The aim of education should be to teach us how to think, rather than what to think. To improve our minds, so as to enable us to think for ourselves, rather than to load the memory with thoughts of other men. Bill Beatti
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler
It is what we think we know already that often prevents us from learning. Claude Bernard
You can teach children a lesson for a day; but if you can teach them to learn by creating curiosity, they will continue the learning process as long as they live. Clay P. Bedford
I hear and I forget. I see and I remember. I do and I understand. Confucius
All learning has an emotional base. Plato
Teaching kids to count is fine, but teaching them what counts is best. Bob Talbert
Upon the subject of education ... I can only say that I view it as the most important subject which we as a people may be engaged in. Abraham Lincoln
The important thing is not to stop questioning. Albert Einstein
Play is the highest form of research. Albert Einstein
Educating the mind without educating the heart is no education at all. Aristotle
Initial Big Picture Points to Note:
We are a top performing/achieving school in our Community of Learning Cluster.
Compared with the rest of Auckland and New Zealand as a whole - Well Below and Below:
Compared with the rest of Auckland and New Zealand as a whole - At and Above:
Compared with the rest of Auckland and New Zealand as a whole - Collectively Reading:
Compared with the rest of Auckland and New Zealand as a whole - Collectively Writing:
Compared with the rest of Auckland and New Zealand as a whole - Collectively Maths:
Year One Data Analysis - after 40 Weeks At School:
This is the area of greatest concern, and has the greatest impact on our school-wide data.
This negative data is most notable in Reading in particular, where we have 47% of our year one children at Well Below or Below.
If we removed Year One data -
New Zealand European Student Achievement Summary
1. Greet me personally each day
Wish me good morning, and send me off with a “see you tomorrow.”
2. Smile
When you look at me, let me see happiness in your eyes.
3. Give me your attention
Sit and talk with me privately; even if only for a little while.
4. Imagine with me
Help me dream of things I might be able to do; not just the things I need to do now.
5. Give me challenging content and assignments
Show me how to handle it. Teach me what to do.
6. Ask about me
Inquire about my weekend, the game I played, the places I go. It shows you care about my life.
7. Let me have time
Time to let things sink in. Time to think. Time to reflect, process, and play.
8. Expect a lot of of me
Hold me accountable to high standards. Don’t let me get away with less if you know I am capable of doing better.
9. Notice Me
A comment to me, on my work or on my Seesaw post. Just a quick note that says you notice something special about me or my efforts.
10. Let me ask the questions
Even if my questions are off topic, let me ask them. It will show that I am thinking about new perspectives, curious, and willing to learn more. Let me have the chance to show what I am wondering about, not just what I know.
11. Engage me
I came to you in love with learning. Keep me excited, keep me wanting more.
12. Trust me
Believe that I can do it. Allow me the chance. I promise to show you I can.
For our students to experience success, schools need to ensure that they have a quality, responsive environment including:
ILEs are not simply about giving learners choices; they aim to give learners agency. Agency involves choice, but also the power to act on choices, and accept the responsibility that comes with exercising that choice.
A key idea behind ILEs is that learning is more personalised and student-led. This means that designing learning activities for a range of students is absolutely integral to the concept of ILEs.
Innovative Learning Environments offer students and teachers flexibility, openness and access to resources.
To build their ability to support student agency teachers must
Students will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge)
Personalising learning means students
Empowering students to become more self-directed learners and helping teachers and parents further develop these skills in their children can significantly increase students’ motivation and achievement in school. (Cleary and Zimmerman 2004)
Another key to ensuring that any learning environment works for everyone is to know your learners. Relationships are critical because having an in-depth understanding of the learner’s needs allows us to further refine the learning environment to cater for those needs.
The best way to understand a student’s learning needs is to ask them (Causton-Theoharis, 2009).
UDL (Universal Design for Learning) is a set of principles for curriculum development that give all individuals equal opportunities to learn. The UDL framework is based on neuroscience and learning sciences, and gives practical ideas and guidance about the things to think about when designing for everyone.
UDL identifies three key principles based on learning science:
Five considerations to ensure ILE learning success:
Language Readiness for 5 year olds an issue - cf Scandinavia - so we are employing the Walker Learning Approach to provide language rich experiences and material for imagination, inquiry and play. Walker Learning Approach is a mix and balance of explicit teaching of literacy and numeracy drawing upon children's own interests and lives to make literacy and numeracy meaningful and relevant to the child and their culture.
This approach provides authentic personalised learning that is effective across all cultural, economical, geographical, religious and social spectrums. It aims to bring deeper levels of engagement to children in meaningful and relevant strategies that enhance academic skills alongside the development of skills for life particularly in areas of social and emotional development, resilience, self esteem and independence.
The Walker Learning Approach specifically involves
Dramatic Play - Sensory Stimulation - Literacy - Numeracy - Science - Reading Corner - Construction - Tinkering - Developing Fine Motor Skills
Seesaw Electronic Learning Journals
Establishing our Cornerstones
Whanaungatanga -
Turangawaewae
Matauranga
Manaakitanga
and Our Pou
Attendance - Lateness and Regular Absence data correlates to Well Below and Below data - so making every effort to have children here and on time helps
Reading -
Maths - Writing - Reading
National Standards Parent Guides have lots of suggestions
Susan Traiman, the Roundtable's director of public policy, states that the skills companies felt were most lacking are
A National Survey of Business and Nonprofit Leaders indicated that more than 75 percent of those surveyed say they want more emphasis on five key areas including:
Community Goals and Aspirations:
Questions - Ideas - Suggestions: