Our Summer Blogging winners

Over the Christmas and New Year holidays, our year 9's (who are now year 10's) had the opportunity to take part in the Summer Blogging Journey programme.    This programme encouraged students to continue learning over the holiday break through reflecting and constructing blog posts, as evidence in the past has shown that "the summer slump impacts children's learning ability as they are out of the classroom and school lessons during the holidays".   Over the holidays our school library and marae were open for students who wanted a place to write and read.

There were 5 students who were awarded certificates and prizes for their efforts.  Leopote Aholelei had a particular role as a 'blog commentator' who read and supported students on their blogs.  There were 3 prizewinners from each school and they were acknowledged in a recent assembly for their efforts - well done to all who'd participated in the summer blogging journey.

1st Place:   Seniola Tupou
2nd Place:  Rowana Tui
3rd Place:   Sam Liu

Our Summer Bloggers:  Leopote Aholelei, Heilala Makasini, Ashley Munu, Sam Liu, Rowana Tui and Seniola Tupou.

Year 9 and 10 E-asttle testing for Term 1

This week, our year 9 and 10 students have been completing their easttle tests in reading, writing and maths.  We have found that in the past, our students have not taken their tests seriously which has seriously affected many of their results.  To try and address this, we have identified ways to manage the process better.

One of them is to ensure that students know the importance of these tests.  In year level assemblies, Mr Dunn, our Deputy Principal of Curriculum, has reminded them on the purpose of the tests and how they should try their hardest so that we can support them in their learning.  Their Deans reinforce this through encouraging students to use our schools R.I.S.E values when sitting the tests.  The purpose of doing this is so that students can see these tests are not separate from their teaching and learning in classroom, which in past has created a barrier for students.

The staff have also been reminded about the importance of preparing our students mentally, for the tests.  In our staff briefing, Mr Dunn has talked about making sure our teachers encourage our students to bring the right equipment to the test and have the right attitude.  The thinking was that the more our kids hear about the tests in the classroom, the more they can connect the fact that these tests influence how teachers the teach to their learning.

On testing day, the environment for which our students have been sitting the tests is mirrored on external examination conditions.  This has worked in our favour to ensure that students know the seriousness of these tests and can prepare themselves better for when they are in year 11 and doing NCEA exams.  Subject teachers are active monitors of students in the exam environment and have supported Marc, our easttle adminstrator, in ensuring that the students are settled and working to their best.


Once the tests have been marked and moderated, the next step in the process is, as a teacher, to understand what the results say and develop a plan collectively to support students in their learning.  As an across school COL teacher,  I want to support teachers in this process, because I see the need in valuing these tests, which on a whole, will speak to where our learners and at.  And it is up to us, to get them to where they need to be.

Language in Abundance - creating a word wall

In our year 9 and 10 social studies classes, we are creating 'Word Walls' in a hope that our learners will see key words and concepts being used for understanding.  On these walls, we will have the key concept that we are learning and how we can say these words in our different languages so that we can see what they mean to the different ethnic groups in the classroom.

Some of the questions I have are:

• How can we keep the word walls active and dynamic?
• How can the students utilise these words walls?
• How do we know that they work?

My thoughts around how to incorporate these 'words' into our lessons will start with what are important concepts that students need to use when understanding a context.  For the first year 9 unit, the concepts around sustainability have been important to find out what kids know and what they need to know.  

I am thinking about 'Important Tamaki Words' that are possibly shared across our subject areas and the possibility of find consistent, cross-applicable ideas and concepts that could help our learners achieve better.  At the moment we have our SOLO charts which has been a great way to assist our kids in knowing where they're at.  My possible next steps would be to collect information across each learning area to find out which words, ideas or concepts we can develop together.

Our SOLO charts found in every classroom.

Inquiry 2018: The Challenge - my year 12 Boys

At the start of this year, 9 boys joined my level 2 Social Studies class, 8 of whom had not taken a Social Science subject in year 11.  When asked why they took my class, 2 replied because it was the only option in the line they liked, 3 said because they wanted to try it out, and rest weren't sure why they'd taken my subject.  Only 1 student had said it was part of his career pathway.

I am hoping to inquire into ways that will engage my students, especially the boys so they can discuss and critically think about the social issues we will be covering during the year.  Having limited knowledge about what social studies is all about, I am hoping that their interest will grow if I expose them to different learning environments.  I also want to use writing strategies to get them used to academic writing and improve their confidence in writing.

To measure this, I will look at:

• Credits gained in their assessments
• Credits gained at merit/excellence level
• Literacy credits gained at the of the year
• Student voice surveys

So far, I have met with each student in the class and created a tracking sheet to show where the kids were at and what their goals are.  I hope to see what their writing is like NOW, so I can compare what and how their writing improves over the year.  We will revisit each of these goals during the term and I will update their credits as we go on in the year. 

Language in Abundance - Take 2.

Today we have had the privilege of listening to Dr Jannie van Hees.  This is the second time in the last fortnight that I have heard Dr van Hees speak about 'Language in Abundance' and each time, I have heard something new that has resonated with me and challenge my thinking.

The issue that is facing many of our kids is that if they haven't got language, they can't carry concepts.

We want kids to 'Flourish' and part of it lies in understanding the brain (cognition) and concepts knowledge.  But a key component lies in the attitudes towards the learning.  When the learner loves language, this is difference making.  Self-esteem matters greatly.

Another key idea Dr Jannie shared was that if we as teachers are not paying attention to the learners paying attention, we can not recognise purposeful engagement.  Unless this is happening (photo) and we are optimising learning conditions, there is no learning happening.

Keep triggering the known to the new - all the times, different contexts (at least 3 times over to let it sit with the learners).  It has to all come together.

So what can we do help?  Help kids to scaffold themselves and the learner and amongst themselves and their peers - help them to be co-contributors to learning opportunities.  I have asked Dr Jannie if she could come to the college and help us build and implement strategies that can ensure our kids are getting 'language in abundance'.

Informing teachers across our cluster about NCEA

Every year, the Woolf Fisher research team presents to teachers and leaders across our cluster reading, writing and maths asttle results from the previous year.  From these statistics, we saw results that presented a number of challenges, particularly in year 9.  Because these statistics only share results from years 1- 10, I collaborated with Russell Dunn to share with schools our senior results.

Here is the presentation:

 

  It was important to explain NCEA as some of our primary school colleagues may not know much about it.  The SOLO framework was also important to emphasis because it helped us to share the key language of learning we use to prepare our students for NCEA and to allow our colleagues to think about what language they could use in the primary schools as linked to SOLO.

At the end of the presentation, a number of staff approached me about coming to talk to their school staff meetings about NCEA, which I am looking forward to.

My Inquiry for 2018

My Inquiry for 2018

For my inquiry, I have selected the following Manaiakalani CoL Achievement Challenge:

The focus of my inquiry are the boys in my level 2 Social Studies class. 

What and who:

Supporting my senior year 12 Social studies class through engaging contexts and effective writing strategies whilst ensuring they achieve success within the NCEA context and timeframe.

I will also share best practice evidence with my Social Studies department and support the implementation of writing strategies for the junior year 9 and 10 programmes.

How:

I will plan use researched and practiced evidence to understand how boys learn and develop a programme based around this evidence.

I will use engaging contexts to gage interest and motivation for writing.

I will use developed writing strategies such as SOLO taxonomy, our literacy resources at school, and visit other classroom contexts to design resources that will be tried in the classroom.

Measurable outcome:

The goal is to ensure that the boys in my level 2 class will gain 14+ credits at level 2 and at least 5 credits in level 2 literacy.