Mindlab Reflection 6: Leadership styles in practice

This week we learned about 5 different styles of leadership. These were...

• Authoritarian
• Procedural 
• Transformational
• Participative
• Laissez-faire

Following this learning we did an online test to determine our dominant leadership tendencies. My 2 dominant styles were Laissez-faire and Transformational, though I also recorded a strong Participative tendency. I scored lowly for Authoritarian and Procedural. 

This information suggests that my leadership style is supportive, inclusive and advice orientated and should afford freedom to others. This style of leadership can be effective as long and progress is monitored and communicated back to the group regularly, motivating others and making them accountable. I believe this information accurately depicts me as a leader and I know I need to ensure that I communicate regularly and focus more on the finer details to be successful.

Below is a link to the site we used

https://www.kent.ac.uk/careers/sk/leadership.htm

Mindlab Reflection 5: Growth Mindset

For the last few years I have taught growth mindset at the start of term one, but honestly I have never managed to get my whole class to buy into the idea on a daily basis. The concept is easy to understand, but applying it is another matter. One of the most successful methods of achieving this I have found is through role modelling, problem solving in front of my kids and making my challenges visible also. What I like about this video is that it is an excellent visual representation of this concept, and is also entertaining. This my be a great way to introduce the concept at the start of the year, though I am still considering how to create an ever-present growth mindset culture in my classroom. 

Mindlab Reflection 4: Flipping the classroom

Flipping the classroom is the potential pedagogical shift that excites me the most. I have been vaguely aware of the concept for some time but never truly understood what it looked like and how to practically implement it. This short video explains the process, the reasoning, and the benefits of this method of teaching. Moving into next year, and having the opportunity to teacher slightly older students will allow me to trial this technical and foreign concept with more confidence. I am considering trailing a digital lesson this year also. 

Mindlab Reflection 3: 10 Leadership styles

As my year at Mindlab has progressed I have become fascinated with learning about leadership. Previously my mindset with regards to leadership was fixed, believing that you were either a natural leader, or you weren't. I had considered myself not to be a strong leader for a time, because I did not fit the image I had conceived of one. However, I now appreciate that not only is leadership a learn-able trait, but also that there are many different styles of leadership. I am beginning to form a new understanding of what I could offer as a leader. This has improved my self-confidence and my teaching. 

Mindlab Reflection 2: Empathy

This is an extremely interesting concept which I believe is vital for students to understand. Empathy is the most significantly deficient understanding for students such as mine moving into teenhood, and it could be argued in many way lack of empathy is a gateway to anti-social phenomenons such as  ignorance and cruelty. Next year I intend to focus in on this concept and making the distinction between it and sympathy.

Mindlab Reflection 1: Digital innovation for developing self regulation in students

This assignment challenged us to come up with an initiative designed to develop a 21st century skill and/or curriculum Key Competency. We chose self regulation as our 21 century skill, and also highlighted participating and contributing as a supplementary curriculum benefit. These skills are to be achieved using Hapara to make learning visible.

Run, Jump, Throw

02/11/2016 Miguel @ Harbour Sports

Warm up Game

Stuck in the mud (familiar game with minimal explanation required)

Clap between legs three times to un-stick someone

Select who is ‘in’ by birth month (2 people)

Each game lasting only a short time (5mins?)

Running > skipping (knees high) > hands on gluteus maximus - slap feet on hands

Debrief: changing types of movement rather than running keeps it interesting, different parts of our legs, need to dodge and bend and keep moving.

Run & Jump

Small groups behind a cone, listen for the whistle before you take your turn (consistently testing the students by saying ‘GO’ or ‘Run!’)

Vary ways of running/walking (exploration of movement)

Zombie, slow-mo, jelly, tippie toes

High five next person in line as you return (wait for whistle before going again)

Debrief: changing ways we run highlight different ways our body moves, makes it fun, keep moving, ways our body moves/needs to move to be able to run/walk

Extend the length of the lane

Start from seated position (all the same - be specific), power-step (x 3 high knees), start from lying on chest (emulates starting blocks), same leg & arm movement, moving arms side to side at shoulder height

Give feedback to the person who has run (or video) - eg. ways their arms move (encourage elbows to be in close to the body)

Debrief: What we notice, the student perceives as natural movement. Peers able to feedforward for student to improve movement

Lilypads (x2) between end cone

Run and jump onto first, jumping to the next one and landing on both feet

Change ways to land on each pad

Position team on both ends of the lane

Run & jump with both feet then high ten in the air mid-jump

Turn to run back to your spot rather than running backwards

Pass a cone in mid-jump

Holding a cone in the air, students run and jump to touch, touch with their head

Debrief: Slight changes can highlight different aspects of movement. When do we use jumping? What techniques the students use when jumping, successes and difficulties. Noticing what our bodies do automatically.

Google Drive PD

The following link leads to my Google Slides presentation on signing into and navigating Google Drive.

goo.gl/phyiCH

Room 10 Mihis 2016

Students talking about their families and backgrounds through our native Maori language.

Maths planning

Maths is a subject that I am passionate about and is my favourite to teach. In order to both engage and extend my students I use formative assessment to target their learning. Below is an example of a planning template I have used to support this

Maths Planning   2015   Room 10 Term 2 Week 1  Focus for the week—Multiplication refer to NZ Planning bk. Student Profile—Strategies as below (see Learning Intentions)
Warm Up		Warm Up	Kahoot test!	Kahoot test!	Kahoot test!	Kahoot test!
		Introduction	9:00-9:05 Ordering fractions	Ordering fractions	Ordering fractions	Ordering fractions		Talk moves
Groups	Group members	Learning Intention	Monday	Tuesday	Wednesday	Thursday
Octogons Group	Willow Leila Lily Jorja	Knowledge See planning folder from ‘reading decimals with tenths’. ‘Knowledge check’	9:05-9:25 Mangahigh	Teacher Algebra - Rearranging equations.	Mangahigh	Stage 7 Number knowledge - Multiplication 4B	Problem Solving
		Strategy Introduction to algebra	9:25-9:50 Teacher 4 x 4 challenge reflection	Follow up	Stage 7 Number knowledge - Multiplication 4B	Mangahigh		Problem Solving
Rectangles Group	Emma Sammy Ben Nathan Issei Jackson	Knowledge See planning folder from ‘reading decimals with tenths’. ‘Knowledge check’	Teacher 9:05-9:25 ‘reading decimals with tenths’. Cards using 5s and 10s. Then 4s, 6s and 9s	Mangahigh	Stage 6 Number knowledge - Multiplication	Mangahigh		Problem Solving
		Strategy Using 5 and 10 times table facts.	9:25-9:50 Follow up	Teacher ‘reading decimals with tenths’. Cards using 5s and 10s. Then 4s, 6s and 9s	Mangahigh	Stage 6 Number knowledge - Multiplication		Problem Solving
TriangleGroup	Harry James Lee Jemima Brandon Joel David	Knowledge See planning folder from ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 ‘Knowledge check’	9:05-9:25 Mangahigh	Stage 6 Number knowledge - Multiplication	Teacher – ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 26 - 9 34-6	Mangahigh		Problem Solving
		Strategy Solve subtraction problems going back through a 10, partitioning rather than counting back	9:25-9:50 Stage 6 Number knowledge - Multiplication	Mangahigh	Follow up 32 - 8 75-6 84-9 12-5 65-12 87-14 Show your working!	Teacher – ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16		Problem Solving

Sent from group activity: Mangahigh on chromebooks and computers.

Circles Group	Isabella James Leask Kayla Charlotte Casey Abby Emily	Knowledge See planning folder from ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 ‘Knowledge check’	9:05-9:25 Stage 5 measurement	Mangahigh	Mangahigh	Teacher – ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 26 - 9 34-6	Problem Solving
		Strategy Solve subtraction problems going back through a 10, partitioning rather than counting back	9:25-9:50 Mangahigh	Stage 5 measurement	Teacher – ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 26 - 9 34-6	Follow up 32 - 8 75-6 84-9 12-5 65-12 87-14 Show your working!	Problem Solving

Sent from group activity: Mangahigh on chromebooks and computers.