FURNITURE

Furniture Plan

Room 2

GOING with Nicole to R4

Teaching table & swivel chair

Reading trolley

Teacher chair

STAYING

Library shelf

Kneeling table for computer (how many computers?)

TO BE ORDERED

Paparoa Teaching Table with white board top + chairs 

Teacher swivel chair

12 cube cubby x 2 (Reading Café) & tote trays to fill

Quarter Circle Ottoman (or office max similar) and whiteboard round table

Teaching Station

Akiako Splat set of 3

Furnware Reading Chair 

Chairs for computer tables

Cookie Pads x 6

Room 2 will have:

Library shelf

Kneeling table for 2 computers (will it fit 3 – how many computers will we have?) + chairs

Teaching Table with whiteboard top and 6 chairs

Teacher swivel chair

Reading Café shelving and tote trays

Circle Ottoman and round white board table

Teaching station

Akiako Splat set of 3

Furnware Reading Chair

Cookie Pads x 6

Still need:

Trolley for teacher resources (maths, reading, writing)

Room 3

GOING

Silver Maths Trolley to R2

Tote trays to R4

Teacher Table xx

Blue Trolley to R4

STAYING

Teaching Station

Library Shelf

TO COME FROM R4

Teacher Table (to convert to whiteboard top)

2 x swivel chairs

4 bin trolley

TO ORDER

2 kneeling tables for computers + chairs

chairs for teaching table x 6

Quarter Circle Ottoman (or office max similar) and whiteboard round table

Akiako Splat set of 3

Furnware Reading Chair 

Cookie Pads x 6

Room 3 will have:

Teaching Station

Library Shelf

Teacher Table (converted to whiteboard top) with 6 chairs

2 swivel chairs

4 bin trolley

2 kneeling tables for computers + chairs

Quarter Circle Ottoman (or office max similar) and whiteboard round table

Akiako Splat set of 3

Furnware Reading Chair 

Cookie Pads x 6

Still need:

Teacher table and chairs for Sandi

Room 4

STAYING

Library Shelf

Teaching Station

Tables & Chairs

Computer tables

TO COME FROM ROOM 2

Teaching table and chairs

TO COME FROM ROOM 3

Blue trolley

Tote trays

GOING

Teaching table

4 bin trolley

2 swivel chairs

Room 4 will have:

Library Shelf

Teaching table and chairs

Tables and chairs

THE DAILY FIVE

The Daily Five & the Reading CAFÉ

THE DAILY FIVE on the VLN

Allomes, Susan - Primary Award Recipient 2014
Terrace End School
Investigate if "Daily Five" and "Cafe" reading has the potential to support diversity, connectedness and coherence in a New Zealand integrated curriculum and improve learning outcomes for all but especially Maori, Pasifika and Non-English language speakers.

A MODERN LEARNING ENVIRONMNET

Modern Learning Environments

KEY POINTS ...

Supporting Future Oriented Learning and Teaching – a NZ perspective.

Theme 1 – personalized learning
Reversing the ‘logic’ of the education system – to be built around the learner, rather than the learner having to fit the system.  How do we deploy the resources (teachers, time, spaces and technology) to meet the needs?   Personalised learning offers success by encouraging learners to develop relationships and interactions that support them to achieve their goals (a goal is not simply to raise everyone’s achievement, but rather to support everyone one to meet their next learning steps.  The difference between deep and shallow personalization is evident when having conversations with students.

How will we support learners to develop relationships and interactions that help them to achieve their next learning steps?

How do we make them their aspirations?

Working like a 5 year old, 6 year old, 7 year old - a previous idea used in Learning Lynx for helping students to understand their next learning steps (very motivating)

Another idea - a little learning notebook for challenges in reading and writing to revisit daily (for use independently, at home and at school)

Theme 2 – equity, diversity and inclusivity
We need to take much more account of who learners are, where they are at, and to whom they are connected (no two individuals learn in the same way, prior knowledge).
The changing global environment requires people to engage and be able to work with people from cultural , religious and / or linguistic backgrounds or world views that are very evident from their own.

How do we encourage all parties to be involved in the learning?

Do we ask parents? – if we want to contact you would you prefer a facebook message, email, text, phonecall

Are individual blogs or paper portfolios preferred?  Do we need to do the same or can we be different?

Theme 3 - learning capacity.
Build learning capacity – the knowledge is not an end to itself.

Theme 4 - rethinking learners and teachers roles.
Working together in a knowledge building learning environment (collaboration, peer tutoring and reciprocal teaching, that occurs when students work together results in a deeper understanding)
When students initiate the learning they learn more.

MLE
Flexibility to combine classes, small groups and spread over wider area
Openness with a learning common (hub) – central teaching and learning space that can be shared by several classes.  They provide opportunities to observe and learn from each other.  
Access to resources – surrounded by spaces, activities, reading, group work, project space, wet areas, reflection and presenting.