Post links to:
– establish and maintain effective professional relationships focused on the learning and well-being of ākonga
conceptualise, plan and implement an appropriate learning
PTC7– promote a collaborative, inclusive and supportive learning environment
Team Teaching half termly reflection
Reflection on workshops
In my team of four teachers and 103 learners, we are running workshops across our syndicate. Currently, our workshops are very teacher driven while we scaffold the progress of self-directed learning. There has been a lot of ground work these past six weeks with setting up expectations. Learners are learning about their strengths and next learning steps which will help them choose workshops. The Numeracy Learning Wall will support the learners to select workshops that are specific to their next learning steps and once we have Reading and Writing Walls up they will support in a similar way.
We jumped into workshops for Reading, Writing and Math workshops in week four and five, with 103 learners across four classes, with four teachers and it was mayhem. On reflection we had tried too much too soon but I felt trying and learning what to change and tweak was all part of the journey. The learners and teachers got a taster of what we were aiming towards but we needed to take a few steps back to scaffold the learners through the progress. In week six we only focused on Math’s workshops and Reading, Writing was in our home classes. This week we have only focused on Maths again with ensuring learners know where their next steps are for next week. We will aim to have Reading up and running week eight. We have been working alongside the learners to scaffold them through making choices when they are working independently.
At the end of the week, each learner in the class has been completing a PMI to reflect on the past weeks workshops. The teachers have been compiling a list across the four classes and adapting one or two minus and turning them into ways we can improve the workshops. One fo the Minus that come up was that the workshops are chosen by the teacher and learners want to choose their own workshops. This is reflects on the power of student agency and having the learner at the centre. See image 1
Since our workshops in week four to date we have implemented the following changes to help improve the running of our workshops:
-Hand bell to signal workshops change over because many learners are unable to read the analogue clock and were missing workshops because they did not know when they started
-Licences: All learners start with a Learner Licence and once get twenty clicks around the outside they progress o Restrict and then onto Full Licence.
-Reduce the independent task and more directed around specific stages to cater for the diverse needs
The Senior school have been planning and sharing planning on Google Docs and by planning together on Google Docs we are all aware of what each teacher is teaching and what our students are learning. If a teacher is away other teacher is able to step in and take the plan and then move the role of rover to the relief teachers. There are times when two teachers are teaching different lessons in the one classroom which creates extra space in other areas for independent learners to work. Teachers are also team teaching one lesson with a larger group of learners. We have a shared vision and a shared responsibility for the success of every learner in our syndicate. Dr Richard Villa (Villa Co-teaching)
an author in collaborative planning and teaching, describes team teaching as where the members of the team co-teach alongside one another and share responsibility for planning, teaching, and assessing the progress of all students in the class.
A Case Study on Woolston in Christchurch, 2014 stress that a collaborative approach helps to better understand students’ needs and helps us to respond by providing access to the right teachers and/or other resources. The case study give one piece of advice for teachers exploring MLE in their own school and it was to not be afraid to try new things and to know that often things won’t be right from day one but ensuring teachers are able to reflect on what worked and what didn’t help to improve. This has been reassuring as teachers at St Josephs’s because we have been given with the licence to explore this year.
Student agency and buy-in is key to the Modern Learning Environment. Principal Jenny Jackson of Myross Bush in Invercargill stresses that by encouraging and insisting on agency and students opting into workshops the child is always at the centre of the learning. Myross Bush are Team Teaching in Single cell classrooms across the whole school and say from the outside their school looks old and run down, but on the inside the environment is modern and there is total transparency within the teachers.
Learning environments to support student learning- Stonefield School
Many of the modern learning environments being built today effectively promote and support a range of pedagogies including delivering, applying, creating, communicating and decision-making.
Often they are centered around a student ‘home base’ where a lot of the teaching and learning occurs but these bases also allow access to other learning spaces. Not all classes will need all spaces all of the time, but students should have access to them should the need arise.
Modern learning environments support strengths-based teaching. For example, two classes collaborating on a science project that requires them to publish what they’ve learnt in the form of an educational poster will achieve much better results if both classes have access to one teacher who has considerable skill in graphic design and one teacher who has excellent knowledge of Science and scientific inquiry.
Sarah Martin, Principal of Stonefield holds the success of their school to the importance of collaboration.
Evaluation Associates Ltd. (2013, December 2). 04 Everyone’s a teacher and everyone’s a learner here-Stonefields (Video File). Retrieved from https://youtu.be/4heqj6UaV-s
Osborne, Mark. Modern Learning Environment.Core Education, 2013. Web. 8 Mar. 2016. (PDF). Retrieved from http://www.core-ed.org/sites/core-ed.org/files/Modern-Learning-Environments-v.1.pdf
Stonefield School. (n.d). Retrieved from http://www.stonefields.school.nz/site_files/7260/upload_files/Whywedowhatwedo.pdf?dl=1
Villa, Richard. Co-Teaching. n.d. Web. 8 Feb. 2016. (PDF). Retrieved from http://www.ravillabayridge.com/RAV%20Handouts/2B.pdf
Ministry Education. Woolston School Case Study. 2014. (PDF). Retrieved from http://mle.education.govt.nz/assets/Uploads/MLE/Case-Studies/WoolstonSchoolMLECaseStudy-June2014.pdf