Professional Learning 2017
FFL PLANNING HUI (JAN 2017)
As part of working in the Future Focussed Learning team we have a lot of meetings and planning sessions in order to teach collaboratively and make sure that our project is linking up across each of the curriculum areas. I have included an example below of the types of records that I take from our planning meetings and what I am learning from more experiences staff during these sessions.
The FFL planning meeting was really helpful. The FFL teachers (5 of us) were able to work together during this time to plan a timetable and a programme for the term that combined our subject areas into an overarching topic and final project called 'My Kainga, My Castle" which is based on our local history, culture and environment. Getting a greater insight into how we could work together to plan and team teach in this project based learning format was really valuable for me and helped me to feel a lot more confident in what I am planning and the path I am taking for the literacy component of this class. The rest of my colleagues in this team have already been working in the FFL programme for a year and are experienced teachers so I am learning a lot and gaining confidence from their encouragement and trust in me to lead in my area.
For me - the key responsibility is around literacy learning within the project. Through this meeting I came up with ideas that I feel fit well with the project and provide connections to our local area and culture. I will be running these ideas past my English Head of Faculty.
The key literacy components of the My Kainga, My Castle project:
As part of working in the Future Focussed Learning team we have a lot of meetings and planning sessions in order to teach collaboratively and make sure that our project is linking up across each of the curriculum areas. I have included an example below of the types of records that I take from our planning meetings and what I am learning from more experiences staff during these sessions.
The FFL planning meeting was really helpful. The FFL teachers (5 of us) were able to work together during this time to plan a timetable and a programme for the term that combined our subject areas into an overarching topic and final project called 'My Kainga, My Castle" which is based on our local history, culture and environment. Getting a greater insight into how we could work together to plan and team teach in this project based learning format was really valuable for me and helped me to feel a lot more confident in what I am planning and the path I am taking for the literacy component of this class. The rest of my colleagues in this team have already been working in the FFL programme for a year and are experienced teachers so I am learning a lot and gaining confidence from their encouragement and trust in me to lead in my area.
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| Expectations around planning responsibilities |
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| My Kainga, My Castle - Term 1 Project |
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| Brainstorming opportunities for whanau involvement in the learning |
The key literacy components of the My Kainga, My Castle project:
- Myths and Legends of the Rotorua area
- Reading response to a myth or legend
- Close reading of a piece of creative writing inspired by Māori myths and legends
- Creative writing - inspired by a myth or legend of the Rotorua area
- Formal writing/oral presentation/visual presentation - project presentation
COMMUNITY OF LEARNING LITERACY DAY (28/4/17)
I was lucky enough to be able to attend a literacy learning day at Glenholme Primary where the keynote speaker was Allison Davis. Allison ran a workshop on the literacy learning progressions in secondary schools and spoke about literacy motivation and engagement. I was inspired by her talk about literacy motivation and engagement to make this the focus of my teaching as inquiry this year.
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