May Edblog Challenge

Tuakana–teina
The concept of a tuakana–teina relationship

The tuakana–teina relationship, an integral part of traditional Māori society, provides a model for buddy systems. An older or more expert tuakana (brother, sister or cousin) helps and guides a younger or less expert teina (originally a younger sibling or cousin of the same gender). In a learning environment that recognises the value of ako, the tuakana–teina roles may be reversed at any time. (NZC - http://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-a-tuakana-teina-relationship)

This year my Y10 class has taken hold of this concept and we have become this for the Room 8 (y1/2) class.  For the first two terms, twice a week, my students go in and read aloud to the students.  They have free range from the library to choose a text they are comfortable with.  More often than not they come back really excited as they have found a text that they loved as a child.  They then read the text themselves before they go in, and after interval, they then read aloud to a group of these students.  This term the roster is somewhat more determined rather than volunteered, as it is my hunch that reading aloud to these students is going to support and improve the literacy of the Y10 students struggling with reading.  

Feedback from the Y1/2 teacher is that she is seeing a growing confidence in the students asking questions of the younger ones.  They are inviting them to be critical listeners, often without even realising it.  She is seeing a growing strength in their speaking and reading.  I am seeing students come back with a more positive mindset about reading.  "They loved it Miss."  "They didn't care that I made a mistake." "They asked ME questions."  "They wanted us to read another story to them."  For my readers who struggle to engage in a text or level of the text that school tells them 'should' be reading, this readaloud opportunity gives them a positive reading experience.  Now to do the teacher thing and figure out how to record some DATA about it.  

Grammar

I have the Christmas carols blasting in the background (well, as loud as you can when five children are sleeping).  My marking for today is done.  We started the week with a piece of writing (drafted in class, own editing, then re-written by them the next period) so that I could have a quick sneak snapshot at how they are with on the spot writing.  I made a rubric that used similar criteria to the E-astle writing and I have been able to see clearly already that their ideas are confidently Multistructural, with several students being clearly Relational.  The writing has also shown me that I need to think about different ways to present grammar and the rules surrounding it to my students.

Source

I have these memories of a big thick yellow grammar textbook and working through pages and pages of diagramming out sentences (do we still do that? anyone?) along with circling direct objects, underlining the verbs, and double underlining the adverbs.   I am sure exercises and 'rote' learning have some place (somewhere), but I am not convinced that it is the best way for my students.  I know last year they really enjoyed (and I saw better use of sentence structure/grammar in the assessments afterwards) gamification - so I need to explore what is available at the higher year levels.

So ... some questions ... what do you use for teaching grammar and sentence construction in your classroom?  What rubrics/SOLO taxonomy  breakdowns have you used (if you don't mind sharing)?

Rekohu

We started our unit titled "NZ: Past and Present Culture & Identity" - students started by brainstorming what they thought this meant and any topics or words that they associated with that phrase.

After a bit of discussion we ended up at the topic of the Moriori - and the direction of the unit was planned.  We (as a group) figured that we were very Prestructural (not knowing anything) about this part of NZ history, with a few students being Unistructural (knowing one or two basic facts - teacher included).  Students then created a very basic question list of what they wanted to find out.

We found an amazing old map of Rekohu and students practised the skill of free sketching the island into their books.  They then compared the 19th century map with a 21st century map of the island and labelled key aspects of the island.   Google earth provided us with a ten minute tour around the island - I would really recommend this technology for any teacher who is studying specific places.  It was AMAZING!!!  The bell rang all to soon!

I had a non-contact next, and did a quick visit to the school library.  I now have a great book to read over the weekend!

Looking forward to working WITH my students to develop a greater understanding about this part of our culture and heritage.

Challenge Week Two

1. Write a blog post about an education question/ challenge/wondering that you have or are facing. You don’t need to have the answer/solution.

My question: How can I use SOLO more effectively to enhance development of the Key Competencies within my curriculum areas and beyond ... I use SOLO in my junior (Y9/10) classroom with each unit, and do relate it to these areas for the students.

Source

For this term, I have created/adapted a variety of SOLO templates to come up with this for our Habitat Hero's unit.

Relating To Others
Share ideas and listens	I need help to recognise and use listening skills	I sometimes listen to what others are saying	I listen to others most of the time and can respond to what they’ve said and may share a personal viewpoint.	I listen to others without interrupting and notice different points of view.  I can respond in appropriately (right time/context/situation)	I reflect on what I listen to and am prepared to change my own opinions.
Co-operating with and accepting others	I need help to interact with and accept others.	I can sometimes interact with others and accept other people’s differences.	I recognise and accept everyone is different and can work with others to produce an end result.	I make an effort to accept and co-operate with others.  I am aware how my words and actions will affect others.	I can reflect on how successfully I interact with my peers and adults.  I can effectively co-operate with others, accepting our differences.
Language Symbols And Text (LETTERS/REPORTS/SUBMISSIONS)
Uses technologies to access and provide information	I need help with digital technologies	I sometimes use digital technologies	I use technologies in appropriate situations	I effectively use a range of digital technologies to enhance my learning.	I can decide which digital technology will enhance my learning and I can use it confidently.
Selects appropriate LST to communicate verbally	I need help with speaking	I speak in class when asked, but reluctantly.	I can express ideas verbally in an appropriate manner with some confidence.	I can confidently express relevant ideas in a class situation   and can explain how they relate to a variety of situations.	I can confidently express my ideas in both classroom and wider situations.
Uses appropriate LST in written work	I need help with written work.	I can write sentences and paragraphs.	I can express ideas in my chosen written with some confidence and accuracy.	I can express relevant and connected ideas in an appropriate written format with confidence and accuracy, linking a variety of forms together if and when needed.	I can confidently and effectively express connected ideas in an appropriate written format.

I am not sure if this is exactly SOLO to the letter, but it is a starting point for me and my students.  

Please share what you are doing and helpful pointers cheerfully accepted :-)