Today started with a team meeting to finalise our plans and ideas for tomorrow's presentation. Tim, Ed and Charlie settled on the question:
How does the physical environment contribute to learning at HTH?
Andrea and Max told the boys that should create something fun to look at. After a lively exchange of ideas, in the 11th grade common room, the final idea was to divide their responses to the essential question into three sections:
The keywords / prompts / observations to support the discussion would displayed as big cut out questions marks.
I was excited about this idea as I would get to see (and be part of) the process of how something gets made at HTH. The making process started by trying to find some wood and gain access to a saw or two. After some hunting, polite asking and lots of smiling we had to admit defeat and change the material
to thick card. I See pictures in the gallery for outcomes.
During lunch the boys borrowed a football (soccer) and showed a big crowd of HTH students how it's done! I know nothing about sport but this was fun to watch.
I spent most of the afternoon in 6th grade lessons, one of the classes are at the beginning of a new project and were having an induction into expectations and protocol. The teacher explained that these expectation setting sessions are essential as all project have different cultural expectations involving behaviour and space.- See Charlie's and Tim's blog for further details about this observation.
I had a really interesting conversation / interview with a 6th grade humanities teacher who gave me some detailed responses to the following questions:
If you would like feedback from these questions please ask me next week.
For my last meeting of the day I arranged a discussion about meetings / planning / collaboration, and was informed about how HTH approaches CPD and planning time.
How does the physical environment contribute to learning at HTH?
Andrea and Max told the boys that should create something fun to look at. After a lively exchange of ideas, in the 11th grade common room, the final idea was to divide their responses to the essential question into three sections:
- What?
- So what?
- What next?
The keywords / prompts / observations to support the discussion would displayed as big cut out questions marks.
I was excited about this idea as I would get to see (and be part of) the process of how something gets made at HTH. The making process started by trying to find some wood and gain access to a saw or two. After some hunting, polite asking and lots of smiling we had to admit defeat and change the material
to thick card. I See pictures in the gallery for outcomes.
During lunch the boys borrowed a football (soccer) and showed a big crowd of HTH students how it's done! I know nothing about sport but this was fun to watch.
I spent most of the afternoon in 6th grade lessons, one of the classes are at the beginning of a new project and were having an induction into expectations and protocol. The teacher explained that these expectation setting sessions are essential as all project have different cultural expectations involving behaviour and space.- See Charlie's and Tim's blog for further details about this observation.
I had a really interesting conversation / interview with a 6th grade humanities teacher who gave me some detailed responses to the following questions:
- How do the teachers gain the confidence to make stuff?
- How long do they allow for the making of the thing?
- How do they ensure the object demonstrates learning?
- How do the pupils raise money for the project?
- How much time do teachers have to plan cross curricular? Do they moderate with the non-specialist teachers? How much knowledge of their non-specialist curriculum do teachers have?
If you would like feedback from these questions please ask me next week.
For my last meeting of the day I arranged a discussion about meetings / planning / collaboration, and was informed about how HTH approaches CPD and planning time.