Frequently Asked Questions
What is collaborative learning? What might I see in the classroom?
Sometimes the classes will come together and look like a large group. This could happen for activities such as singing or story-time. When this happens it will enable the teaching partner to undertake assessments, teach a small group or offer one to one tuition. Single cell classrooms do not provide for this flexibility. Working in this manner enables us to do more regular snapshot assessments of your child. Our whole aim is to look at the next step in each child’s learning and to really focus in on the knowledge and strategies to move the children forward rather than simply covering the curriculum. Our purpose is to personalise your child’s learning.
At other times you will see the children working in groups. Having two or three classes working collaboratively, means that there will be a wider range of groups enabling the teacher to better target the children’s needs. For example in one of our senior pods last year we had three classes working together. This enabled the children to be split into 7 different literacy and maths groups. Traditionally a class teacher would operate about 4 groups, so you can see that the teaching can be far more targeted when there are so many different programmes being offered to target children’s needs. The teachers see each of their designated groups daily, an aim which is far more difficult when one teacher is facilitating four groups. The teachers are also able to better tailor the programmes to meet the children’s needs and interests. You will also see the children being given opportunities to work independently especially when they get older. By the time they get to the senior school the children will be able to use specialist spaces to work on projects and to demonstrate their responsibility. We want children to be motivated and to understand the commitment they need to make to their own learning in order to reach their full potential.
Sometimes the classes will come together and look like a large group. This could happen for activities such as singing or story-time. When this happens it will enable the teaching partner to undertake assessments, teach a small group or offer one to one tuition. Single cell classrooms do not provide for this flexibility. Working in this manner enables us to do more regular snapshot assessments of your child. Our whole aim is to look at the next step in each child’s learning and to really focus in on the knowledge and strategies to move the children forward rather than simply covering the curriculum. Our purpose is to personalise your child’s learning.
At other times you will see the children working in groups. Having two or three classes working collaboratively, means that there will be a wider range of groups enabling the teacher to better target the children’s needs. For example in one of our senior pods last year we had three classes working together. This enabled the children to be split into 7 different literacy and maths groups. Traditionally a class teacher would operate about 4 groups, so you can see that the teaching can be far more targeted when there are so many different programmes being offered to target children’s needs. The teachers see each of their designated groups daily, an aim which is far more difficult when one teacher is facilitating four groups. The teachers are also able to better tailor the programmes to meet the children’s needs and interests. You will also see the children being given opportunities to work independently especially when they get older. By the time they get to the senior school the children will be able to use specialist spaces to work on projects and to demonstrate their responsibility. We want children to be motivated and to understand the commitment they need to make to their own learning in order to reach their full potential.
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How is this going to benefit my child?
Collaborative teaching allows more opportunities for small group and one-to-one learning, and stronger modelling during lessons. Having teachers working together allows students to connect with different personalities. Collaborative planning encourages teachers to bounce ideas off each other in order to deliver the strongest, most creative lessons. Working collaboratively enables us to individualise the programme for your child. Teachers will use their collective expertise to look at how to move children forward. It will enable flexible grouping based on short, sharp regular assessment. It will enable better use of teacher aide time, specialist teacher time and additional resources. Staff across the junior or senior area of the school will be able to inquire into their practice and offer each other good ideas. |
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What is happening behind the scenes?
We are really fortunate to have such a dedicated and committed staff at KKPS because collaborative teaching increases teachers’ workload as they focus not only on their own class but on helping other children across their team. Once a fortnight the teachers from the junior or senior area of the school will meet together. At these meetings they discuss: approaches and strategies that have been working well that other teachers may want to try; children of concern who aren’t making the progress they would like and professional readings focused on the yearly goals of the school. On the alternative week the teachers will meet with their collaborative partners to plan in detail the programmes which will be presented to the children for the next two weeks. This is when they will decide on how the children will be grouped. The groups will remain flexible based on the children’s needs.
Will my child get lost in amongst the others?
Each child has a class teacher to whom they can talk about any social, pastoral or learning concerns they may have but at the same time they get the benefit of the expertise of other teachers. The class teachers will be undertaking regular snapshot assessments of the children in order to identify where to next and as explained above collaborative teaching allows a more targeted approach to meeting individual needs.
How is this going to improve my child’s learning?
The on-going snapshot assessments, combined with the collaborative expertise of the teachers and the flexibility of groupings will enable us to best target your child’s needs and is the key reason why we use collaborative practices. Collaborative planning by the teacher and ongoing professional discussion and research will further help to enhance what’s happening in the classroom. The improved efficiency with resources will be an additional bonus with greater teacher aide coverage in the junior school and the senior management team offering support in the senior school.
We are really fortunate to have such a dedicated and committed staff at KKPS because collaborative teaching increases teachers’ workload as they focus not only on their own class but on helping other children across their team. Once a fortnight the teachers from the junior or senior area of the school will meet together. At these meetings they discuss: approaches and strategies that have been working well that other teachers may want to try; children of concern who aren’t making the progress they would like and professional readings focused on the yearly goals of the school. On the alternative week the teachers will meet with their collaborative partners to plan in detail the programmes which will be presented to the children for the next two weeks. This is when they will decide on how the children will be grouped. The groups will remain flexible based on the children’s needs.
Will my child get lost in amongst the others?
Each child has a class teacher to whom they can talk about any social, pastoral or learning concerns they may have but at the same time they get the benefit of the expertise of other teachers. The class teachers will be undertaking regular snapshot assessments of the children in order to identify where to next and as explained above collaborative teaching allows a more targeted approach to meeting individual needs.
How is this going to improve my child’s learning?
The on-going snapshot assessments, combined with the collaborative expertise of the teachers and the flexibility of groupings will enable us to best target your child’s needs and is the key reason why we use collaborative practices. Collaborative planning by the teacher and ongoing professional discussion and research will further help to enhance what’s happening in the classroom. The improved efficiency with resources will be an additional bonus with greater teacher aide coverage in the junior school and the senior management team offering support in the senior school.
What changes will be made to assessment?
In the past the teachers have been undertaking time consuming assessments every six months in order to inform their overall teacher judgements. We are now moving to a process where the teachers will be regularly assessing students on aspects of the curriculum that they are currently covering. From this they will ascertain the children’s gaps or next steps which will in turn inform teachers’ planning.
In the past the teachers have been undertaking time consuming assessments every six months in order to inform their overall teacher judgements. We are now moving to a process where the teachers will be regularly assessing students on aspects of the curriculum that they are currently covering. From this they will ascertain the children’s gaps or next steps which will in turn inform teachers’ planning.
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Why have changes been made to the furniture?
The teachers have created flexible learning spaces to cater for children’s different learning styles and for the wide range of activities the children will be involved in. Especially as the children get older, they will be able to choose from a range of seating options deciding upon where they can focus best - whether this be sitting on their own or with a group of their peers. Whichever option the child chooses, the expectations of the teacher regarding the quantity and quality of their work will stay the same. If a child is making poor choices the teacher will direct them where to sit. The children will be encouraged to work with different students throughout the year, developing their cooperative skills and learning from one another’s strengths. |
Where do I go to find out more information?
Feel free to talk to your child’s class teacher whenever you have a concern, they are best placed to talk specifically about your child. Our area Deputy Principals are also there to support. Amanda Willett is the DP for the senior school (awillett@katikati.school.nz); Anne Morriss is the DP for the junior area (amorriss@katikati.school.nz) and Carly Andrews is the DP in charge of pastoral care and special learning needs (candrews@katikati.school.nz).
Feel free to talk to your child’s class teacher whenever you have a concern, they are best placed to talk specifically about your child. Our area Deputy Principals are also there to support. Amanda Willett is the DP for the senior school (awillett@katikati.school.nz); Anne Morriss is the DP for the junior area (amorriss@katikati.school.nz) and Carly Andrews is the DP in charge of pastoral care and special learning needs (candrews@katikati.school.nz).