Day to Day Learning and Teaching

The children are learning to take responsibility for managing their learning throughout the day. In some of the classes, a maths time operates from 9.00am - 10.00am and the children manage the rest of their learning from 10.00am - 3.00pm. One class has incorporated maths learning across the day.  The children select which literacy, maths or integration learning task to complete, when, where and with who. They are responsible for prioritising their time on a daily basis so they can complete learning tasks before required deadlines. At this stage of the year, this process is significantly guided by the teacher for many children.

At times throughout the day children might be involved in:

• Optional workshops with a teacher e.g. Learning how to organise ideas into paragraphs, learning how to write an argument, multiplication strategies workshop.
• Small group learning with a teacher e.g. Guided reading group sessions, guided writing group sessions, maths problem-solving group sessions, spelling group session.
• Individual conferences with a teacher e.g. Touching base in relation to a research task, providing feedback on a piece of writing, getting started with a maths problem-solving challenge.
• Learning co-operatively in peers or small groups e.g. Completing a group research task and communicating learning, attending book club meetings.
• Learning independently e.g. Crafting writing, silent reading, reading follow-up tasks, completing assessments, practising spelling words, practising basic facts. 
• Whole class learning e.g. Writing motivation and modelling, maths rich task introduction.
• Syndicate learning/activities e.g. Sports Rotations, Syndicate Singing. 
• School events e.g. School assemblies, cross country.

Assessment for Learning in Writing

If our children are going to lead their own learning, they need to develop an understanding of themselves as learners so they can articulate their strengths and next learning steps. 

As part of writing learning in Term One, the children co-constructed the writing process and discussed the features of great writing across a range of text types. We explained to the children that we wanted to share the responsibility for assessing their writing with them by using the same writing matrix. 

Katie and Clive trialled this idea in 2015 and this year we want to use this approach across the Senior Syndicate. Our goal is for the children to use this tool to help them lead their own learning as it provides direction for future learning.  The matrix will help the children know which workshops to attend and allow them to request workshops to support them to meet their learning goals. The teachers worked with the children to support them to assess themselves on the matrix, highlighting what they had achieved and their next learning goals. The children are now starting to add their own evidence to support their assessments.

Traditional Teaching Style in GRi11 2.0

Reading and Writing Learning

Reading and writing learning in the Senior Syndicate looks and sounds different to what our children are use to. Katie explored this concept to help the children understand all of the reading and writing skills they are applying and developing when they are researching.

Growth vs Fixed Mindset

At the start of the year, the children in GRi11 2.0 explored the concept of ‘The Learning Pit’ and ‘Growth Mindset’. The first conversation was not planned for and Katie and Clive made the most of a teachable moment. As part of a maths lesson, focused on a rich task, they contrasted this type of maths (very slow maths) practising to basic facts (fast maths). The resulting conversation highlighted that the children liked basic facts and did not like rich tasks because they were challenging. To build on this learning, the children completed a range of different challenges, both at school and at camp. This language is used in daily conversations with the children in GRi11 2.0 and is highlighted in the learner pathway that the children have co-constructed.  If we want to develop self-aware learners who drive their learning, our children they must understand they have to be challenged in order to grow!

Phase One Inquiry

As part of the 'Phase One Inquire' stage of our integrated curriculum model, the children are guided through the College Street research cycle.  The children in GRi11 2.0 completed an inquiry on the impact of sugar.  As the children move through this process at the start of the year, teachers co-construct this cycle with the children by describing the thinking process of great researchers.  This is crucial for developing the children's ability to inquire independently and interdependently throughout the rest of the year.

Learning Spaces in GRi11 2.0

This year the children in GRi11 2.0 used their knowledge of Hauora to design a learning environment that suited the needs of different learners in the class and different types of learning.

"I'm learning in GRi11 2.0 and we have four different learning spaces. We have the main space called 'The Hub'. There is another learning space called 'The Hangout'. The hangout is for people who want to talk and have group meetings. We also have a little hallway called 'The Hall of Fame'. Last but not least, my favourite place in the whole classroom is 'The Hideout'. The hideout is a place for people who just want it to be silent in the class so they just shut the door and be quiet. These four learning spaces can all be used in different situations. I really like learning in GRi11 2.0!" Kristy, 10 years old.