Well, happily I can add that our questioning and interveiwing of our heroes was very successful. Not only were the students still motivated learners in completing this part of the inquiry but more importantly they couldn't wait to share their results. We only had one parent who felt that it was 'unnecessary' homework (we love the support!) but after a short phonecall and explanation that her son had chosen her as his ultimate Hero, the interveiw was completed. We shared and compared answers within the class and spent an afternoon discussing why some students had more complete answers and looked closely at their questions. There was a lot of class discussion on this and the students shared thoughts and ideas on what they would change next time and how they could have been more specific to gain better answers. All of this discussion will lend itself to better teaching and learning for next term. We continued on our journey and had lots of fun presenting their power-point presentations and their Hero sheilds to their selected Hero. This was a great inquiry topic and provided many many discussions on teaching and learning. Now we are into Term 3 and beginning a new inquiry on being an Inventor!!!!.....
ka Kite
Tanya H
Tuesday, July 28, 2009
Tuesday, July 14, 2009
Reflection - Heroes - Racing Rima
Reflections about Questioning, Sharing and Evaluating Heroes
The children put their talks together, [after I orally modelled several ways you could do it] using the information they discovered when they asked their Heroes their questions. Most children had developed questions which required more than a one or two word answer which resulted in informative talks.
Next time when we use the question map or are defining our questions for our own questions in our Inventor Inquiry, I will group the children, in order to help them at the Stage they’re at, and to give them an awarenesss of what Stage they’re aiming for.
I found it wasn’t a good idea having an able child helping a less able child with questions, as the less able child didn’t think for him/herself. But maybe I will pair children next term, a few times, as a practice exercise eg. in Reading to, I’ll read passages about an Inventor/invention and the children can have turns composing a question, so that they can help and learn from each other. Then they can define their questions, looking at what they specifically want to find out. More teacher modelling with student participation is needed too. Everyone needs more practice with developing specific questions.
The children practiced their talks with a buddy in order to become really familiar with the content, endeavouring to use our Oral Language goals. They gave their talk in conjunction with our Photo Story, “Heroes in Our Eyes,” where the photo of themselves holding their Hero Art and their talk were displayed on the big screen. Apart from one student, all the children seriously did their best. Our audience was the New Entrant, Year 1 and 2 class who were appreciative. The children had to Self Assess their presentation to well known and practised goals in order to ascertain Where To Next.
My next goal is for the children to work in pairs and make their own Photo Story, using photos they’ve taken of making our own inventions, and speak to them, so that the Oral language and ICT focuses continue to flourish.
Barbara Noaro Racing Rima Year 3 & 4
The children put their talks together, [after I orally modelled several ways you could do it] using the information they discovered when they asked their Heroes their questions. Most children had developed questions which required more than a one or two word answer which resulted in informative talks.
Next time when we use the question map or are defining our questions for our own questions in our Inventor Inquiry, I will group the children, in order to help them at the Stage they’re at, and to give them an awarenesss of what Stage they’re aiming for.
I found it wasn’t a good idea having an able child helping a less able child with questions, as the less able child didn’t think for him/herself. But maybe I will pair children next term, a few times, as a practice exercise eg. in Reading to, I’ll read passages about an Inventor/invention and the children can have turns composing a question, so that they can help and learn from each other. Then they can define their questions, looking at what they specifically want to find out. More teacher modelling with student participation is needed too. Everyone needs more practice with developing specific questions.
The children practiced their talks with a buddy in order to become really familiar with the content, endeavouring to use our Oral Language goals. They gave their talk in conjunction with our Photo Story, “Heroes in Our Eyes,” where the photo of themselves holding their Hero Art and their talk were displayed on the big screen. Apart from one student, all the children seriously did their best. Our audience was the New Entrant, Year 1 and 2 class who were appreciative. The children had to Self Assess their presentation to well known and practised goals in order to ascertain Where To Next.
My next goal is for the children to work in pairs and make their own Photo Story, using photos they’ve taken of making our own inventions, and speak to them, so that the Oral language and ICT focuses continue to flourish.
Barbara Noaro Racing Rima Year 3 & 4
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