Criteria:
Promote a collaborative, inclusive and supportive learning environment
Key Indicators:
Promote a collaborative, inclusive and supportive learning environment
Key Indicators:
- demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate students
- foster trust, respect and cooperation with and among students
What this means at Halcombe School:
- Accommodate a range of learning styles in the classroom
- Model and demonstrate often
- Expected learning outcomes are clear to students
- Plan for and group students according to their (current) learning needs
- Provide opportunities for students to work in a range of collaborative groups
- Establish a strong class culture where students are encouraged to take risks with their learning
- Praise often
- Seek opportunities to contribute to school events
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Term 1 2017
While at our beginning of year 'getting to know you' camp, students participated in a wide variety of games and challenges designed at fostering trust, respect and cooperation. These activities were beneficial for me to observe as it highlighted different people in different roles within the students. Next time for some of the activities, e.g. the cup tower challenge, it would be interesting to put the children into groups that weren't friendship groups. I think this might help me to gain more of a global picture and might highlight a few other team work traits, as some children are certainly more reserved and stand offish if they are not around their friends and I think it would be interesting to see how some children deal with giving and receiving ideas, and doing their fair share with people who are not necessarily their friends.
June 2017
Making expectations learning intentions clear is really important. I believe it is important that children know what they are learning to do and have some ideas about what they need to do to achieve. Before writing, I give the children a WALT and we discuss and identify the success criteria, so the children have a full understanding of what they are doing and what their writing needs to have in order to achieve the WALT.
Below are examples from this weeks writing. I write these on the board for the children to copy into their books. After a discussion with my principal recently, I now put the WALT and success criteria into the student google drive, so students are able to refer back to it and check their work by it once it is rubbed off the board. This works well, as sometimes a child will forget to write it in or something similar from the board, but they still have access to a copy.
Modelling work is also super important to ensure children can visually see your expectations and what they are trying to achieve. Modelling and supporting with planning writing has been a large focus with one of my writing groups, and this is an example of my modelling/shared plan that we put together to support them in getting their ideas out, and helping them tor structure their writing correctly. This certainly helped this group as they always knew what was to come next and knew how to set out their writing and through drafting, guided writing, conferencing etc they constantly referred to and used their plan.
Term 1 2017
While at our beginning of year 'getting to know you' camp, students participated in a wide variety of games and challenges designed at fostering trust, respect and cooperation. These activities were beneficial for me to observe as it highlighted different people in different roles within the students. Next time for some of the activities, e.g. the cup tower challenge, it would be interesting to put the children into groups that weren't friendship groups. I think this might help me to gain more of a global picture and might highlight a few other team work traits, as some children are certainly more reserved and stand offish if they are not around their friends and I think it would be interesting to see how some children deal with giving and receiving ideas, and doing their fair share with people who are not necessarily their friends.
June 2017
Making expectations learning intentions clear is really important. I believe it is important that children know what they are learning to do and have some ideas about what they need to do to achieve. Before writing, I give the children a WALT and we discuss and identify the success criteria, so the children have a full understanding of what they are doing and what their writing needs to have in order to achieve the WALT.
Below are examples from this weeks writing. I write these on the board for the children to copy into their books. After a discussion with my principal recently, I now put the WALT and success criteria into the student google drive, so students are able to refer back to it and check their work by it once it is rubbed off the board. This works well, as sometimes a child will forget to write it in or something similar from the board, but they still have access to a copy.
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