#5 The nature and extent of the student challenge within the transition phase from Early childhood into primary school

Term 1 is behind us and it is always good to reflect on what you have done to reach your goal to ensure that you can pick up new and improved methods.

My tools that I have used to measure my students performances and why they are not progressing is taken from: 

• The Manaiakalani data - where we can clearly see that our students are well behind, although they are progressing in line with their peers, the national expectation and this is troublesome and there should be an urgency to find ways to assist these students to fill those foundational gaps
• School entry and six year net data - writing vocabulary, CAP, letter ID and oral language. this data has shown that students has little or very limited alphabet knowledge, some are able to write only a few letters of their name and sometimes still scribbling. Their oral language is also not very advanced - only answering in short incorrect sentences
• In collaboration with Jill Watson(RTLB) and Vaughan Spurdle(RTLB) which developed the Ready Steady program, the results after the assessment gave us evidence of which areas the children need the support the most and really getting into filling the gaps before they are ready for formal learning 

When looking at all the above you can clearly see that most students starting primary school is in fact not ready for formal learning. I am looking at ways how I can make the transition less stressful for parents as well as the children who need to adapt to a new environment and adapting to the more structured learning environment which most are not ready for because they did not have all the foundational skills learned and mastered yet.

Ideas to incorporate into my lesson plans as well as working with the ECE and parents of new students:

• Dianne(RTLB) assisting all junior teachers by modelling(and teachers observing) how to work with students with higher needs - her expertise will aid us how to fill the gaps
• ENGAGE games - this will help students to manage themselves
• Authentic learning experiences as mentioned in previous blog - getting rich oral language form what they know and making connections with prior knowledge
• Do ample research into the Better Start Literacy Approach - some target students has shown progress 
• Collaboration with kindergarten and ECE teachers to find a way we can work together and find ways to make the gaps less when they start school
• Morning paepae to make it more culturally responsive to all learners in class - also incorporating other languages and cultures

My vision of how I see what can happen:

• Making a video about students and school to put on website - new parents can get a view of the school
• Make booklet for students coming to us - will make it less new because they have seen the school through pictures
• Continue with kindy visits with students from our school - older students in their uniform, such a hit with the little ones
• Survey to parents - how did they feel with the transition. Already had positive feedback and enrolment because the parents knew what was happening and what was offered to them. The parents was particularly excited about the way we are introducing Te Reo in the class with little exposures throughout the day - make it easy and part of the routine

#4 Project-based learning and the benefits

Five-Year-Olds Pilot Their Own Project-Based Learning

Student-driven class activities, enhanced by technology, launch kindergarteners on a journey of lifelong learning.

Edutopia

Given what we know how we learn, what makes project based learning work?

"Through many studies it showed that students who engage in authentic and inquiry based learning do just as well in standardised assessments and even do better in real tasks of critical thinking and problem solving, which will make an even bigger difference for them in the long run in school and in life." says Dr. Linda Darling-Hammond( President and CEO of The Learning Policy Institute)

My team and I are constantly developing new strategies to be able to aid our tamariki in their learning. When we see a that they have an interest - we will follow that and give them the provocation to learn more and extend their oral language as well.

"There are many aspects of what goes on in a well-designed project that deepen understanding, that open up the brain for learning, and also create connections that will allow that learning to be transferred to new situations."

What we know is that curiosity wakes up the brain. Through authentic learning experiences, language experiences and provocations we create an engaging learning environment where the students can learn and make connections into the wider world. Learning will then become more motivating and enjoyable.

"When a student is deeply engaged in a project, their brain is awake and alert, because they are engaged and they are interested. That engaged brain operates on connections, connecting what we know to what we are now learning. Connecting what we experience today to what we experienced yesterday."

We know that we learn in social relationships with other much more effectively, more than what we learn from one-way communication. While being engaged in authentic learning experiences, students will use their oral language and learn from each other. Most project based learning is collaborative. Students learn effectively how to collaborate, as well as look at each other to find ideas. 

She also says "Project-based learning also has the opportunity for kids to enter in different places. Different pathways into the problem will allow kids to find a way to hook in from their own knowledge and experience base. It will also give multiple ways for the group to understand the problem, as they share those with each other. And so that really enables a classroom that is of necessity full of variation, to take advantage of that diversity, rather than trying to sort of avoid it, or stomp it out, as we would have to do if we were trying to do a standardised curriculum."

I am excited to continue my journey to explore new authentic ways to aid students in their own learning journey. I am building very important relationships with the ECE centres and learning from their teachers how to do project-based learning/authentic learning experiences and how to bring that into primary school classes.

 

#3 Speed dating with other CoL teachers in our Manaiakalani cluster

 When talkative, inquisitive and inspired teachers come together and have an afternoon of....

Speed dating(a formalised matchmaking process which has the purpose of encouraging eligible people to meet large numbers of new potential partners in a very short period of time)

you can only imagine what buzz there was in that room!!!

Based on data and hands on experience I formulated my inquiry to see where and with which targets students I can try to make a difference in their learning journey. What can some of the problems be that led to my inquiry - why did I choose this and how am I going to make a difference? 

BECAUSE OUR CHILDREN ARE AT THE CENTER OF EVERYTHING WE DO. THEY ARE THE MOST IMPORTANT PEOPLE.

As you have seen I am focussing on the 4-5 year old students and helping to find ways to fill the gaps to make the transition from ECE to primary school a bit smoother.

By chance, when the speed dating session started, I reached out to Jo Gormly - I have been following her journey very closely and was inspired when she led a workshop around Bee bots and teaching Digital Technologies, also I wanted to "date" Silivia Toloke, Natasha Olsen and Sharon Elliot. All three of them are with Sommerville Special School. I have visited a satellite school of Sommerville last year and was impressed how they manage and cater for students with individual needs! When I sat down with Jo, on the seats just behind us was my other daters. Luck and meant to be. As we explained our inquiry, they all felt that my inquiry was a very important and sometimes often overlooked focus. I would definitely follow up on our brief conversations and visit some more satellite campuses and learn of ways to help the little 5 year olds adjust better in the more structured environment to meet their individual needs!!

I believe that this is such an important part for all students who is starting their learning journey. I know what I am doing right, NOW what can I do more!!

Teache

rs working together to identify common challenges, analyse relevant data, and test out instructional approaches

Teachers working together to identify common challenges, analyse relevant data, and test out instructional approaches