Relationship based learning - research

So, I have stripped the back wall of the classroom, with the help of my students. I have started to explain to them what we are doing, and why, and they seem fairly interested.

I started researching best practice around feed-back and feed-forward and found this (below). It seems perfect for what I want to achieve with my inquiry.

Kai Ora Hui

Oruaiti School was recently awarded $1000 towards or chicken run project. Today I went to a networking session in Kaikohe to share our panui and listen to others'. It proved really useful, as I now have a number of contacts from Whangaroa who want to get involved with our school. There were a couple of people who wanted to help us source good laying chickens, another who recommended ducks for our dam, and most exciting, a cooperative farm in Kaeo who want us to take cuttings from our manuka, to supply them with manuka saplings at $1 ea and potentially buy our next year's crop of honey from us.

The opportunities to support our local communities are exciting and I felt among the community groups present, a real sense that our school has built mana within the community in recent years.

Post Coaching Group Meeting Reflections

After a rigorous discussion around our school-wide inquiry focus we have re-jigged the focus to students demonstrating their learning, instead of articulating their learning. The group agreed that their observations confirmed that students are more able to demonstrate than just describe or explain what they have been learning.

The video clip below of a student following the success criteria shows that she can demonstrate what she has learnt but my subsequent questions confirmed that articulating what she was learning was at best reading from the board and most likely not embedded and merely memorized without deeper meaning.

https://photos.google.com/photo/AF1QipMFuvV7BSfGt1IZCTG4h1YMljTbhKz29Uur8mrA

Today's Reflections from Coaching conversation with Su

Rob Coaching notes Oruaiti

DATE: 14 May 2019

GOAL: How to get the students to articulate and explain what they are learning,
why they are learning it and how they know they have been successful

To have visible exemplars on the walls for students next steps for R, W, M

WHY? Data from RBL has shown that when we ask a cross section of students they
aren’t able to answer that. In order for learning to be fully embedded they need to be
able to articulate their answers and thinking.
If they can do this then they can apply their knowledge and understanding to new situations.
Building the motivation and skills for life-long learning and problem solving

REALITY:

At the moment they are reading it off the board

Can’t necessarily apply it to a new situation

Not transferring skills to Gloss test

Want on the back wall:

ADD/ SUB example of a problem the strategy the next steps all in a line across the wall.

E.g.

Stage 6 I have 112 sheep in a field, I add 126 sheep. How many sheep do I have altogether

Making tens

Making tidy numbers

Place value partitioning

Stage 7 Add/ subtract four digit numbers

So that after a test they can go to the wall and point to where they are at and therefore what
their next steps are.

OPTIONS:

Change the task section on board to a why

Change ‘success criteria’ to ‘How’

Look for ideas for wall displays on pinterest to help students identify their next steps.

WHAT NEXT:

By the end of week four I will have researched different examples of classroom exemplars
so that I can modify them to fit our school.

Bloom's Taxonomy

I think this could be the answer to students articulating their learning and next steps. I have shared it with everyone and we are going to discuss it at our group coaching PD session later today.

Bloom’s Level	Key Verbs (keywords)	Example Learning Objective
Create	design, formulate, build, invent, create, compose, generate, derive, modify, develop.	By the end of this lesson, the student will be able to design an original homework problem dealing with the principle of conservation of energy.
Evaluate	choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate.	By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.
Analyze	classify, break down, categorize, analyze, diagram, illustrate, criticize, simplify, associate.	By the end of this lesson, the student will be able to differentiate between potential and kinetic energy.
Apply	calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model, perform, present.	By the end of this lesson, the student will be able to calculate the kinetic energy of a projectile.
Understand	describe, explain, paraphrase, restate, give original examples of, summarize, contrast, interpret, discuss.	By the end of this lesson, the student will be able to describe Newton’s three laws of motion to in her/his own words
Remember	list, recite, outline, define, name, match, quote, recall, identify, label, recognize.	By the end of this lesson, the student will be able to recite Newton’s three laws of motion.

Coaching with Su - Wall exemplars

Having discussed my ideas with Su in our coaching session I have decided that a simpler approach like the one above will work best. So, the exemplar is on the top, going across in stage order. Instead of names below in colours I will have student friendly success criteria.

I have agreed that by the end of week 4 I will have completed my research of current wall displays and have decided finally on what I will go with for maths.

Health and well being

One of the things I am really bad at is looking after my well being. Particularly during busy periods of the term. Juggling sole parenting while Su is away, school and renovation takes its toll physically, mentally and emotionally. I don't want to get to the end of term two a total wreck like every other term end, so I am committing fingers to keyboard in order to initiate my well being overhaul.

It appears that my diet is too acidic and that a more alkaline diet will provide me with more energy, focus and clarity. These are three things that I have struggled to maintain of late.

So, improved diet is key. Rich in dark green vegetables and low in caffeine, dairy, sugar, alcohol and refined carbohydrates. How exiting?!

I am going to try a week of high alkaline consumption, this week I have the following to salivate over:

Monday
Tuesday
Wednesday
Thursday
Friday

Wall exemplars

I am considering putting gloss questions on the back wall.  They will be in rows according to add/sub, mult/div and proportions.

Under the word problem will be a breakdown of the stage and the appropriate strategy for that stage.

Students will know what stage they are at for each domain because after week they will do a brief snapshot which will be assessed and feedback given.

This will clearly show where they are and what their next steps are.



Add/sub questions → strategies/exemplars → levels

Mult/Div questions → strategies/exemplars → levels

Proportions and Ratios questions → strategies/exemplars → levels

Assessment for Learning

I have just marked my Gloss Maths tests for term two, pre reports. The thing that stands out is that the content that the students are learning is not being related to the questions well enough. Therefore the students are not making the connection to their prior learning.

For example, when I give the year 5 students a piece of work that is levelled at stage 6-7 they can complete it successfully. Conversely, when I put a question in front of them in test conditions, the strategy that they were confident using a week or so ago has slipped away.

So, do I gloss test a strategy at a time after each piece of learning? I clearly need to make more explicit connections to the word problems. Below is an example of what I am currently doing.

On reflection, the success criteria is not clear enough and the question is too broad. I am going to try again. This time I will try a Gloss question, with really tight success criteria and then test the students afterwards. 

Critical thinking - Teaching as Inquiry

https://docs.google.com/document/d/1IA2fBvHntIRYm4U9P2IqlO6hyKR7jd_1SGxF6q2av5U/edit?ts=5cd4dbd2

For our school-wide teaching as inquiry focus we are looking deeper into students' critical reflection and how well they can articulate their learning goals, why they are learning it and what their next steps are.

While I am developing my wall space to clearly show exemplars, levels and next steps I have also worked towards clearer learning intentions and success criteria.

However, the reflective questions that the students answer seem as if they are just repeating what is on the board and they are not speaking from their hearts.

I am having a coaching session on Tuesday and this is going to be my focus...

Relationship Based Learning - My Journey towards clearer success criteria and next steps

I still need to use my wall space in the classroom more effectively. Kauri class moved away from student displays some tome ago as we are more interested in the process of learning (growth) than the final product.

This means that I can use the back wall to display leveled exemplars that clearly next steps.  This what my wall currently looks like.

It is a wasted space at the moment, apart from the habits of mind jigsaws. The student certificates have not been kept up to date and there is not much in terms of student success. My next step is to look at different ways of presenting levels in maths, writing and reading and next steps that student can easily navigate around and articulate.

First week of Alim

This week kauri class has begun ALIM front loading. I have six target students in the group, however I have no room for other students to make it less "levelled."

So far I have seen some promising results. I am still unsure if one particular student needs a different intervention as he still struggles with engagement and focussing in a small group (is this deficit?)

Relationship based learning (RBL) - Collecting Data

This shows that I needed to work on prior learning.

This showed that my target students were struggling to articulate their learning, success and next steps.

This shows my reflecting on the data and next steps.

Teaching Standards

Standard 1-	Elaborations of the standard-	Possible evidence-
Te Tiriti o Waitangi partnership- Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.	Understand and recognise of the unique status of tangata whenua in Aotearoa New Zealand. Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. Practise and develop the use of te reo and tikanga Māori.	Waitangi day/Matariki focus Pepeha Greetings and daily language instructions Interacting with whanau in a way that respects and acknowledges their culture Rakau Ki o Rahi Poi Marae visit Charts in both languages in the class Integrating maori language and culture in both English and te Reo Use of TKI maori unit plans Targeting students who are maori On going professional development. Integration of Te Reo and other (Childs) languages into class programmes. Respect for customs and protocols. Powhiri, KapaHaka, Mihi and School Waiata (Local history)-Specialist teacher support. Pronouncing Te Reo words correctly Whanau and community are welcome in all rooms Powhiri to start the year Foster pride in tikanga/te reo knowledge Use Te Reo Maori in classroom and around the school Integrating ao maori in the classroom Celebrating individuality and cultural differences Ongoing professional development - increasing our own knowledge and understanding Classroom displays incorporate te reo Class communication to parents includes te reo Discuss Treaty and recognise what it stands for Class greetings, bi-cultural signs, using numbers in te reo, days months in te reo Encourage others to use te reo Incorporating daily use Building on your knowledge and confidence Children in your class with strength encouraged in leadership roles Recognise the need for responsibility of developing te reo Integrating TeReo across the curriculum- in daily practise Use ministry resources (ie Tataiako and Ka Hikitia) Ongoing Professional development Maintaining high expectations Building and maintaining relationships with families from early in the year Display high expectations for learning Valuing different ways of learning Using a variety of teaching styles Treat children as individuals and meeting their needs Teacher modelling of desired behaviour/work

Standard 2-	Elaborations of the standard-	Possible evidence-
Professional Learning- Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.	Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources. Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. Engage in professional learning and adaptively apply this learning in practice. Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters. Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.	Professional Reading - independent or ‘suggested’ Literacy advisers and implementing ideas Focusing inquiry based on needs in your class and researching Staff meetings Collaboration with colleagues Coaching with Susan Reflections Involvement with ALiM/ALL/Incredible Years/BT days/PB4L etc Visiting other schools Colleague Support via social media Virtual Learning Network Literacy PLD work Google PD Online “PD in  your PJs” online seminars done Changes made to teaching after learning done Responding to student voice Reflections on changes made in practice based on feedback from colleagues, admin, students, etc. Longworth Education PD Learning Through Play (play based learning) Through social media keeping abreast of changes in policy eg:Education Review/ Educational Council published on FB Manaiakalani PD

Standard 3-	Elaborations of the standard-	Possible Evidence-
Professional relationships- Establish and maintain professional relationships and behaviours focused on the learning and well-being of each learner.	Engage in reciprocal, collaborative learning-focused relationships with: learners’, family and whānau teaching colleagues, support staff and other professionals agencies, groups and individuals in the community. Communicate effectively with others.	Reports and Conferences Open Door Policy Blog Site Camp School Events (Art Week + Fun Run etc) School Newsletters Term Newsletters Emails ECE visits Team Meetings Mentor Teachers Staff Notices PD opportunities (internal and external) Foundation room transitions (Management, syndicate, whanau) Planning Checks Target Learners

Standard 4-	Elaborations of the standard-	Possible evidence-
Learning-focused culture- Develop a culture which is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.	Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks. Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. Create an environment where learners can be confident in their identities, languages, cultures and abilities. Develop an environment where the diversity and uniqueness of all learners is accepted and valued. Meet relevant regulatory, statutory and professional requirements.	Communication with whanau Whanau evening Anniversary reporting Colleague classroom visits Pepeha Greetings and daily language instructions Interacting with whanau in a way that respects and acknowledges their culture Marae visit Trips to Waitangi Charts in both languages in the class Ongoing professional development. Acceleration sessions   Respect for customs and protocols. Powhiri, KapaHaka, Mihi and School Waiata (Local history)-Specialist teacher support. Inquiry on ‘Treaty of Waitangi’ early in year Pronouncing Te Reo words correctly Whanau and community are welcome in all rooms Powhiri to start the terms Foster pride in tikanga/te reo knowledge Use and integrate Te Reo Maori in classroom and around the school Celebrating individuality and cultural differences Classroom displays incorporate te reo Discuss Treaty and recognise what it stands for Class essential agreement/treaty Differentiated learning tasks Students’ work shared, displayed and valued Culturally inclusive practices - greetings in different languages Displays related to students’ own cultures Sharing students’ interests Modelling peer feedback

Standard 5-	Elaborations of the standard-	Possible evidence-
Design for learning- Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.	Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.	Differentiated Planning Sheena Cameron Books Tailoring programmes to meet the needs of target students Te Reo Maori links in planning Monitor data Wedge Graphs Reflecting on your own practice (regular reflections) Planning includes exposure to all areas of the curriculum Familiarise yourself with Ka Hikitia and Tataiako Mixed Ability Teaching Reports

Standard 6-	Elaboration of the standard-	Possible Evidence-
Teaching- Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.	Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all. Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners. Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning. Teach in ways which enable learners to learn from one another, to collaborate, to self-regulate, and to develop agency over their learning. Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.	Planning Formative assessment - photos, whiteboard drawings,  blog evidence, observation, conferencing, standard tests, peer self assessments, student self assessment, needs analysis, reports Incorporating Te Reo into classroom practice Kapa Haka opportunities and enrichment, Pepeha, Hangi, eLearning. prompts, build student agency, google sites, Hapara. ,