Tohatoha Ako

What led to this learning? Learners not understanding the big 3 or not understanding how to use these tools to support them when they are in 'i'm stuck situations'. Summary of learning design: This learning design is an interactive tool geared at supporting junior learners to use this tool a way to talk about their learning, unpack how they can identify and solve a problem. Reflection on Learning Design https://sfsanitaunka.blogspot.com/2019/09/tools-and-strategies-for-writing.html Curriculum Links Literacy Agentic Capabilities Assessment Capable Link to Evidence

What led to this learning? That learners were not able to articulate how they learn using the learning process. So I designed a tool for learners to support them with knowing the verbs and unpacking their understanding of them. Summary of learning design: This tool can be used across all learning areas, I have especially used this in Writing. It is digital tool or can be used as a paper copy for learners to decide which verbs are going to help them learn a specific learning progression or cluster of progressions. It also gives learners the opportunities to talk about what the verbs mean. Reflection on Learning Design http://sfsanitaunka.blogspot.com/2019/07/what-how-and-why-are-we-learing-about.html linked to my teaching as inquiry blog. The big reflection is that learners have a visual and hands on tool to support their language capability in talking about their learning, Curriculum Links Languages Agentic Capabilities Assessment Capable Link to Evidence

What led to this learning? Learners were coming into the hub and forgetting essential items for the day. This impacts on our learning time when they need to make multiple trips to their bags. Summary of learning design: Discuss the importance of the jobs that need to done in the morning before school to get ready for the day. Show the pictures of the 5 jobs that need to be done before school each day. Discuss the order with the learners. Learners to cut out photos of jobs and put in order. Sign off their letter to their parents. Share with their parents Reflection on Learning Design The learners have generally taken on board their morning routine. Ticking off in their heads their morning tasks. Some blips to learners' agency have been their parents, who have not taken onboard the letter from their child and will do the jobs for them. To combat this next term at the parent talk I will explain the importance of letting their child do it for themselves, to not hinder their child...

What led to this learning? I was noticing that learners weren't able to respect other learner's personal bubbles. This learning was introduced to help tactile learners make good decisions for themselves without impacting others. Summary of learning design: My learning design introduced movements that the learners can agentically do within the hub when they feel like they need to move or they have an urge to touch someone. Their are a number of different movements big and small that they can choose from on the wall. Reflection on Learning Design I introduced quite a few new concepts and movements all at once, on reflection a little too many! Next time I will introduce the concept over consecutive days. We have however, used the visuals and the concept quite often over the last month and the learners know they can go and choose an activity off the board to do when they feel 'fast and wiggly'. Some learners are also actively asking to do a 'fast and wiggly' activit...

What led to this learning? Learners needed strategies to get out of the learning pit when they were stuck in their writing. Summary of learning design: We were studying sustainability as a concept for Term 3. Learners were tasked to create stories for younger learners (year 2 to 4). Students shared and built their knowledge around strategies that could support them to create their stories. Reflection on Learning Design We saw a 4.41% positive shift in UTS responses from learners who had scored Below or Well below in their Mid Year OTJs. Learners who had scored 'At', had 3.1% positive shift. Learners who had scored 'Above' or 'Well Above', had a 1.21% negative shift. Meaning this approach had the biggest impact on lower ability learners. Curriculum Links Literacy, Science Agentic Capabilities Take Action, Using Tools and Strategies Link to Evidence