Camp 2017 20-22 March

Camp consisted of Maori culture and outdoor water activities. I found that staying on a marae was a great experience for children and it was easy for them to learn the about tikanga Maori. The water based activities (white water rafting, river tubing, swimming pool) went really well and actually made the camp extra exciting. I enjoyed going with my class but had a few moments when I could have done with having another teacher there so will be thinking about how to make that happen in two years time when we go to this camp again.

Feedback

Feedback to Brigitta Nieuwboer  Across Kāhui Ako teacher applicant.               

The evidence presented and described to support this appointment process lead us to conclude that you model effective practice in your own school and that you meet the criteria for the Across Community of Learners Teacher Role.

The competency based interview and panel members’ examination of supporting documentation demonstrated an effective teacher who even with significant teaching responsibility has led collaborative inquiries in senior mathematics, moderation of OTJs and changing science teaching  and your documents showed evidence of developing practice from learning and discussion. 

Your challenge is now to work responsively with Col leader and colleagues across your Kāhui Ako collaboratively developing capabilities and identifying and addressing problems of professional practice to improve teaching and the learning outcomes for diverse student in your Community.

This will require working with the Community leaders to focus efforts on meeting the Community shared achievement challenges.

As you pointed out in your interview, you lead reflective professional learning with your team, you understand what a powerful tool collaboration can be, that you are capable of changing your thinking and practice when different models are introduced and you make significant effort to ensure a culturally inclusive approach to children’s learning. Your experience and success with current science teaching means you have much to offer as you work collaboratively with others in the Kāhui Ako.

Finally, congratulations on meeting the national eligibility criteria and I wish you every success for the challenges ahead. I am sure you will make a great contribution to the Kāhui Ako.

Prue Kelly

Independent Adviser

New Appointments National Panel

25 February 2017

Using maths PD to change my pedagogy

I have changed the way I think about maths teaching and learning. I now teach at the level that children need to be working at rather than deficit thinking about fixing the gaps. I feel this works particularly well for struggling students as they are no longer in the lowest group in maths and they have a chance to move and accelerate like others.

The way I plan maths has changed as well. I'm not sure that the way we have been shown is the best and have added lessons ahead of time (planned) rather than always looking for resources depending on the previous lesson. This does not work for me as I will forever be planning and looking for resources and I just don't have that much time just to devote to one subject.

Mindlab

I am part of the November 2016 intake and complete this post graduate study on the 11th of July. I have found this study to be beneficial for my teaching as I can relate everything I learn to what is happening in my classroom. I enjoy doing the assessments with my two colleagues as this enables me to discuss learning and takes the pressure off having to do everything myself, especially when working full time as well.

The last 16 weeks will be different as we no longer go to the classes and have to do things ourselves. It has been a little difficult and the readings and tasks are easily forgotten - the weeks just fly by. We have the last big assessment done and have one more we do together, after that I do the last two by myself. This works out fine as I will be at my new school so won't have as easy access for meetings.

Peer Assessing

Children are peer assessing their work. I made a checklist for them to work through and this seems to work. These children made a video on how to peer assess. I believe (and have seen evidence) for the high achievers, this works well, a higher and a lower achiever works well,  but it does not work when you put low achievers together.

ETOC

During part of learning around healthy eating, I took my class t the local supermarket so that they could learn how to read labels to find out how much sugar and fat was in food. Children were ale to make informed choices about the types of food that were healthy and which foods should be eaten less. I think that by taking the children to the supermarket made the whole experience more valuable. I could have used empty food cartons with labels, but this would not have been as effective.

Mathematics Inquiry

Collaborative team inquiry, 2016

Question –

Will our in-depth knowledge of the maths progressions help to accelerate the progress of the at risk students when working in mixed ability groups?

Specific Goal: By the end of 2016, I am going to know the maths progressions so that I am able to quickly identify the levels the students are working at, and therefore, be able to move students on to the next level more efficiently.

• Research and gather maths progressions that adequately cover all the stands, are clearly outlines, and give examples.
• Make a folder/bound book of progressions that can be used when planning.
• Collaboratively work on building knowledge of progressions to help with anticipating student responses and know what they should be doing next.
• Set up are on RTC to record inquiry.
• Set regular times to add to RTC.

May 24th

Maths Inquiry - entries on blogs, reflections, what is working across teams, what do we still need to improve, share ideas and resources.

1. Collect progressions in all areas.
2. Check our own understanding of each progressions.
3. Best way to teach each progressions.
4. Use multiple types of equipment. Eg, use pictures of people, cars etc to get children to visualise what the question is asking. Bring resources and student progress to the next meeting to share - does the maths talk improve with use of specific equipment? We will add to our blogs.
5. Look at the wording of the old gloss - create a problem around stage 6 - make equipment to use with it.

Team discussed using visual aids to help our at risk students. We want to see if using these aids will increase the probability that students will understand the problem.

June 9th

Shared ideas and created a shared folder with visual aids.