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

---

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

---

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

---

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