After some discussions with my principal and our PD session with Cynthia Greenleaf, I thought it would be good to get some student voice from my class. This was their response:
What helps you to be a good learner?
"doing handwriting, music, when it is quiet and relaxing, my friends, when nobody talks, my teacher".
What in Room 1 makes it hard for you to learn?
"when everyone is loud, when everybody is screaming, when everyone is not good".
What do you like to do during a brain break?
"sitting down and eating, play tag, rugby, touch, hide and seek, soccer, kiwi kids".
What are you interested in to learn about during science?
"bubbles, explosions, dinosaurs, books(not sure if this was meant to be bugs as well), bugs, cutting worms, water".
So what?
After their input, we discussed that we need to volume down in room 1 in order to give others and ourselves the opportunity to learn. Also, it was good to see that they would prefer a physical activity during a brain break instead of something like blocks/lego's. And the science question, was just to give me an idea of what interests them. I was proud of Room 1 for being able to verbalise what supports their learning and will do everything I can to enforce a classroom culture of respect to others.
Friday 14 September 2018
Thursday 13 September 2018
PD- Cynthia Greenleaf (Aaron)
Focusing on Argumentation:
I attended a talk on argumentation by Cynthia Greenleaf, from California. How to use it in class.
Setting up the rules of what supports and what comes in the way of learning during group work. e.g. if I don't feel like my ideas are valued, noise etc. What is socially acceptable or not - norms.
Do activity, have a quick de-breath - check - in, get the children's buy-in.
Focus on reasoning, find the evidence.
Slip - Trip - Go Meta (Possible questions to ask to reflect on the activity)
How did you work with others to figure this out?
What are some ways a group member challenged your thinking?
Where you able to challenge other's reasons or ideas? (this encouraged thinking to go metacognitive)
List some things a partner noticed or said that shifted your thinking?
List some things you noticed or said that helped the inquiry?
List some things your group could do better next time?
Phrase norms so that it is in a positive statement. e.g. let's be comfortable while we wonder about. Confusion is cool! (Posters/shower curtains) Break the norms down in reading, thinking, talking.
When things are getting too "hot" (over conversation) - break into smaller groups (Manage process).
How may our collaboration norms serve students in online interaction?
This will help students pick up on social cues via digital. e.g. what I said might hurt your feelings.
E.g. Presenting a picture, everything can be contested, will encourage students to practice argumentation.
Norms face-to face is important, but we also need to prepare our children for digital to digital situations.
Children can write the transcript of their conversations to help them pick up on the norms.
What have I taken from this PD?
This emphasises what I have noticed in room 1. My students struggle to read facial expressions and linking it to emotions. I have done a bit of work on recognising feelings. I think it is important for them to understand face to face how words can affect people, in order for them to be sensitive for it when they go digital.
I would love to set the baseline for argumentative discussions, I will look into it to find out how this could be introduced in the younger classes. In my opinion it is a very important strategy for life, because being argumentative will help our children to make good decisions as adults. They will be able to look at all the possibilities/outcomes of decisions they might take, before they make it.
I attended a talk on argumentation by Cynthia Greenleaf, from California. How to use it in class.
Setting up the rules of what supports and what comes in the way of learning during group work. e.g. if I don't feel like my ideas are valued, noise etc. What is socially acceptable or not - norms.
Do activity, have a quick de-breath - check - in, get the children's buy-in.
Focus on reasoning, find the evidence.
Slip - Trip - Go Meta (Possible questions to ask to reflect on the activity)
How did you work with others to figure this out?
What are some ways a group member challenged your thinking?
Where you able to challenge other's reasons or ideas? (this encouraged thinking to go metacognitive)
List some things a partner noticed or said that shifted your thinking?
List some things you noticed or said that helped the inquiry?
List some things your group could do better next time?
Phrase norms so that it is in a positive statement. e.g. let's be comfortable while we wonder about. Confusion is cool! (Posters/shower curtains) Break the norms down in reading, thinking, talking.
When things are getting too "hot" (over conversation) - break into smaller groups (Manage process).
How may our collaboration norms serve students in online interaction?
This will help students pick up on social cues via digital. e.g. what I said might hurt your feelings.
E.g. Presenting a picture, everything can be contested, will encourage students to practice argumentation.
Norms face-to face is important, but we also need to prepare our children for digital to digital situations.
Children can write the transcript of their conversations to help them pick up on the norms.
What have I taken from this PD?
This emphasises what I have noticed in room 1. My students struggle to read facial expressions and linking it to emotions. I have done a bit of work on recognising feelings. I think it is important for them to understand face to face how words can affect people, in order for them to be sensitive for it when they go digital.
I would love to set the baseline for argumentative discussions, I will look into it to find out how this could be introduced in the younger classes. In my opinion it is a very important strategy for life, because being argumentative will help our children to make good decisions as adults. They will be able to look at all the possibilities/outcomes of decisions they might take, before they make it.
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