Sunday, 19 November 2017

Pockets of Promise



"We are more than pockets of promise, 
we are scattered across the landscape.
Promise is when you hope it might happen.
What you’ve heard today is that it IS happening. 
What we want is to have more happenings, 
from more teachers 
and more classes. 
Of course there are already, 
but we don’t all know the stories.”  

Wednesday, 15 November 2017

Bursts and Bubbles...ENGAGEMENT

  1. Bursts and Bubbles...

Bursts and Bubbles...



16th November 2017

What happened for the learners?

x3 students were awarded end of year Book Awards 2017
x6 children made progress in Reading
x2 made accelerated progress in Reading
whanau engagement increased in various guises
attendance went up for all 6 children

ALL 6 CHILDREN NOW READ DAILY AT SCHOOL WITHOUT HESITATION, AND AT HOME,
TO AN ACCOUNTABLE SIGNIFICANT ADULT WHO ACTIVELY ENGAGES WITH THEIR LEARNING!





What evidence do I have for this?
(Once you learn to read, you will forever be free...)




T1T2T3T3AttendanceActual accelerationExpected accelerationGains / Loss
FHLevel 0Level 3Level 4Level 6699%16.58.33-8.17
SKLevel 0Level 4Level 6Level 8898%12.258.33-3.92
AGLevel 1Level 2Level 3Level 6575%158.33-6.67
NGLevel 1Level 2Level 4Level 6576%15.28.33-6.87
JTLevel 1Level 4Level 9Level 141386%6.619.092.48
TALevel 7Level 10Level 17Level 211493%6.649.32.66


Every child to date has made 
PROGRESS 
and that should be celebrated!  

However, two children have made 
accelerated progress 
and that is 
PHENOMENAL!!!!




What did I do to make this happen?
(Whanau Engagement via Story Sacks)

Story Sacks




When I taught in the U.K (2006-2010) we used story sacks a lot to engage with 
families where English was not necessarily their first language; I was at the time in a predominately Polish speaking area which was of low socio-economic means.  

The Story Sack concept came about in 1995 by Headteacher (Principal ) 
Neil Griffths following research in the U.K into 
early literacy development and parental partnership; the two could be seen to be brought 
together in the use of ‘story sacks' as a vehicle for developing the literacy skills of both parents and children. 
The use of story sacks by parents and young children showed that from observing the children 
and their parents engaging with story sacks, and from interviews with both the children and their parents, 
that the story sacks were powerful vehicles for allowing children to be involved in adult-supported 
exploration of language and literacy, whilst allowing them a space in which to voice how they see 
and understand the world.

Story Sack concept            

A Story Sack is...
a large cloth bag 
containing a favourite children's book 
with supporting materials to stimulate language activities 
and make reading a memorable 
and enjoyable experience for everyone.
I wonder if...
I took a "traditional tale" ...
and created a Story Sack... 
with interactive resources...
if I could...
gain greater whanau engagement...??

The Three Little Pigs Story Sack




Wonderings about what next...
Tamariki buy-in = Whanua Engagement



















By using some "Traditional Tales" in class, 
and gaining "buy-in" to the concept from 'hands-on equiping' the sacks
...and with direct linkage to this terms learning via the inquiry topic 
can this teaching as inquiry 
create 
and 
accelerate reading engagement with whanau 
to the next level?

WATCH THIS SPACE AS ROOM 2 
BEGIN TO ENGAGE AT A HIGHER LEVEL...
TO INFINITY AND BEYOND 
(Glen Innes, Auckland)

Friday, 10 November 2017

Frank Zappa


Once you learn to read, you will forever be free...PROGRESS





T1T2T3T3AttendanceActual accelerationExpected accelerationGains / Loss
FHLevel 0Level 3Level 4Level 6699%16.58.33-8.17
SKLevel 0Level 4Level 6Level 8898%12.258.33-3.92
AGLevel 1Level 2Level 3Level 6575%158.33-6.67
NGLevel 1Level 2Level 4Level 6576%15.28.33-6.87
JTLevel 1Level 4Level 9Level 141386%6.619.092.48
TALevel 7Level 10Level 17Level 211493%6.649.32.66


Every child to date has made 
PROGRESS 
and that should be celebrated!  

However, two children have made 
accelerated progress 
and that is 
PHENOMENAL!!!!




Sunday, 22 October 2017

Tamariki buy-in = Whanua Engagement




















By using some "Traditional Tales" in class, and gaining "buy-in" to the concept...and with direct linkage to this terms learning via the inquiry topic (Kitchen Chemistry), can this teaching as inquiry create and accelerate sharing to the next level?

WATCH THIS SPACE AS ROOM 2 BEGIN TO ENGAGE AT A HIGHER LEVEL...