Reflection and Planning

Term 2 Struggle

Having to support learners at the Nu’u to be independent while I carry out testing - PROBE and GLOSS, was a real struggle for me during the first 5 weeks of term 2.

I planned and supported my learners to create daily learning plan. With this idea, I gave my learners independence and choice within a frame work. They have a choice of what they will work on as long they complete the learning task set for the day. Week 1  was spend orientating them to how we were going to work in the next 4 to 5 weeks. Week 2 - testing began. This was a real struggle. The noise level was huge, the interaction was more soical than learning behaviour. Had to constantly re-direct my learners. What’s next?

However, new information surfaced from this test and working one to one. There is a huge need for development of talking about learning. TALK, TALK, TALK. To have their thinking visible. So I searched for support.

Students Reflection

Throughout term 2 I had been supporting my learners to do self-reflection using De Bono hats. Reflection is about students becoming aware of their own thinking processes. It helps my learners think of the learning tasks in front of them and to reflect after completing the task.

However, this has become laborious tasks to some of my learners. It was obvious they need more support and had to re organize and re- arrange how I do the reflection.  

Reflection

Term 2 struggles

My learners are very causal about learning. I reflect on myself, on what do I do that let my students behave this way.  They are worse on my release day. At times, I felt so depressed hearing the behaviour problems. I have expectation in place. We have a class treaty. We have  Aiga group and motivate them through point systems. It does not sustain behaviour. I decided to find out from learners. So I created a survey to find out. It is evident from the survey that students want to learn and be focus. So we have Nu’u meeting and discuss expectation and routine in the learning space. Click here for the survey.

Gathering Evidence

Sharing with Parents

Can’t leave parents participation to chance.

I invited my parents to our learning space. I put out this statement for discussion.

“Help me to empower your child to act on his/her learning.”

I have 35 learners - 32 families.

22 families turned up to our sharing evening on the 2 March. Every parent was able to share on how can we support our students to have power to act on their learning.

It was a buzzing evening, where parents and students talked about LEARNING

According to Y. Kim / Educational Research Review 4 (2009) 80–102 the parents in the school as an important factor in children’s academic achievement,

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