Â
NEW BEGINNINGS 2021
Creating, Connected, Collaborative, and Creative Learner At the beginning of each year all classes/students are involved in the NEW BEGINNINGS Program. This is an important opportunity for children and teachers to develop supportive relationships and to create cultures of learning which are outcomes based and support high quality learning. Classes will use this time to establish clear expectations around learning, develop routines and procedures and focus on social skills development. Educational research clearly indicates that student learning is enhanced when expectations are high and environments are safe, supportive and engaging. These “New Beginning Weeks” will support student success and a love of learning as they begin a new year. At St Joseph’s our Student Learning Assets are an integral part of what makes the school so special. We endeavour to prepare students for lifelong learning in the 21st Century, where jobs that will exist in the future have not been created yet. Our "Learning Assets" contain sets of skills and dispositions that ask students how they can be effective: Self-‐Managers, Collaborators, Thinkers, Researchers and Communicators.
It is also a great way to help our students develop their Personal and Social Capabilities, which are an important part of the Australian Curriculum. From Reception to Year 6, students are expected to develop skills in Self-‐Awareness, Collaboration and becoming Socially Adept. Teachers and students will spend time building understanding of how learning to learn is a powerful tool for success, not just in the classroom, but for all aspects of life. Developing a Growth Mindset ensures that children don’t see that their intelligence as fixed and encourages them to step out of their comfort zone when learning something new and seeing challenge as a chance to grow. Activities will -‐ • • • • • • • • • •
Invest time to establish a positive and supportive learning culture Establish a clear purpose within their learning area Establish classroom rules and values Develop a Growth Mindset in the students Establish a class mantra Develop of positive relationships Focus on getting to know you activities eg.-‐Who am I? Who are you? What is my role as a student at St Joseph’s? Highlighting our POSITIVE Behaviour Education Guidelines Use the 2018 Growth Mindset link for further ideas and lessons Focus on the Learning Assets
Wednesday 27th Jan START
Thursday 28th Jan
Monday 1st Feb
Friday 29th Jan
Tuesday 2nd Feb
Wednesday 3rd Feb
Thursday 4th Feb
Friday 5th Feb
Monday 8th Feb END
9:00
10:30
Class routines (Getting to know you Who am I? How our brain works?
Class routines Chapter 3 Minds-up All about Attitude
How do I have a growth mindset?
A Smiling Mind App Establishing Class Agreements/ Promise/Pledge
Class routines
Class routines
Class routines
Class routines
Class routines
Class routines
Who am I? Choosing Optimism
Who am I? Appreciating Happy Experiences
Who am I? Chapter 4 Expressing Gratitude
Who am I? Performing Acts of Kindness
Who am I? Taking Mindful Action in the World
A Smiling Mind App Establishing Class Agreements/ Promise/Pledge
A Smiling Mind App
A Smiling Mind App
A Smiling Mind App
A Smiling Mind App
Who am I? Excellence Creativity Community Curiosity
STORY OF MATHS INQUIRY: How has mathematics changed the world? Who are some Mathematic heroes?
“Story time” Growth Mindset books
PERSONAL/ CLASS INQUIRY Learning Asset
How do I use the school Intranet?
Who am I? Perspective Taking
“MINDFULNESS DAY” SENIORS RUN ACTIVITY
11:30
Revisit Carol Dweck Take Mindset Quiz (options below) Read: Your Fantastic, Elastic B.ain
Class routines Establish The class Prayer TableEmphasis its Importance as a sacred space.
Religious Education Brother FrancisJesus is Coming Video
STORY OF MATHS - Powerpoint - Matherate Cards
A Smiling Mind App
“Story time” Books on the Intranet and you box pack
Establishing 11.20 Whole Class School Activity Agreements/ Health Hustle Promise/Pledge
Buddy Classes -
STORY OF MATHS (team choice)
Thinkers
Where is my class page on the Intranet? How do I access it at HOME? Revise TEAMS/Seesaw
11.20 Whole School Activity Health Hustle A Smiling Mind App CHN TO WEAR THEIR HOUSE TEAM T-SHIRTS
STORY OF MATHS (team choice
12.40 BUDDY LUNCH Try something out of your comfort zone
2:15 PERSONAL/CLASS INQUIRY
3.00
“How can I be a successful learner?” “How can the learning assets help us to be successful?” Learning Assets
Researchers
PERSONAL/ CLASS INQUIRY Learning Assets
Collaborators
STORY OF MATHS -Students draw themselves as a mathematician -students fill in survey
-
Go through Network expectationBYOD OneNote Onedrive Signed Agreement
PERSONAL/CLASS INQUIRY Learning Asset
Self Managers
Keeping Safe -protective behaviours -ICT policy -Cyber Safety Positive Behaviour Guidelines
PERSONAL/ CLASS INQUIRY Learning Assests
Communicators
Who am I? “A message from students to teachers”
Whole School Assembly
POSSIBLE IDEAS:
Testing Schedule
https://stjopayncatholiceduau.sharepoint.com/Shared%20Documents/StJoPayn%20Data%20Collectio n%202020.pdf
Personal/Class Inquiry C R E A T I N G A N I N Q U I R Y I N T O O U R S E L V E S Inquiring in to how they learn Possible Questions to prompt/incorporate in our New Beginnings Programs: •
How can we build a great community in this classroom?
•
What do we need we find out about each other? How could we go about this?
•
What do we need to know about each other in order to start to build a great community?
•
How might we design this learning space to help us do the best learning possible?
•
What do you need/want to know about me as your teacher?
•
What would you love to learn about/learn to do this year? How might we make that happen?
•
What should I (as your teacher) learn about you?
•
What are you wondering about yourself as a learner this year?
•
What are you most curious about when you think about the year ahead?
•
What makes me who I am? PERSONAL INQUIRIES: What helps me stay more focussed on a task? How can I become more of a risk taker? What happens if I reduce my screen time? How can I become a more organised learner? E X A M P L E : H O W C A N W E D E S I G N F O R O U R W E L L B E I N G ? Year 5/6 inquiry students at Newport Lakes Primary School began the year by inquiring into the impact that design can have on
people’s wellbeing. This meant that the two big concepts of ‘design’ and ‘wellbeing’ each required investigation. The inquiry worked towards the creation and pitching of design ideas for classroom spaces that would promote wellbeing and, therefore, be beneficial for learning. Most of us begin the year by designing tasks/activities that facilitate community building. We want to get to know our kids – and we want them to get to know and relate to each other. Again – rather than over-‐planning the ‘what’ and the ‘how’ of this – try inviting the students to design questions and investigations.
Learning Assets Inquiring in to how they learn
Use and teach specific language to accompany the assets – “When students label the more specific processes they are using as learners, they develop a greater understanding of the nuanced differences between the skills and strategies required to achieve a task” (Murdoch, 2017) • Explicitly teach and ‘unpack’ these skills eg: modelling, role plays, provide weak and strong models, research experts, run clinics (have other students run these clinics) video students and then have them analyse this • Use this for goal setting and assessment • Create a display in your classroom of the assets – what they look like, sounds like etc – use images of these, photos, research experts in the area etc Article: “Inquiring in to the how” https://www.kathmurdoch.com.au/blog/2013/05/02/inquiring-‐into-‐the-‐how Learning Assets Workshop Kath Murdoch https://static1.squarespace.com/static/55c7efeae4b0f5d2463be2d1/t/55ca9bbde4b0cf5cb3c4bccd/1439341501898/Le arnngAssetsWorkshopSlides2012.pdf ../Desktop/LearnngAssetsWorkshopSlides2012.pdf •
Creating a sense of Community “Getting to know each other”
SEE THE COMPLETE SET ON THE INTRANET Ideas: Identity Map -‐Students put their name (or self portrait) in the centre of an A3 sheet – then branch off things they care about (family, favourites, important memories, topics they may be experts on, beliefs, culture etc)
Partner Venn Diagrams: - Students work on their own side of the diagram filling in attributes of
-
their identity Compare with another student Have them identify similarities in the middle Invite students to talk about other possible similarities (eye colour etc) Can display these and have students identify all similarities they have with one another
Language Fair: - To celebrate diversity in our classrooms have students present “words or phrases of the day” in their language
Establishing Class Agreements
Learning agreements: How can we work with students to create an agreement about the kinds of learners we all strive to be? How can we make an agreement about the learning-‐ not just ‘behavior?’ Have you signed the agreement -‐ do they see you as a learner too? Ideas: Using Thinking Routines 1. Chalk Talk/Silent Gallery 2. Compass Point: a. What do you need to know or gather more information about to feel more comfortable in the classroom (N) b. What Excites you about the school year? (E) c. What Steps do we need to take to ensure our class community is Safe? (S) d. What Worries or concerns do you have about the year ahead? (W) Colour, Symbol, Image (Younger Year Levels)
INTRANET -‐ OTHER IDEAS
https://stjopayncatholiceduau.sharepoint.com/LiveTil esMosaic/Designer.aspx#route=/Canvas&pageRoute= %2Fsitepages%2FNewPage.aspx
https://stjopayncatholiceduau.sharepoint.com/students/SiteP ages/Home.aspx A Smiling Mind
Link to Website/App: https://www.smilingmind.com.au/mindfulness Links to evidence/reasons for use:
Who am I?
Creativity: (see folder for games)
-
Excellence Creativity Community Curiosity
Books
Pre-‐school -‐ 2: • Walk On • The Girl Who Never Made Mistakes • How to Catch a Star • Your Fantastic, Elastic, Brain • A Beautiful Oops • Little by Little Activities: The Girl who Never made Mistakes: https://cdn.sourcebooks.com/assets/downloads/libraryresources/GirlWhoNeverMadeMistakes-‐EduGuide.pdf A Beautiful Oops: Spend time together doing this: Do some messy art(like splatter paint, sloppy paint-‐stamping or even just scribbles on a page), and then turn it sideways or upside-‐down to see what it could be. Maybe that ink spot looks like a turtle on the beach, or that drip of paint is beautiful rain falling. Or randomly tear up pieces of paper and see what shapes they are to turn them into something else. More suggestions: https://homegrownfriends.com/home/beautiful-‐oops-‐inspired-‐activities/ https://imaginationsoup.net/beautiful-‐oops-‐moments-‐barney-‐saltzberg/ 3 – 5 • Your Fantastic, Elastic, Brain • Rosie Revere Engineer • The Most Magnificent Thing • I wonder • Ish • The Dot Year 6 • What to do with an Idea • What to do with a Problem • Your Fantastic, Elastic, Brain Your Fantastic, Elastic, Brain https://www.youtube.com/watch?time_continue=1&v=8QSPfnQCIY0&feature=emb_logo
GRIT activities
What good are wings…… without the courage to fly……. Assembly:
Teacher Baby Photos At a whole school assembly: On the big screen show a photo of one of the teachers as a baby! Ask students to guess which teacher the baby is. Once the guess is made, the next slide reveals the answer and shows a message or meme that the teacher wants to share, e.g. spread kindness like confetti! The teacher may even come up to the front and explain the message. Then move onto the next baby photo. This one can last all term across many assemblies. Teachers Pledge: I promise… Our hope for you… https://www.youtube.com/watch?v=OuRcrsgeS-‐U
https://www.youtube.com/watch?v=vXMQXUJ37bU Growth Mindset Activities
• Watch Video: https://www.youtube.com/watch?time_continue=28&v=JC82Il2cjqA&feature=emb_logo • Take Growth Mindset Quiz (in folder) • Read Your Fantastic, Elastic Brain – discuss how this relates to Growth Mindset • Complete Activity Related to this (see below for ideas) https://cdn.sourcebooks.com/assets/downloads/libraryresources/YourFantasticElasticBrain-‐EduGuide.pdf http://kidsrelaxation.com/uncategorized/your-‐mind-‐is-‐your-‐playdough/ (junior years) • Sketching (see folder) • Activity: Imagine if… (can sketch for younger year levels) • Imagine if your cerebellum, the part of your brain that directs muscles to move and balance, stopped working, what are 3 things you would miss doing? • Imagine if you were a member of the planning committee for the end of school year party. Activating your prefrontal cortex, how would you plan the celebration? • Imagine if you were alone at night walking through a dark alleyway and you heard footsteps running behind you. What signal, message, and/or emotion would your amygdala likely send to you? What would you do? Write and
• •
• •
draw your response. Imagine if you were outside this building right now, activating your hippocampus and remembering the surroundings, what are 3 things you would see? Imagine if you did your best in school, practiced challenging skills often, learned from your mistakes, and had a growth mindset that kept you motivated to continue trying and learning, what career would you want to be successful in when you grow up? Year 2 Lesson Plan (in Folder) Year 6 Game (in folder)
DISCUSSIONS: •
•
•
•
•
Who am I?
B rainstorm a ttributes a nd u ses o f e lastic b ands. W hy d oes J oAnn D eak c ompare t he b rain t o a n e lastic band? C ompare a nd c ontrast: H ow a re a b rain a nd a n e lastic b and t he s ame? H ow a re t hey different? C reate a V enn D iagram ( or a sk p airs o f s tudents t o f ill o ne i n a t t heir d esks) a s a v isual f or students t o s ee t he s imilarities a nd d ifferences. Deepen t heir u nderstanding o f f ixed m indset. G iven t hat t he i nformation c ontained i n t his b ook describes a g rowth m indset a pproach, w hat c ould t he a ttributes o f a f ixed m indset b e? D o y ou k now anyone ( in l iterature o r r eal l ife) t hat d isplays t he c haracteristics a ssociated w ith a f ixed m indset? Discuss e ach p art o f t he b rain a nd i ts f unction. H ow d oes k nowing a bout t he f unction o f t he b rain change t he w ay y ou m ake d ecisions o r c hoices i n y our l ife? D oes y our u nderstanding o f t he b rain a ffect your c ourage t o t ry s omething n ew? W hy o r w hy n ot? H ow m ight y our o utlook c hange w hen y ou a re faced w ith a c hallenge t hat f eels i mpossible? Ask s tudents t o c reate p ersonal a ffirmations r elated t o g rowth m indset t hat w ill h elp t hem w hen t hey are f aced w ith a c hallenge. A ffirmations s hould b e w ritten i n f irst p erson p oint o f v iew ( perfect opportunity f or a l anguage a rts c onnection a nd r eview).
Self Discovery activities: http://lifeskiller.com/self-‐discovery-‐activities/ Exploring Identity Prompts: • • • •
“What was the hardest thing you’ve ever encountered? How did you deal with it? Who helped you along the way?” “What inspires you? What drives your motivation to keep going?” “What is the most important thing in your life?” “What are the most meaningful relationships you currently have in your life?”
Activity: Ingredients of me:
MINDSET ACTIVITIES Junior Primary P-2 Connecting Growth Mindset to the Butterfly Life Cycle • Pre-schoolers Grow Their Brains • Song/Video: 1,000 Steps Starts with One • Song/Video: Bruno Mars, Don't Give Up • Video: Elmo Learns About Persistence • Video: Elmo and David Beckham Show Persistence
Primary 3-5
Make your own 2 sided poster - demonstrating fixed mindset vs growth mindset *Video and Discussion about how they brain grows "Growing your mindset" by Khan Academy (3:04) "Neuroplasticity" by Sentis (2:03) *The Power of Belief and discussion Video "The Power of Belief" TED Talk (10:52) *Growth mindset online quiz. What kind of learner are you? Set 3 learning intentions for this year. * Inspiration Wall: each member of the class is required to bring in a print out of a quote that will inspire the class Kindness Challenge
Excellent Mindsets lessons for all classes to explore
Reggio methodologies throughout the school. Visible Learning
Middle School 6