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It was my pleasure recently to have a wonderful conversation with a parent regarding what is a Self-Directed Learner. “Is it something that we just expect a student to become or is it a process to be learnt over time?” This is an interesting and important question that everyone should understand and therefore is a focus for me in this Terms newsletter.
Part One
Self-Directed Learning includes skills that students have as well as how they use the learning systems available to them, including Assignment Writing, use of Canvas and the Learning Centre Practice (Assignment, Lesson, Study).
The following diagram is one representation of the complete picture of Self-Directed Learning.
Self-Directed learning is our key delivery method for learning and is supported by the 2 key pillars of Language of Learning and Foundation Skills.
Each part of the diagram does not exist without the others.
Self-Directed learning is not something that just suddenly happens for students, it is a continuum of several specific learning strategies that help all students and adults alike to become effective lifelong learners.
“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with or without the assistance of others, to diagnose their learning needs, formulate learning goals, identify human and material resources for learning, choose and implement appropriate learning strategies, and evaluate learning outcomes.”
(Knowles, 1975)
Our goal is to help support students to become Self-Direct learners as quickly as possible. This will however be at different times throughout a student’s time at school as each student will navigate this Mountain individually.
Yours in learning
Grant Rogers
I’m sure you’re all fully aware of the recently enforced ban on Mobile Phones and Smartwatches in School and on school transport, and the emails that were sent out.
Since these emails went out, we received a number of queries from parents regarding the specifications of what models and types of smartwatches were allowed.
As it was noted, we would like to make it clear that this includes all student mobile phones, wearable technology such as Smartwatches, fitness trackers (including Fitbit, Garmin, Tom-tom, Samsung and other brands). This means any device that connects to a network, syncs to the internet, tracks movement, or is not school-owned or supplied.
Because brands such as these release newer and more high-tech models every week, particularly smartwatches, we felt it best not to state which models.
It comes across as though most parent and student queries are based around Fitbits, as these are widely used amongst students. As far as we know, all of these either sync to the internet or track movement.
A reason why this is suggested, is because of the risk that students can be spied on, tracked or hacked.
Other reasons why these pieces of equipment are banned, is due to cheating, distractions and much more. Click here to check out this article for another stance on why.
OneSchool Global have considered our position on this within the context of the health and education impact on our students, and also within the context of the protection of our young people in the upholding of our community values and principles.
We will continue to use technology to supplement and drive student learning outcomes, and with the personal computers owned and supplied by the school and the on-campus technology we provide to students, it is felt we have all we need to support student learning, without the need for these other technologies at this point in time.
Parents are asked to take notice of this advice, speak to your children and ensure that such student devices are left at home each day.
We thank you for your ongoing support as we seek to ensure we deliver high quality learning outcomes for our students and ensure their ongoing protection.
Below is a link to a short video which will help senior students understand exactly what is required to qualify for UE. This may help guide us towards the 2019 OSGNZ target of 70 % UE amongst Year 13s.
Greymouth Campus Year 3-6 garden is finished! We have harvested the last of our vegetables; carrots and silverbeet. We have dug the garden over, moved the little pansy plants to the smaller garden and planted mustard seed in the big garden.
The final task was to make beautiful boxed pansy-plant gifts for Mother’s Day. All West Coast Year 3-6 students collaborated to create a variety of nets and made boxes with very specific measurements so they would fit. We solved lots of problems along the way. And, there is no doubt about it…we are becoming much better collaborators!
We couldn’t have achieved such amazing outcomes without the help of our gardening guru and mentor Florence Deck. Now, we cannot wait until the next garden. We have amazing plans!
This week West Coast Y3-6 students went back to the past to school. Back to Tuesday May 14 1886.
The students spent the day dressing for the past, playing in the past, being "punished" as in the past, travelling in a train from the past, using learning tools from the past, being taught just like teachers did in the past and finding out what it was like to be at school so long ago.
They all agree. School is better....NOW!
YEAR 7 - 8 ANZAC POEMS
The Year 3-4 children started off this term’s mathematics by learning about time. Carter Beatson and Perry McLean made this poster showing the seasons and the months in which they fall.
JUNIOR SWIMMING
Sitting on the seat I wait for my team to be chosen. After my team has been chosen I hop into the pool. I wait for my teacher to say what to do then I do it. And I feel happy because swimming is fun. I see other girls splashing and diving under. I smell chlorine filling the pool air. I swallow some water by mistake and it tastes yuck! Rushing out of the changing room I sit on the seat looking at the sparkling water.
Mahala Senior, Year 3
Standing on the edge of the pool I am waiting and looking for the signal. Then I slide into the warm pool. It feels nice and warm as I paddle in the calm water. I can hear other people’s feet kicking in water as I swim by. As I dive by the people in my group we all swim back to the concrete wall. The chlorine smells really strong. I don’t like to taste the chlorine when I’m kicking my feet in the water on my back because it makes me cough. For the second activity we get the little blue boards then we start paddling with our feet then we put our heads in the water and paddle as fast as we can.
Saxon Beatson, Year 3.
When I get in the door I shoot to the changing rooms and jump into my togs. I run and sit on the side of the pool. We shoot through the water.
Darby Malcolm, Year 3
Sitting at the edge of the warm and toasty pool, shivering and being excited, I slide in and glide through the water. We do butterfly kicks and overarms and just kicking. I see other girls kicking and splashing around having fun! I hear the teacher say, “Slide in girls” as we wiggle our toes in the water. I smell chlorine filling the air, and it makes me smile. I feel a bit cold and extra fiddly with the water. And I feel excited and nervous (nervoucited) because the water might be too deep for me and excited because I LOVE! swimming.
Anais Woodman, Year 3
