Connections+T2

= Connections = = Inquiry/Whakawhanaungatanga = toc = RTC 6 7 12 =


 * Context for Learning **
 * For our inquiry Whakawhanaungatanga in Term 2 Miharo (Room 2) focused on Connections.**
 * Task 1- We discussed what connections were and ** ** who we could make them with, as well as how we could make them. We also focused on other questions from Kipling's seven servants such as where we could make connections, why we wanted to, when we could do it, as well as which connections we could make. Children recorded their answers to the questions. ( Refer voice thread slides.) **
 * Task 2- We then busily spent the term making as many connections as we could and reflecting upon them. Reflections were made for example in an Inquiry presentation to the school and voice thread (below).**
 * What I did **
 * In the term's Inquiry focus I took the role of a teacher providing and guiding experiences for the children to help them to develop inquiry skills and make connections.**
 * I faciliated the initial discussions and guided them so that the children were able to understand what connections were and how to make them, as well as who with.**
 * By showing leadership I helped contribute to effective teaching and learning.**
 * I helped to conceptualise, plan and implement appropriate learning programmes, as well as use critical inquiry and problem solving skills.**
 * I also helped set up and facilitate the many connections that we made ( refer below to the list)**
 * What we did **
 * Below is further evidence of our connections. As can be seen from the photos and videos we made connections with other children in the school. Tuakana-Teina (Room 1 buddies) and Room 4 Drama. We made connections with the preschool both visiting them and them visiting us. We made connections with the Art Gallery, the town library and playground and St Matthews school several times**
 * (They visit the library at the same time as us). Other schools we made connections with were Bridge Pa, Omahu, Maraekakaho and Whare Tapere at a Hakinakina day held at Riverslea school.At our Matariki Festival week ( refer below), we made connections with Waimarama school, Mayfair, Whare Tapere, Camberley, Hastings Intermediate, Irongate, Karamu, our whanau and the community as well as the Duffy theatre actors and other people from other communities, not local to us. The teachers made connections with teachers from other schools.**
 * We also made connections with nature ( caterpillars) and the environment- picking up rubbish in the local community.**
 * Physically we made connections with Flax Rock and PMP ( a Perceptual Motor Performance programme), scooters and Sk8zone.**
 * Student Voice .In the voice thread is evidence of children's written work on Inquiry and making connections. It includes photos as well. Also 3 children are discussing what connections they made over the term. There are also 2 videos attached of children discussing connections as well.**
 * Evaluation- What we did, learning that took place and impact of that learning . The children were able to reflect on ways of making connections, the connections they made and where to next?**
 * The children developed holistic learning especially skills in literacy, problem solving, ICT, physical, cognitive, cultural and social skills. Although I helped to conceptualise, plan and implement appropriate learning programmes, as well as use critical inquiry and problem solving skills, the children led it through their own inquiries and reflections and plans of action. The children's main plan of action involved participating and helping organise a Matariki festival week for the school, which reinforced Whakawhanaungatanga and connections made, as well as making new connections. Their actions included hosting Waimarama school, making more connections, involving themselves in the festival activities, making connections with other children, schools, community and whanau. They also organised and hosted a Matariki dawn ceremony and breakfast for the school children, whanau, teachers and community. ( Refer Matariki voicethread and write up)**
 * Where to next? We plan to continue the connections we have made, including the ones with children from other schools in future events we have at the school.**
 * As a result of the continued contact with Whaea Pene ( School Leader's Duffy assembly, emails etc ) she has invited us to share their ( Karamu's) Matariki celebrations at the Whare next year 2013.**

Teacher pedagogy
I looked at where my children were at, what they knew and what was important, establishing a baseline and a guided direction for the inquiry. By seeing what they already knew I could determine some of the things that they wanted to and needed to learn next. I also looked at. strategies for achieving these aims and the results of our connections, helping to decide on implications for future teaching. By establishing many connections the children, therefore, had many opportiunities to reflect and assimilate new ideas, information, learning and experiences. They were able to relate this to what they already knew, adapt it relevantly and translate thought into action.As a result more experiences and learning took place organised by both the children and the teacher.
 * Teaching as inquiry. **
 * Encouraging reflective thought and action **


 * Videos and photos- Connections ( Refer below) **
 * Evidence,including student voice **

Tuakana-Teina
This has been working well with Miharo. We had Room 4 come and model some drama for Miharo last Wednesday. Room 2 sat there awestruck at their confidence. Also our daily buddy reading with Room 1 has the children eagerly reading and choosing the same partners often to work with as they develop strong learning relationships. Kotahi are also extending this with reinforcing colours and asking the children questions as well as teaching book orientation skills. Discovery also went well with the older children helping the younger children not only with word processing, presentation and inserting pictures but also with the oral language, reading and discussion feedback at the end. So the key competency of 'Using language, symbols and text' with ICT in written form and orally was successful. This is as well as making connections -our Inquiry topic -both in content and physically with Tuakana- Teina.
 * ( May 2012)**

** Tuakana - Teina Buddy Reading **

** Drama from Room 4 **

Connections with other schools and the community (Inquiry)
Had a fantastic trip to the library Tuesday 1/5/12.Made connections with St Matthews Primary and their Principal Tim Anderson and teachers aide Christine. Also the library as well as the Art Gallery where Brett Graham(an artist) asked Trish (Art Gallery coordinator) to take pictures of Miharo interacting with his art. That for my class means hanging all over the amazing carved tank ( but they even asked first if they could do that). We also mixed with ABC Raureka and their teacher Sally (preschool) outside who gave me a hug as we left as Miharo were so nice.


 * Connecting with St Matthews School 1/5/12 **

Art Gallery (1/5/12)
 * -Multiply and Brett Graham's tank. **

Connections with Nature (9/5/12)
Discovering the world around us. Our caterpillars became coccoons and then butterflies.



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 * Tuakana- Teina Buddy Reading Video May 2012 **

Connections with other Teaching colleagues (10/5/12)


May and June 2012- busy months.

** Discovery- Connections May 2012 **
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Connections in Discovery went well. Children paired up and used the computers(Tuakana- Teina) to record and share their connections. Some children wrote about whanau, others about friends. Some children did Pepehas and others used pictures to show what they connected with. Other children wrote about things and people they liked and connected with as well. All children shared their Connections in a group at the end of the session.

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** Room 2 Assembly **
Room 2 assembly went well. The children sang a song about Miharo that we had made up.We showed lots of photos about about Connections with the preschool, the Art Gallery and St Matthews school and the library.We also did a drama about Time which we had been studying in Maths. The children had to demonstrate a favourite activity that they did at a certain time of the day.

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** PMP, Scooters and the Library and Playground **
Room 2 have been out and about having lots of fun. The children are lucky to have Tessa from Flax Rock taking PMP ( Perceptual Motor Performance sessions) twice a week. The children are learning lots of gross and fine motor skills as well as hand and eye co-ordination throughout a range of activities. The Scooters are a big hit and great for skills and fitness.Room 2 and the rest of the school can be seen not only zooming around the school but at Sk8 zone too on our fun day. Our library visit went well as did the playground visit to practise our co-ordination skills.

media type="custom" key="20442946" Gabrielle practising her PMP gross motor skills.
 * PMP **

Gabrielle and Alex learning to balance and use co-ordination skills in a PMP session. media type="custom" key="20442950"


 * The Town Library **

Room 2 enjoy our visits to the town library. They are learning to find books and read them. Many of them have their own library card now

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 * Scooters **

Room 2 have so much fun on the Scooters. The Fun day at Sk8 zone was a blast.** Sk8 Zone **


 * 1.Cheyden scaling the wall at Flax Rock**
 * 2.Crysire Jade and Noah**
 * 3.Go Hurae**


 * Student's Voice **

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Hurae talking about making Connections. Alex talking about making Connections

Voice Thread- Connections

 * includes children's writing and computer stories **

https://voicethread.com/share/3203688/