Discovery+T3

toc

Planning For Discovery Time R2 Date: T3 2013

 * **Key competency focus:**

Thinking


 * Curriculum learning area:**

The Arts. Maori || **Introducing these to the students:**

Making Poi. Making poi and singing a waiata related to moving poi ||
 * **Activities:**

- Children in pairs ( Tuakana Teina)

Make poi together and plait string ( if wanted) Children will be thinking how to construct 2 poi that they can use when singing a waiata || **Meeting individual needs:**

Oral language, Kapa Haka, thinking ||
 * ^  || **Equipment needed:**

plastic bags, newspaper, wool ||
 * **Student sharing:** Talking and listening to each other as they explain how to do things.( verbalising ideas). Thinking how to make a poi when involved in doing it. Following instructions together . Doing a waiata using the poi that they have made. ||
 * **Student reflection** – What new skill did you learn? What thinking did you use to help you?- Kiplings 7 servants Who did you learn it with? Why is it helpful? How can you use it? || **Possible focus question** – link back to key competency


 * WALT ** -**We are thinking and learning to make our own poi and use them in a waiata**


 * SUCCESS CRITERIA- We will know have been successful when we can show others our poi and use them in a waiata ** ||
 * **Teacher reflection:** ||

** Context for Learning and what I did **

 * I bought along plastic bags, newspaper, wool, string, cellotape, crayons and scissors. I wanted the children to make pois but be creative and also to use patterns and match colours as they did it. For example plait the wool attached to the poi. I demonstrated several examples to the children and discussed the WALTS and success criteria with them. I asked them to share their ideas and then encouraged them to chose a partner / buddy (tuakana -teina) so that they could work together, share ideas, help each other but still make their own poi.**

** What we did **

 * The children then buddyed up with a tukana- teina pairing where possible. They experimented with sizes and bags. I helped them measure and cut the wool so that they could tie it to the poi but also have enough over to swing the poi. Some children opted for different coloured bags and wool. The children then, generally, worked together to make their own poi using their ideas about size and the amount of newspaper they needed, as well as the length of the wool for the poi. Some of the older children plaited their wool. I roamed around the classroom assisting and guiding and helping where necessary. ****The children all had a sharing session at the end where they showed their poi and talked about how they had made them, with what materials and what size and colour bag used. We also did a performance of E rere Taku poi.**



** Impact of that learning ( Evaluation) **

 * The children enjoyed the activity and used their imaginations to make some great poi ( refer Evidence below). **
 * They generally worked well in pairs, as I let then choose their own partner. Some of the older children displayed patience and guidance with the younger children. **
 * Every group had something to share at the end session so the objectives, learning intention and success criteria were achieved. The children were proud of their poi and they enjoyed singing and moving their poi to E Rere Taku poi several times. **

** Where to next? **

 * I plan to make poi with all the children in the school at different time in different groups. Children are able to take their poi home and make m two or more if they wish.These skills will also develop children's creative thinking and sharing of ideas .This will also lead to other construction and pattern activities being undertaken in the class**

** Evidence **




** Teacher pedagogy **

 * Creating a supportive learning environment **
 * Learning is inseparable from its social and cultural context. Students learn best when they feel accepted, when they enjoy positive relationships with their fellow students and teachers, and when they are able to be active, visible members of the learning community. Effective teachers foster positive relationships within environments that are caring, inclusive, non-discriminatory, and cohesive. They also build good relationships with the wider school community, working with parents and caregivers as key partners who have unique knowledge of their children and countless opportunities to advance their children’s learning. Effective teachers attend to the cultural and linguistic diversity of all their students. The classroom culture exists within and alongside many other cultures, including the cultures of the wider school and the local community, the students’ peer culture, and the teacher’s professional culture. **


 * Facilitating shared learning **
 * Students learn as they engage in shared activities and conversations with other people, including family members and people in the wider community. Teachers encourage this process by cultivating the class as a learning community. In such a community, everyone, including the teacher, is a learner; learning conversations and learning partnerships are encouraged; and challenge, support, and feedback are always available. As they engage in reflective discourse with others, students build the language that they need to take their learning further. **