People Savers First Aid, Red Cross - Room10

Sharing our Learning

We are learning to show our Maths Learning through talking

Three things I/we have learned from this:

1. I need to model aloud more how to talk about my/our learning - showing to others in small groups/class
2. I/we need to be more honest about our learning, That it's ok to admit to others that we found something difficult or challenging and that this helps our learning.
3. I/we need more practise learning/teaching new things, to take our time and do things in more depth.

Blogs as Learning Journeys

Blogs as Learning Journals

I am in the process of developing the idea of blogs as personal reflections of each student's learning journey. It is intended that they not only highlight a student's learning, but that they also show how we learn in room 10 through discussion, learning conversations, self assessment, peer assessment, teacher feedback ... It is hoped that the blogs will show how both me and the students respond to the evidence of our learning. And that this approach will gradually prepare them to take on more ownership of their learning.

Join us on our learning journey.

Our focus:

What does our learning look like, sound like, feel like....? 
Activating our prior knowledge
Practising our x 5 strategies to solve a word problem.

What we did?

• One person in our video videoed our learning, paying attention to how we solved the task (pics of the task should be posted on student blog). He had to interview others about their learning and report back about how the learning looked, sounded .... 

then

• In this group we watched the video and shared/discussed our learning: both process (the learning) and content (the task)
• the students showed their strategies and learning to each other and wondered if there were different ways to solve the problem. They had to feedback to each other and me about this - not recorded :(  
• Then they had to think about their learning which included highlighting a part each found challenging and thought they themselves had to improve upon. 
• Some realised they needed to practise on their x1 thing to improve, whereas others were ready 'to move on', but not b4 I checked in through learning conversations with how each of them solved some 'on the spot' problems.

Looking at What Self Directed Learning is

Empowering students to become Self-Directed Learners

Unpacking what this means - Let’s Infer

How

• Think, Pair & Share
• Brainstorm  insert wordle - your own words

some of our thinking:

  

What this looks like, feels like and sounds like

What am I going to learn? - your and my thoughts

• describe how learning happens
• reading
• listening
• concentrating
• focus

these are some of our OWN words

How am I going to learn this?

• Interview each other - Ask the question:

What does learning look like, feel like and sound like? (30secs to 60secs only)

upload to google drive- insert into inquiry folder

How will I show what I have learned?

Summarise what you have learned

Listen for key words and supporting/little details - unpack orally what this means

PMI - Oral reflection (your OWN words) about the learning Process

one thing/aspect of the WHOLE learning process that you found positive

one thing/aspect of the WHOLE learning process that you found negative

one thing/aspect of the WHOLE learning process that you found could improve

 

Geometry & Fractions Rich Task

Bobby had collection 48 pictures of superheroes that could be described using fractions.  His superheroes were also mapped out on a poster that could be described using translation, rotation and reflection.  Create the design.

What we are doing

We co-constructed the following criteria, Mr Kenny presented and we had input, we changed it a little bit.

SUCCESS CRITERIA

• use 48 superhero symbols
• 1 row must show translation
• 1 row must show reflection
• 1 row must show rotation
• any other rows = your choice of 1 of the above
• each row must be the same superhero symbol

To think about

I wonder what an array is?

Some pics to show what this looks like

    

    

Some of our arrays didn't line up perfectly, but it didn't matter 'cause we understood what an array was and beside which as Mr Kenny kept on saying "the LEARNING PROCESS isn't always perfect and it doesn't have to be either" - Oh Boy ! was this was a real learning curve for some of us.

Some videos to show what our learning looks like, sounds like and feels like

Kauri Young leaders

Ka mau te wehi Kauri! We have 12 Young Leaders in Kauri Hub. Congratulations, we are so proud of you all.

Camp Kaitawa Parent Information Evening

Kia ora whanau,
Here is the presentation for you to view again , or if you were unable to attend the evening the information shared. Any questions, concerns, queries please see the class teacher,

Camp Omatua Room 12

Camp Omatua Rm 12 2015 - Kizoa Video Maker

What an amazing 3 days Room 12 had at Camp Omatua. We stopped at Puketapu Domain, made a campfire, made our Omatua Spaghetti and Meatballs, worked together to make a stretcher to take an injured person across the river, hosted the Kauri Hub classes Room 10 and 11 where we were able to watch the Kauri Hub Boat Challenge on the Mangaone River. We thoroughly enjoyed having a game of Spotlight and participating in the Omatua Quiz. Best of all we loved the tubing and catching 14 eels in the Hinaki.

Camp Kaitawa Rekkie with the Teachers

"Who's up for Rock hopping?" I heard Mr Ford yell out.

I looked up and away into the distance of the waterfall called Bridal Veil. We were downstream of the river looking back. The water level wasn't very high and boulders and small rocks scattered along the river gave the feeling that it would be easy to jump, walk, and climb over them, heading back up river and to the other side.

'Hmmm, why not. I need to challenge myself and get out of my comfort zone.' I thought.
Excitedly, nervously, maybe even foolishly I didn't know which emotion was the strongest, I gave over my cell phone, watch and a mountaineer walking pole I had been using for going uphill to Mr Ford's wife, Anne.

Five of us, Mr Ford, Mrs Love, Mr Love, Mrs Frewin and I picked our way down over the first lot of rocks. Almost immediately, Mr Ford slipped on a rock. It made us hesitate and wonder if it was such a good idea after all as our shoes might not be up to the job of  standing on slippery rocks. After a couple of minutes, we decided to press on.

Well,  Mrs Love was the second person to slip and fall in up to her waist! It was cold and she was wet but it didn't stop us. I was the next person to slip as I jumped onto a rock. Luckily, the water wasn't too deep where I fell in. Oh well, that's over, I thought, the challenge of not falling in and keeping dry. Now I can just get on with the job of making it upstream and to the other side of the river.
It was hard work I tell you. My short legs in some places couldn't quite get me up onto some high boulders and Mr Love had to pull me up in some places.

We had to look carefully at the rocks and boulders to make a decision as to where to get a good footing and hand grip to pull ourselves up, round and over. I thought about those extreme rock climbers who climb up sheer rock faces with just their hands and feet finding holds in the rock to cling on to.

We finally made it to the place where there was a track on the other side and Miss Hill, Mr Gifkins, Mrs Gifkins, Mrs Hardaker, Mrs Ford, Nina and Charlie were waiting for us. They had walked up the other side and onto the bridge over the waterfall to the side we where now on.

They congratulated us on making it and we continued up the track...uphill I might add. I was sure glad to have that mountaineer walking pole. My pants were wet and heavy as were my socks and shoes but I just had to keep going. Nina danced just ahead of me, enjoying the walking track. Oh to be young and springy again, I thought.
Nevermind, the old legs and body did a good job rock hopping today, I thought. I'll pay for it tomorrow though, I laughed to myself as I rubbed the side of my leg.