Home Schooling Activities to educate students during the COVID 19 virus emergency

Learning at Home during the 'Lock down'

(I haven't written a blog for months but thought I would share a few ideas that i had posted on Facebook. There are still people viewing my blog so here goes)

Learn Five New Things a Week

I heard yesterday on National Radio an interesting idea for students to do at home ~ get them to learn five new things a week ~practical things like learning to cook something new, or study something of personal interest etc Students could make a list of things they want to learn about - a personalized curriculum.

I note a lot of school sending out worksheet activities for their students but I feel the situation requires something more creative. Too many worksheets would not be a good idea - time to think out of the box.

Set up a 'My Learning Journal /Scrapbook'. 

Students could set up a My Learning Journal to record activities ~could make a wonderful family historical artifact to share in the future?

Set me thinking of other possible home learning tasks like: 

Sorting family photos and making a PowerPoint presentation to share with the family

Finding and writing up family histories from mum and dad.

Develop a family reading group and share what each member has been reading (keep a reading log) 

Draw something every day (maybe choosing something from their environment),

Keep a diary of events as the situation unfolds ( think of Anne Franks)

Write a short poem each day and illustrate to share 

Research the photos and ornaments around the home - there is usually a story behind each picture /ornament

Do  personal research project on something of interest each week (make a list of ideas to add to and then choose o to study),

With mum and dad keep a record of family spending,-learn basic budgeting.

Do a research study of a family pet - how to care for them, how they evolved to be pets how wild animals relate to domestic pets.

Learn to use basic Te reo phrases  as a family (school could supply or google them),

Learn to play a musical instrument (possibly not a recorder!). Develop a simple percussion band with siblings (in the backyard),

Develop a PE obstacle track in the backyard.. Time and record how long it takes to get around How many balls can you catch before dropping a catch; develop a short cycle of fitness activities,;play skipping and catching balls game ~make a record of improvement.

Try out different art activities ~simple printing (potato printing) /using different media.

 Take digital photographs on a phone and select five to share/print. Could set a theme  nature photos for example.

 Research some simple science activities to do using Google , for example kitchen science (all baking is science)

Technology challenges ~like make a bridge from rolled newspaper or experiment how far can your paper dart can fly,/lesson on keeping safe

Learn the names of flowers in the garden ~research them on Google

You might want to learn about viruses ~sure is plenty of information. Guess most parents will have had a family meetings to discuss the virus with family members. 

Just thought some of the above may be of interest? 

And that the list above may also encourage you to think of your own activities

A bit of advice ~try to encourage kids to take their time. Too often they think first finished is best

On reflection the ideas above cover all the Learning Areas of the New Zealand Curriculum and , in particular, the phrase every student should 'seek , use and create their own knowledge'.

Teaching the Best Practice Way - Methods That Matter

Its been a while since I've posted on my blog but I thought the below was worth sharing - Bruce

Teaching the Best Practice Way

By Harvey Daniels and Marilyn Bizar.

A valuable book for teachers wanting to develop a modern learning environment.

The other day I heard an interview on National Radio expressing the sad fact that a great number of students leave school with no idea about what they want to do.

It made me wonder about what’s the point of school? For me, school ought to be premised on developing the gifts, talents and interests of all students.

Sadly, primary education is still centred around literacy and numeracy, all too often taught as self-contained subjects, and most secondary schools are still based on fragmented subject centred timetables. No wonder so many students leave without know the direction they want to head when they leave school!

 With this in mind I thought it might be useful to share the Seven Best Practices presented in the book ‘Teaching as Best Practice’. by Daniels and Bizar (Stenhouse Publishers USA).

 The books great strength is that it combines a progressive education philosophy (in line with the intent of the NZC) with practical examples of the philosophy in action across all levels of school. The book relates to the ideas of such educators as John Dewey, Jean Piaget, James Beane, William Glasser, Howard Gardner etc. and the examples are based on experiential hands on learning fuelled by the passion of extraordinary teachers. The book is antidote to the standards movement and hyper accountability of past decades.

The Seven Best Practices.

1 Reading as thinking.

 Reading is seen as transcending debates about phonics and is more about reading as thinking embedded in the context of broad and interesting integrative units where students are continually representing to learn in writing, art, and performance. 

Since reading is thinking students need to be provided with rich text worth thinking about, and strategies to help them think. Proficient readers are seen as ‘co-creators of meaning’ Context is everything; it’s about getting students ‘to think like historians, mathematicians, and scientists.  Practical classroom examples in the book clarify the approach.

2 Representing to Learn.

This method is based on the premise that humankind has always had an impulse to represent experience and that this goes beyond using words including strategies that are commonly classified as art, drama, dance and music, and today multimedia

experiences.

There are a range of genres to explore and opportunities to extend and amplify a full range of intelligences (as researched by Howard Gardner). A range of practical examples are covered in the book.

3 Small group Activities.

Students need to be given opportunities to practice democracy and work together to solve problems (the writings of John Dewey). Many structures are provided, and practical classroom examples given to ensure groups work productively.

 Group tasks must be ‘have enough inherent structures to operate automatically, to remain engaged, on task and relevant’.

4 Classroom Workshop.

The authors see the classroom as a workshop a useful metaphor or ‘working laboratories or studios, where genuine knowledge is created, real products are made. and authentic inquiry is pursued.’ 

 In the workshop, learning laboratory classroom students choose individual or small group topics for investigation, inquiry, and research using long chunks of classroom time to do this.

 Teachers take on new roles modelling thinking, conferencing, offering well timed compact mini lessons and providing help as required. In the early days of workshopping teachers keep the time short lengthened as students become more independent. In workshops students learn to act, plan and question like a scientist. Classroom examples clarify the approach.

5 Authentic Experiences.

For many students schools need to get real and many people from John Dewey onwards have argued for school to be more lifelike, more genuine, more authentic.

 Just as in real life these experiences are inherently multi-disciplinary and messy problems; these problems need to be identified, complexity needs to be faced, and solutions found. Inquiry into authentic questions need to be generated from student experiences. Students need to become researchers, gathering data, asking questions, conducting experiments, recording information and discovering

answers.

This kind of inquiry becomes possible when the conditions that support Best Practices are in place; when the classroom is a community with students eager to take responsibly for hands on experiential learning and with opportunities to express what they are thinking,  and able to use technology to advance their inquiries. 

The authors believe ‘that technology can leverage some of the best teaching if used widely ‘and that it can ‘play a lead or supporting role’ once the appropriate pedagogy is in place.

 Once again a range of practical examples are provided.

6 Reflective Assessment.

Students need to be helped become self-monitoring, self-regulating, able to be in control of their own learning, able to set ambitious goals, keep their own records, adjust their efforts, make good decisions and grow by healthy and measured feedback.

This is in contrast to the toxic current accountability movement which the authors state simply correlates to student socioeconomic status of students, is inconsistent with what is known about how students learn and distort teaching often resulting in streaming, tracking and ability group segregation. A range of practical alternatives are provided.

7 Integrative Units

The writers save the best for last. 

The last best practice blends all the other six methods into days or weeks of rich, cross disciplinary investigations driven by student interest and scaffolded by teachers who model, coach, and manage the inquiry process. 

With integrative units teachers step emphatically out of single subject instruction and

lead their students into inquiries as complex and multi-disciplinary as the real issues grown-ups face as workers, parents and citizens.

Teachers believe that students can learn subject matter (including basic skills) amid holistic, integrated experiences. This approach doesn’t mean that traditional subjects are disrespected or abandoned. On the contrary, as James Beane writes, ‘the disciplines of knowledge are useful and necessary allies of curriculum integration with knowledge being called upon to support student investigations as required.

Conclusion.

Nome of the above will be new to progressive primary teachers and those secondary teachers busy transforming their schools, often in new purpose built environments.

 For many the book will be a practical inspiration to confirm or transform their teaching.

If widely applied in our school system students will leave with their talents, interests and passion tapped and amplified, equipped with appropriate learning skills, and will not leave schools not knowing what to do with their future – they will have seen the point of their schooling.

Activities to begin the school year

Teaching is one profession where there is no shallow end.

 From day one you are presented with up to thirty plus young individuals for you to shape into a learning community; and every class community will be different. Even experienced teachers have 

No shallow end for new teachers.

second thoughts about starting a new class .

This blog shares some ideas to select from..

Teachers need to negotiate with their students as much as possible to ensure empowerment or a sense of ownership and then to hold students to completing what they have agreed to do to develop a sense of responsibility.

First read this  excellent advice to make a shiny happy classroom!

Another link for new teachers

The challenge for teachers is to think up ways to tap into their students innate sense of curiosity. of curiosity. Educationalist Jerome Bruner has written that teaching is ‘the canny art of intellectual temptation’.Thankfully students are easily trapped by their innate 

curiosity if what is put in front of them appeals

Keep in mind during the year

An important phrase from the New Zealand Curriculum to keep in mind is for each student to  be helped to ‘seek, use and create their own knowledge’..

The whole purpose of education is to help every learner develop a powerful learning identity, a strong sense of self,  a feeling of being a valued and worthwhile person. This involves the teacher really listening to their students’ questions, ideas and concerns. With such a vision in mind teachers can slowly, as students develop skill, pass greater responsibility to their students.

First impressions count and the students' parents will be waiting to hear from their children what their teacher is like so it is important not to leave it to chance. Dress well!

Develop a class treaty

Teachers will be planning their first few days now. Wondering about routines to establish and behaviours they want to establish.

Treaty of Waitangi

 One good idea is to undertake a mini unit around the Treaty of Waitangi and use this as an opportunity to develop a class treaty outlining behaviors required of both students and the teacher.

There is a new School Journal that provides an excellent reference

My goals for the year.

An idea some teachers use is a letter to parents about your goals for the year - but if this is done it needs to be done with input from your team leader or principal. At least have something prepared to introduce yourself to your class . Students will be very curious to learn about their new teacher

Catching an eel

Best holiday experience

Another  idea is to share with your class one of your holiday experiences and then get them to do the same.  They could 'mind-map' or list all the neat things they did and pick one to expand on. This activity will give you an idea of their writing and handwriting skills. 

If you do the above them students could add a drawing - one again get them to focus on exciting event.

Crossing the wire bridge

Observational task - the power of drawing

Learning to observe is an important and overlooked skill. You could bring in a simple leaf for the class to draw. This is an ideal means to encourage the class to work carefully - many children spoil work by rushing.

Nature walk

With the weather so great do some nature walks.

What are your new classes attitudes towards areas of learning?
The first few days are a good time to assess your new classes attitudes towards areas of learning. Prepare a list of learning areas of aspects of learning and get  individual class members to indicate their attitudes towards items with a 1 to 5 scale - from 1 love it to 5 dislike it.. This would best be drawn up by all teachers. The results will give you an idea of areas you need to change for various individuals. Be interesting to use the same survey at the end of the year.  Do the survey with your class as if you were their age - and tell them how you have improved your attitudes since then - or areas you still want to improve.

Exploring your students; mindsets

If you know about the mindset research of Carol Dweck you could add to your survey  add : 

Well worth the read

1 Do you think were are born as smart as you are ever going to be ( 'brains' or sports ability) and there are some things you just can't do ? Or 

2 Do you think you can get better at anything if you try hard and practice? 

The first is a 'fixed mindset'.Low ability students get their lack of ability affirmed at school ( through ability grouping, national testing or streaming) and high achievers ( often girls) do not risk their status by new areas of learning becoming risk averse. Those with a 'growth mindset' just have a go at anything believing in effort and focused practice and see not succeeding as a challenge.This 'growth mindset' underpins the New Zealand Curriculum; ' have a go kids' 

Share your stance as a teacher with your class.

An idea to work on is to  ensure your class appreciate your stance as a teacher - what you stand for as a teacher.

How do children in your class think they learn?

What are your strengths

Discuss with your class how they think they learn. Discuss with your class what they have learnt recently and how they went about it.

What talent do individual bring to the class?

Take the opportunity to find out the range of talents class members bring to the class - and share the ideas about Multiple Intelligence of Howard Gardner.


Using group work in the class

A study based on sport

Personalizing learningis the ideal but the best way to get to the individual is by using group work. Most teachers use group work as part of their literacy and numeracy programmes but group work also works well for study ( inquiry) work as well.

(A link to some advice on classroom management )

Plan out a simple study unit.

Plan out a study unit to introduce to the class to introduce an inquiry approach to learning . TheTreaty of Waitangi might be 

Great mini study

one. Two good mini unit to make use of might be a study based on cicadas or aflax bush in flower. Develop a model of inquiry teaching to make use of during the year.

The units above, or any idea you have chosen, will provide ideas to introduce as part of your language programme - and, if appropriate, maths as well.

Few thought about presentation

Whatever is chosen it is worth helping students present their ideas well - and to encourage them to show gradual improvement  as the year unfolds. Encourage them to improve on their 'personal best' in all they do.

Teach simple layout skills

At first students may have little skill in presenting their work well but with time they will gain skill through your teaching ( if you think this is important) and as work is completed display it well. With time create a powerful learning environment.

All students buy a set of exercise books to begin the year. Some schools I know have reinvented these books as portfolios as they ought to show qualitative improvement (the Japanese call this continual small improvement 'kaizen'). The first days of school is the time to introduce students to this expectation. It is a good idea to 

Simple powerful display

introduce them to simple graphic presentation ideas. It is also a good idea to aim, by Easter, for all books to show improvement.In the schools that have developed their books as portfolios all books are sent home before parent interviews for their comments and later to discuss during interviews.

This last link provides a summary of the ideas presented above.

Advice - only use the ideas that make sense to you.

I appreciate that the ideas presented  above reflect my own teaching beliefs and as such  my advice is to take only ideas that make sense to you. I see the classroom as a community of young scientists and artists exploring ideas they want to learn more about - with an emphasis on the immediate environment. My emphasis is on inquiry learning with literary and numeracy as much as is possible seen as 'foundation skills'. I am not sure many school have the same emphasis.

The class as a learning community

Developing this learning community is the real challenge for any teacher. Good schools will provide structures, organisations and curriculum guidance to assist but it always worth having ideas up your sleeve.

Think about the message your students will take home after the first day

First impressions count and the students' parents will be waiting to hear from their children what their teacher is like so it is important not to leave it to chance. Put a few good thoughts in their head in the last five minutes of the day!

It is worth keeping in mind that the New Zealand Curriculum has its vision for all students to be 'confident life long learners', for them to have the necessary key competencies to do so - to be 'seekers, users and creators of their own knowledge'.

Advice for new teachers!

Have fun during your first week

A link to some quotes about learning to reflect on.

Good advice is regularly visit other classrooms to see what they are doing. They will be pleased to assist you and you will soon find teachers with experience and ideas to help - you need to 'seek, use and create your own knowledge' as it says in the NZ Curriculum.

Holiday readings

Education Readings

By Allan Alach

Start your year with some reflective readings.

Bruce Hammonds and I search out articles about creative teaching to share with teachers who might be interested in a progressive or holistic approach to education. This first set for 2019 includes general reading to think about for beginning the new term. Please share with others.

If you come across articles worth sharing send them to  - Allan Alach   allanalach@inspire.net.nz

Making Learning Whole – an excellent book about learning.

‘Recently, I've had the pleasure of reading a text that validated many things that I have experienced in the classroom with actual research. David Perkins' Making Learning Whole: How Seven Principles of Teaching Can Transform Education was full of ideas and research that demonstrated why project-based learning or other embedded learning experiences produce more impactful and lasting learning.’

http://bit.ly/2QCkOft

Student-Centred Learning: It Starts With the Teacher - a short read.

‘Teachers encourage student-centred learning by allowing students to share in decisions, believing in their capacity to lead, and remembering how it feels to learn.’

https://edut.to/2AzCRh5

How to Use Problem-Based Learning in the Classroom

‘What Is Problem-Based Learning? The roots of problem-based learning can be traced to the

progressive movement, especially to John Dewey's belief that teachers should teach by appealing to students' natural instincts to investigate and create. Dewey wrote that “the first approach to any subject in school is to  organize education so that natural active tendencies shall be fully enlisted in doing something, while seeing to it that the doing requires observation, the acquisition of information, and the use of a constructive imagination, is what needs to be done to improve social conditions’. Dewey 1916, 1944, p. 13’

http://bit.ly/2ABKT8X

How children learn naturally. A great pre term read

 ‘In order for educational settings to be successful they need to be aligned with how children naturally learn. Children’s innate curiosity, enthusiasm, creativity, playfulness, individuality, imaginativeness, resourcefulness, social intelligence, and love of learning need to be respected and supported. It isn’t rocket science, it’s just basic wise parenting and effective teaching. Most of us have helped children develop skills and learn informally, before they went off to school. And all of us mastered skills on our own, so this is something we understand intuitively.’

http://bit.ly/2rBonK6

Why Kids Need Wilderness And Adventure More Than Ever ( for your own kids! )

‘Our younger kids and teenagers need wilderness and adventure in their lives and who better to model it to them than us, their parents. I would actually argue that it is more important than a lot of the scheduled activities we have them in now. Wilderness and adventure will help develop them into well-rounded young adults.’

http://bit.ly/2M3suXg

How the Outdoors Makes Your Kids Smarter – a quick read.

‘The freedom to move and play outside inspires creativity and improved brain function.’

http://bit.ly/2TJCGqG

‘What is a teacher’s most important quality? Likeability’

‘This head says it is crucial for teachers to be liked by students, and to see themselves more as coaches than educators’

http://bit.ly/2THfhGe