I travelled south for 315 km to Myross Bush School (MBS) and combined it with a Catholic principal's meeting in Invercargill (10km further south) on the following day. The long journey was well worth it. Having heard Tim Lovelock and his team share their learning philosophy a few weeks earlier at a regional learning and change network meeting in Dunedin, and with our staff eager to team teach for 2015, I was looking forward to seeing MBS in action. Read more here or watch the photo slideshow below.
|A breakdown of the MBS philosopy in post it form|
Although Tim described MBS as a school with very traditional buildings, the creative transformation of the buildings and grounds with multicolored poles and bright yellow signs gave the school a contemporary and welcoming feel.
I was greeted warmly by Tim (principal) and Evelyn (DP) and grateful for them giving up over two hours of their precious time during my visit. All of the staff and the children made me feel very welcome.
The breakdown of the MBS shared philosophy was evident on the large whiteboard in the staff room.This was the groundwork behind the school's vision that is now articulated around a 'Simon Senek golden circle' of why,what,how.
|Junior boys screening up their milk video for all of us to view|
Here are some answers to the questions my staff asked about MBS. We will definitely organise for our junior and senior teams to visit.
I'd like to express my sincere thanks to Tim and Evelyn and their team for making me feel so welcome during my visit. I am further inspired to be bold and brave and keep creating those ripples that will keep our learners engaged in deep learning for success.
|An example of the junior action station record that they highlight|
Two classrooms become one :all resources, furniture etc all go into one room and you need to reduce the doubling up of resources. The rooms were initially 'gutted'. There are no teacher desks and no filing cabinets. The rooms were made more colorful. There are individual blogs from Year 1. There is a blogger app that the juniors use to take a photo (one a week from Yr 1). This becomes a record of their progress over six years at school. This is like a sample book of progress.
What have they done to their spaces to make them suit particular learning styles and learning activities? No class sets of desks, movable learning spaces, kids design the two rooms - one for workshop, one for action station. The rooms change regularly and everyone needs to be flexible. Less is more.
How is the furniture arranged/organised-is there any? How are the rooms laid out? How do they manage the team teaching aspect? What does it look like? All planning is on the iPad with notabliity.School expectations are a guide.Whatever works for the teaching pair goes and if they can show that it meets the needs of the learners then that's fine. Each teacher has an iPad and laptop. The teachers working in partnership with the i pads make the single cell rooms become open plan.
How do the children know the expectations? How are the digital next steps made accessible/managed? Can we have a copy of what the children use? Google apps, learning pathways - say it proportions/ratio in maths for learning. First they sit together as a group. the teacher asks them what they already know and what they need to work on next. That informs the workshop. Then they must show evidence of what they can do via links on their blogs. Learners opt in and out of workshops and digital pathway.Learners move across different groups. They Integrate mixed ability workshops and continually build up evidence. They got rid of ultranet and now they just put all evidence on individual blogs. These are public go to this link Akatoa (Yr 5 & 6) There is a governance site for the board and a staff pedagogy site. Both of these sites are private.
How did you get the whole staff on board and motivated to adopt changes in practice?It morphed through pedagogy and practice.
How do you keep track of what each child has done when opting in and out of workshops? Originally learners moved names on Velcro on boards but they are now moving away from this to total student agency. Activity tracking sheets and digital group planning records are used.
How much support is given to children when identifying their next steps? Support happens with the workshop teacher. Teachers agree to swap weekly, fortnightly and plan together.
Do you find assessing children much easier with another teacher in the room? Only one teacher still in each room but you can get two opinions and you can discuss progress and learning together.