Record of Learning

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Working with small groups

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I feel so lucky to be learning so much from the kids that I teach.  Two of our students taught me new games that they had played during their art therapy time.  The first game involves drawing 6 doodles / scribbles / shapes and numbering them 1-6.  Then each person takes a turn to roll a die.  If the die lands on a 6, that person copies the doodle that is labelled '6'.  This continues until one player draws all 6 doodles on their paper.  The game seems to help students take turns and interact positively with each other while also creating a drawing in a structured way.  Another drawing game involves drawing a large circle or square (over most of the paper) and dividing it into parts. If there are 3 players, divide the shape into 3 parts. If there are 4 players, divide the shape into 4 parts. Decide how many minutes you will get to draw your first picture (1-3 minutes seems good). Then each person draws their first picture in one of the sections. Then w...
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Circle Time - Peer-to-Peer Conversations

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  As part of my professional learning I am working towards this goal:  By Week 5,  try some different ways of promoting peer-to-peer conversations during 'making time' so that our students felt comfortable sharing their ideas with their peers. The early childhood resource "Talking Together" from the Ministry of Education gave me some great tips: Environment :  - Provide activities that are creative and open.  - Choose activities that connect with the students culture and experiences - Small groups are most helpful for encouraging talk - The spaces should be calm and quiet without background music  Teacher prompts:  - Listening to a child talk and then responding with, "That reminds me of a time… does it remind you of a time…. " - Story telling - listening to a child’s story, recording and retelling (possibly with prompts) with other children joining in.  "That’s an idea I hadn’t thought of George. Has anyone got a different idea?" Using puppets to...
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Math Assessment - with Marie Hirst

  Mathematics Assessment Tools  Some of my takeaway ideas -  - Know the purpose of the assessment and why it was created  - Learning progression framework is something I'm not familiar with - it seems there are different tasks available with that.  - GLOSS was designed for 'mental strategies' which is not 'number'. Mental strategies are only a part of number.  - Basic facts need to be learnt fluently - easily, easily accessed. It doesn't have to be super quick. Timed basic facts tests can contribute to math anxiety. Let the kids drive it - what do they need?  - Classroom observations - these have the most weight. It was nice to hear this emphasised. I think this means having really good observation skills as a teacher and knowing what you are looking for.  - Rich tasks can include multiple AOs. Look at the depth of thinking in those rich tasks. Use measurement as your context for number and algebra to give purpose.  - Week of inspirational ma...
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