Students from Amy and Erin's class which is a year 2-5 class.
Our role as the -teacher- Mentor
Value relationships above all else.
Expect the kids to be risk takers so the teachers model the risk takers.
Expect the kids to collaborate so they collaborate
Live and breathe what it is to be a learner alongside them.
How do we prepare the students for a world that we don't know what's in store for them.
School life replicating real life.
Projects, immersion, needs-based projects.
Still learning all the same areas, but mashed together. Not reading time, maths time.
What informs our teaching?
Relationships
Knowing learners and what makes them tick
Make everything as visible as possible - planning, everything all online.
Involve families as much as possible
Visible Learning wall - putting everything up so that parents can see exactly what's being done and why it's being done.
Descriptions of lessons, evidence of lessons.
Visitors to school can see what's happening, parents can see what's going on and talk to their parents about.
A way to document their immersion process.
Keeping documentation so that children can remember their highlights.
Curiousity, Creativity, and Risk-Taking - Inventive thinking
Show how all the curriculum links together and to home.
Visual Planner
child #1 explains the visual planner
Can choose the workshops - can have an extra maths/reading/writing as well as 1 of each maths/reading/writing
Negotiated workshops - things that they are really interested in and want extra time at.
Visual Planner Record
Child #2 explains what she does
Colour coded cards - helps them to know what they've chosen.
Record their choices for the day.
Have bits of feedback on them to help them structure the day
Helps the students making choices to plan their day.
Students usually done before school even starts - They've become really quick at it.
5 people on an activity at a time
Negotiated criteria for the visual planner
If the activities get interupted with a teacher workshop then they go back to the job they were doing until they're finished.
The children are really clear about what they're doing - the freedom has done them really well. They are managing themselves beautifully.
Daily Planner
Follows on from the visual planner for the more able planner.
Put their have-to-do tasks in first, then fill in the rest of the day with what they want to do.
Past
"Teachers planned the whole day, all had to do the same thing, and never got to do anything I liked. It made me feel really bored. If I got things wrong I had to write them on the whiteboard 100 times or maybe 36"
Present
Can plan what we want to learn, can do a project, keep on researching, and show it off to everybody. Child who wants to be a doctor is allowed to go on a device and find out about being a doctor.
Children plan their whole entire week.
Any free spaces - they can put in any projects they want to do.
At the end of the day they have to do reflections to write down what the favourite part of the day was and what was hard.
Child was really interested in WW1 and WW2 so negotiated with Amy when that was going to fit in during the week.
Year 8 students
Come in, look through the google calendar, sort out what they are going to do in the day. If they finish what they're doing, then they do 'learning on top' - and do extra things.
Sort out a project in terms of maths, science, and literacy and outcomes.
I'm really struck by how well the students know what they are doing.
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