Reflections+-+Maria

** Examples of how this new learning has been embedded in my teaching/leadership practice: ** This gave us a starting point to review the school’s existing Cyber Safety policies and procedures. We adapted the Learn, Guide, Protect guidelines from Heather to suit our needs because they are more user friendly for the children. To follow this up we will introduce the children to Hector’s World and look at the unit plans available for us to use. **Next Steps.** ** Introduce and discuss the Netsafe Learn, Guide, Protect guideline; ** ** Comments **
 * // Date //of Reflection**// : //// 04.04.1 //
 * New skills and ideas I have learnt. **
 * At a recent staff meeting I shared the digital citizenship information that I brought back from the Learning @ School Conference. Heather Murray, the ICT e-learning team Leader from Pukekohe Hill Primary gave us a good model to follow to ensure we teach our students how to keep themselves safe on the net. **
 * The impact of my new learning on student achievement has been: **
 * I haven’t introduced the Learn, Protect, Guide guidelines yet because there is still some paper work to be completed for the parental cyber safety and privacy agreements. However the children and I have spent time in Hector’s world viewing and discussing how Hector and his friends learn how to become confident and responsible users of technologies. **
 * I also introduced the search engine kids.quintura.com to the children so they know it’s a safe place for kids to research information or play numeracy and literacy games. When the children use the computers they soon call out if someone is in a site they aren’t meant to be. **

**// Date // of Reflection **//** : **//// 29.03.11 // ** New skills and ideas I have learnt. ** ** At the Y0-Y3 PD day Barbara gave us an ICT skills assessment sheet covering the first 4 years of schooling. I was keen to have the children fill in the sheets so we could all see what stages we were at and where to next. ** **Examples of how this new learning has been embedded in my teaching/leadership practice**: Check through the ICT skills assessment sheets with each child, identify a new skill they need to learn and integrate it into their learning plan each week. // ﻿ // Comments
 * We had a really interesting morning. Before even starting the assessment we discussed the meaning of the acronym ICT. (Isn’t that bad? I’d yapped on about ICT for ages but never pulled it apart with the children). Together we brainstormed the 3 words and found physical evidence of these things in the classroom, around the school and what was used at home. Now I always prompt “What is ICT and which part of it are we using now? **
 * The impact of my new learning on student achievement has been: **
 * The students have now got a hard copy of the ICT skills assessment sheet in their curriculum port folios. They were honest in their self- assessments. (They usually are because everyone knows what everyone else can do). The port folios live in the student’s desks and when any of them learn a new skill they show me and the rest of the class then they tick their assessment sheet. The children are very good at helping each other to learn new skills. However sometimes the one doing the tutoring takes over and does too much so they have to be redirected back to their own learning. It certainly empowers the children to have ownership of their learning, assessment and where to next. **
 * Next Steps **

**// Date //// o // f Reflection ** //:// // 23.03.11 // ** I came back from YO-Y3 ICT PD day with a copy of Linda’s comprehension strategies reading chart and was really looking forward to using it in the classroom. I adapted it slightly to include the word ‘ how’ in the learning intention and decreased the size to A4. I have only 5 children in the class so the smaller size can easily be seen by everyone. ** **Examples of how this new learning has been embedded in my teaching/leadership practice**: I now use the chart every day before, during and after reading with the children. Initially to familiarize the children with the process I introduced each comprehension strategy before shared reading so everyone knew how we were going to use the chart. I also use it during guided reading lessons because it actually saves having to write the learning intention each day. It is always on display and can be referred back to at any time during the day. **The impact of my new learning on student achievement has been**:
 * New skills and ideas I have learnt. **

Next Steps**.** Include Barbara Wenn’s question and thinking strategies in to the thinker’s toolbox that I started after returning from the Learning @ School conference. Children need to learn appropriate questions to develop their thinking skills.

Comments

**// Date // of Reflection **// : //// 8.03.11 // ** I introduced the Thinker’s toolbox and all its goodies to the children last week and they loved it. ** Although it’s early days yet we use the toolbox every morning to get us started with pre- writing thinking and planning our next steps. The bright post it notes and colourful pens are great motivators. We use graphic organisers to plan our learning and the children expect to use the toolbox daily. I only add tools as needed, for example when children were writing recount we looked at different sentence starters for the orientation, sequence words and personal comments. I’ve found that the more I use the children’s ideas the better their engagement. ** The children can talk about why we use graphic organisers – to help us learn- to help us focus- to help us think- to help us plan. When I first asked them their thoughts they shrugged and said “Don’t know” So this is just the beginning, I look forward to the development in their thinking throughout the year. ** ** Next Steps ** Comments:
 * New skills and ideas I have learnt. **
 * Examples of how this new learning has been embedded in my teaching/leadership practice: **
 * The impact of my new learning on student achievement has been: **
 * I want to see the children using the toolbox in all areas of the curriculum. One of the children had chosen the ‘Fantastic Facts’ from the Reading Tumble Activities during reading time. He had started writing up his fact sheet without planning it, when I told him to use the graphic organisers from the toolbox he said “Oh yeah I forgot about that”. I have to make sure that I make the links for them. **

** New skills and ideas I have learnt //. //** Wow just spent the first day @ Learning @ School Conference, After this morning's Breakout 'Building a Thinkers Toolbox I'm looking forward to introducing what I've learnt to Jocelyn and Karen at one of our staff meetings this term. The great thing about Paula Jamieson's presentation is that it is on the net so I'll be able to talk our staff through the thinker’s toolbox, its accessories and how to use them.
 * Date:23.02.11 **

** Examples of how this new learning has been embedded in my teaching/leadership practice: ** I intend to introduce a physical toolbox using this new learning in the classroom as soon as I get back on Monday.. I have lots of visual thinkers’ tools on the wall, they need to come down and be put into the toolbox so kids can use them every day.

I certainly look forward to making an impact on the students learning with this new learning. ** Next Steps: ** Paula stressed the importance of choosing one or two thinkers’ tools and learning and teaching them really well. So my next step is to introduce De Bono’s thinking hats and one other. Not sure what that is just yet.
 * The impact of my new learning on student achievement has been: **

Comments:

** **Date of Reflection**:17.02.11 ** ** Using Y charts from Eric Frangenheim PD day at Koromatua. ** ** I used it to help children think about what they need to be doing when they are learning so they can manage their impulsivity a little better. I find it is helpful to have these Y charts on the wall because we constantly refer back to them to check we are doing what we said. A positive comment to someone who is on task soon gets other children back on track. I also use graphic organisers around the classroom walls for various displays and the children have to identify what type of GO it is, eg. Flow charts for reading and mathematics tumble activities-simple webs for Learning Intentions-metaphors to show comprehension strategies for reading. ** ** The students found it really tricky to fill in the Y chart independently so I buddied them up with a partner. They came up with things like “be good”, “do your work”. To help their thinking even more we did some role plays and watched each other, then talked about what actions we could see. This really helped with the ‘What does it look like”. It wasn’t until they were involved in other curriculum activities that they clicked onto, ‘What it sounds like’ and ‘What it feels like’, ** ** Introduce different graphic organisers on a regular basis. ** ....................................................................................................................................................................................................................................................................................
 * New skills and ideas I have learnt: **
 * **Examples of how this new learning has been embedded in my teaching/leadership practice**: **
 * The impact of my new learning on student achievement has been: **
 * This shows me that they are taking ownership of the learning in the classroom and are actively involved with their thinking. **
 * Next Steps: **
 * Comments: **