Suit-Keen's Professional Learning Journey

  Un-packing new vocabulary from the English Curriculum

  Aroha Team Inquiry Document  - updated for Term 2

Today we completed our 2nd lesson study. Observation of Year 2 & 3 Fractions lesson. Reflection and discussion with colleagues and with our DMIC facilitator was useful in being able to see where we can make changes to our own practise.  Lesson Plan Link Some key ideas to take away: - Continue to touch on and review the big ideas throughout the lesson - Authentically ask questions which allow for cultural inclusion e.g what celebrations do you have in your family where you need to decorate a cake? Allow for students to be brought in (included) in the context of the Math problem - Have the connect on display or readily accessible for students / teacher to refer back to in future lessons. - Create Math word banks for display & for use - Continue to go back to PD lesson notes to refer back to notes on how to teach DMIC in junior classrooms. See Lesson observations notes as below:

Cultural Responsiveness Staff Meeting 17th June Cultural Responsiveness Slideshow  Includes PD for Matariki (deepening our understanding of the Matariki celebration and why we celebrate it). Planning for Matariki Week. Personal Te Reo Goal My Te Reo Goal 17th June 2024 Goal: To learn and recite from memory an opening & closing prayer (for meetings) in te reo Māori What do I need to achieve this? Printed version accessible, practise 1 x per day. Offer to open with prayer in team meetings. Review at the end of each week. Review date: 17th July

  How much teaching time do you have left this year? We need a sense of urgency Looking at explicit teaching and time given to this for literacy. It is evident in a junior classroom that this is significantly higher than other year levels. This exercise was interesting to do to see how many hours of explicit teaching in literacy we have for the rest of this year. As a Aroha junior team it reaffirmed that we were giving enough time to explicit literacy teaching time for our learners. Feed-Up, Feed-Back & Feed-Forward As a Aroha team we identified that we could continue to develop agency with our students by introducing peer feedback. Some ideas for implementation included; using student learning coaches - where students would have to ask a nominated "super learner" to check that they had achieved the SC or completed their work to a 4 star level Thinking about using 4 star stamps for feedback, this ties in with the rubrics we use in class for students to check the standard ...

Franklin Multicultural Festival This year we entered a Pasifika Girls and Pasifika Boys group into the Multicultural festival in Week 7. With the support of our Pasifika fanau and supporting teacher we were able to showcase the many siva (dances) which reflect our Pasifika cultures. Our girls performed dances from Samoa, Tonga, Cook Islands and a new dance from Kiribati. The boys performed dances from Tonga, Samoa, Fiji with two new items; an updated Samoan Sāsā and the singing of a Tongan Anthem "E Otua". I was proud to be the lead teacher for this event to ensure that our Pasifika students were able to continue to have the opportunity to participate in cultural events such as these. For many of our Pasifika students they were empowered by being able to dress and showcase their own native cultures. They were also able to share their knowledge and support one another in the group who are from many diverse cultures (not necessarily Pasifika). It was an honour ...