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.

Update - Building our Learning Community

Our children were motivated and excited about ‘building’ their own learning space! They were empowered to make decisions about which furniture to use and how to arrange it. The children created floor plans and discussed their ideas as a class before setting up their spaces for learning.

Andrea and Krisy shared a selection of images to inspire the children to think of different ideas when they were designing their learning environment for 2016.

In the first few weeks of school, the children completed a range of different tasks to get to know each other, including player profiles, artworks, team challenges and sharing family traditions.

The children started to explore the learning culture of their classroom by responding to a range of provocative statements. 

For example: 

• We all learn the same way.
• It is my teacher's responsibility to make me learn.
• Everyone needs to sit at a desk to learn.
• The teachers should make all of the decisions in our classroom.
• We all need the same things to be able to learn.
• I can only learn when I am told what to do.
• You need to work in silence to be able to learn.
• I am too young to manage my own learning.

As part of these discussions, classes developed their own treaty for 2016.

This process allowed the children and teachers to establish shared ownership for the learning culture and environment.

Mindcraft - Building our Learning Community in 2016

We have started 2016 with our own version of ‘Minecraft’, a computer game our children love to play!  When the children arrived at school, they noticed signs saying ‘Mindcraft’. The children completed a player profile at the start of the day.  The furniture was stacked in the classrooms and the walls were empty.  Our children are going to be fully involved in building a successful learning community in their classroom.  Children will get to know each other, be actively involved in setting up their environment for learning, and develop an understanding themselves as a learner. 

The big idea of our integrated unit in Term One is ‘Hauora’ (Well-being).  Throughout the term our children will develop an understanding of the four dimensions of Hauora (Physical, Social, Mental and Emotional, and Spiritual).  All four dimensions together make us strong, healthy, and happy.  After morning tea, the children played a game of ‘Mindcraft’. The children had to complete challenges from each dimension of Hauora. Each class was set the challenge of designing and building their learning space by incorporating the dimensions of Hauora.  By ensuring the children are part of the decision-making process, we create a learning community where our children feel a sense of belonging and ownership and establish a strong culture of learning. 

Our Year

It is really exciting to reflect on what has been a challenging and exciting year. As the year has progressed, we have been exploring...

• Creating a community of learners. 
• Valuing student voice. 
• Developing dispositions/competencies for lifelong learning. 
• Developing children’s ability to manage themselves and their own learning by giving them choice and flexibility. 
• Ensuring children are challenged by new learning - In the ‘Learning Pit’.
• Developing children’s understanding of themselves as learners. 
• Ensuring our learners continue to strive for excellence across the curriculum. 
• Reducing the amount of whole class teaching so we can effectively differentiate learning. 
• Providing authentic opportunities for critical and creative thinking and problem-solving.
• Using our integrated curriculum model to provide opportunities for children to follow their own lines of inquiry. 
• Developing children’s ability to collaborate. 
• Effectively using digital technologies as a learning tool. 
• Giving children the ‘power to act’ in order to develop their learner agency. 
• Using the flipped classroom approach to support learning and teaching.  

GRi11 Documentary

Check out the documentary the children in GRi11 created to help share how they are learning.

The Learning Pit

Lots of our children are very good at managing themselves and their learning on a daily basis but they are not self-directed agentic learners. Is this because we are not allowing them to be? We believe that we have some children who would be more than capable of leading their learning. We are currently planning the majority of the learning activities and the children do not actually have many opportunities or time in their day to direct and lead their own learning.  Currently, the main opportunity children have to lead their learning is when they are following their own lines on inquiry as part of our integrated curriculum model.

Prior to providing the children with this opportunity, we decided that the children needed to have a deeper understanding of The Learning Pit. We wanted the children to understand that if they were going to drive their own learning that they needed to ensure they were being personally challenged - that learning had to be hard if they were actually going to be developing and growing their knowledge and skills. Katie and Clive developed the children's understanding of 'being in the learning pit' through a series of challenges and rich conversations. One of the challenges was a balloon powered car and the other was a paper challenge. In both cases, the children were given the resources but no instructions. The children worked in teams and some individually.

While the children were completing the challenges they were asked to record what they were thinking and feeling on post-it notes. Katie and Clive then used the children's comments on the post-it notes to co-construct their understanding of 'the learning pit'. With the children's comments on post-its, Katie and Clive asked questions such as...

• "How did you feel when we first gave you the challenge?" 
• "How do you feel now? 
• "What Habits of Mind did you have to use to help you?" 
• "Is it good for our learning if things are easy? 

Katie and Clive arranged the post-its in a way that showed the children's changes in emotions and their thinking throughout the experience, to highlight the concept of 'The Learning Pit'.

When the children had visited Mind Lab in Wellington at the end of Term Three, they learnt about FAIL - First Attempt In Learning. This concept obviously really resonated with the children and they constantly made links between their learning at Mind Lab and being in the learning pit.

Following this series of challenges and conversations, Katie and Clive asked the children to re-assess themselves on their learner pathway. There were 17 children out of 58 who thought they could move to 'Driver'.