10NR are very borderline learners. There are a number of them that are not engaged in learning, and I am struggling to find a path in for them. The ones that are capable are not interested in learning for learnings sake, but instead see Year 10 as an intermediate wasted year and will engage again when it is time for credits.
My usual strategies are not working. They are an odd bunch. They will passively watch something, and they will tutu with things, but not if it looks like learning activity. Although for Climate change they all opened the website and worked a bit at, for most of the class they work rate was so slow. It is highly frustrating when I can see that as long as they focussed that they would be moving mountains, but they are just so apathetic.
I am going to work on them having more video clips, and instant rewards. There does not seem to be any appetite for slog in this class. They don't appear to be any recognition that with hard work comes better rewards.
I'm going to have to ditch the daily quiz, as it is a waste of time until I can get some sort of engagement with the learning. I have persevered, and it is still a good tool to use with my other classes as a daily revision task, but this class might be better served with a mini video or similar, something they can passively sit through rather than actively read or write.
I don't like feeling like I am requiring less from my students, Ultimately if they can't read or write well their choices will be limited in life, and I don't want to do that.
Showing posts with label 10NR. Show all posts
Showing posts with label 10NR. Show all posts
Tuesday, 13 September 2016
Passive Learners
10NR are very borderline learners. There are a number of them that are not engaged in learning, and I am struggling to find a path in for them. The ones that are capable are not interested in learning for learnings sake, but instead see Year 10 as an intermediate wasted year and will engage again when it is time for credits.
My usual strategies are not working. They are an odd bunch. They will passively watch something, and they will tutu with things, but not if it looks like learning activity. Although for Climate change they all opened the website and worked a bit at, for most of the class they work rate was so slow. It is highly frustrating when I can see that as long as they focussed that they would be moving mountains, but they are just so apathetic.
I am going to work on them having more video clips, and instant rewards. There does not seem to be any appetite for slog in this class. They don't appear to be any recognition that with hard work comes better rewards.
I'm going to have to ditch the daily quiz, as it is a waste of time until I can get some sort of engagement with the learning. I have persevered, and it is still a good tool to use with my other classes as a daily revision task, but this class might be better served with a mini video or similar, something they can passively sit through rather than actively read or write.
I don't like feeling like I am requiring less from my students, Ultimately if they can't read or write well their choices will be limited in life, and I don't want to do that.
My usual strategies are not working. They are an odd bunch. They will passively watch something, and they will tutu with things, but not if it looks like learning activity. Although for Climate change they all opened the website and worked a bit at, for most of the class they work rate was so slow. It is highly frustrating when I can see that as long as they focussed that they would be moving mountains, but they are just so apathetic.
I am going to work on them having more video clips, and instant rewards. There does not seem to be any appetite for slog in this class. They don't appear to be any recognition that with hard work comes better rewards.
I'm going to have to ditch the daily quiz, as it is a waste of time until I can get some sort of engagement with the learning. I have persevered, and it is still a good tool to use with my other classes as a daily revision task, but this class might be better served with a mini video or similar, something they can passively sit through rather than actively read or write.
I don't like feeling like I am requiring less from my students, Ultimately if they can't read or write well their choices will be limited in life, and I don't want to do that.
Monday, 22 August 2016
The Rock Cycle with 10NR
10NR have been more engaged in this Earth Science unit than for most this year. I believe it is a combination of a growing maturity and improved literacy skills, certain students having been relocated to another class and the change of teaching plans. I have been actively seeking more demonstative and interactive learning experiences and Earth Science is a unit where this is easier to do than in others.
Two girls went to the SSC immediately at the start of the lesson as one of them had red raised knuckles and the seond went for moral support.
Today was the rock cycle which was the perfect time to do a hands on activity. The crayon rock cycle. an oldie but a goody. I have done it a few times before, but I have yet to perfect the execution.
10NR were as predicted very enthusiastic about the smashing of crayons with a hammer, the jumping on crayon bits, and the melting of crayon bits. I'm never sure how much I am getting through to them as to why we are doing the activity and getting them to link the smashing and jumping with the weathering and pressure that they represent.
The theory work that came afterwards was resisted, but after Friday the girls were insistent on music so the deal was as long as the work was being done, they could have music.
Two girls went to the SSC immediately at the start of the lesson as one of them had red raised knuckles and the seond went for moral support.
Today was the rock cycle which was the perfect time to do a hands on activity. The crayon rock cycle. an oldie but a goody. I have done it a few times before, but I have yet to perfect the execution.
10NR were as predicted very enthusiastic about the smashing of crayons with a hammer, the jumping on crayon bits, and the melting of crayon bits. I'm never sure how much I am getting through to them as to why we are doing the activity and getting them to link the smashing and jumping with the weathering and pressure that they represent.
The theory work that came afterwards was resisted, but after Friday the girls were insistent on music so the deal was as long as the work was being done, they could have music.
Oddly calm
Last Period on a Friday is usually a tricky lesson particularly with 10NR who are resistant to learning at the best of times. On Friday they were unusally docile.
The lesson started with a YouTube clip of the Tangiwai train crash from the docudrama on TV a while ago, then I explained Volcanoes, and set them to work. It was colouring and cutting and pasting, but they had to label stuff as they went. I also had clips of volcanic activity on the screen for them to watch. Perhaps it was the two pronged approach. As they gave up on one activity they were caught by the screen, and when they were bored of the volcanic clips they went back to the cutting and pasting. It probably isn't helping to develop a long attention span, but it did seem to keep them on topic in the classroom.
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