5W @ YIS

Simple yet profound :)

April 11, 2016
by Julian Weekes
3 Comments

Exhibition 2016 – Wednesday April 27th

Exhibition – 11 school days left to Wednesday 27th April.

We shall be looking at a question each day in class as your child moves into his or her final days of independent research and presentation preparation. Any conversations or field trips you can have (or do) with your child at home will no doubt be immensely helpful.

If someone comes to talk with your child at his/her Exhibition in the Auditorium, could s/he talk about the following and provide evidence?

What is your subject about?
How does (what you have been interested in) work? How do you explain it?
Why is (what you have been interested in) the way it is now?
What is (what you have been interested in) connected with/to ?
How has (what you have been interested in) changed over the years?
What are other people’s points of view with (what you have been interested in) ?
How do you know about (what you have been interested in) and what do you think about it all?
What have you DONE about it all or what are you planning to do (action) about (what you have been interested in) ?

April 11, 2016
by Julian Weekes
14 Comments

Maths – Division

We have looked again today at how we can best divide.

Our conversation centred around:

1. BEFORE Grade 5 – did you have a G4 or G3 teacher that taught you a great way to divide and you understood it? Did your parents or another family member teach you a way to do this that made sense to you? Has a friend taught you? If so, stick with it (but stay open-minded as always). About half of us THINK we know how to divide accurately. Many are unsure.

2. GRADE 5 – Can your child ACCURATELY and CONSISTENTLY divide using a previously taught method OR a ‘long division’ method OR a ‘short division’ method? Many children make basic errors and then are not sure if she or he is right? What can you do?

Mr. Weekes recommends building up (as always) from “What You Know”. The following method builds from individual understanding. For example:

189 divided by 13. I ‘know’ that 10 x 13 = 130 which now means I only have to divide 59 by 13 (189-130=59). If 10 x 13 = 130 then 5 x 13 must be half of that … which equals 65. 6 too many. So my answer must be 10 + 4 (times 13) = 14 remainder 7 (or 14.54).

1684 divided by 12. I ‘know’ that 100 x 12 = 1200 > so immediately my question is reduced to 484 / 12 (1684-1200=484). 10 x 12 = 120, so 40 x 12 = 480 plus 4 left over. Answer then has to be 100 + 40 r 2 = 140 r 2 (or 140.3)

3. We also worked through some ‘long’ and ‘short’ division problems today.

5W students had 5 problems to work through today to show HOW s/he best works with division problems. They were:

541 / 6
983 / 7
689 / 12
817 / 14
768 / 34

‘Bonus ones’: 1249 / 16, 5483 / 37 and 14,292 / 138

Perhaps you could ask your child which way she or he works with division.

Your child will describe what method he or she found easiest to work with today in the comment box below.

5W students – please work through an example question of your choice – a ‘quite hard for me’ question. Be CLEAR. Read Mr. Weekes’ example – is it clear to you? If not, please let me know!

March 22, 2016
by Julian Weekes
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Relationship Brain Frame – Audience HOOK at Exhibition is related to our Service/Action

In class today we looked at how WHAT we could use at our Exhibition stand to ‘hook’ our audience could be related to WHAT we DO as a result of our Exhibition research.

This is what our ‘model’ for the issue of the need for ‘sun protection’ turned out like on our class whiteboard.

Hook > Action BF sketchbook

5W students made their own version in class which they did in their Exhibition sketchbook will look something like this:

Hook > Action BF whiteboard

Please DISCUSS with your child – what else might work? This is just the beginning! Hopefully!!

March 18, 2016
by Julian Weekes
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Student Led Conferences on Monday 21st March 2016

5W students are looking forward to welcoming you, explaining some of their work to you and doing some things with you.

Our planning document is HERE.

Students are only expected to be in school for the duration of his or her SLC time.

Thank you very much. I look forward to seeing you on Monday with your child, if you are coming, at your scheduled time.

March 15, 2016
by Julian Weekes
16 Comments

Lines of inquiry help us to focus

5W students have written a Central Idea for themselves and we have decided on one for our class which has been shared with you.

“Through understanding global issues and taking action in our local communities we can start to make a difference in people’s lives.”

Our ‘How We Organise Ourselves’ 2016 Exhibition will focus on the following ‘lines of inquiry’ taken from the key words that appeared in our class Central Idea:

HERE

Each 5W student will post their own ‘lines of inquiry’ below in the comment section for to take a look at.

Thank you

5W class

March 14, 2016
by Julian Weekes
18 Comments

Categorising our questions for Exhibition

What kind of questions do we have already to research for our Exhibition issue?

5W students discussed 8 different kinds of question this morning in class.

Causation – why is it the way it is?
Change – How is it changing?
Connection – How is it connected to other things?
Form – What is it like?
Function – How does it work?
Perspective – What are the points of view?
Reflection – How do we know?
Responsibility – What is our responsibility?

Mr. Weekes discussed his questions about ‘skin cancer’ and the issue of how we could/should best protect out skin.

Please check the comments section below for the 5W students ever increasing questions about their issue and how she or he is ‘categorizing’ the questions so far. If there are areas that are light on questions so far – these will be areas to expand as we go through the Exhibition.

March 11, 2016
by Julian Weekes
16 Comments

5W students Central Ideas for our Exhibition

Exhibition Simple Quick Guide 2016

The Exhibition unit of inquiry ‘central idea’, lines of inquiry and questions you ask will help you to stay focused during the Exhibition process and help you find out more about your issue. After class discussion, all 5W students wrote a few Central Ideas to explain what s/he thought the Exhibition would be all about please see our planning HERE.) Having had a chance to discuss this further with parents or an older sibling / family member, all 5W students chose their own favourite Central Idea which she or he has posted in the comment section below.

After a 5W vote and some ‘smushing’ of the top 3, we ended up as a class with a 5W Central Idea of:

“Through understanding global issues and taking action in our local communities we can start to make a difference in people’s lives.”

5W students, please add YOUR best (in your opinion) Central Idea in a comment box below. Thank you.

March 9, 2016
by Julian Weekes
16 Comments

The importance of building up questions for our Exhibition

Having decided upon the BIG IMPORTANT idea that your child wants to focus on for his or her Exhibition, the next stage for us is to start building up QUESTIONS that your child wants to try and answer. We modelled in class what questions could look like for an example Exhibition of ‘skin cancer’ with Mr. Weekes HERE

We have discussed these questions and categorised them in to ‘open/thick’ questions and ‘closed/thin’ questions. This is NOT the end of thinking of questions! In fact it’s just the beginning! More questions (and often better questions) will flow as you start to inquire into your issue/idea.

NOW – it’s 5W students’ turn. 5W students have started writing their own questions in their Exhibition journal books.

PARENTS – please HELP your child by discussing their questions and suggesting any that might come to mind.

5W students – please add all your current questions to your own GDoc > Bitly link and SHARE below in the comments section. You will find your own question document in Google Classroom assignments. Make sure you share your document with ‘anyone on the web’ before you Bitly link it!

Thank you

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