Maths Symposium 8/07/2014

Maths Symposium – 18/7/14

Keynote Speaker

Please can we have more maths – Robyn Averill

Ensuring maths is not a lofty mountain.

Persistance  How can we help students want to continue with a task until it is achieved

Investigating number traps.  Getting into reasoning and that deeper thinking.  Starting to see the patterns – do you have to work through every number before you see the patterns?

Keeping a record of numbers used so you can see which ones you have already worked through.

Think of a number

No

Yes

Multiply by 3 and add 1

Halve it

Is it an odd number

Is it even

Escape

Is your number 1?

                

Fermi Problems are problems where it is really hard to know what the answer is.

How much toothpaste was used in NZ this morning?

They involve lots of different problems that you often have to estimate the answers

How many people are there

Take away the babies and people with no teeth

How much paste is on each brush

How much paste in each tube

Where do you find good, rich math tasks?

Nzmaths; nrich;  colleagues; ukprimary resources; pd

Making opportunities for strong maths discourse – probability one thing that might happen tomorrow

How can we design material with patterns using translation? How will the design affect how we cut the pieces to make a shirt?

What transformations can we describe?

How many shapes can we see?

Perimeter how big are the squares?

What is it about a task that makes it open and what makes it a rich task?

Open – can be modified to more investigations

Lots of possibilities not one right answer

Engaging, meaningful, purposeful

Workshop One:  PACT – Cathy Johnson

Video clip Ben additive thinking

look at the tool on www.nzmaths.co.nz/MathsAspects/index.php 

Pilot out T4 2014

Math/ Reading / Writing Available to all Term 1 2015

Ensure that this is used as a tool rather than as a test.

Good discussion on how we can track progress over the year for individual children.

Data will follow children through SMS number

Workshop Two: SAMR - Barbara Reid

What does SAMR mean and how do we apply it to maths learning?

Learning with Digital Technologies http://tiny.cc/lwdtmathsymposia

http://tinyurl.com/gisbornenapier

using a padlet tiny.cc/padlet whole class can participate on one document

Use video to work out a problem, put it on class blog then share it and invite feedback.

 you tube: SAMR video explained by students 3.55  Rich Colosi

  also clips with APP examples to use.

by publishing tasks on class blog then children will be more engaged as they know they have an audience

Capture the evidence of learning

Is it relevant

Be rewindable - we can go back sometimes several times 

making math thinking visible with ipads - www.kathycasssidy.com  

vln network group

Do we share our learning?  blog, wiki, class website

manaiakalani.org  google apps

our schools

look into ulearn rotorua

moe digital literacy

 How can we collect, select, reflect and project maths evidence using digital technologies - Leigh Hines

Simon Sinek - TED Talk  the three circles of assessment

on classroom wall    super student / role model / ready to learn / make better choices / teachers choice / parent contact.  chns names are beside the area they are at.  this is a schoolwide display. it is in every classroom

http://tinyurl.com/gismaths 

linoit.com   a padlet type of app that allows lots of people to put up ideas.

Kinds of evidence

• acheivement data results of assttle gloss pat etc

can all of the physical evidence be saved converted to digital evidence that can be saved in an e portfolio

yes, scan it, photgraph it, record it, video it.

things that can go into an eportfolio  (click on a link in the powerpoint)

ways to get your artifacts into the cloud

Google apps  30 GB of storage for each GAF

Microsoft 365 (30GB for schools) having problems getting it to work properly

Evernote Free (unlimited storage 60mb upload limit per month)

Myportfolio (1GB storage per person)  MOE funded until end of 2015

Some of the ways to move it

Use a wiki or google sites to showcase

instructions on how to make a google site (on powerpoint)

Maths Staff Meeting 4/08/2014

Looking at setting up observation groups and working in grps of 3.  

Asking the questions why, for what purpose etc

Need to revise asking those rich, deep questions of each other. So this would be a practice run for further down the track regular observations 

Helen - Beverley - Shelley  (Beverley)

Tracey - Sue - Maurice (Tracey)

Anna - Simon - Grant (Anna)

20 mins obs then 1 hour discussion. Looking at the observed person and questioning about their practice. Based on their inquiry.  Next visit week 7 Sept 1 & 2nd

Problem Solving

Mr Broom woke up 1 morning and looked into his sock drawer. There were only a few pairs left. How many pairs of socks were in the wash?

Mr Broom went into the kitchen and there was only a minuscule of milk left. How many days will the milk last?

These are another way of looking at problem solving. What questions do we need to ask?

HB Sports - Fundamental Skills 5/08/2014

Noodle tag

Hospital tag - injury put hand on it 2 nod injury hand on it. If below the knee keep hand on it. 3rd injury go to hospita

Hangar tag arms out for wings 

Match FMS to the Sport NZ developing fundamental skills manual

Locomotor skills - stability skills - manipulative skills

Why is the development of fundamental movement skills important?

Pg 3 it is the basis for a variety of games

They cater for all moving parts of the body 

They enable you to assess

Develops co- ordination

Gross/ fine motor skills

Provides opportunities for social development

Basis for skills for sports

Can be a part of classroom activities

Develop confidence

Mental stress release

Bones, muscle development

Injury free

Accuracy in games

Social communication

Fun!

Crossover left/ right brain

Giving students opportunity to show hidden talents

Harder to break bad habits

Achievement

More likely to participate

General health -mental - physical - emotional - social

Wendy - early childhood development officer

Early childhood - foundational skills

Build on oral languages

Boys have 10-20% burst of testosterone at between 4-6 yrs. They have less serotonin. 

Cognitive - process

Associative - progress and feedback.   Be really specific about your praise.

Kids need to know who's in charge, what are the rules are and the consequences.

Aim is to get automaticity doing things without thinking about it.

Key understandings

• FMS are important in the development of the whole child.
• FMS can be a part of everyday classroom activities and routines.
• Movement skill development is age related not age dependent
• Early childhood is the best time to learn fundamental movement skills
• FMS can be learned through play.

Pg 3 :  

what do they like playing? Seaweed, cat and mouse, bean bag tag, candles, mini ball, 

What skills need developing?

Think about the chn in your class at the moment. Can you answer these two questions? If not, how could you find out?

Pg 4:

What other things might we need to consider?

Play area, equipment, how many children, weather, term priorities-upcoming events, children's prior learning, family, community expectations, inclusiveness

Pg 5: FMS Sequence

Fitting it in: measurement - jumping for distance developing a graph

Sequencing - identified phases of the jump

Sequenced cards

Practised beg, middle and end positions

Put it all together

Drew the stages

Technology

• Identified skill criteria
• Record phases

Idea! Get kids to create their own fundamental poster as on pg 5 in book.

This course has provided me with more tools to create a successful PE program with my class.  It enables me to assess, teach, develop and assess all students successfully and now I feel confident that I can organise activities that will cater to each students needs better.

Writing Stephen Graham 29/08/2014

What do we need to 

Be able to id a verb before we can teach cap & full stop. 

Go back and teach verbs

No more tha 2 verbs per sentence 

Information report

In intro we need a linking sentence

Structure goes from macro to micro 

You cannot add personal I me etc

Write a topic sentence

Eggs -shell  - yolk - white / start each paragraph with the shell (micro)

Number colour size shape texture position doing 

We want mostly short succinct sentences. Topic sentences

Avoid personal pronouns

Concluding statements are not needed in an information report

Each micro have a diagram or visual literacy

Underline the core sentence b4 you had a pic.  Find a highly relevant pic to go with statement.

Noun, pronoun, pronoun, noun. Michael, he, he, Michael

Teach them explicitly how to succeed

Start with a game of the 7 rules. Give me a colour sentence? Start with themselves first

We need to know our describe sentences first

Then a toy next

Then a visual object

Narrative 

3 characters only

4 series of events.

For each character do a bubble map

4 clauses and phrases of consequence.  Suddenly, all of a sudden, b4 he knew what was happening etc

Explain what they are going to see

Romeo. Title

Romeo is 7 yrs old. Number

Romeo has blonde hair. Colour

Romeo can play rugby doing

Romeo is in room 9 position

Romeo he he Romeo

Gave out materials write the title 

Speak a number sentence then write it.

Next is colour sentence remember our pattern.  Romeo he, he, Romeo

Doing sentence next. He can play rugby

What was the job of the last sentence.  Position. What was the pattern?  Romeo is in room 9

What is the pattern - read me your colour sentence etc.

Meet Toby. What are we going to come up with first

Number sentence Toby has 4 legs

He is multi coloured.

He can bark

Toby lives with Mr Graham

Box with 1234 in boxes if have title put tick in box 1 

Pattern Toby he he Toby tick in box 2

Position sentence tick in box 3

Colour sentence tick in box 4

Go back to Romeo 

Title tick in box 1

Pattern in place tick box 2

Check position sentence tick box 3

Tick in box 4 if cap at beg of each sentence.

Read me the two titles

Read me the two position sentences

Read me the two colour sentences

To go to recount put in time connective sentences. 

Need to have a relationship with kids

Need to be able to link to past lesson

Need to know where they were on learning continuum

 Capable of adding a new perspectives 

Add supplementary sentences eg Romeo is 7 yrs old. When he was 3 he moved from Wellington.

This was a very fast paced workshop and I find that I will need to do further reading in order to teach it well.  I have tried to use this model over a couple of weeks in class and have found it is worthwhile for a report and the children can now write in this pattern of Title, number, colour, position and pattern quite readily and they enjoy being able to use the assessment 4 box tick system.  Also quite powerful is that the children get the opportunity to fix it so that they can tick it.  So that in itself is a form of self editing which will lead on to being able to identify the next steps themselves.

My next steps are to investigate how to expand those simple sentences and to be able to add detail.  i will do this by discussions with Yvonne (RTLit), other tchrs that attended and by looking at PD that Stephen Graham has on the web.

ROBYN Holt - Questioning 1/09/2014

Questioning with Robyn Holt.

Looking at deeper levels of observations of the observed.

Setting up: understand the goal.

1. One way is for the observers to learn

2. The observed is the learner.  Observers go in as questioners.  

#2 is more beneficial for improved practice.

The observed is the primary learner.

Has to be an agreed date and time and is non negotiable.  

Should be diaried in the long term plan by senior management.

Observers need to know what needs to be observed.

Getting students talking - to elicit prior learning and draw on children's knowledge.

Sheet that is used.

Record for the teacher. Take a copy for yourself

Transcript Form in google Docs sheets

Tchr Observation

We are learning to use lots of different strategies and sharing our ideas to solve problems.

Use show me to verbalise and write what they were doing.

Modelling has to continue all the way through.

Think aloud to show children what expectation is needed.

Ensure Eric is challenged.

Teacher observation sheet

Name Beverley west

Date 2.9.14

Focus of observation : the facilitating of the group in sharing their strategies when they are problem solving.

Shelley's Notes follow.

observation transcript notes

discussion points

Prior knowledge, prickly problems. Repeated what the kids said. Reminded them that they solve problems different ways. Helped with a different way. L.I- Walt use lots of different strategies in solving problems. Gave pairs a problem. Tell me what you think about this. Have a look at what they're doing.  Nothings a secret. Chn called out a answers. Not getting into why they thought that.     Jacob explained his thinking. asked how he got there. Did you get that tipene? How?   How did you work out? Did you come to the same thing as they did?   Looked at answers.   Gave another problem, asked to use more paper this time.   tipene watching Jacob and phoebe troy not looking.   got a short of answer but not getting it?   Wrap up. What did we use?  Did you change some of your thinking?

Can you tell me why you choose those questions in that order?             why do you think they just looked at the answer? How to get them away fromjust focusing on the answer?                 Cheapest buy/best value. Confusion. Better buy, understanding vocabulary. Should we go through the questions to fix up any cconfusion.     Picture vs write the equation.

Helens Notes follow:

Staff Meeting: 

Geometry

Steven Graham 3/09/2014

Take each sentence and put it on a separate page in book creator then find a picture to match.

By breaking it down makes it more manageable.

Embellishing the writing Adding supplementary sentences. Get children to stand up behind first four students and add a supplementary sentence.  Then use Coloured strips white for initial sentence and orange for supplementary sentence. Then they can turn simple sentence into compound or complex sentence.  

Take a bubble and put structure on the. Bubble. When you have included each step in your writing then put a magnet on that place so can ensure all bases covered.

Successes were 

1. longer sentences 
2. Helping each other
3. Shared writing
4. Noun - pronoun - pronoun - noun pattern
5. Paragraphs are easier to write and understand
6. Oral language practice = confidence
7. ESOL understand tense
8. Edit tick boxes - they are proud of their writing
9. Self monitoring
10. Vocab is improving
11. Theory to practice in classroom

Challenges

1. Wide range of abilities
2. Transferring to other forms is confusing
3. As a teacher not to go too fast
4. Need for grouping - teams vs whole class
5. Structure vs voice

Next Steps

Talked often about Steve Peha and his method of writing

Need to get children to notice. First years of teaching should involve loads of writing what you notice.

Integrate the ideas.

Mostly for teachers and their learning.  Going from formula to more natural writing.

Taking it from writing into reading and recognising the structures 

Familiar - less familiar - literary

Using the description bubble in different ways.

NZRA Conference 09/2014

Day1: dr Mere Berryman.

Enjoying education success as Maori: a home school approach to learning and literacy.

How students identity is constructed by education ( success or failure) has a huge influence on what they will become 

How does this play out in your school?

We don't value what children come to school with.

How do we view knowledge?

2. How do we view knowledge?  Ako. The importance of the relationships and interactions between students and teachers

Why do teachers ask questions...?

How do we learn alongside our children? Ako.. That interactive space where sometimes we are the learner and sometimes the teacher

Te Kotahitanga effective teaching profile

Tchrs are culturally appropriate and responsive, and they possess the following understandings

A) they positively reject deficit theorising, they focus on what they can do.

B) they are committed to and know how to bring about change I. Educational achievement

What tchrs were doing is what they knew

Tchrs demonstrate those understandings in the following ways

1. Tchrs care for these students respecting their culture

2. Teachers have high expectations for the performance of these students

3. Teachers create a secure well managed learning environment

4. Tchrs can engage in effective teaching interactions

Interactions emerge from relationships - whanaungatanga 

Culture counts - whakapapa 

Pedagogy is responsive and interactive - Ako

Common purpose / vision and reciprocal responsibility -  kaupapa

Power is shared between self determining individuals -'Mahi Tahi Kotahitanga 

These 5 points need to be brought together to make a difference 

How do whanau type relationships 

Many whanau do very well - start young, talk, enjoy the magic of words in many forms and languages

Model what you want and make it accessible

Make it an everyday event, a little bit..often

And soon meaningful reading begins to emerge

And soon those those little marks will be understood

Get kids to write a story and you or parents write a story back to them.

Maori parents engage in schools in settings where their chn are successful where they have mana kapahaka and sport

 Therefore schools need to ensure c/ rooms reflect successful contexts for m students as this will encourage parental engagement

Schools need to provide spaces that allow whanau and the school to talk together for the benefit of students

The creation of spaces can benefit both the spaces need to reflect a context that say to whanau you belong here

Setting up responders in parents. Writing sent to these parents for a response 

We all have apart to play we can make it happen,

Digital Shared Reading NZLA Conference 09/2014

Digital Shared Reading

Explicit Engagement 

What does shared reading mean to you?

Why digital shared reading in the middle years

"Matthew" effect. The rich get richer and the poor get poorer

It is the same with our readers.  What we need to do is turn it around and engage them to ensure that they don't spiral down. 

We need to use a miss of genres and a diverse range of texts, a technology component.

Steps to meta cognition

Engage

Model & scaffold

Interact & reflect

Apply & assess

NZ curriculum pg 34 in such a community everyone including the teacher is a learner

3x over 3 days to learn a new strategy

Red is before digital shared reading was introduced green is after.February / nov

You tube videos to watch

Raising Readers - NZRA Conference -Sept 2014

Rob Southon

Raising Readers latest trends in Chsn publishing

Chn 4-5 yrs who are read to have the same reading ability as a child six months older

Top 10 trends in chns books

1) bullying themes

2) sci fi fantasy and adventure - freedom merchants spirit animals

3) intriguing non fiction

4) novels in cartoon

5) kid lit onscreen

6) war

7) humour

8) from picture book to early reader format

9) Spotlight on diversity

10) nature runs amok

Emerging e reading trends

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Conflicting modification on 29 September 2014 5:40:20 pm:

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Rob Southon - Scholastic 

Raising Readers latest trends in Chsn publishing

Chn 4-5 yrs who are read to have the same reading ability

---

Conflicting modification on 29 September 2014 5:40:20 pm: m

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Rob Southon - Scholastic 

Raising Readers latest trends in Chsn publishing

Chn 4-5 yrs who are read to have the same reading ability

Developing Student Agency Through a Rich Literacy Environment Sept 2014

Developing Student Agency Within a Literacy Rich Junior Literacy Environment. 

Nadine Sorrensen University of Auckland

30th September 2014 NZLA Conference Tauranga

What is student agency?  Why would we want to develop agency in our students

Video clip Derek Wenmoth Ten Trends  EDTalks

When they have agency for learning that means they have the power of learning

Key Messages about student agency

• importance of students being active participants in their learning
• • students knowing:
  • WHAT they need to learn
  • HOW they need to learn'
  • WHY they are learning the skill or strategy

Remember

1. these traits and dispositions need to be taught explicitly
2. checking that the student can articulate the learning

has the student been scaffolded to talk about what they can do and what their goals / next steps for learning are.

You will also need to track and monitor the learning

can the student transfer the learning to other contexts

One way of thinking of learner agency is when learners have the power to act.  Agenc is when learning involves the activity and the initiative of the elarner

Self Regulating Students set goals

• You need to know where your students are at and where they are heading - expectations, rates of progress and acceleration
• LLP Gap Analysis
• Nat Stds Illustrations
• Students monitor their own progress, and talk 

Use sheet and have conversations with chn , whanau what sorts of things have supported them in their learning

pg 2 this covers the what and the why

Pg 1 Stg 1 Pg 2 Stage 2 know the learner gap Analysis

bottom of pg 2 NOTE: Acceleration vs Remediation

Self Regulating Students need Scaffolding

The Use of Visual Scaffolding

What is scaffolding?

Temporary support that assists students to reach higher levels of comprehension and skill acquisition that they would not be able to acheive without assistance.

What is Visual Scaffolding?

VS are diagrams or images that are used with learners to represent a skill or strategy to prompt or remind them about what to do within their learning  VS are useful to support ESOL or early learner taht may have limited visual word vocab (limited words they can read)

Hoe can we use Vis Scaffolding

1. Support student learning

visually representing the sc for the learning

sentence frames / sentence prompts with images

planning templates with images

2. Develop student agency

Pic: Visual Scaffolds in Success Criteria:  Also in back of books are Essential Spelling list and when we see them in writing we highlight at the back of book 

Pic: Visual Scaffolds in planning for writing  Who, when, how, where, why?

Pic: Vis Scaffolds in planning for writing looks like, sounds like, feels like, tastes like, smells like

Pic VS in writing - finger spacing - letter sound association  use an ice block stick or a clear counter to provide finger spaces.

Pic Visual Scaffolds in reading

Pic How will I scaffold student learning to build knowledge to Decode, Encode, Make meaning and think critically?

• articulate their learning
• describe the success criteria in their own words

Pic The Importance of Student Voice

Opportunities to gather student voice:

• at the start of a lesson
•   tell me what you are learning today and why....
• During the lesson
• Describe the success criteria and the strategies that they are using to demonstrate their lesrning
• Show me in your reading or wrting where you are using your skill you are able to demonstrate your learning
• After the lesson:
• Howw did you go with your learning

Pic: Using Mentor / Model Texts  (handout)

What is a model text?

When should I use it?

What are some of the strategies that I can use to incorporate a model text into my teaching to support the learning of reading and writing

Use models from stories that we are reading eg Roald Dahl books

Pic How to use a Model / mentor text  (handout)

start with a model then compare with chns writing

Pic Visual Scaffolds to map progress and achievement of students

Idea! have the colour wheel on the wall and chns names are at each colour.  Success Criteria is listed as well so students know where they need to head to next.

Pic Vis scaffolds to map progress and achievement of students.  Using e-asTTle writing matrix

can be shared with next teacher at end of the year.

 

 

Ewan McIntosh - Constructive Feedback - 20/09/2014

Ewan McIntosh

 3 circles known, known in centre known, unknown 2nd circle unknown, unknown outer circle 

Most of the world is made up of unknown unknown

Solo taxonomy pamhook.com

Www.hookedonthinking.com

3 providing feedback that moves learning forward

Find film clip Austins butterfly

Always use the word yet.  It's not right yet!

Feedback needs to be specific, kind useful.

Get students to look at Flickr and use adjectives to describe what they feel.

Put your photo on what your focus is 

Write a sentence. Use full stops . Use capital letters. Include adjectives

Worthy problems!   Problems worth solving.

Immerse, synthesise, ideate, Prototype feedback can do these in any order.

How do we give students the capacity to immerse themselves I their learning

One next small step - 

What stays the same - what am I doing well

What do I eliminate? 

Ewan McIntosh - Inspiring Kids through Ted Talks 30/09/2014

The kid that had curiosity

moonshot thinking

Our ambitions are the glass ceilings of our thinking

If we are afraid to take risks then we stop inspiring people

Instructions:  Find a way to make something better

Did you touch on curiosity?

Problem Solvers / Problem finders

solving starts with a negative - finders is positive

Video world science festival

When kids got tired or restless they had to go watch ted talks

watch ted talks with no sound and then give a commentary of what they are seeing.  Proper deep immersion

Use question starters

do messy thinking on whiteboards 

where have i been

where am i now

where am i going

they need to write a dialogue 

Hinge Questions: questions are the hinge of a deep thinking project

is 2 a prime number?  Why is 2 a prime number?

After a ted talk you need to come up with something from it

watching is a form of literacy - 

immerse - knowledge and comprehension

synthesise synthesis and evaluation

ideate application

prototype feedback analysis

need to unpack the vocab in a ted talk to ensure understanding

use hexagons to shift around the ideas

STAR = Something They'll Always Remember

Make it their project.

Barriers are referred to as hurdles - you can jump over hurdles

We are a conservative educational system and we need to allow our students to jump over those hurdles.

NZLA Conference 28/09/2014

 Brendan Spilane

When u are clearln your purpose you drive your performances

Purpose + drive = performance

We are the village gathered around the chn.

We need calm, it's the punctuation in your day.

I have a lot of fun in my life but I don't have a lot of joy

 Would the Gil you once were recognise the woman you have become?

Where is the joy in you?

Joy is not in the finding, it is in tne noticing

If something matters to you you must give it your attention. Do it on their own.

Social literacy is going to become vital

How well do we teach talking skills

#1 connect with yourself

Let your life speak

Learn to read its letters

Listen to its stories

#2 write your vision and purpose down

Who are you

What are you here to do

People with written goals are 39.5% more likely to achieve their goal

#3 share it with a few other people

Don't stay in your inner circle. Begin a new conversation

#4 prioritise and diarise

Design simple systems and structures that align with your vision and values.

Review your progress regularly

#5 help those around you to do the same be intentional about this who will you be a mentor to

What will work for them?

#6 light a campfire. Be intentional about this. Fuel it with great questions. Teach listening suspending..

Joy does not come from knowing that you have enough it comes from knowing that you are enough and knowing that you find the g

Alison Davis 19/3/2015 HBLA

Improving achievement and accelerating gains in reading comprehension.

Davis.vision@xtra.co.nz

Www.alisondavis.co.nz

Www.visioneducation.co.nz

What is comprehension?  Have we posed this q to the kids?

Display in room of comprehension.  Note their responses at beg, middle and end of year.

What do we ....Do think about select use and combine

Prior knowledge is very important 

How do we activate and build prior knowledge

Get kids to choose their instructional texts.

Shared reading closely related to close reading

What kind and how many different text types do we use?

Use picture books as instructional texts

6 boxes 6 different voices, roll a dice

3different texts on same topic

Prof rdg chris Watkins learners in the drivers seat   What does it look like for learners driving their own learning

What does the maintenance programme look like in rdg?

Use visualisation graphic organisers in x curricular topics

Where do we wnt to get to

Which way shd we go

Has someone got a map

Or shall we make up our own route

Is there anything we NEeed to remember from previous journey

Do we need to take any equipment

Use a dictionary for pronounciation

While on journey self/ peer assessment

What makes reading hard...what can I do that will help you?

Investigate a difficult word

Play with word wall I spy, choose 3 and use them 

Kids write a cloze activity

Someone doesn't decode this word what will you do to help them?

Unsurprisingly - peel off the prefix then the suffix or two

Choral reading - diff grps do different words ie boys read verbs girls read adj

2nd 3rd reading things make more sense

Box with who when grid

Traffic lights red don't know orange unsure green know

We need to u/stand the different genre so that we get to know the structure that we will expect to see.

Professional guides to go with the books

Write a kid friendly definition for linking prior knowledge

After 2-3 lessons strt to write their own

Know  wv pegs change each day

Show in. Variety of genre

Enhancing your Public Speaking 24/6/2015

Opening

Hook your audience 

Provocative statements 

Amazing or shocking fact

Jamie Oliver TED Talk

Joke

Sir ken Robinson TED talk 

Evoking an image 

Where do you start

Future past present imagine if 

Kim Morrison business 28

Ran an ultra marathon 100 miles in 24 hrs

Creates a curiosity to hook listeners

Ask a question 5w 1h 

Decide where to start

Consider your presentation opening

Practice practice practice 

3x really fast

3x really slow

3x fast

ENDING leave them wanting more

Creating direct actions

What are you going to do

Create an action list

Finish with a short story

Pencil sharpening factory

Story

Question are you employee a or b

Speed reading 

Be able to give them a contrast

Finish with a quote

Create a quotes bank

Beginning and ending is what people hold on to

Add energy body language

Humour

Try not to use other people's jokes

Be congruent with your body language

Big hand gestures outside the frame of you body

Say 3 things hold up 2 fingers

Avoid sarcasm

Only some will recognise sarcasm

Only speak what you believe in

Processing takes time

PAUSE

silence is golden 

Turn and talk 

1 hr presentation silent 3x

When do I do that? 

After a graphic or visual

10 min Tchg 2 min pause use a timer 

After or before you deliver a key point

 ENGAGEMENT

w Mitchell

Hook emotionally

Use humour

Tell stories

These are important because people retell your stories

Show vulnerability in a story but not a tell all

Don't let the truth get in the way

Link it to your main point

Say the point is

The illusion of the first time 

Too good too polished 

Be able to add things so it seems like it's the first time 

Keep people engaged 

Music is important

Dr Rich Allen the ultimate book of music for learning

Have music at the beginning 

Will feel calm relaxed 

60s music at end

Beginning music walking into happiness

Everything she does is magic let me entertain you

2/3 have music in their heads 

End songs simply the best

Don't leave me this wAy

Use as a quiet time

Chariots of fire for reflective time

Special effect music 

Play beg of song ask for ideas

Action steps

What could you add to your presentation 

Next steps

Hobsonville Point School 19/9/2015 - Working in an ILE

Hobsonville Point School - Daniel

Lisa Squire DP

In multi levelled year grps - 3-4 yr levels together

Draw a line on page

Write name on top

Mirror write your name on top

Give kids freedom to self direct, self regulate, 

Take a brain break

No school rules - ways of being

What are we doing with our key competencies in our learning

personalised learning - harnessing their passions and embedding it into their learning

Needs to be engaging, real life.

Collaboration - the child's becomes the teacher

Respond to the needs of the Chn

Having a responsive workshop available for Chn

Uses conference notes to contact parents

No certificates or stickers. 

360 feedback ask the kids for feedback

How much of your day is doing stuff

Is their sv 

How much of your day is effective?

How are you capturing Chsn voice and their journey

Hatties research. Effect size of practice

Jo bolar mixed levels in maths are more effective

2 tahrs 50 Chn 

Runs workshops for parents on mistakes as a learning opportunity

Builds into projects must dos and can dos

Every child is tagged to a teacher for core areas

Planning is deprivatised

Chn plan workshops need to have outcomes

No bells Chn need to be able to tell time

Don't do homework

The one ronnie blackberry

Session two:

Not all are working on projects

Look at planning

NCREL - reading to do

Scientist for a day

Student led conferences. Start with life skills dispositions then projects

Learner profile

Follow up - Reggio

Project groups - 

Guy Claxton book what's the point of school

PDF the nature of learning. 

Design thinking with Ewan McIntosh.  Rethinking about how you present the next project.  

What are we teaching our children on how to find out what motivates them

Teach lessons on how do we effectively communicate

Several stages of licences

Session Three

BIE.ORG ideas

A true project enables the children to have autonomy over the project

PBL = project Based learning

CCC = communication, collaboration, cooperation

Google the design process

Dr Julia Atkin was mentor

If you don't know your learners you won't make progress

Jane van der Zeyden August 2016 hosted by HBLA

Jane van der Zeyden jane@tools4teachers.co.nz

Learners needs bank of he words to draw on automatically

Graphophonic info used in both r and w

Semantic info used in both

Same processing strategies

Riders I'd the authors purpose

Authentic = x know about or don't care about

The words that somebody chooses limits the riders comprehension

Language.com Shanahan & Lonigan

Talking is brain food

80% brain development happens by age 3

By age 5 oral Lang patterns should be established

In NZ 1-3 chn start school without the OL THEY NEED TO THRIVE

learning language is not automatic

Find Learning through talk for Helen pg 42

New pre school oral language document

Learning or knowing a word

How it sounds

With correct pronunciation

Spelling it 

Recognise it

Understand its meaning in context

Knowing its most common use

Knowing other meanings

Knowing what part of speech

Is it technical or general vocabulary

Every writing lesson needs an aspect of vocabulary

Feed in at least 3 new words each lesson

Stages in learning new vocabulary. Notice retrieval and generation- may be either receptive or productive.  Involves using the vocabulary in new contexts

Brainstorm, classify, sensory webs, sayings, 

Tchrs need to make explicit connections between Rdg and wrtg

Progs where Rdg 

LwDT

Making movies with a green screen

http://wolfelicious.blogspot.co.uk/2012/04/green-screen-tutorial.html?utm_content=buffere15ce&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer 

Jan 2015 - Feb 2015 Teaching with Inquiry

This piece has been copied and pasted from a Wordpress blog that I tried to get goingteachingwithinquiry

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• AND SO IT BEGINS

DAY 6 #28DAYSOFWRITING. THE BUSYNESS OF THE CLASSROOM.

FEBRUARY 11, 2015 LEAVE A COMMENT EDIT

Here we are, getting into week 2 of the new school year and the days are frantic. Testing is underway… STAR, Running Records, BURT, JAM/NuMP…. and then the printing and putting together the portfolios, getting the National Standards dates sorted, getting to know those students that are new to the school and don’t forget Education Review Office (ERO) are visiting in week 5. Oh yes, remember to do those application forms for RTLB (Resource Teacher of Learning and Behaviour) because all children are discontinued at the end of the year and need to be reapplied for at the beginning of the year. Have I forgotten anything? Oh yes, there are kids who are ready for learning, wanting to spend time connecting with you, not sure what the expectations are and very excited about those beautiful, clean books that are just waiting to be written in. What about ME! I am tired from working long days, I have a sore back from carrying home 24 portfolios and 100’s of pages that need to be filed in the right place and my head is spinning because I have 24 little learners who have kept me busy and have wriggled into my head because I am trying to work what I need to do to ensure that they each get the best least learning opportunities I can offer. Which ones are going to be the basis of my inquiry? I need to remember to write in my journal and mustn’t forget to set goals that will be attached to my appraisal. I’m overwhelmed just reading all this! Oh yes, the classroom is a busy place. Teachers are busy people. Would I change anything? No, I don’t think so. Doing all the testing, form filling, goal setting and inquiry projects are necessary. What is our other option? Teaching page by page of the textbook whether the students need it or not, doing whole class spelling tests whether they know the words or not and doing whole class maths no matter what stage the students are at. I am afraid that the first frantic weeks are necessary to set you up for a knowledgeable, prepared year. How do you know what they need unless you find out where the gaps are. The teacher does this year after year whereas the students get one shot at this year of learning. How we set it up can have a huge impact on the kids and possibly on their whole attitude to learning and maybe the rest of their school career. I had a serviceman come in today after school to do a minor repair on a curtain in my classroom. I was sitting at my desk analysing running records and he said to me “you know when I was at school, I was useless. But there was that one teacher. She was fantastic because she really made me want to learn. I would have done anything for her.” Everyone can remember that “one” teacher that had a huge impact. Can you remember one of your first bosses? Not as easily as that teacher. I want to be that teacher and the way I can do it is to be informed, be creative and most of all to be an inquiring teacher. If I question myself consistently and continuously I will best serve those little clients that come into my store every day and buy into what I have to sell. I need to be a great marketer in order to sell the learning, to make them hungry for more and to become addicted to my product. Learning! So, big breath, pull out that extra bit of stamina that you have tucked away and be the very best that you can be. That future generation is relying on you.

THE TESTING BEGINS

FEBRUARY 4, 2015 LEAVE A COMMENT EDIT

We are now almost at the end of the first week of school.  Here in New Zealand we get a holiday on Friday for Waitangi Day. the day we celebrate being NZers.  A four day week is a great idea at the beginning of the year as we are all becoming a bit shell shocked after suddenly leaping into early starts, long days, busy schedules from the leisurely sleep ins, enjoying a whole cup of coffee in one sitting without being called to the phone, running back to class because the bell rang or dealing with that wee group of girls at the bottom of the staff room stairs that have spent the whole of playtime going around and noting all of the real and imagined misdemeanours of the rest of the students.  The body is a bit weary because the head suddenly has to problem solve five different things at once, track what you and all 25 students are supposed to be working on and do all of this with positive feedback, meaningful dialogue and remember where you put your keys!  Right and now the assessment schedule says that we need to get that testing underway.  How bad is the “summer effect” this year? First wee girl I work with sits down happily with me and I smile and ask “So what good books have you been reading over the holidays?” She looks up at me with that look as if to say “Mrs West, what are you thinking!”  And says “I’ve been on holiday” I reply “Yes, remember we talked about what a lovely feeling it is to curl up with a good story and to keep on reading for as long as you want.”  Her reply “No, I was playing. I didn’t have to go to school.”  So it is with sinking heart that we started our orientation in preparation of a running record on a seen text in the next day or so.  She began as if we had never discussed strategies for those difficult words, we had never run our finger down the margin instead we stab each and every word in that level 14 book as if by giving it a poke it is going to wake up and read itself.  How long is it going to take for me to get her back into the being ready and taking charge of her learning by making the strategies she is learning become a habit instead of the stabbing and appealing for help as she is obviously doing at home.  We have the Reading Together programme running on a regular basis in our school and books flow between home and school every day so how do we ingrained that learning?  I strongly suspect that we read one way at home and a different way for the teacher.  We have just forgotten the teachers way because she has been missing from our life for the last six weeks. I just want to put my head down on the table and have a little cry.

WHAT IS IMPORTANT AT THE BEGINNING OF THE YEAR?

FEBRUARY 3, 2015 1 COMMENT EDIT

9.45pm 3/2/15.  #28days of writing Day 3? I stayed at school until 5.30 tonight trying to get those lists/ plans/ timetables completed.  My teaching table is littered with lists that have been typed, published, altered and re-typed. Took ages to sort out which was the correct/ latest one that I could staple gun to the wall to show that yes I am organised! I do know what I am doing! Who am  I trying to convince? It gives me reassurance to look and see those lovely pieces of A4 stapled carefully in neat rows with room 7 carefully highlighted on each one so that it is official.  I know what time I am allowed to go to the library, what time we go swimming and also when my students who are ELL (English language learners) will go to their extra opportunity sessions. Are these the most important things at the start of the year or was the 10 minutes that I took to go out of the room at the end of the day and sit in the shade with some of my parents just sharing the sunshine, te welcome breeze and the song of the Tui in the tree above us. having my students see me chatting with their parents as acquaintances / friends do takes some of that ” oh no, my teacher is talking to my Mum! ” feeling.  Is that feeling still out there? Listening to news reports and the seven sharp evening TV show going on about how expensive education is and how unreasonable some schools are about charges for their children. Some parents are keeping kids home until they can afford the uniforms, fees, stationary and other costs.  Is the media making it a “them and us” culture?  I have always believed that schools and parents were on the same side with a mutual goal in mind and that is of ensuring every child received every opportunity possible. Am I naive? Are we getting too caught up with must haves instead of being creative and finding a way to have without stressing the parents unnecessarily.  Build those relationships, get on side  and become part of the team that secures the future of our young people.

DAY 1 #28 DAYS OF WRITING. A NEW YEAR BEGINS

FEBRUARY 2, 2015 LEAVE A COMMENT EDIT

8.43pm Monday 2/2/15

The first day of the new school year with a class that I was lucky enough to teach last year.  A couple have moved but in the main it was a bit like one of the mid year holidays.  The children, unlike a lot of other children in the school, came in and seemed to be relaxed and happy to be back.  There were no tears, no dramas and after the initial discussion where we co-constructed our rules and why we have rules we got straight into an activity to introduce our topic/theme/unit.  So, I am thinking… why do we change classes every year?  Why do we feel that it is necessary to move on to a fresh group even if we are teaching in the same year level?  What impact does this have on our children’s learning?  I know these kids, they know me.  We have already developed those relationships that can often take several weeks to become stable enough for risk taking, expressing thoughts and sharing their thinking and learning.  On our first day we have collaborated on what kind of environment we wish to work in, we have looked at the impact of a severe earthquake on school children and we have re-enacted how we would cope as a team in the aftermath of an earthquake.  The lunchtime bell rang and I had several little 7 & 8 year old faces look at me in surprise.  That can’t be the lunch bell yet, we have not long finished playtime!  What about me?  What impact will it have on me as a teacher?  I still had that sleepless night before first day even after teaching for 15 years. I still got to school before 7am to make sure the room was ready, I was ready, all of the papers I needed were copied, laid out, checked and checked again.  But as the day developed I could give positive, constructive feedback straight away because I already knew what one particular girl had personally struggled with last year and was able to anticipate and  intervene in a positive way to that boy who is easily distracted and doesn’t have the same level of involvement as most of the others.  I was pleased to see THAT student who was unable to engage into activities last year show leadership promise this year.  A new teacher would not have been able to see that and jump on the opportunity to acknowledge her growth and development and thus get even more from her just from a few positive words and the encouragement to take it even further.  This year I have come home weary just like other years, happy the day went well just like other years and my mind going a million miles an hour over what paths  we are going to take just like other years.  BUT ALSO, I have come home with a feeling of pride, self-fulfillment and  anticipation that this year I am going to see huge changes because all that work we did together last year on working as a team, managing our learning and most of all perseverance has laid a solid foundation so that this year instead of building a solid house of learning, we are going to co-construct a sky scraper that will aim high and together we are going to reach dizzying heights.

HOW DO I BEGIN THE YEAR

JANUARY 26, 2015 LEAVE A COMMENT EDIT

I am very fortunate to have been given the same students that I had last year.  I campaigned quite rigorously for this. Why? Most of the students came to my class halfway through the year due to roll growth and I also had some students who have learning difficulties.  I had spent a long time on establishing routines and really focusing on being a self managing learner.  For a year 2-3 class of 27 diverse and interesting personalities it was often quite a challenge.  Also, in my role as DP I had a release day per week to cover my other responsibilities.  I felt as if I had unfinished business with these students. I thought that we had spent so long getting into the how to learn I don’t think we gave the actual learning a good enough go!  So, owe begin the school year Mon 2nd Feb.  We are year 3-4 and I have tried to have the classroom set up with the same routines as we used last year.  I am hoping to get started earlier than usual because we  know each other, the place is not scary ( like usual at the beginning if each year) and all the students know and were very happy to stay in the same class.  Parents that I spoke to were also happy for their child to have another round with me.  Year 3-4 is a transition from junior to senior.  The opportunities for the students are slightly different in extra curricular activities such as sports teams, cultural activities etc.  I feel strongly that I am able to begin making progress almost immediately.   I will have to do some initial testing to see any changes over the “summer” but I am anticipating that students and I will be able to pick up where we left off and run faster and sooner.

is this the right frame of mind or should I be treating them as a new group of learners?

Will they exhibit the same issues that we had last year?  No homework, forgot my reading book, mum wouldn’t help me  or would they really believe the class motto never give up, keep on trying instead of just parroting it.

Will they be better at looking after their gear, going to task and reading the instructions rather than asking me or the teacher aide (TA ) what to do. Or will they slip back to being unsure of themselves and not trusting their knowledge or their capabilities after two months of being out of learning?

What can I do to make the beginning fantastic and empowering for all?

TEACHING WITH INQUIRY

JANUARY 24, 2015 1 COMMENT EDIT

This is such an important part of our career.  Inquiring, questioning, evaluating, exploring and trying new ideas or keeping / modifying the tried and true.  My first blog is And so it begins is my first post so click on it and help me to grow and develop as an educator worthy of the young minds in my care.