Team Raupo Collaboration
What is collaborative learning?
Collaborative learning is a situation in which two or more people learn or attempt to learn something together.
Unlike individual learning, people engaged in collaborative learning capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).
Unlike individual learning, people engaged in collaborative learning capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).
Reflecting on our year of Collaborating 1.12.15
This year has flowed so nicely. As a team of new teachers I'm so proud of what we have achieved.
+ Positives
- We have built relationships with not only our class of approx 27 children but with the entire Raupo team
-Break throughs with frustrated children. If they had a bad morning with one teacher they have the opportunity for a fresh start when they change class for collaboration
-If certain children don't mix well together they can be reshuffled into a class that works
-Constant reflecting on what level or stage the children are at. This means that no child is missed and that 3 teachers are focused on helping the children in our team achieve- not just one teacher
-When I am unsure or stressed I know that my team will do all they can to help me out
-Planning together
-We have to work as a team or else the entire session can be a flop
-Negatives
-It is tricky to do collaboration for relief teachers as they do not know where all the children are going and when to send them... as well as teach something off a plan they received that morning.
-Time is precious and you must stick to it or else the rotation does not work. This means it is hard to find spare time to hear all children's ideas in one session or in the 2 minutes between sessions.
This year has flowed so nicely. As a team of new teachers I'm so proud of what we have achieved.
+ Positives
- We have built relationships with not only our class of approx 27 children but with the entire Raupo team
-Break throughs with frustrated children. If they had a bad morning with one teacher they have the opportunity for a fresh start when they change class for collaboration
-If certain children don't mix well together they can be reshuffled into a class that works
-Constant reflecting on what level or stage the children are at. This means that no child is missed and that 3 teachers are focused on helping the children in our team achieve- not just one teacher
-When I am unsure or stressed I know that my team will do all they can to help me out
-Planning together
-We have to work as a team or else the entire session can be a flop
-Negatives
-It is tricky to do collaboration for relief teachers as they do not know where all the children are going and when to send them... as well as teach something off a plan they received that morning.
-Time is precious and you must stick to it or else the rotation does not work. This means it is hard to find spare time to hear all children's ideas in one session or in the 2 minutes between sessions.
Making our School Pool Cool
As a team we had to...
Design changing rooms for our school pool.
1. Sketch a range of changing room designs
2. Choose favourite design
3. Construct a 3D model of changing room
4. Parents came and checked out the models and voted for their 3 favourite
5. Top 3 were chosen
6. The designs were then drawn up on a computer by an engineer and 3D printed
7. Top 3 models will be presented to the board
Design changing rooms for our school pool.
1. Sketch a range of changing room designs
2. Choose favourite design
3. Construct a 3D model of changing room
4. Parents came and checked out the models and voted for their 3 favourite
5. Top 3 were chosen
6. The designs were then drawn up on a computer by an engineer and 3D printed
7. Top 3 models will be presented to the board
Passion Project
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The Year 3/4 teachers have used what they are passionate about and given the children exciting opportunities.
Rm 3 Jared- Coding Club Rm 4 Natalie- Production- performing Art Rm 5 Lucy- Visual Art It has been a blast. |
Reading Collaboration Term 3- Refined
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5/9/15
This week we reflected on reading and how it was going. We found that it wasn't working as well as maths. We had the classes grouped by ability and they had to complete their reading task in that class. When it was workshop time some would go to different classes to read with a different teacher. Problems -Workshop times were not flexible so we were unable to go over time, even if we were in the peak of a discussion -Chln would turn up late to workshops=only 10min reading Changes -The groups that the teacher reads with stay in that class for the entire reading hour. How has this gone? Amazing!! -No child can be late to a reading workshop. -I can be flexible with when and who I take for reading. -I know exactly what the chln should be doing for their reading activities. -Chln can see a range of ability levels within their reading class |
Maths Collaboration
Basic structure for a collaborative math lesson
Children are grouped based on their math stage. For the lower stages the groups are smaller so we can help them improve quicker.
00:00- Children go to their station class and play a math game for the entire group
This is based on the children's stages. Lucy =Stage 3/4, Jared=Stage 4, Me= Stage 5/6
00:15- Workshop 1
Children who have a workshop (teaching session) go to that teacher and those that don't stay in their station class. There is usually about 4 different stations set up. These stations cater to the gaps/struggles the children have in math.
00:30- Workshop 2, those who were with the teacher for workshop 1 start their follow up activity that relates to what they just learnt with the teacher.
Those on the timetable for workshop 2 go to their teacher.
00.45 Workshop 3
Workshop 1 kids go back to their stations class and do the stations, Workshop 2 start follow up, Workshop 3 got to their teacher.
Children are grouped based on their math stage. For the lower stages the groups are smaller so we can help them improve quicker.
00:00- Children go to their station class and play a math game for the entire group
This is based on the children's stages. Lucy =Stage 3/4, Jared=Stage 4, Me= Stage 5/6
00:15- Workshop 1
Children who have a workshop (teaching session) go to that teacher and those that don't stay in their station class. There is usually about 4 different stations set up. These stations cater to the gaps/struggles the children have in math.
00:30- Workshop 2, those who were with the teacher for workshop 1 start their follow up activity that relates to what they just learnt with the teacher.
Those on the timetable for workshop 2 go to their teacher.
00.45 Workshop 3
Workshop 1 kids go back to their stations class and do the stations, Workshop 2 start follow up, Workshop 3 got to their teacher.
ANZAC INQUIRY
Tuning in-
Start of Term 2 our three classes were introduced to lots of new information about ANZAC. Some activities the children were engaged in were... -Asking questions about WW1 to a man from Turkey. -Watching short films on Gallipoli -Hearing stories from children in team Raupo who had family members serve in WW1 & WW2 -ANZAC commemoration at our school |