Thursday, April 21, 2016

When there is a problem, ask a question!

The main focus question we ask at the beginning of the week not only inspires new thinking about how to be a learner but secretly resolves issues you are faced with in the classroom. The questions are directed from your observations as a teacher, facilitator and mentor for your students. These questions are key competencies which develop reflective thinking about how to be the best learner.

Listed below are examples of how teacher concerns or reflections from their planning becomes a focus question to unpack with the class for the following week.

It is imperative that this stays displayed at all times for parents and learners to refer to often.

We also encourage putting the child's name by every idea shared so you can see you is actively participating and contributing and of course, who you need to follow up with.


Issue - No one is visiting the writing table

Question - How could we make the writing table more exciting?

Student voice captured in new entrant classroom

Twisting pens
Envelopes
Paper with lines
Pink and blue paper
Felt tip pens
Writing booklets
More ipads
Playdough

Other questions you may ask;
How has writing changed over time?
How do people tell their stories?
How did people share their ideas before pens and paper?

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Issue - Planning that will engage for next term

Question - What Action Stations would you like for next term?

Student voice captured in new entrant classroom

  • Sticking things
  • Making things with boxes
  • Cutting things out
  • Paper planes
  • Brainbox
  • Colouring
  • Puppet show
Other questions you may ask;
What makes a great learning station?
What kind of station would help us learn from each other more?
We haven't done much learning around the environment. What would a great learning station look like to help us learn more about it? 


When you know your students you will be able to assess if they are now focused on learning or playing. You will also be able to identify who is not engaging and current interests.

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Issue - Children not focusing on learning

Question - What do you want to get better at?

  • Blowing up balloons (speech therapy with lip action) 
  • IXL (maths) 
  • Reading Eggs (reading app)
  • Doing my reading 
  • Doing experiments
  • Measuring at the science table
  • Using my eyes to find things
  • Addition facts 
  • Writing stories 
Other questions you may ask;
- How do you know which station to go to?
- How long should I spend at a station?
- What is a learning goal?



The children are then invited to consider what station they would need to choose to get better at their goals.
The ideas shared here will scaffold and inspire others

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Issue - Setting expectations of learning not playing

Question - What is learning?

Student voice captured in new entrant classroom

  • Looking at books
  • Learning by looking
  • Growing
  • Trying new things
  • Using your body
  • Sharing
  • Checking what you are doing
  • Learning is our work 
Other questions you may ask;
How do you know you are learning?
What is thinking?
What is collaborating?


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Issue - Children don't have language to talk about their feelings when learning

Question - What words can I use to explain how I am feeling?

Student voice captured in new entrant classroom

  • curious
  • hot
  • fine
  • brave
  • good
  • happy
  • excited
  • tired
  • proud 

These should be built on and scaffolded throughout the week in everything we do. A word incline is also fun to do with the students, displayed within the environment. This helps with measuring the intensity of the feeling. Bottom of ladder or the top. 

Issue - No one reading during reading time before Action stations starts

Question - How can we develop our reading skills?

Student Voice captured in new entrant classroom
  • Read your own reading books twice or even more
  • Practise reading lots
  • Writing gives me ideas for reading
  • Practise your words every night
  • Read to the full stops
  • Read
  • Look at the pictures and sound out the words. 
Other questions you may ask;
What makes a great reader?
What kind of things can we read?
What makes a great book to read? 

Provides the teacher with a great insight to next teaching step, pre test, post test, scaffolding language for all to hear and learn from. 

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Issue - Some students left working on their own or social learning and collaboration not progressing

Question - How can you help other learners?

Student voice captured in new entrant classroom
  • Show them how to tidy up
  • Listen to them
  • I show them what to do 
  • I ask if they are alright 
  • Talking with them 
Other questions you may ask;
How can I learn from others?
Why should I work with others?
Why is it important to tell someone my thinking? 

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Issue - Children not recognising real learning, persistence or perseverance

Question - What does tricky learning look like?

Student voice captured in new entrant classroom
  • You might have to get help
  • Practicing what I need to get better at, even at home
  • Making things happen
  • Follow the steps to work it out
  • It makes you feel happy
  • It's trying something new
  • Trying things again and again
  • You can't give up 

Other questions you may ask;
How do you know you are learning?
What makes learning hard?



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