Gretchen's learning

18 June TLIF Workshop #1 - attended with Susan Sandretto. (SS) Project monitoring and evaluation  - we will be assigned a 'monitor' who will receive our checkpoint reports and provide feedback. First checkpoint report is due July 20 and will outline what's happened so far.   Budget  - at first checkpoint report need to invoice for 10% of budget.  Prior to July checkpoint budget needs to be revised.  Changes to include more accurate costings re teacher release days (increased teachers involved, time for coordinating, planning, reflecting, data collection reporting to ensure teachers adequate time to contribute to quality inquiry), time with SS, kai for teachers, offsite venue for some of the release.  Term 2 actions: student and teacher  interview formats  - teacher and student interviews and student surveys  focus group student group selected  - need a selection of Year 4 and 5 students. Will need to be quite a few due to tr...

My focus students for this inquiry is a group of 6 year 4 students - 5 girls and 1 boy. Some things I've noticed during group work, individual chats and GloSS interviews: reluctance to contribute to group sessions comments such as  'maths is hard' and 'I find maths really challenging'. Difficulty interpreting number problems difficulty describing how they solved a problem gaps in key knowledge - place value, number facts, and sequencing most of this group are at stage 4/early 5 in addition and subtraction, stage 4 for multiplication and division and stage 2-4 for proportions and ratios.  By the end of the year, the students are expected to be working at level 2 of the NZC (stage 5) Things I'm doing: number talks - maths talks that focus on different strategies we can use to solve problems, which ones are efficient etc. rather than getting the correct answer using a variety of equipment such as tens frames, animal strips, number lines checking in...

In September 2018 the Ministry distributed Tapasā: cultural competencies framework for teachers of Pacific learners. The aim of Tapasā is to build a confident, culturally competent education work force which is able to engage successfully with Pacific learners. Last night I attended a workshop which aimed to assist us to:  • Understand Tapasā’s background and its relevance for you as a teacher  • Develop a quality and empowering learning environment for Pacific learners  • Have a strong understanding of both your own and your learners’ identities, languages and cultures   • Improve learning outcomes for Pacific learners, their parents, families and communities  • Apply the lens of Tapasā to the Standards of the Teaching Profession and the Code of Professional Responsibility  Some takeaways for me: The importance of relationships and of all our students feeling safe, happy and connected.  Talanoa (quality talking - which Jacinta talked w...