Spiral of Inquiry - 2016

Here is a presentation I created about a Spiral of Inquiry. 

Te Reo Maori Professional Development

Te Reo Maori - Professional development workshop with Whaea Gloria

8th May 2015

Prior to saying your mihi, include a whakatauki and a greeting to the kaikarakia and kaiwaiata as well as the others in the room.

Mihi - do what you know. If you don’t know or don’t have a tribe, say your family name.

Waiata after every Mihi and close with “No reira, tena koutou, tena koutou, tena tatou katoa.”

With the Maori language, begin by teaching key words. This can enable children to identify the key points and build the sentence or translation around the words they know.

Should be speaking Maori everyday.

Can use Maori during phonics. For example, “Tena Koe Eramia. Ka timata tona ingoa i te E. Orite ki nga kupu eat each and egg.”

He Reo Tupu, He Reo Ora resource is very useful. Includes all the information needed to teach various unit plans. Also includes resources and is available online in TKI.

Be sure to use “E pehea ana koe” rather than “Kei te pehea koe” in Ngapuhi territory.

When responding use “E ________ ana ahau (I am ______).”

When saying number “11” in te reo Maori, you must say “Kotahi tekau ma…” otherwise you could be meaning “101” which could be “tekau ma tahi (one ten and one one).”

Karetao - puppets that were used years ago. Can make with the children using mdf (soft wood). Songs accompany the movements made when using Karetao.  

Noughts and crosses game: vocabulary challenge. Winner chooses a place for a nought or cross.

Vocab - raro, waenganui, roto, maui, matau, runga.

Aspects to try and include in the classroom:

• Continue use of He Reo Tupu resource
• Create mihi / pepeha
• Remember tip about the number 11
• Make sure to use Ngapuhi reo

Wedge graph tracking - Reading

I used this wedge graph to track the reading levels of students in my class. Using this tool I could track where students were according to the weeks they had been at school. I could also see where they were in relation to National Standards and share this with parents/whanau when reporting to them. 

POD Scavenger Hunt

This scavenger hunt was created to provide students with the opportunity to build relationships with other in our POD. Students were put into various groups and worked together to complete each task. The students had to utilise the iPads to record what they found too. 

2015 Scavenger Hunt

1.	Take a picture of your group using the rock area sensibly. Hint: Take a look at the sign
2.	How many rubbish bins can you find? Get someone in your group to keep count. Hint: Some are green and some are blue.
3.	Where are these gates? Take a photo when you find them. Remember to take turns with the ipad. You could teach someone in your group to take a photo.
4.	Where is this? Find it and take a picture Talk with your group about the art on this. Which is your favourite? You could take a photo of you next to your favourite picture… Take a photo of any other artwork that you like around the school. What can you find?
5.	Take a photo of the Junior playground and sand pit rules that you are allowed to play on. What do you like best, the playground or sandpit?
6.		Find these two gates. Take a picture of each. When are you allowed to go through these gates?
7.	Can you find these toilets? Take a picture of these toilet doors and any other junior toilets you know of. What do we need to remember after we go toilet?
8.		Where are these two buildings? Take a photo of each. Talk with your group about what they are for?
9.		Can you find either of these areas? Are there any other interesting things near them? Take a photo of all that you find.
10.	Find the office, the sick bay and the library Take a photo of each of these places. Talk with your group- when would you visit these places?

Bonus Point:         

If you see any of these teachers, stop and introduce yourself. Use your best manners, tell them which rooms you are from and ask if you can take a photo of them.

Oral Language Presentation

Oral Language PD Presentation 

This was the presentation that Lynda Foster and I created after attending a professional development evening around oral language. As Lynda is a Reading Recovery teacher and I am a part of the Literacy Lead Team, we needed to share this new learning with our Junior Syndicate team. As leaders in the school it was our task to encourage teachers to reflect on their own practice and the needs of their learners around Oral language. This presentation and professional development included points around cultural diversity, respecting languages, teaching students to make connections, and differentiating learning opportunities to cater for the diverse language needs in a classroom. 

Discovery Time

These discovery time lessons allowed different teachers and students in our POD to build relationships with each other. They allowed for student voice and agency particularly in some of the lessons later on in the term. This meant that the students were more motivated and engaged in the tasks. Children also had ooportunities to transfer and build on current knowledge in these lessons too.

Term 2: Discovery Time - Second half of the term

Time frame: Weekly, Friday afternoon. One short lesson following Syndicate Hui and one longer lesson the following week.

Discovery Focus: Choose one area of NZ curriculum  (E.g. Arts, Science, Physical)

Key Competency: Managing Self

Literacy Focus for follow-up: Varied depending on discovery time activities.

NZC: Guide all AO’s and Learning intentions.

Week	AO	Learning Intention / Success Criteria	Description	Writing Follow up
6 (short)	The Arts: Explore the elements of role, focus, action, tension, time and space through dramatic play.	WALT: Develop acting skills through role play. SC: You participate with your group. You make decisions about how to act out a scene.	Drama based. Activity One: Based around Little Red Riding Hood (re-enactment or modified version of the fairytale). Activity Two: Act out various situations / freeze frames (at the beach, playing a sport).	Narrative
7	Fun Run today - no Discovery Time.
8 (short)	Science: Astronomical systems: Share ideas and observations about the Sun and the Moon and their physical effects on the heat and light available to Earth.	WALT: Describe the meaning of moon phases. WALT: Describe how the Sun causes night and day. about light in relation to the Sun/Moon. WALT write a definition and a fact (Additional KC: Thinking)	Moon or Sun activity Piece of art incorporating sketching light and shadow- one in relation to Sun (Night and Day) and one in relation to Moon (Phases of the Moon) Definition and Fact for Sun or Moon.	Report
9	Technological Knowledge: Technological modelling. Understand that functional models are used to explore, test and evaluate design concepts for potential outcomes and that prototyping is used to test a technological outcome for fitness of purpose.	WALT: Create buildings using a variety of materials SC: Create a design, choose materials and build it After learning about different houses and classrooms in various countries, chn will be able to choose the type of building they want to create.	Activity One: Build a house. What materials would you use? How would you design it? What would you need or want in your house? Activity Two: Build a classroom. What materials would you use? What would you need in the class?	Explanation What is in the house? Why have you used these materials?
10 (short)	Health and Physical Education: Positive attitudes; Challenges and social and cultural factors. Participate in a range of games and activities and identify the factors that make participation safe and enjoyable.	WALT: Change the rules of a game. (Additional KC’s: Thinking, Participating and Contributing).	Children choose from two games- Rob the Nest and Duck, Duck, Goose. Create a modified version of the game- include rules/instructions (safe) and goal/aim (enjoyable). Groups of 3-4	Procedural

POD Physical Education

These physical education lessons we planned created opportunities for students and teachers to work cooperatively, build effective learning relationships, and also focus on the whole well being of the students. As all of the teachers involved helped, plan, organise, teach and reflect on, it became a really collaborative element to our practice and classroom programmes.

Term 3 Pod Physical Education

Melissa Thomas, Jessie McClintock-Maihi, Amy Davidson, Tania Dobbs.

AO: Movement Concepts and Motor Skills:

• Movement skills; Science and technology: Develop a wide range of movement skills, using a variety of equipment and play environment.

Positive attitudes; Challenges and social and cultural factors: Participate in a range of games and activities and identify the factors that make participation safe and enjoyable.

Week	Sports	Big ball skills & reinforcing Hockey learning	Classes
1	Soccer & Hockey	Skills Focus: Dribbling Relays, pair work, small game situations	Soccer: R6 & R11 Hockey: R7 & R10
2	Soccer & Hockey	Skill Focus: Passing Pair work, team relays, small game situations	Soccer: R6 & R11 Hockey: R7 & R10
3	Soccer & Hockey	Skills Focus: Dribbling Relays, pair work, small game situations	Soccer: R7 & R10 Hockey: R6 & R11
4	Soccer & Hockey	Skill Focus: Passing Pair work, team relays, small game situations	Soccer: R7 & R10 Hockey: R6 & R11
5	Basketball & Netball	Skill Focus: Passing / Catching Pair work, team relays, small game situations	Basketball: R6 & R10 Netball: R7 & R11
6	Basketball & Netball	Skill Focus: Basketball = dribbling Netball = landing / footwork	Basketball: R6 & R10 Netball: R7 & R11
7	Basketball & Netball	Skill Focus: Passing / Catching Pair work, team relays, small game situations	Basketball: R7 & R11 Netball: R6 & R10
8	Basketball & Netball	Skill Focus: Basketball = dribbling Netball = landing / footwork	Basketball: R7 & R11 Netball: R6 & R10