Gretchen's learning

I arrived into Room 6 & 7's science lesson with Susan as it was part way through.  Every student in the room was engaged.  The children were exploring a variety of magnets and a variety of other household objects - metal and non-metal.  It was very open ended, allowing the children to discover.  Every so often Susan would bring the tables more materials or another type of magnet, or invite the children to move around the room and explore with their magnets.  I liked how this was offered, as an invitation, so that children could stay at the tables and continue with what they were doing if they wished.  I loved how Susan referred to the children as scientists i.e. 'the scientists at this table...."  A bit like in Mantle - this elevates the position of the children, and aligns the children alongside the teacher - as in WE are all scientists, as opposed to the teacher being the font of all knowledge.  We are all scientists and all our noticings...

- copied all text from Standards of the Teaching Profession doc into wordsift to generate word cloud - then took a screenshot. PB4L - class matrices - revisit these early in term - a walk around classes together has been good in past.  A first step was thinking about our class matrices.  Learning communities need a kawa.  At my study these holidays we had a kawa.  It was co-constructed - students invited to add to kawa (maybe via video recording on Seesaw for juniors).  discuss contributions.  We were asked to note something from the kawa we might find a bit challenging and reflect on it at end of day.  I think it will be useful in class - invite the students to share their reflections on a goal Our kawa is handwritten and on the wall - Viv (lecturer, Dr Viv Aitkin - you'll probably hear her name a bit.  As well as Mantle of the Expert..) led a good discussion re importance of these handwritten artefacts in our classroom - student owners...