Tonight, the Room 7 children will be bringing home their 'action plan' to share with you. The fundraising takes place at school, next Friday morning at 9.45am.
All group are well on track with their organisation, and should be able to explain to you what they need to organise before next Friday (Let me know if this is not the case!).
Wednesday, November 26, 2008
Tuesday, November 18, 2008
Organising a fundraiser
As part of our Term 4 inquiry, we have been discussing ways we 'can make a difference' in the lives of the orphans at Brighter Future children's home in Bistachap, Kathmandu, Nepal.
Underpinning all learning at school are the "Key Competencies" - the capabilities for living and lifelong learning.
Imbedded within the learning experiences of this Term 4 inquiry ""Orphans in Nepal", are the key compencies of "Relating to Others" and "Thinking".
Learning is the active process of connecting ideas, practising skills, and applying competencies in new situation. In the following description of what we have been doing over the last couple of weeks, you will see how the students in Room 7 have been connecting ideas, practicing skill and applying the competrencies of thinking and relating to others, while organising a fundraiser.
One afternoon we role-played some scenarios to find out whether it would be better to send the orphans ‘things’, or whether it would be better to send them ‘money’. After our role-playing, we realised that we didn’t really know what the orphanage needed to make life better, but if we sent money, then the orphanage could decide what was needed.
Having decided money was the best thing to send, we decided to fund-raise. Firstly, we talked about the different types of fundraising we could undertake:
• Passive fundraising (i.e. donations, coin trails, etc…)
• Commercial fundraising (i.e. selling biscuits, bracelets, etc…)
• Sponsorship (i.e. rubbish collecting, no TV week, read-a-thon, etc…)
BubbleShare: Share photos - Craft Ideas
We formed ‘fundraising groups’ of 3-4 people per group, and brainstormed all the types of fundraising activities we could think of. We then, through a process of ranking, chose our ‘top three’ choices. Each 'top three' idea then went through a Yellow Hat/Black Hat process of unpacking the positives and drawbacks of each idea. Once this had been completed, each group went through a process of establishing concensus and decided on it's preferred fundraising idea.
BubbleShare: Share photos - Craft Ideas
The next stage was to begin planning the 'how to...' aspect of running a fundraiser.
Questions such as "What do we need to make this happen?" "What jobs will there be to do?" "Who could help us?" "What questions do we have?" gave each group a starting point for discussion and co-operative exploration of the task in front of them.
Over the next week your child should be able to explain to you what their group's fundraising idea is, and how you can assist your child with their responsibility within the group. It's important that each child take responsibility for completing any jobs they have been assigned, as this develops their sense of 'collective responsibilty' for the group result. However, we can all assist them in small ways by listening to their questions, and offering assistance when and where needed.
I plan to update this post next week, when the class is a little closer to running the fundraisers.
Underpinning all learning at school are the "Key Competencies" - the capabilities for living and lifelong learning.
Imbedded within the learning experiences of this Term 4 inquiry ""Orphans in Nepal", are the key compencies of "Relating to Others" and "Thinking".
Learning is the active process of connecting ideas, practising skills, and applying competencies in new situation. In the following description of what we have been doing over the last couple of weeks, you will see how the students in Room 7 have been connecting ideas, practicing skill and applying the competrencies of thinking and relating to others, while organising a fundraiser.
One afternoon we role-played some scenarios to find out whether it would be better to send the orphans ‘things’, or whether it would be better to send them ‘money’. After our role-playing, we realised that we didn’t really know what the orphanage needed to make life better, but if we sent money, then the orphanage could decide what was needed.
Having decided money was the best thing to send, we decided to fund-raise. Firstly, we talked about the different types of fundraising we could undertake:
• Passive fundraising (i.e. donations, coin trails, etc…)
• Commercial fundraising (i.e. selling biscuits, bracelets, etc…)
• Sponsorship (i.e. rubbish collecting, no TV week, read-a-thon, etc…)
BubbleShare: Share photos - Craft Ideas
We formed ‘fundraising groups’ of 3-4 people per group, and brainstormed all the types of fundraising activities we could think of. We then, through a process of ranking, chose our ‘top three’ choices. Each 'top three' idea then went through a Yellow Hat/Black Hat process of unpacking the positives and drawbacks of each idea. Once this had been completed, each group went through a process of establishing concensus and decided on it's preferred fundraising idea.
BubbleShare: Share photos - Craft Ideas
The next stage was to begin planning the 'how to...' aspect of running a fundraiser.
Questions such as "What do we need to make this happen?" "What jobs will there be to do?" "Who could help us?" "What questions do we have?" gave each group a starting point for discussion and co-operative exploration of the task in front of them.
Over the next week your child should be able to explain to you what their group's fundraising idea is, and how you can assist your child with their responsibility within the group. It's important that each child take responsibility for completing any jobs they have been assigned, as this develops their sense of 'collective responsibilty' for the group result. However, we can all assist them in small ways by listening to their questions, and offering assistance when and where needed.
I plan to update this post next week, when the class is a little closer to running the fundraisers.
Monday, November 10, 2008
Class Publishing blog
Our classes publishing blog continues to grow! Check out the latest additions by clicking on the link to the left.
Some blog entries may have some spelling or punctuation errors. This could be for a couple of reasons:
- the writing being published is 'first draft' writing- and has yet to go through an editing and proofreading process;
- typing skills are still developing accuracy.
- sometimes 'we just make mistakes'- and this is ok, so long as we learn from them!
It may be a very worthwhile homework exercise to get your child to log in, and 'edit' the post to reflect a more error-free piece of writing.
Some blog entries may have some spelling or punctuation errors. This could be for a couple of reasons:
- the writing being published is 'first draft' writing- and has yet to go through an editing and proofreading process;
- typing skills are still developing accuracy.
- sometimes 'we just make mistakes'- and this is ok, so long as we learn from them!
It may be a very worthwhile homework exercise to get your child to log in, and 'edit' the post to reflect a more error-free piece of writing.
Clay Masks
BubbleShare: Share photos - Craft Ideas
Over the last few weeks we have been learning how to show texture on clay. The different techniques we have been learning include "toothbrushing", which is how we can fix different bits of clay together.
We are now making "pocket people" out of clay.
Over the last few weeks we have been learning how to show texture on clay. The different techniques we have been learning include "toothbrushing", which is how we can fix different bits of clay together.
We are now making "pocket people" out of clay.
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