Kia Ora, I am a Year 6 teacher at Point England Primary in Glen Innes, Auckland, New Zealand. I have the privilege of teaching in 2 ILEs where all the gorgeous Tamariki use Google Chromebooks 1-to-1 for their learning. I am also very excited, for the first time, to be taking on the exciting opportunity of being a CoL within schools teacher at PES, as well as a Manaiakalani Google on Air Teacher! Please feel free to comment on my blog. Thank you for stopping by
Gems from first CoL Meeting
COL Inquiry - Mia Szymanik, Year 6 Teacher, PES School 2018
Gems from first CoL Meeting
What’s the Big Idea for 2018 ?
“Language in Abundance”, Language Acquisition, development, Transfer and sustaining across school levels and curriculum domains.
Language in abundance environments ‘drip’ with language availability
and attention, where noticing and relevant use of words allow for
deeper, wider, more specific and precise, context appropriate
language expression…leading to knowing at deeper and broader
levels. Dr. Jannie Van Hees
What is MY responsibility as a COL teacher:
Conduct a mean as inquiry at your level/s in your subject/s
Language in Abundance - Where will you put your lens?
Can you think with depth and breadth if you don't have the words to express yourself?
2/3 of a lot of our children's day does not expose them to complex language. Our challenge is to make sure the 6 hours we have with them is to expose to them to as much rich language as possible.
We want our kids to do well in education to then step up and be 'higher players' in society, how do we get the parent and caregiver to be more educated?
We know that education levels in the family are going to make a difference to their children - if we say there are a large number of families here that don't have higher education it doesn't mean they are NOT going to able to scaffold and help their children.
You can't spend your day gathering ideas from the children.
What are the trio of lens?
- Explicit attention to language
- Attention to co-contributors
- Optimising envieonmental conditions
Developing Mathematical Inquiry in a Learning Community Professional Development Day 2
If anything, this programme is about teaching resilience. Never be afraid to make the problems really hard. I’ve been in classes where children do not know the answer but they learning that occurred in finding that answer was HUGE. Record what has worked well for you and why - it has been cool to see kids who are not confident in maths, or struggle giving it more of a go, and to see kids being challenged and feeling like they are all equal to each other, e.g. mixed ability groups. Record what you have noticed about how your students feel and act about this way of learning maths - I think at the beginning they were a bit hesitant/ confused. It is a very different way of learning maths to what we normally do, HOWEVER, after establishing the group norms and getting more used to DMIC, the children have enjoyed working in groups and taking charge of their learning. They have also liked being able to work on…
There is no learning that doesn't require a lens on language. LANGUAGE carries the concepts and meaning. When you put the LENS of the language on the topic of the domain you are working in, you need to think, how are you going to do this so it results in heightened levels of language. You have got to be really discerning about what you are doing, could we honestly say in all the work that we are doing, whatever level, are our children having heightened level of complexity as their capabilities? This is something we need to constantly be thinking about. Where does language occur? Spoken form, print. What we have got to be thinking of.. we could have mileage in print and spoken form - but our question has to be - is it heightening their level of understanding and being able to produce themselves. ORAL LANGUAGE Thinking and Meaning Concept Knowledge Vocabulary Langaue Structures READING - WRITING
Learners need to try out language and express language as well as receive language. There is o…