observation that this was one of my strengths.
10AWHI
The year 10 FFL class is a lot further ahead in their independent learning skills than the year 9 class which means in this class I feel that I am working a lot more as a facilitator of learner rather than having to manage them a lot. These students are appreciating the literacy tasks that I have set for them and seem to be increasing in their engagement in literacy tasks the more I get to know them and am able to tailor activities to suit them. I have been on a EOTC trip to wellington and two trips to local rivers with this class this term which has been a great experience and really helped me to build relationships with the girls in this class more. The trip was funded through the Partnership Through Collaboration Trust who run a programme called 'Indigenous Sparks' which is focused on fostering awareness and appreciation for science and technology by involving communities and empowering indigenous youth as co-contributors to the scientific world. Our girls were involved in this through their environmental study which focused on our local environment, the environmental impact of human interaction with the environment and more specifically the water quality of local streams and rivers.
9MANA
I only see 9MANA once every 6 day cycle, so it has been pretty hard to get to know them and build a relationship with them The main challenge in this class has been having such a big class in a small classroom and the noise level that is created when trying tot do collaborative work. Toward the end of the term I feel I have got to know the students better and have strategies that are working to manage the numbers in such a small space. I allow short periods of time for group collaboration followed by a co-constructed amount of quiet time to complete written answers or create diagrams or visual representations of their ideas. The first term in health is based around hauora and learning about the four dimensions of hauora, how they can be affected and what we can do to care for each dimension. The girls were given an assessment that they were able to present visually, written or digitally. Different students did choose different methods of presentation and appreciated having the choice. I found that the class really appreciated the use of technology and worked well when watching an analysing videos on different health issues and using Kahoot quizzes as a way to revise new learning. My aim for next term is to be able to bring more technology use into this classroom and find different ways to work around the challenge of having such large numbers.
11PE
Of my 4 classes I am most excited about how much this class has progressed. At the start of the term this class was difficult to get any work out of. They protested being in the classroom and would not focus at all. I was quite stressed about how I was going to get any theory work out of them. The first strategy that I tried was to explain to the girls the importance of the PE theory work that they would be doing, how it relates to sport performance and specifically to their own sport. This helped to gain the interest of some students which was great. The next strategy that I tried was to increase the variety of ways that the theory work was taught to the class. I created slides which the girls could access at any time through google classroom. Within these slides the students could access the information that they needed to work toward their assessment through pictures, diagrams, videos and written information. I then help breakaway sessions within class on specific areas that students were having trouble with. Using this system reinforced the different learning styles that the students in this class were using and the importance of catering to different styles. Below is an example of one of the slides that I used to teach Newton's Laws.
I have also been running lunchtime tutorials with this class and have a consistent turnout of 6-8 students who are either working to improve their grades or to catch up (generally due to poor school attendance). I have an agreement with the students that I will continue to run tutorials as long as they use their time in class wisely and are on task.
My next step with this class is introducing goal setting and tracking folders for each student. I originally had this tracking charted on the wall in the classroom, but now we are using computer rooms more we aren't often in the classroom to use it. Each student will have a notebook that contains:
A) an outline of the credits available to them this year
B) what they have achieved so far
C) an outline of how to set up their weekly goals - classroom and practical sessions. They will need to write what week it is, what assessment they are working on and what their goal is to have achieved by the end of the week. There will also be a space to write in the self management focus of the week and to reflect on how their self management went over the week (in relation to self-management achievement standard 1.9)
9FFL - AWHI
The main focus for this class is to facilitate their learning and self-management skill building. The biggest learning curve for me in this class has been in not allowing myself to give the students answers, but instead to question them and facilitate them to find the answers through their own volition. Behaviour management has also been a challenge in this class, particularly with regard to digital citizenship - on task, appropriate use of their devices and noise levels (I am finding the collaborative style of learning with 32 students creates a noise level that is difficult to keep under control). I have co-constructed with students around the topic of appropriate device use and we have come up with a set of guidelines which I feel is improving the use of devices in the class. The guidelines are focused around self-management and being able to manage time wisely and stay on task to get work complete. I have a voluntary phone handover system and the students are aware that phones will be confiscated until the end of the lesson if they are being used in class time. For noise management I have found that by settling the students through a quiet time at the beginning of the lesson (either silent reading or writing) they are a lot more settled and quiet during class. I also outline when the talk times are in class and when the quiet times are so that students are aware of the expectations, which has helped to keep the noise down.
To help myself to improve on my asking questions rather than giving students answers and 'spoonfeeding' them I found a list of questions to use in response to student questions and to encourage critical thinking. I used a post it note on my laptop to remind me of a few of these questions I could use each day and changed them each week. This is an area that I feel I have improved most on in term one and this was supported by the feedback I received from my observation that this was one of my strengths.
10AWHI
The year 10 FFL class is a lot further ahead in their independent learning skills than the year 9 class which means in this class I feel that I am working a lot more as a facilitator of learner rather than having to manage them a lot. These students are appreciating the literacy tasks that I have set for them and seem to be increasing in their engagement in literacy tasks the more I get to know them and am able to tailor activities to suit them. I have been on a EOTC trip to wellington and two trips to local rivers with this class this term which has been a great experience and really helped me to build relationships with the girls in this class more. The trip was funded through the Partnership Through Collaboration Trust who run a programme called 'Indigenous Sparks' which is focused on fostering awareness and appreciation for science and technology by involving communities and empowering indigenous youth as co-contributors to the scientific world. Our girls were involved in this through their environmental study which focused on our local environment, the environmental impact of human interaction with the environment and more specifically the water quality of local streams and rivers.
9MANA
I only see 9MANA once every 6 day cycle, so it has been pretty hard to get to know them and build a relationship with them The main challenge in this class has been having such a big class in a small classroom and the noise level that is created when trying tot do collaborative work. Toward the end of the term I feel I have got to know the students better and have strategies that are working to manage the numbers in such a small space. I allow short periods of time for group collaboration followed by a co-constructed amount of quiet time to complete written answers or create diagrams or visual representations of their ideas. The first term in health is based around hauora and learning about the four dimensions of hauora, how they can be affected and what we can do to care for each dimension. The girls were given an assessment that they were able to present visually, written or digitally. Different students did choose different methods of presentation and appreciated having the choice. I found that the class really appreciated the use of technology and worked well when watching an analysing videos on different health issues and using Kahoot quizzes as a way to revise new learning. My aim for next term is to be able to bring more technology use into this classroom and find different ways to work around the challenge of having such large numbers.
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