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Requesting workshops for the following week via online task board, google classroom or padlet

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Requesting workshops for the following week via online task board, google classroom or padlet

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From students ideas opportunities are given to students to explore their potential further

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From students ideas opportunities are given to students to explore their potential further

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When feasible, listen and accept and vice versa.

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When feasible, listen and accept and vice versa.

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RESPECT - Don't put kids down - students or teachers

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RESPECT - Don't put kids down - students or teachers

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Using questioning and not telling to build on what students already know.

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Using questioning and not telling to build on what students already know.

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Student reflections on the whainga ako/LI and whether or not they have achieved the tutukitanga/success criteria

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Student reflections on the whainga ako/LI and whether or not they have achieved the tutukitanga/success criteria

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Writers sharing their writing and others giving oral fedback

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Writers sharing their writing and others giving oral fedback

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The Design Process is collaborative. L4 P4P, Reviewing and revising of project from conception to post- completion.  Workshop collaboration, STARS focus especially Team and Safety.

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The Design Process is collaborative. L4 P4P, Reviewing and revising of project from conception to post- completion.  Workshop collaboration, STARS focus especially Team and Safety.

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Children leading lessons- teaching each other as the teacher doesn't know everything.

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Children leading lessons- teaching each other as the teacher doesn't know everything.

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Showing students how to analyse their assessment for next steps - then allow them to request workshops based on their needs 

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Showing students how to analyse their assessment for next steps - then allow them to request workshops based on their needs 

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Set up time in class for students to share ideas with each other and then with whole class. Teachers role to elicit and support often with scaffolding

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Before the lesson, Must do, Can do

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Students take time to discuss maths strategies

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Students take time to discuss maths strategies

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Lots of circle time and discussions about what is bothering them.

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Lots of circle time and discussions about what is bothering them.

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Brainstorm ideas of ways to do things.

Co-construct learning together.

Giving options for sharing their learning and how they'd like to learn.

Discussions about what ways they learn best.

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Children opting in to and out of workshops that they feel they need.

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Children opting in to and out of workshops that they feel they need.

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I constantly ask the students to provide feedback by posing questions on Google classroom. Sometimes they are as little as, if you could chose between desks or bean bags which would you prefer. Then ask more deeper questions, using key words, describe how you feel in room 36.

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Allows our kids to choose themes/ focus areas in our pod they can opt into based on interest/strengths/ needs

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Give students different options that lead to the same learning rather than dictating what you want

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Give students different options that lead to the same learning rather than dictating what you want

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Allowing for students to share their ideas but be very specific about what will happen next

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Developing students ability to make choices that enable them to focus their learning on their gaps and next steps.
Choice in presentation methods is a simple way to give them agency.

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I'm always learning from them as they know more about Ipad use!

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I'm always learning from them as they know more about Ipad use!

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Make it explicit  you want to hear from them.

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Make it explicit  you want to hear from them.

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Working in a pod with a collaborative focus

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Working in a pod with a collaborative focus

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Students are constantly sharing and learning off one another. Teachers also model it with each other and students pick up on a lot of those vibes.

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Circle time is a wonderful way to share our ideas. We have a focus for each circle time.

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Circle time is a wonderful way to share our ideas. We have a focus for each circle time.

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Getting together with students in our Creative Design class to share their ideas about personal projects they are interested in and provide opportunities where they can express their own creativity.
kgb

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Giving choices for sharing ideas and presenting information. Circle time discussions in whole class and small groups.
Worry/Question box for students to communicate problems.

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Students having input into what they want to learn

Student agency

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Giving students an opportunity to choose how they complete tasks

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Giving students an opportunity to choose how they complete tasks

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Group work to have conversations about how they are feeling about their progress, learning and achievement

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Group work to have conversations about how they are feeling about their progress, learning and achievement

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Knowing your students so you can provide them with relevant direction.

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Knowing your students so you can provide them with relevant direction.

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Student agency

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An anonymous messages box. To be used in circle time

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Do a pre-session on what it is exactly students want to do an inquiry on - how they can do this and give them time to reflect on and think about how to complete this

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The work is set to be worked on individually. If someone is unsure of how they are going they can then ask for help (within the group) and an 'expert' is assigned to help the learning.

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Creating a KWL (know, what to know, what we have learnt) chart or wonder wall allows me to know what students are interested in learning

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Allow the children to post wonderings about what they want to know about - This way you are responding to the interests and needs.

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Circle time is twice weekly - on Monday to share weekend 4C's and on Friday to discuss any areas of concern or celebration.

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Circle time is twice weekly - on Monday to share weekend 4C's and on Friday to discuss any areas of concern or celebration.

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Students share their music experiences with the teacher

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Students share their music experiences with the teacher

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Carol

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When starting a new topic or exploring a topic we share on padlet our ideas and what we know. We also discuss who would be an expert for this task, e.g. a peer, the teacher, mr google.

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Allowing students to put forward different ways that they can present their work.

Workshops- choice of opting in for their needs.

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Random surveys (free and frequent) asking students for feedback/
forward about how they feel things are going, related to a particular area - ie - Is the culture in our whānau class helping you to learn?

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In our class we often use circle time to share our feelings about learning, how we like to work and what is happening in our classroom that helps or hinders our learning.