The place of Pebbles

During 2016 I developed "Progress Pebbles" to help me understand the progressions and make the children's learning more cognitively portable for me.

The pebbles are also a fantastic tool for assessment - where they are now, and next steps. At the moment I have taken the maths pebbles we used last year and split them into the different maths learning areas and have tried to cover from stage 1 through to stage 5. The reason for this is that students will get an immediate taste of success (when the colour in lots of red pebbles) and they will be able to see the progress that is expected of them during the year (regardless of ethnicity).

Here are this years maths pebbles.

RTC 9 - Diversity

When thinking about diversity in the classroom it is very easy to get caught up with a narrow vision of the cultural diversity when RTC9 actually talks about the "varied strengths, interests and needs of individuals."

With this in mind, what do I do to ensure I meet RTC9?




Here is CS talking about Maths

During Tinkering Time some students talked about the mechanisms we built last year and wanted to make a seesaw.


Also during Tinkering Time some students started using the Jenga blocks as Dominos - the thinking about how to get round a corner and off a bench was amazing!

Teaming and Learning Through Play

Claire came to a team meeting when we were discussing LTP and heard the conflict in the team about the traditional curriculum and practices versus LTP which I believe helps develop the whole child.

The meeting was a positive one in that we are all transparent about our views and I am proud of myself for speaking up about a teaching and learning practice that I am beginning to value more and more.

Part of the frustration is about the perception of “Play” - that it is a free for all with no planning or structure. At the moment I’m still unclear on the “best practice” (if there is one!) on the how of LTP but I know the thinking that goes on behind my Tinkering Time plan and I’m trying to make it clear in terms of Why, How and What for each learning area / station.

So what? What can I do?

Slow down for a start, I have to remember that the team have not been on the same journey as I have and that this is an ideal time for me to practise my 3Ps and lead.

Communicate the thinking and planning behind Tinkering Time, to get buy in and understanding from the team, and just as importantly, their ideas.

Do the thinking, then collectively put the plan into action

Have been thinking about other names and one thought I had was to start calling it “Developmentally Appropriate Learning” but then it occurred to me that all learning should be developmentally appropriate!! Back to the drawing board.

Mentoring with Claire

Claire and I discussed what i’ve been focusing on so far this term. There have been 3 key things that we’ve been working on as a team and, in a slightly different way, me as an individual. They are; relationships, routines, expectations.

Relationships

• I’m very lucky this year that I have a learning relationship with almost all the children - from either last year in Pounamu or the year before in Kimi Ākau, and in my mentor group I have 19 of my 27 from last year. 

• Although this does come with it’s own challenges - letting go of what you know to give a fresh start, plus not falling back into the behavioural habits of previous years. 

• Also, finding the energy to do this with a certain child who I will have been with for 10 terms come the end of the year!

• My relationship with the team is what I have to work on and I know I need to slow down in terms of what I want to achieve and make sure that my vision aligns with that of the team. 

• I found that last year I had a really clear role in the team (that of chief sheet maker! and data queen) but this year I haven’t found my feet yet. 

• What I have to keep reminding myself (and reading my old blog posts is good for this) is that my first 2 terms in Kimi Ākau I was like this too. It was only after the team had been together for a while that I found the courage to speak up, do things and find my niche. Perhaps I just need to SLOW DOWN!!

Routines

• We are setting up clear routines for the children and are scaffolding them where they need more support - like Buddy reading.
• As a team I have discovered some of the routines that come from last year, that aren’t really formal, but are kind of expected! 
• At the end of each day we seem to have a debrief about the day - the why behind this (I think) is to talk about any happenings that we all need to know about, and to make sure the next day is sorted. 
• Although this communication doesn’t always happen as i’ve talked to a parent without knowing the full story. Perhaps we need to be clear on the purpose of this debrief so each team member has a clear picture of what is happening with children in their mentor group.

Expectations

• We have clear expectations for the children and we all seem to be on the same page. This is essential in the teaming environment so the children don’t play one off against another - each child basically has 4 extra parents (loco parentis!).
• We put together our teaming BPP at the beginning of term and so it is probably about time we re-visit it to make sure we are all fulfilling the agreement.

Here is the BPP

Command and Control

Something I said during the professional development we had in January came to mind the other day - Command and control; If we don’t want to be treated like that, why should we expect it of the kids?

This also applies to me trying to lead the team down the LTP path, they need to be involved to see the scope, potential and benefits and so that they feel involved too. We all (humans) respond much better if we are involved in the decisions rather than having them thrust upon us (although at this stage in my teaching career if someone said “xx is a good idea” and sold it to me I would probably run with it to find out for myself!)

This has sparked some deeper thinking over this past weekend - and the development of why I value Learning through Play.

Watch this space!!

First few weeks in Pounamu

What an amazing few weeks.

I feel truely privileged to be learning with many of the same children as last year and to be learning from new mentors.

It was daunting at first - being the addition to an already established team, but they have been very welcoming and supportive.

At the end of last year, these were some of my concerns;

• The other team members are an established team so worried I won’t fit in
• May view me as just “blue”
• May view me as having little to offer as still a BT
• Not sure the team will value my input as much as current team
• Pushing me completely out of my comfort zone with new team and new level of children
• Lack of knowledge of this curriculum level
• Lots of relationships to build - something I find hard

and here are the positive thoughts I had about my concerns;

• Should look at this as a challenge
• Bring lots of experience @ playbased learning
• Can introduce how we have used pebbles in RWM
• Can introduce and use more SOLO
• Data collection and analysis
• They will value my strengths
• Already worked with Rachel with II team, she knows me
• Good practice for my red side
• Great to learn from new people

Happy to say that my concerns haven't materialised. I still have lots of work to do and my mantra is still SLOW DOWN!

Term 4 2016 reflection - better late than never!

• Communicating Learning
• Was feeling good from about week 8 onwards as had finished CL comments! As we move forward with this I believe it will become more manageable to communicate more regularly and meaningfully, rather than the pressure to “get them done.”
• General comments:
• Some were really hard and I felt that I still didn’t know my children even after nearly 4 terms together (2 with some)
• Some we really easy too - the vocal or stand out (+ve and -ve!) kids
• Goal setting I found to be good, so I obviously knew my kids better than I gave myself credit for as all parents agreed with the goals set.
• Once the GC and CL were finished I felt I could actually focus my energy on teaching and designing meaningful learning! - A thought for going forward - how to have the balance despite the workload?
• EOY conferences were all very positive - funny how some kids react - some went hyper, whilst others were the opposite - note for self, next year prepare the kids more!

• Direct Acts of Teaching (DAT)
• Doing DAT in a 5 week rotation - 5 weeks of Maths and 5 weeks of writing worked really well as it was a decent amount of time to design meaningful learning and understand the kids needs.
• When I was writing eagle I designed learning for the whole group rather than stations (that could be tailored to needs) as I found this more manageable. Evelyn suggested a more play based learning approach but I couldn’t as lots of other stuff was happening and I wanted to have control. I would also have wanted to make sure the kids who couldn’t manage themselves were sorted having everyone do the same thing was just easier - perhaps this was an experience in Universal Learning Design!
• The last 5 weeks when I was Maths Owl, not much actual teaching happened with all the interruptions of end of term!

• Maths
• Love Muireann’s idea of having term 4 as a term of Maths strand whereby you link the knowledge and strategies learnt to other areas of maths.
• Wished we had used the pebbles more - as they are a great way of making learning intentions really visible.
• Perhaps an inquiry next year - use the pebbles (Maths first) as a CL tool - whenever a child achieves a pebble you post it as a comment. Might make comments more manageable and “real” and then would also help with my focus too.
• Team
• Working as a 2 was much easier than a 4 as we could both be more adaptable to kids needs and make changes more quickly - I did have to learn to let go which was a good thing!
• Sad to be leaving current team as we “fit” together and trust one another.
• Will be exciting keeping the same kids and watching them grow.
• Nervous about joining an already established team and starting again - respect, trust etc - I need to make sure I speak up!
• In the old team I did contribute by doing lots of admin type tasks which I enjoy so I hope i’ll still have that opportunity.
• In the new team I would like to;
• Look at playbased learning - will share the Pounamu 2016 BPP as a starting point
• Use pebbles more
• Keep up with our monitoring learning
• Introduce SOLO
• Ensure consistency
• Leadership
• From a leadership point of view as I am already quite comfortable with the management side of running a team I need to develop the skills to lead adults and find ways to grow team members. 
• Perhaps in the short term I will ask to lead an area (play-based learning?)

• Coming up next year also have the Cyclone conference with Evelyn to prepare for - busy times ahead!!

Writing Inquiry 2016, final analysis

This was quite a large goal to choose to focus on - following my chosen 3 and using the learnings to help all.

I did loose focus in the middle, and this was due to other pressures which clearly tells me this turned out to not be a priority for me.

I have definitely learnt from this inquiry though. Firstly, the scale of this inquiry was too big. I would have been better to choose one element of the writing process to look at which would have given me a better focus. Secondly, it has shown me the rate of change in these children. Child 1 is still not writing clearly, but he has made massive progress. Child 2 has also made incredible progress, and child 3 came in at a higher level than the other 2 and so her progress isn't as obvious.

This also links to the progressions as to get from level 1.3 to 2.1 is a big jump.

My Yellow Side

In a brief chat with Claire about the Maths Whizz cards I suggested that we make a website / blog that teaches students / mentors / families how to use the cards. Each team could create a series of videos and then the learning will become much more powerful!

I then wanted to get started straight away!!

Term 3, 2016 Reflection

Going into term 3 I was very apprehensive about the number of students Eve and I would have between us and I was below the line, blaming and thinking dark thoughts! Had a 1 to 1 scheduled with Ben for the end of term which actually happened at the beginning of term 3 which was just as well!

The 2 week break gave me a chance to put things into perspective and bring myself to be back above the line - accepting of the situation and thinking creatively on how to manage things.

One of my biggest concerns was managing NW between the 2 of us and supporting Eve as much as I could. I still feel he needs extra support which we simply can’t give given the fact that there are 53 other children who need us.

Working my way through CL comments was another area of concern - just the sheer numbers, and to start with it was a daunting task - 108 comments to write in 9 weeks! Getting to know what 27 children could do, what their next steps were and how I could best support them was (and still is) a challenge.

Highlights and lowlights from term 3;

• 5 weeks of teaching maths and eagling writing then swapping
• This worked and we are carrying on this term. 5 weeks is a good length of time to start and finish some learning
• Amount of time teaching maths has been great but being an Eagle has been hard - felt like I was pulled in too many directions
• After a chat with Claire we decided to use the environment more wisely so Owling of Maths has moved to the more closed in Theatre and the Eagling is now in one area - the bay and gallery.
• 2 weeks in to term 4 and it is working much better
• As a team we have 2 weeks of teaching reading then 2 weeks of town time
• This also works will as it means you need on put your energy into one thing which should result in a better outcome!
• At concept time Eve and I worked together
• Working with just one other was great
• Our planning wasn’t great though so our outcomes weren’t always clear
• I took over towards the end when I had the “brilliant” idea of role plays to demonstrate understandings and then filming on the green screen (far more work than anticipated!)
• While the structure of reading was great had some high needs (DL) which meant I always felt rushed and under pressure when doing guided reading. I don’t think I did the best I could have for the children.
• Taking this into account for term 4 we are in a much better place as Jill is taking our able readers and so I feel comfortable that their needs are being met
• Have also tried reading a new book every-other day which I am really enjoying as reading can now be fun again as we talk about the story and words and meaning and can have more emphasis on strategies
• At the end of the term there was a frantic rush to JAM the children
• I didn’t get all children done as I ran out of time
• Having talked to Claire since she has pointed out that JAM is just a snapshot in time of what a child can do and will have changed already so to not stress about doing the others!
• Instead I will focus on making sure pebbles are upto date
• CL comments were as hard as I thought they would be! This was partially caused by my desire to including everything in the comment.
• I’ve learnt not to do this, and focus on one highlight!

Something I read over the holidays was a book by Biz Stone one of the founders of Twitter and in it he says that constraints make you more creative. So my (and Eve’s) challenge is to use the constraints we have and be creative in our solutions.

Nathan Wallis (The Brain Guy)

What an amazing evening, such food for thought. We are doing lots of great things with our children but there are things to be aware of and changes to be made to my behaviour to get the best from the children.

Some of the take-outs and so whats;

Take out	So what
If you keep learning, your brain keeps growing - use it or lose it!	I need to keep learning so I don’t get dementia!
Face to face interactions spark the most neurons and when linked with the introduction of new information synaptic connections are created	Children working together is a great way to learn
Repetition is what keeps the connections as it is through repetition that myelin coats the connections (which makes them stronger)	Repetition of words, numbers, reading, writing, counting, problem solving etc is needed
Can take up to 90 repetitions for knowledge to become permanent	Keep the learning the same for longer - if they are not getting it, they need longer
Relationships are crucial in myelination	Build strong relationships with all children so it might not take 90 repetitions - they have an emotional response which makes things happen quicker
Learning is like a staircase - create the synaptic connection then you need myelination through repetition to consolidate the learning	Slow down! Give time for myelination to occur.
Need happy hormones for learning to occur - when endorphins are present, myelination happens faster.	Need happy children.
3 things that release the most endorphins; Singing Laughter Movement	Need to do more of all!
When asked to be still ½ of the frontal cortex is focused on staying still so that only gives ½ to focus on the learning	Need more movement to stay alert, and encourage the whole brain to learn
3 things that give the biggest negative behavioural outcome; Love withdrawal Inconsistency Punishment	Children need to know that you care for them unconditionally - you might not like the behaviour, but you still like the child. Children need boundaries Links with 1 - if punished then will behave through fear and will become insecure and will inhibit the development of self-control
3 things to give the biggest positive behavioural outcome; Cognitive training Induction Reward	Need to teach them what to do - fill the brain with an image of the right behaviour Induce them to want to do it - make them think it is their idea! More attention you give a behaviour the more it grows (+ve and -ve)
Clearer you can paint the picture of the behaviour then the faster they will get it	Role modelling and coaching, focus on what to do, not what not to do Do as I do not as I say
Up to the age of 7 the “More free play, less likely to go to prison”	More freedom and a focus on the children’s interests during Town Time
5x more cognition when playing rather than through structure	Give them play time
Intelligence is problem solving which is creativity	The more creative we can encourage the children to be, the better
Screens as well as relationships (not instead of) are fine	Use technology in away that supports the relationships in the habitats not replaces them - ensure see all children and that the focus is on what we do with the children not the extra learning tasks that might involve a screen!

Swivel of Maths

Very scarily I swiveled myself during a Maths lesson with the Orange Squares. Here are my so whats;

What I did	So what? Or Why?
Clear LIs were given	Children knew what they were learning
Materials were used	Manipulation of the materials gave a greater depth of understanding
Discussions among the children	They were on task and engaged in their learning
I did a lot of questioning	Prompted their thinking, not giving them the answer
Praise	Created a positive environment so children felt included and able to take risks
Use of modelling book	Easy for me to refer to and for the children to see their learning un-packed
Set out expectations and why the set up was as it was	Great to talk about expectations, but did so in a negative way which could have started the lesson badly for some Ensure stay positive, praise those who sit where expected and do as told
Went round the circle to ask how higher they wrote their numbers to	No purpose Eliminate from the lesson (save 30 seconds!)
Told a child to put down their pen (after all pens were down)	To stop her fiddling BUT she wasn’t distracted so should have ignored the behaviour Although later in the lesson (after 16 minutes) she was drawing again and this was a sign that she was no longer engaged. Make the lessons shorter
Didn’t let some children finish the learning task	Others had finished and were doing nothing Split into 2 groups after warm up
Explaining in detail what their learning was to some	Children working at different rates Split into 2 groups after warm up
Long transition, children waiting to move to the next station	Off task behaviour Trickle children out to the next learning station when sure they have grasped the LI Give whole group the follow up learning task and set them up in a different space Eagle to organise transitions so my next group are ready (however what happens if in the flow and don’t want to stop Ding a bell a couple of minutes before I want the next group so Eagle can start the transition
Setting up took too long, need to maximise teaching time	Have whiteboards, pens and other materials all ready to go before the lesson
LI was to look at building teen numbers and ended up with children imaging 96 and writing it in the place value houses!	Showed great progress through place value Could have stopped the lesson after 13 minutes when we had achieved the LI This means that I do have the time to split them into 2 groups

Here is the video;

More Maths thoughts!

Following on from the post I did recently about my beliefs around learning maths Muireann commented that she'd like to unpack the comment I made about worksheets! So I have given this more thought!

Worksheets have a place BUT only if certain things are happening.

That they (the worksheets) are; 

• purposeful - not just used for happy, busy, good (although we might need that at times!)
• checked over - no point asking children to do something unless it is looked at it and the children are given feedback or feedforward
• taught - again, if a child doesn't know what to do with a worksheet they may be re-enforcing bad habits
• linked to goals - so the children know what they are learning and can see the why of it

Writing review end of Term 2, 2016

Looking at my chosen 3, plus the CL comments for our Skippers/Pounamu children has sparked some ideas for writing time.





Whilst punctuation is a surface feature need for child 2 and 3 they also both needs support with structuring their writing. This held true for others too.
To try and help their learning in this I decided to start with a SOLO rubric on punctuation with examples.



The examples are displayed so that the children know what they are aiming for.

As well as working on punctuation, a deeper feature that I want the children to learn is how to structure their writing so it has ideas, order and flow. To help this I focused on writing a recount which the children do all the time...interesting to note that they had no clue what a recount was! Just shows how explicit we need to be when teaching, and that we need to use the language of learning.

This has all just started and Eve is now the writing owl so we will have to see what happens next!

21st Century Design for Learning Rubrics

The research that has been done around the 6 skills our learners need to have have also been put into rubrics. The aim of the rubric isn't to necessarily get the highest score but to be aware of what you and your learners need to do in order to improve in these 6 areas.

Collaboration

Skilled Communication 

Real World Problem Solving and Innovation

 Self regulation

Use of ICT for learning 

Knowledge Construction

Big Step 3 - Relationships

Writing with my mentor group

I have seen amazing growth and progress in a number of writers and it is heart-warming to see. Several writers I had thought of as quite reluctant are now asking to write everyday. Pinpointing why is hard as i’m not one to sell myself and i’m sure there is lots of things at play, however I do believe that the relationships I have built with my mentor group, and the trust that there is, is paying off. These children know I want the best for and from them and as we celebrate success (in a fairly whoop whoop low key way) they want to do their best. They are moving from writing and reading for me to doing it for themselves - finding their voices and giving them an audience - knowing that we (all mentors) want to read their stories. The level of enthusiasm is quite exhausting but well worth it to see the joy on their faces. Must share this joy with their families, just incase they haven’t!

Literacy Workshop

As a team of mentors we had to reflect on our literacy practise and as part of our professional learning we each developed a goal. I linked my literacy goal to one of my big steps – my writing inquiry.

I will begin to build a strength in: making explicit links between phonics, reading and writing.

The actions I will take: make a sign that all mentors put their weekly phonics focus on and then use this whenever I can.