Change
(this page is a work in progress and we will add to it as we continue to change and grow through the year)
Our whole school are working on an Inquiry Unit - CHANGE
Kererū Syndicate's focus is:
Change is inevitable; it may be uncomfortable
Progress is optional; it depends on your attitude
What is Change?
We began by looking at what change is although We didn't know our topic was change at this point.
We worked in groups and looked at some hooks
We began by looking at what change is although We didn't know our topic was change at this point.
We worked in groups and looked at some hooks
- video of a girl who had her photo taken each day for 16years!
- Caterpillar to butterfly
- Mrs Gordon brought in photos of when she was at school (a long time ago!)
- more photos of people aging
We then had to work out what all these things had in common. CHANGE
How does Change impact on our lives and how do we feel about it?
Then we thought about how change impacts on the students in our classes lives. We had just returned from Camp. How did we feel about going to camp and the changes that we had to cope with there?
We made a human line and had to decide where we stood on the continuim. One end was no worries happy to go with the flow the other end we hated being out of our routines and being told what to do with little or no say in it. We discovered there was a pretty even spread across our class.
We went on to discuss in groups and feedback to the class (if we wanted to) about other changes in our lives and how we felt about them.
Some people felt frustrated that children have things "done to them not with them" they don't get asked.
Our next step was a discussion about how the students could be change agents. First they could change how they think. We discussed MINDSETS and attitudes.
We looked at youtube clips to help broaden our thinking.
From this we discussed and learnt that learning styles are different for different people.
We can be an idividual and still be successful.
When he grows up he wants to be Happy.
When he grows up he is not sure what he wants to do!
You don't need to wait to grow up to make a difference.
You can use your passions and interests to help you be more engaged in your learning.
We then did some research using a website about another cool Classroom that Mrs Gordon showed us. We wrote our ideas on a shared google doc and worked in groups to add things that we liked or thought we could have in our room.
Author Despot
Lots of co-operations and a number of challenges..... it is coming together slowly.
You can use your passions and interests to help you be more engaged in your learning.
This is where it got really interesting.......
Can we have a say in how we learn?
Can we sit where we like?
Learn what we like?
My desk is too big!
I don't like sitting still!
I want quiet space!
I like talking as I work!
The questions flowed and the voices got more excited.
THIS IS ENGAGED LEARNING
Has Mrs Gordon bitten off more than she can chew?
(Dolphins Literacy Group wrote from this part onwards)
Here is a link to the document we sent to Mrs Goodin asking for permission to change learning.
Letter to Mrs Goodin
Here is our brainstorm for our classroom/learning environment. We didn't always agree!
We then did some research using a website about another cool Classroom that Mrs Gordon showed us. We wrote our ideas on a shared google doc and worked in groups to add things that we liked or thought we could have in our room.
Mrs Goodin said yes!
We went on a furniture hunt around the school. There was some cool stuff.
Author Despot
This is what our classroom used to look like.......
This is the first stage of our classroom makeover now.
We looked at other classrooms and got into groups that were interested in particular ideas. We wrote up our ideas, drew plans and showed our proposals to Mrs Gordon. We then attempted to put into action some of those ideas.
Lots of co-operations and a number of challenges..... it is coming together slowly.
As we begin to move on to a different change focus the class explain what they have been doing and what difference the "Change" has made to them.
Charlotte and Sean explain what has been happening
Our Conclusion
Main points - This is a collaborative document of our classes observations.
Stationery in containers and on shelves it means we can look after our own things.
Tables and work spaces are more flexible.
Cool Projects to improve our space. Each group decided on their own project. For example we built quiet spaces and have areas to lie and work.
Removing the desks (even Mrs Gordon's) allowed more space to work.
We love the different furniture especially the spinning chairs.
We sit with different people and work in different groups.
Is it helping our learning?
Stationery: All our stuff is in the container and helps us because the containers are spread around the room and we have learnt to get our stuff quickly.
Work Spaces: we can concentrate better when we get to choose our work space (mostly)
Cool Projects: We learnt to work with other and use each others ideas, we tried different ways and kept trying until we got it completed.
Removing Desks: More space means we can make decisions about the best options for us.
Different Furniture: Different sizes, different heights, comfy furniture all help our concentration.
Different people: New people equals building friendships and relationships, tolerance and patience. I could one be a mentor and next a student. We can all learn something from each other. (ako)
Cool Projects: We learnt to work with other and use each others ideas, we tried different ways and kept trying until we got it completed.
Removing Desks: More space means we can make decisions about the best options for us.
Different Furniture: Different sizes, different heights, comfy furniture all help our concentration.
Different people: New people equals building friendships and relationships, tolerance and patience. I could one be a mentor and next a student. We can all learn something from each other. (ako)
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