wOW ...... COLLABORATION, SHARING THE AMAZING AND THE INTERESTING, SUPPORTING, AND COMMUNICATION .... Makes things happen with a side Of belief!
25th May 2015
After a very successful first term of relationship building, establishing routines, and becoming an effective team in Room 1, term two saw us ready to take our first steps into collaboration with another class.
ANZAC INQUIRY
Over the holidays Whaea Ange, Whaea Rochelle, and Whaea Jude spent a lot of time working out how our classes could collaborate for the first time ever. We were ready to go on day one of the new term.
On our first day both classes got together in the hall, and the children chose inquiry buddies to work with for the initial brainstorming session. The pairs then joined with another pair to create initial inquiry groups. After watching inspirational videos about the ANZACs, and eliciting prior knowledge from the children, the initial groups brainstormed about things that they wanted to know about the ANZACs. From these Whaea Ange, Whaea Rochelle, and Whaea Jude were able to identify common themes. These led to the 8 'wonderings' that were presented to the children.
The children were given the opportunity to choose the wondering that was the most interesting to them, forming 'wondering' groups. Within the group the children were then able to work alone and together to find out about their area of interest. Groups were responsible for their own learning, with scaffolding and support from the teachers. The children made sure that they were in regular email contact with their teachers, to keep them up to date with their progress. Each group was able to present their learning in a style of their choice. Whaea Ange was particularly impressed to see a group collaborating via a Google doc, with each child adding information as it was found. This shared information was then used to create a Google slide outlining their new knowledge. Other groups created individual posters, group posters, power points, and pic collages to share their learning. At the end of the experience the children evaluated their own learning, and their own learning behaviours.
After a very successful first term of relationship building, establishing routines, and becoming an effective team in Room 1, term two saw us ready to take our first steps into collaboration with another class.
ANZAC INQUIRY
Over the holidays Whaea Ange, Whaea Rochelle, and Whaea Jude spent a lot of time working out how our classes could collaborate for the first time ever. We were ready to go on day one of the new term.
On our first day both classes got together in the hall, and the children chose inquiry buddies to work with for the initial brainstorming session. The pairs then joined with another pair to create initial inquiry groups. After watching inspirational videos about the ANZACs, and eliciting prior knowledge from the children, the initial groups brainstormed about things that they wanted to know about the ANZACs. From these Whaea Ange, Whaea Rochelle, and Whaea Jude were able to identify common themes. These led to the 8 'wonderings' that were presented to the children.
The children were given the opportunity to choose the wondering that was the most interesting to them, forming 'wondering' groups. Within the group the children were then able to work alone and together to find out about their area of interest. Groups were responsible for their own learning, with scaffolding and support from the teachers. The children made sure that they were in regular email contact with their teachers, to keep them up to date with their progress. Each group was able to present their learning in a style of their choice. Whaea Ange was particularly impressed to see a group collaborating via a Google doc, with each child adding information as it was found. This shared information was then used to create a Google slide outlining their new knowledge. Other groups created individual posters, group posters, power points, and pic collages to share their learning. At the end of the experience the children evaluated their own learning, and their own learning behaviours.