Mildred's Blog: Wakatipu's Giant

Monday, 10 February 2014

Wakatipu's Giant

Chorus of Movement, creating Lake Wakatipu with string, breathing as one and creating a heartbeat

Rituals with Teacher in Role - the chief and Manata beg Matakauri not to go

Villagers make a greenstone axe as a weapon for the journey

Matakauri's friends refuse to go with him, but give him gifts of greenstone for luck and to keep him safe

Wall of Thought - children speak Matakauri's thoughts as he heads off to slay Matau

1 comment:

Kaurihohore School14 February 2014 at 11:38
Gorgeous!
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2019 Appraisal

*Learn about & then begin to use emotional coaching with children that need it

*Successfully and effectively use Seesaw as a means of communication & real time reporting for parents

*Gain an understanding of restorative practice & implement this within the school

PTCs

*Demonstrate in practice their knowledge and understanding of how akonga learn

*Demonstrate commitment to ongoing professional learning and development of personal professional practice

*Show leadership that contributes to effective teaching and learning

*Use critical inquiry and problem solving effectively in their professional practice

*Promote a collaborative, inclusive and supportive learning environment

*Conceptualise, plan and implement an appropriate learning programme

*Work effectively within the bicultural context of Aotearoa New Zealand

*Analyse and appropriately use assessment information which has been gathered formally and informally.

2017 Appraisal

Appraisal - Professional Inquiry 2017

Guidelines/Expectations

*Inquiry Question:

How can we use drama for learning throughout our Mantle and in regular classroom practice to engage and motivate children and add depth to what we are teaching? How can we further explore the idea of Mantle as a Korowai?
How can we apply acceleration practices developed in 2016 and use these further in our classrooms during 2017.

*Practicing Teacher Criteria - Focus areas (to be copied and pasted onto blog)

*Demonstrate in practice their knowledge and understanding of how akonga learn

*Demonstrate commitment to ongoing professional learning and development of personal professional practice

*Show leadership that contributes to effective teaching and learning

*Use critical inquiry and problem solving effectively in their professional practice

*Promote a collaborative, inclusive and supportive learning environment

*Conceptualise, plan and implement an appropriate learning programme

*Work effectively within the bicultural context of Aotearoa New Zealand

*Analyse and appropriately use assessment information which has been gathered formally and informally.

Key Questions To Form Inquiry

In 2018 we will select one of these that we individually want to focus on in greater depth.

What is it about Mantle that results in Maori children engaging at such a high level and experiencing success as Maori?
How can drama be used in a MOTE and in daily classroom practice?
How can formative assessment be woven effectively into my programme and made more visual?
How can I build on acceleration strategies developed in 2016 and develop these further to benefit all children? How am I encouraging genuine student agency?
Why do we do what we do and what needs to change? Are we doing it for the sake of it? What benefit is there to the children?

2016 Appraisal

Appraisal - Professional Inquiry 2016
Guidelines/Expectations

*Inquiry Question:

(With focus on digital technologies and Maths)

How can we incorporate practices into our classroom that

accelerate learning of our target students
motivate and engage all learners and help to make a supportive and inclusive environment

*Practicing Teacher Criteria - Focus areas

*Demonstrate in practice their knowledge and understanding of how akonga learn

*Demonstrate commitment to ongoing professional learning and development of personal professional practice

*Show leadership that contributes to effective teaching and learning

*Use critical inquiry and problem solving effectively in their professional practice

*Promote a collaborative, inclusive and supportive learning environment

Key Questions To Form Inquiry

What form of acceleration works best in the classroom? How does 10x5 work and what organisation is necessary to make this happen?
What motivates and engages children in the classroom?
How do we accelerate older children when the gap becomes larger and they no longer like going out of the classroom? What support can we provide in class over and above what we already do?
What does research show about what works and how can this be interpreted into the classroom?