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Kaizen Global Connections

Kaizen: Global Connections - Lanyon Cluster Teaching and Learning ProjectsHi everyone in the Lanyon Cluster Becoming Asia Literate Project. Our project is entitled Kaizen: Global Connections. Kaizen is a Japanese philosophy that focuses on continuous improvement through all aspects of life. Of course our focus is continuous improvement in teaching and in the learning of our students.

There were great ideas at our initial planning day on 17 March. So on this wiki you can share your progress, and give and seek feedback from other teachers in the Lanyon Cluster of Schools.

So once you have logged in, there are a few things to do. These can occur over time!

1. Upload a photo and write a few things about yourself in your profile - select from the prompts or just write a couple of lines.
2. Write an initial comment about the focus of your project on the Welcome to Kaizen Global Connections thread.
3. Post information on your school's page - explanations, images, handouts etc- on how you are collecting your baseline data. These will support people who are still looking for more ways to collect data. Just go to 'Easy Edit' and you can type and add images.
4. Describe your three focus students, your class and setting.You will be able to use this in your final impact/change story.
5. Once you have collected the baseline data, do some analysis and post it and some examples on your school's page. Again this will be able to be used in your impact/change stories.
6. Add to the discussion thread on how your planning is going.

This is just a start - more later when you are actually implementing your designs!


ritavh
ritavh
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ChrisNuttall Should we 'weight' the placemat for younger students? 0 Jun 28 2010, 7:37 AM EDT by ChrisNuttall
Thread started: Jun 28 2010, 7:37 AM EDT  Watch
As we've progressed through the learning element a couple of things have struck me.

One, how difficult it is for our younger students, even our higher achievers, to engage with the theorising activities that we planned on our placemat. It may be because I am teaching the learning element during our literacy block and I'm seeking well-written and well-structured information reports as the major outcome. In this case, the theorising activities tend to confuse the students, as such activities aren't directly relevant to writing information reports per se. I would never claim that those activities are not valuable. However, since one of our major assessment items is an information report, I think it is reasonable to question the value of the theorising activities in achieving this particular outcome.

Two, as I struggled with this (to the point where I have ended up compressing the learning element and ditching a couple of the theorising activities) it occurred to me that perhaps our younger students need a greater emphasis on experience-based learning activities. Because they are young and relatively 'inexperienced', shouldn't we be giving them more and richer experiences so that later on they can make connections, theories and evaluations based on a broader foundation? I wonder if we should weight the learning by design placemat towards experiencing when planning for our younger students?
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veronicalrr accepting diversity in the K1 classroom 1 May 26 2010, 2:40 AM EDT by tori_smullen
Thread started: May 22 2010, 1:36 AM EDT  Watch
I have noticed that the children who experience a different culture at home are far more in tune with the project. It is those children who have a different perspective to culture who seem to be taking the initiative to lean more and engage in conversation with friends. I can only assume it is because they have been introduced to multiple cultures and value that diversity.
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harwoods Reducing, Re-using, Recycling 0 May 23 2010, 10:44 PM EDT by harwoods
Thread started: May 23 2010, 10:44 PM EDT  Watch
We are hoping to achieve some knowledge, attitudinal and behavioural change in the students with regard to recycling, reducing and re-using
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