Sunday, April 3, 2016

Let's take stock. Where am I at.....

Term 1
As with most teachers, mentors, administrators and students term 1 has been a time for .....


 *   Getting the balance of work/life/tasks/support/cerebral advancement (pro. rding/discussions with colleagues).  This balance and allowing for time has been very valuable.   Actually one of the most beneficial developments to my CR is that of the collaborative talk that happens with staff.  For eg This morning, Monday of Wk 9, I've had professional discussions re learning,  and or directly literacy with Emma S and W, Ben, Sharon, Marcia, Trin and Tetli.  The team aspect allows for clarification, it allows for just in time learning, it allows for reflection, it allows for sharing....  This didn't happen in my previous position as although they were a great team things were often decided by 1.   Having time to do the job that you need to do is far more valuable than being paid more.  Actually don't we find this applies to our students as well.

*    Literacy programmes and practises within the school habitats and how can I assist with these
Being involved with the habitats has been timely - I wanted to get to know what is happening - look at what needs to happen and how can I assist mentors to be the best literacy providers that they can be.  I have to understand that the life of the habitats are a different environment than that of single cells, collaboration within classes and across teams/schools.
A couple of stand out points

*    The importance of Foundation Literacy Skills/Knowledge.  This provides that base for all learning and sharing, (as it is important to remember in here that oral literacy skills are included.  I often find that we forget, for want of a better word to deliberately plan / teach / support  oral language) to happen at an in depth way.  Strong literacy skills support success in learning.

*    Baby out with the Bath Water - this is an old saying but I believe that it is more important for us now in the MLE that we are working in.  There are tried and true practises - Best Practise  - that transcend all learning environments.   The Art of Teaching hasn't changed.  students need to learn skills/have knowledge that they can portably transfer to access all areas of learning that they require.
I'd argue that this is more relevant now as students can access more knowledge and skills outside the classroom/schools.

*   Working SMARTER, sorting out what we are teaching - forward thinking - doing the ground work so that when the students meet new learning they can flourish, Knowing Your Learner.  I'm not saying take the challenge away but provide them with a base to start on.  (Thinking about the pit, maybe a couple of shovel fills of dirt in first).  This also applies to using our computers/goggle docs to  communicate and collaborate our planning.  Maybe hyper linking from our joint timetable.

*   Environment - this is what I see is the biggest change.  We have three habitats and the teams are working differently.   They have the same environment but ... the make up of teams are different -  personalities, strengths, needs, experience, the number of students in the space,  etc but each team (in my opinion) main function is to provide a safe learning environment where learning takes place for all on a daily basis.  How the teams manage this in the environment is the fun/interesting/unique challenge.

So where to next term ?????

Ben asked the question and here is may reply
Well, the New Zealand curriculum has a succinctly put it "As language is central to learning and English is the medium for most learning in the  NZ Curriculum, the importance of literacy in English cannot be overstated.
Under the Key Competencies, capabilities for living and lifelong learning, using language, symbols and texts I think says what foundational knowledge they need.  A child needs to be able to access and use those three as the base on which to build and gain success in learning.










2 comments:

  1. Interesting Jill... There is a real challenge being placed right in front of us around what exactly foundational knowledge, or what is the stuff that must be known without exception in order to access the curriculum. Has that been written somewhere concisely?

    So what is your focus of next term? This is something we could discuss.

    ReplyDelete
  2. Well, the New Zealand Curriculum has a succinctly put it "As language is central to learning and English is the medium for most learning in the NZ Curriculum, the importance of literacy in English cannot be overstated.
    Under the Key Competencies, capabilities for living and lifelong learning, using language, symbols and texts I think says what foundational knowledge they need. A child needs to be able to access and use those three as the base on which to build and gain success in learning.

    ReplyDelete