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Everyone contributes to the task and everyone makes decisions.

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Metacognition learning sheets.  Making learning more visible in the classroom.
Learning goals in Maths, Reading and Writing books, would like to shift responsibility for checking progress against these goals to the learner.
Badging system where learners have to pitch for a badge by showing evidence they have worked on a certain learning disposition.

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Play based Learning
Passion based projects
Project based learning - student inquiry

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- Use of questioning
- No instructions just do!
- Use of flipped learning site
- Student agency - chn choose the task and order they do it.

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Giving them ownership and responsibility for their homework.  Using Teams where students can help each other for homework.
Setting up classroom so they can be independent and be responsible for their own learning.

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Discussing and Setting expectations around participating and contributing ( soft skills)
- Asking open ended questions "What does a good communicator look like, sound like etc"

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We set goals in our classroom on the wall. They are responsible for those goals. The children set up the behavior management. Set up an inquiry so they can make responsible for the learning outcome. They can choose based on what they need according to their learning goals.

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Sharing the establishment of expectations
Student agency. Student licenses for independent learning. Choosing where they want to learn and then when they want to learn.

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-Have the students set their own due date (scaffold the process by giving them exemplars, and making the instructions explicit)

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Cooperative learning is important for using foundational skills whereas collaborative learning is important for inquiry.
Important that each child can learn at their pace but they need to have knowledge they take forward to next year.
Tuakana / Teina is important in building knowledge, and can sometimes be more important in co-constructing knowledge.

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Key competencies  - specific teaching of schools
School Values
Class Treaty
PB4L - school matrix

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Agreeing, negotiating, compromising for a common goal

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Class treaty
Nunuku covenant
Circle time and they decide on next steps and if they go astray they are held to contract.

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Shared responsibilities
Breaking up larger tasks

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Project based inquiry - negotiating, shared vision and goals, time management

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Roles set for inquiry.
Reciprocal reading.

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Visible Learning- letting the students know their goals and how they can work on these goals

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Sharing of ideas between primary, intermediate and secondary school teachers to understand what works

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Sharing of ideas between primary, intermediate and secondary school teachers to understand what works

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Assigning group tasks and givi

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Totally agrees with room5

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Students can opt in for workshops dependent on what their learning needs are.
Working on a project at home.
Inquiry based learning - shared problem they are solving together.

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ROOM 4:  Co-construct Learning Intention and Success Criteria/timing.

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ROOM 4:  Co-construct Learning Intention and Success Criteria/timing.

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Inquiry based learning
Making tasks where they have something where they have to make something together
Encouraging student agency, they choose a task or set up wha they want the task to be e.g. choose the poem that the group will be focussed on, group based on poem/interest (enquiry type learning)
When they give each other roles when they are doing their science experiment and discuss and allocate roles and work together to complete.

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Student agency/ student ownership
Student reporting and conferences
Self and peer feedback
Inquiry learning

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* Focus on the learners' prior knowledge and unpack the topic with their interests.
* Student's self-management. (especially for the revision)
* Same learning goal, but with learners' interests incorporated.

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Project based learning
Hands-on-learning

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More knowledgeable other - teacher, peer, computer.
Tuakana teina.
Students not thinking of teachers as the only delivers of knowledge, going to others for learning.
Experts in the class for coding etc that students can go to.

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Tuakana Teina
Roles and responsibilities in groups/ teams
Team work
Passion projects
Learning as a journey
Maker spaces

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Individual assessment of understanding from collaborative tasks

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Knowledge is built through authentic processes
Students develop new learning collaboratively through authentic tasks.
Students develop deeper understandings and apply the skills they have learned over time.
Using critical thinking skills

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New Room 7:  Expectations or class treaty/school expectations,  at the start of the year, PB4L - how they interact with each other.

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New Room 7:  Expectations or class treaty/school expectations,  at the start of the year, PB4L - how they interact with each other.

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Student Agency
Inquiry
Peer Assessment
Peer Review

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The work children willing to do - more student-centered, across the room.  The class is pooling knowledge and a lot more social interaction rather than teacher-
centered. Peer checks/self-marking and feedback, buddy assessments. Student led workshops. Tuakana run.

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Group Norms - collaborative - co construction with students
Classroom Expectations
Opportunities for groups - discussion and solving problems - 2+ members
Redirection of topic when off track
Facilitator role - teacher to guide

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Classroom treaty at the beginning of year and referred back to throughout the year.
Setting expectations.
Discussing roles and responsibilities in group learning prior to sending kids off.

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Students decide what the rules are going to be, and how the tasks will be completed within the goals of the group.

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Lego

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Classroom treaty
Establishing roles

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* Foundational learning = what they really need (e.g. addition & subtraction).
How do they do it? That's the part that's cooperative/collaborative

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Pooling ideas with community and school.  It is purposeful.  Roles decided between class and significant mahi to contribute to the whole.

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Everyone has an equal role. Strong learners shouldn't take over and weaker learners shouldn't be left on the periphery

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All students participating to all aspects of the learning. Shared responsibilities.

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Role cards

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Shared understanding of roles, tasks

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Group Projects