Burst n Bubble

Children's creativity

Reflection

Week 6 Term 3

The school 60th Jubilee Preparation involve dancing and music.

This has been an amazing opportunity for language development.

We created words woodle to describe our cultural dance.

This has equipped learners to write about the event which was the highlight of our term 3.

WHAT DOES THIS MEAN TO MY PRACTISE?

A strong message and reminder that we have to create situation that hook the children so they can make connection and stir conversation to make learning meaningful for them. 

Vocabulary Wall

Vocabulary wall in the classroom and online is a way of letting the learners identify words and referring back to words indentifie

Word Collocation

I introduced  Word collocation - this is finding words that goes togetherA collocation is two

or more words that often go together.

EXAMPLE: remember rightly, remember distinctly, remember vaguely, remember vividly).

This is very new to my students, however, we tried to find word collocation and to use it in writing. 

Have continued to gift vocabulary, using of vocabulary. 

NOTICING AND GIFTING VOCABULARY

WEEK 2 TERM 3
This week I have picked vocabulary that I think would be challenging for my learners in different areas.  I gifted them the language.  We discussed the  words in context and used the words in other context. The students then apply the word to the VOCABULARY WEB.


Below is a vocabulary web  - My learners were very keen to do this activity. They responded well and motivated to complete the task.  I still need to know what impact it has on their learning.

Learning Stock Take

WEEK 1 TERM 3

Stocktaking of learning-

Have re-introduced Learning stocktake to my students. The whole week was guiding
them and having to stop regularly to unsure they complete their learning stocktake.

This experience has led myself and my co-worker to ensure that all our learners know their
learning goals /learning intention.

The importance of unpacking the learning intention/ learning tasks can not be under estimated.

This has taken a huge toll on our learning as we have to stop regularly to ensure all learnings
understood what they need to do.

WHY LEARNING STOCK?

Learning stock take works both ways - it set direction for teaching and learning.
It is allowing my learners to know the direction for their learning and for myself for future planning.

It is accountability, students has to provide evidence of something they have CREATE out of
the learning they have done and to SHARE in some form.

Stock take idea comes from businesses. It is checking what in stock.

Creating Learning situations

When boys are interested in what they are doing, they are engaged and motivated. From this activity, they did an explanation writing on how it worked.  Conversation and discussion of what to do and how it worked was evident.  Talk, Talk, Talk.

REFLECTION:  When the situation for learning captured the interest of the learners, I need to invest in the moment to heighten the language and vocabulary.  Having it recorded is very powerful as the boys can refer back to it. 

Situation for Learning

This was an unplanned situation but what happened related to our current learning.

There was a power cut in the school and electrician were called

While they were dealing with wires and connection, the students especially the boys were watching
with interest and questions were murmuring.

One of the  electricians was fantastic, he came to the class and talk to the kids about the circuit.
I have not introduced the earth but he did as one of the learners asked about the black wire.  

What a great learning

REFLECTION

When situation for learning captured the interest of the learners, they will
participate and engaged. The hands on experience is absolutely important for
my reluctant and don’t care learners, especially some of my boys.

Creating Situation for Learning

Week 7 Term 2

RELUCTANT LEARNERS AND TURN OFF LEARNERS

This is not new - when the learning is hands on and
the context captured the interest of the learners, they
participate and engage. Conversation is happening and
language is exchanged as they expressed their thinking.
However, my role as leader of the learning space is to
heighten the language to enrich their vocabulary.
As said by Dr van Hees, "lift the conversation by giving
the learners responses that make them think more.

Condition for Learning

Week 6 Term 2

RELUCTANT LEARNERS AND TURN OFF LEARNERS

Creating situation where learners can do hands on activities is not new BUT need to give more. In this situation, students are talking and sharing their ideas - conversation is happening. The challenge here as stated by Dr van Hees is to heighten the language of conversation. I need to lift the conversation by giving them vocabulary that will enrich the conversation. Will keep posting on this.

Week 5 Term 2

Heighten the language by responding to students discussions according to Dr van Hees. This is my take from the CoL meeting this week.  Will aspire to do in my learning space.

Have continued to focus on creating effective condition for learning by following the LEARNING STOCKTAKE.  This week really gave me the opportunity to monitor the learners who takes so long to settle down to work. Many reasons are heard for why they are not starting.  

It is upsetting for me to see that my learners can do it with me but fall back when the release person is working with them and let alone a reliever.  

This one what I have to work on.

Conversation in the classroom

Have come across this online and it resonated well with Dr van Hess  - Need to increase conversation in the classroom. A conversation is chain linking what you say to each other = 

A big number of my learners . need to learn how to be conversationist. My challenge is to establish situation for conversation rather than asking questions.

One situation during our maths lesson - Problem Solving - students don't use their book n pen. They have materials and the problem. They talked & discussed the problem. Still in the early stage. The talking is predominately done by the knowledgeable and capable learners.  I have to facilitate the conversation.

Week 4 Term 2

Almost complete the GloSS test and have really worried me how my learners lack the ability to unpack the problem/question. I understand that is why we do assessment to confirm what we know about our learners. This give direction and confirmation on my goals to unpack vocabulary to enable the learners to understand what is expected of them.

Have spent the week guiding and supporting my learners to do the STOCKTAKE. Every 45 minutes we stop. Learners record what they learn - this is relate to the Learning Intention and success criteria.

I have come across a lot of my learners that waste time and by the time to stocktake, they hardly done anything.
HOW DO I SUPPORT THESE LEARNERS?
All they do in the is trying to catch up. 

Week 3 Term 2

Implementing the Learning Stocktake was a challenge this week due to testing and year 7 was out for 2 days and Year 8 was out for a day.  The students were working independently while the testing is happening. This has limit the opportunity to guide my learners in the process of stocktaking their learning.  I need to give them a chance.
Definitely life of a school, let alone the classroom.

Week 2 Term 2

A visit from  Dr Jannie van Hees.

The visit from Dr Jannie van Hees shed light to my practise and  my learners.  She identified straight away that my learners are too busy noticing each other rather than learning. I have to work on creating the condition for learning to enable my learners to focus on their learning rather than noticing what's others are doing.

This was not a new matter for me but having Dr Jannie to bring it to my attention has really made me reflect on my practise. We made a plan - STOCKTAKE THE LEARNING.

This link to her talk.

E.g of a stocktake 

A change in culture is needed. However, I need to start somewhere. 

Week 1 Term 2

Have shared with Dr Jannie van Hees what I am doing in Room 7 to develop vocabulary.
I explained that I used the old fashion way of using vocab of interest from all learning areas. Each learning area has a vocabulary focus. 
I use GIFT THE LANGUAGE  - this means that I provide vocabulary of interest and related to the area of learning before the learning.

Right Condition for Teaching and Learning

At our CoL meeting today, I felt challenge by Dr Jannie Van Hees, when she talked about condition for teaching and learning.
I understand that  learning is a social process.  Students and adults are interacting with each other in this process.  Conditions that allow effective and meaningful teaching and learning to happen is vitally important.

Am I providing a meaningful and effective condition for learning in classroom.

• FOCUS  and NOTICE
• Put in the effort
• Take part (participate) fully
• Push yourself to the edge
• Dig deep for what you already know
• Learn from others - notice and focus
• You share - others gain from you
• Think and talk; think and read
• WONDERING and ASKING
• opens up possibilities to know.

Reflection

My 2018 Teaching as Inquiry Goal

My Goal for 2018: To provide authentic learning experiences that develop and strengthen their acquisition of language. 

Learners' Profile

16 February 2018

Creating Learners Profile - With this process I am able to affirm myself in what I know about the learners and gathering evidence that helps me paint pictures them.
The learners' helped me in creating their profile. We conducted a project - HOW ABOUT ME. With this project, the learners has to write an AUTOBIOGRAPHY of themselves.  They write a BioPoem of themselves. They interviewed their parents about their expectations for them as their children. This was a great eye opener.  Some of the responses were vague and parents were not too sure of what they expect of their children.
Through art, learners create a silhouette portrait and drew what are the most important things for them - at least 5.  Again this activity provide an opportunity to see through the eyes of my learners.
My challenge is - How can I build on what my learners have?

One of my learners' art work.

Language in Abundance

First CoL Meeting for 2018 - 8 February

What resonate with me in this very first meeting was the assurance from Mr Burt of my role as a CoL person - To conduct a mean as inquiry at my level in a subject area of my choice with LANGUAGE IN ABUNDANCE as the lens.

Dr Jannie Van Hees shed lights on LANGUAGE IN ABUNDANCE and what it means to us as teachers.

The questions were asked -

What language offers a person’s learning?

How Learning offers language capability?

Listening to Dr Jannie and her explanation, I thought of my learners who will journey with me this year. Some are new to me and some were with me last year.

Jannie's explanation and examples painted a picture of my learners and the questions lingered in my head - What do I need to do to have language in abundance with my learners?

The 2018 Learning Journey

2018 kicked off calmly with a small class!  Have a lot of boys and I have to be creative in my approach to capture their interest and motivate them to engage in their learning.  I know I can't do it alone but with the support of many around me. 

The Journey has began!