Notice, Think, Wonder

As part of role as Whanau house leader I also took on the responsibility of helping to drive science forward at Lynmore. I have been a part of the COl/Kahui Ako science group and have attended PD sessions delivered by Paul Ashman who is a professor from Waikato University.
Paul delivered a model lesson in my classroom as to how a science lesson should look with the Nature of Science at its core.
Since this lesson I and another colleague have gone out to deliver model science lessons across the school. This has again encouraged me to be very self reflective on how I deliver my lessons and I look forward to continuing delivering these lessons as I believe science taught correctly is so important.
The core to the delivery of the lessons is the title of this post,
I Notice
I Think
I Wonder

Have a look at the attached image and try to do the above yourself.

Enviro Club

Enviro Club has been such a success so far this year with huge engagement especially from our senior students. I have set up a Trappers Club thanks to the support of a parent who was able to gift us two DOC 200 traps that are designed to catch stoats and rats. As we have some native bush as part of our school grounds it is naturally important for us to look after native plants and trees. 

With this native bush comes pests primarily rats. We had a guest speaker from DOC come in and talk about the what we can do. So we set about setting up these traps and so far we have caught over ten rats. I see the traps for the Trappers and they check them each day and also help me to clear them if and when we catch something.

We have also looked to challenge the invasive weeds in our bush this has been a mammoth task but with in excess of over 40 students helping at lunch times we are making steady progress.

We are also looking to help resurrect the outside classroom that was once present again another mammoth task but again progress is being made.

Also we have been gifted a beehive from New World this has been put in place and once spring arrives so should are bees (fingers crossed). So a lot done but plenty more to do.

Towards Transformation

As part of my work with Towards Transformation which develops the use of iPads for education we have created an iBook showing how we have used iPads inner class to enhance learning.
Please find attached below.


TowardTransformation

Apple Teacher

I recently completed my badges to become an official Apple Teacher. To earn the badges you must complete tutorials based on the different apps that are on Apple devices and how they can be used in a teaching context.
I do feel this is some recognition of the confidence that I have to work in an environment with a digital focus and that the work I put into the completion of the course comes with some recognition.

Observations

Observations are a great opportunity for reflection and to get feedback on ones practise. I am lucky enough to have my team and deputy principal to come into my room three or four times a term to look at my practise and to give me feedback.
Moving forward I would like to have more opportunities to go into other classes to get the chance to see great teachers in action and look to see how their teaching style could help me develop my own. I have attached a sample of an observation.

TEMPLATE - PLEASE COPY AND THEN PASTE BELOW

Andrew Doyle -  Registered Classroom Teacher

Date: 22 August 2017

Name (observer): Amy and Michael

Focus (negotiated from goals, TAI [Clarity in the classroom] and passed observations): 1. Students - What is the focus for these students? Why has this learning been chosen? What evidence (data, teacher observation, self and peer assessment, student reflections) has informed this? To be able to generate questions that will prompt an inquiry and interest. To encourage an inquiry model. I still think they have problems generating questions so I want to model and support how this might look. 2. Teacher - What particular aspect of practice are you working on? Implementing an inquiry based practise in my classroom. 3. Observer - What is the evidence the observer and you would hope to see and hear from your students? What would you like the observer to focus on and support you with? Children can create questions that will prompt an investigation.

What was seen:   Key Idea for the Lesson: - create questions that prompt an investigation Problem/ Context/ Purpose for learning: - to support inquiry on structures Equipment/materials used to support lesson: - Images on TV - You tube Description of lesson: WALT shared with class- create questions that prompt an investigation Teacher identify 4 categories that could be explored: Historical, Cultural/Religion, Functional, Design Students ask to share their thoughts - what do we need to do to support our learning - famous structures. (Whole class focus) Clear instructions given First I would like you to notice things about the structure. Students ask to share what they notice about the structure - teacher write responses down on the board. Teacher asks for more specific features to students comment about the colour of the building Teacher used questions to find out about the statue from Meg. Teacher stated that this is an example of using questions to find information. Teacher talked about using questions and asked students for examples of what they may ask. Students provided many examples of simple questions, e.g. How old is it? Teacher referenced that questions were mostly for small short answers. A new image was introduced of the same statue. Students started identifying more specific information. Teacher used questioning to draw deeper observations from the image. Teacher made example from Grace’s example; I am not sure why… Teacher mentioned a great example of a question to ask. Teacher refers back to the list created on what the students notice and model how questions can be asks/generated from this list. The deeper that the discussion went the more rich the questions became Deliberate acts of teaching: (e.g.Modelling, Prompting, Questioning, Feedback/ feedforward, Telling, Explaining, and Directing) Questioning - to facilitate discussion Visual model - to inspire discussion Talk moves - teacher selects a range of students to respond but also asks for students to add on at times. Modelling - used questions to draw answers from Meg and then referred to this as a model for questioning. Praise - praised students for using prior knowledge, e.g. Meg with her experience of visiting it, and Grace with her previous learning Books- Rikki-Lee- Inquiry big book- Set out well. Teacher marked- positive comments. Archie- Inquiry big book- Teacher feedback given. Some work not completed.

Student Voice: I was not able to ask today as students completely engaged in discussion Who decided on what you were to learn today? What part did you decide? What were you learning today? Why were you learning that? How will it help you (what purpose did it have)? How will you know that you are successful or have succeeded? When you find something difficult what do you do about it? Name: Name: Name:

Teacher Reflection 1. How do you think the lesson went today? What went well/not so well? Why did this happen? Went well. Class were really engaged. Good use of images and videos and I had the knowledge to allow for a deeper understanding of the issues and symbolism. 2. What messages did you give your students about learning? What decisions do you students make about their learning? The world is amazing and full of interesting things. I’d like to think I encouraged deeper thinking that even things that may be perceived as simple can have great depth like the colour of the statue or the numbers on the tablet. Hopefully this will prompt them to look at things in detail and independently choose the aspect that they want to find out about. They can also choose whatever landmark they want to investigate and the path that investigation takes. 3. What did you want your students to learn in that lesson? Why did you choose that learning? How do you know that it was successful? Questions beget questions. A good question is at the heart of a good inquiry. It was successful because questions flowed and interest was apparent but the real test is if they can do it with less support. 4. Which exemplars and resources were most effective/ not so effective for this learning? Why? Images, youtube clip. Effective because they showed the size and features very good for making noticings. Video entertaining, relevant and engaging. 5. As the lesson progressed, how did you assess student needs? How did you involve the students in this assessment? By asking a variety of questions. They drove the questions and answers I was the facilatator 6. What will you do differently next time? What will the students do differently? It was quite teacher led but I think it needed to be. Did we need to log our questions or would this lose the rhythm of the lesson?

Observed Strengths: Students were completed engaged in your lesson.

Coaching:

Matters to discuss (deeper questions to discuss in follow up meeting): What are you planning to use the front section of your big books for? I don’t know. I don’t think I am going to use them for timetables. I know that goal setting is important and I know that I am not driving this so I need to ask myself why am I not and what do I need to do regarding goal setting.

Date of follow up meeting: Actions to follow up on:

First Aid

It was time for me to complete a refresher course in first aid as it had been two years since my last course. Even in that time there had been some changes, most notably the recovery position. 

It was a days session and an online component and the course was delivered in a  very entertaining manner. Below is what the course contained.

Refresher course for people who completed first aid training less than two years ago.

• Provides revalidation for designated workplace first aiders
• Helps your workplace to meet health and safety standards
• Compliant with Department of Labour and NZQA requirements
• Courses can be held at St John or your premises

Refresh first aid knowledge and skillsFirst aid skills need to be regularly updated and practiced, to ensure you’ll be able to do the right thing in an emergency. This refresher training course is designed to equip you with the latest information and techniques.

You did the right thing by getting trained in the first place, so it makes sense to keep your knowledge and skills up-to-date. Book a refresher course now and you’ll maintain your confidence as an effective first aider.

If you didn’t complete your original course with us, it doesn’t matter. You can still choose St John for your refresher training.

What you’ll gainThis six-hour first aid refresher course has a practical focus. It includes scenarios and individual workstations, so that you can reacquaint yourself with first aid equipment and techniques. Learning is fun and focuses on what you need to know. On completion you will:

• be issued with a new first aid certificate
• be up-to-date with the latest first aid skills and knowledge

House Leader

I applied for the position as Whanau House Leader and I have been selected this is what the role entails. I am obviously very proud to be selected and excited at the opportunity to take on a leadership role in the school.

Whanau Leader - Environment/Science

Responsible to: Principal

Goal: To co-ordinate and promote the Lynmore School Values across the school and facilitating children’s successful participation in environmental initiatives.

Expected Outcomes	Performance Indicators
Promote enviro activities at lunchtimes	Organise enviro activities for students from 12.30pm each day. Ensure equipment is available Co-ordinate appropriate staff Co-ordinate whanau enviro leaders Develop a term plan/overview Liaise with experts when appropriate Source and create new activities Keep the programmes interesting and varied.
Develop leadership	Develop student leaders in the senior school to run enviro activities eg Whanau enviro leaders Have a process for selecting future Whanau Enviro Leaders from Year 5
Support “in school” events	By being part of the organisation team and implementation teams for all in-school events
Reporting to the community	Show the organisation and achievements of “in school” events in the school newsletter/daily notices.
School Community	Support student whanau leaders to run school communities (every 4 weeks) Facilitate whanau group assemblies

Towards Transformation

Lynmore School has been selected as one of eight schools in New Zealand to be part of the Towards Transformation project.

 I was selected as one of the 5 teachers at Lynmore Schoolto to work with a PD education consultant from Apple.

work with a PD education consultant from Apple. Glen Storey (our consultant) is an Apple Distinguished Educator that will work alongside us teachers towards transforming the teaching and learning in these classrooms through the use of Apple devices (iPads). It is an exciting opportunity for both me and the students of these classrooms.

Glen will deliver PD to myself and the other teachers fortnightly, with the aim of developing the use of I.T in the classroom to aid with learning.

Marae Visit

Our teacher only day for the beginning of the new term and new school year was a Cultural Responsiveness PLD. It waa delivered by Chris Murphy and Takeaway at Owhata Marae. It was also to help us link with our whole school Term 1 big idea The Value of Us.

We were greeted by a powhiri at 8.30 on a beautiful sunny morning. The content was to help us look at things from a maori learners point of view and to look at and engage with the perceived and actual barriers.

It was one of the best most thought provoking PD sessions that I have ever been on and opened up my mind to the maori perspective. It was truly a privilege to be a part of it.

It also set us up nicely for the upcoming school year.