Thursday, 14 June 2018

Reading Together ... highlights

“Everything...from day one to today.   Thank you for the opportunity you have given me and my children”


“Experiencing what and how the kids learn during their time at school and the different activities that they do are amazing”


“The shared book story sacks, doing the activities with my children, our inspiring hostesses Mrs Collins and
Ms Webster...you both did a fabulous job!!  Thank you for blessing our children’s parents with snacks”


“Ideas of making reading fun for my kids…well done”


“Everything has been AMAZING. It has been so much help - thank you so much. It was so enjoyable. Thank you for everything”


“This was very good for me and my little one;
we enjoyed it very much. Thank you for your help”


“The activities were real fun.  Reading sacks is just a great idea and I enjoyed it with my daughter.  Very inspiring for me as a teacher and yet being able to be sitting with other parents was totally a great experience”


“The AHA moment that reading could be fun and not a chore or something that would end with both parents and child being unhappy”


“Learning more about reading and new ways of getting our children to want to read...I really liked the new reading games we learnt”


“Learning more fun ways and enjoyable ways to do reading”


“Not only my grandson learn something, it teach me more to enjoy reading with all of the kids”


“Understanding the importance of reading FOR my child and also supporting his confidence in his reading skills”


“New and fun activities that I’ve learnt to work together with my son that actually help him to learn the new words in reading his books.  A massive thank you to Heather and Penny for their remarkable job in helping us parents with the reading together workshop”

“I’m gutted I didn’t get to attend every session - but what I did was AWESOME!”

Tuesday, 12 June 2018

Reading Together Graduation

Glen Innes Library - 2018 benefactors...

Reading Together Graduation 12/6/2018

Reading Together Graduation 2018

Huge "CONGRATULATIONS" to Sharleen, Sandhya, Joshua, Janelle, Luisa, Apii, Henare, Ana, Mata, Seini, Rose, Crystal, Vavia, Tevita and Ngatii for GRADUATING today at Glen Innes library.  Congratulations also to Maria, Tania, Faaeteete, Seini, Tutoatasi, Joanna, Ash, Simaima, Mansel, Toko and Temaru who also graduated but could'nt make the celebrations today...

From todays graduates, 42 students were represented from across all of the years (Y0-8) at Glen Innes School.  There were cultural representatives from the Tongan, Maori, Fijian, Samoan, Nuien, New Zealand Eurpoean and Cook Island Maori communities.



whaowhia te kete matauranga
fill the basket of knowledge



Tuesday, 5 June 2018

#3 Reading Together

“If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.”

Albert Einstein



The final Reading Together session saw 11 whanau's represented from the original cohort (55%) and x2 new attendees.

Overall 24 attendees have participated in the programme over the last 3 weeks which has facilitated, and enabled them, to support their "learner" to become a better reader.  

13/24 have completed the whole programme; 54%
4/24 attended 2 sessions; 17%
7 attended 1 session; 29%


We have ...
                        shared ideas and experiences, talked honestly about "life", demonstrated how, why and what "good" reading looks like,  suggested practical ways to help at home, offered local library services, read books together, participated in some 'hands-on-activities', checked reading difficulty using the "Goldilocks" method, enjoyed story-sacks and journeyed with others wanting to make a difference.

Growth has come from a comparison survey in terms of...

  • Most people "agreed a lot" that they NOW often read with their children...

  • Most people "agreed a lot" that they were NOW confident in helping their child learn to read...

  • Most people "agreed a lot" that helping their child with reading was NOW fun and enjoyable...

  • Most people "agreed a little" that they NOW regularly went to the local library..

  • Most people "agreed a little" that they could NOW judge whether their child's book was too hard...


Cultural Ethnicity Breakdown;                                           Gender Breakdown;(44 learners)

Cook Island Maori 42%                                                      Boys 45%
New Zealand Maori 20%                                                    Girls 55%
Tongan 17%
New Zealand European 4%
Samoan 13% 
Indian 4%

Graduation of Reading Together 2018; 
12/6 at Glen Innes Library

Monday, 4 June 2018

Growing from strong foundations...notes

Growing from Strong Foundations
...exploring the potential of the National Curricula for all children
(NZEI)  


Thinking curiously about (the place and possibility of) critically oriented curriculum
...let the uniqueness of the child guide the learning.
Te Whariki - early childhood into schooling, loose strands still to be woven.

Storying
CHECKPOINTS: 18 months @ ECE > 18 months @ school
(Oral language / Play based learning / Learning to learn)

child orientated/co-constructed v routine/requirements

What drives the teaching to enable the learning to occur?
  • Social and Cultural perspectives; Vygotsky
  • Learning leads developmental change
  • Curious curriculum experience fit for purpose
  • Individual v Collective relationships (speak to power)
  • Self management - authority over self
  • Normative thinking and practise
  • Bi-cultural outcome focus

Therefore...what are the possible results?
……………………………………………………………………………………
Frontal cortex is not developed until 7yrs old; social and emotional skills are until this point PARAMOUNT...not the acquisition of knowledge!

Play based curriculum learning offers the best learning experiences in early years
...resilience, playfulness and reciprocity.  
Interests, strengths, prior knowledge, dispositions for learning used
alongside culturally responsive assessments to build confident learners
ready to learn.


...................................................................................................................................................................


Engaging ALL students in Mathematics

Challenging the status quo...inclusion rather than exclusion.
Q. Who can be successful and what does it look like?

  • Use strength based culturally sustainable approaches
  • View language/culture as a strength to support, nurture and empower
  • Communalism/Beliefs/Collectivism/Competitiveness
  • Mixed grps, inclusive problematic tasks, culturally responsive problems
  • Engagement in different activities

……………………………………………………………………………………

Learning Support - Special Education

  • Disjointed
  • Disproportionate
  • Dysfunctional

SUCK AN EGG AND ADDRESS THE ELEPHANT

Don’t be a can’t / have lots of Aroha / build and balance
Attitude/Relationship/Inclusion

HOW DO YOU LEARN?....teaching then responds accordingly
GET OFF YOUR “ARTS”

Sometimes it’s what we don’t see that is the MOST important!

Inclusion - get comfortable with being uncomfortable!

Explain / Show / Reason


...................................................................................................................................................................


“to encourage our students to be connected to their learning we provide lots of chances to learn
about real things we can touch, smell, see, taste, cook, pull apart, build or create.
We want them to ask questions and wonder, think and discover.
Curious kids are keen learners, keen learners drive themselves to learn.”
...learning to live, living to learn

……………………………..........………………………………………………………

Empowering our future…

  • Inquiry Learning - authentic; practise/philosophy/culture
  • Tuning in (Hooks) > Finding out > Sorting out

Reggio Emilia - environment as 3rd teacher
Maker-Centred learning

Holistic - explore/extend/empower
Assessments - narrative / inquiry wall / word wall / portfolios (DoJo)

………………………………………………………..........……………………………

School based curriculum, supported by the N.C (as a guide) so that
opportunities are LIMITLESS! Teaching and learning therefore is drawn upon by decisions about "necessary" programmes for learners supported by whanau and schools who KNOW THEIR LEARNERS.


WHAT IS SOMETHING THAT IS CHALLENGING, OR CONFIRMING, MY THINKING ABOUT THE CURRICULA?

WHAT CAN I DO AS A RESULT?

Tuesday, 29 May 2018

Reading Together Term 2 2018 #2



#2 worries
...would the people come back?
                              ...did we make the right impression last week?
...was it what they wanted to hear?
                                                         ...did they want to hear more?

Of the 20 participants that were at the initial session 13 came back = 65% attendance 
...and x2 new participants attended!


Mrs Collins and the GIS Starfishes...

A parent was walking along a deserted beach at sunset.  As they walked they could see a teacher in the distance and as they drew nearer they noticed
that the teacher kept on bending down and picking something up and throwing it into the water.  Time and again she kept hurling things into the ocean.

As the parent approached even closer,  they were able to see that the teacher was picking up starfish that had been washed up on the beach and, one at a time, she was throwing them back into the water.

The parent asked the teacher what she was doing, the teacher replied...

"I am throwing these washed up starfish back into the ocean, or else they will die through lack of oxygen."

"But", said the parent, "You can't possibly save them all, there are thousands on this beach, and this must be happening on hundreds of beaches along the coast.  You can't possibly make a difference."

The teacher looked down, frowning for a moment; then bent down to pick up another starfish, smiling as she threw it back into the sea. 

She replied...

"I made a huge difference to that one!"