Charlotte Verity Professional Learning (School Based)

My visit to Somerfield School was both inspiring and grounding. I meet with Year 1-2 teachers, and had these questions in mind: * How is writing planned for student needs?  What routines are in place?  How is differentiation provided? How do teachers collaborate? Using assessment to plan groups, one teacher withdrew an extension group. Two other teachers worked collaboratively in one space; one doing shared / modelled writing while a second teacher took two focus groups (one after the other) on specific skills. Students had clear success criteria for writing, annotated in each book. The criteria were also displayed in the room. Children were encouraged to work on just one goal at a time. Questions and next steps for my team/myself: * Would we benefit from using this model of teacher collaboration (2 teachers in one space) in future? * How does our success criteria compare? Is it displayed in room? Am I referencing in feedback conversations? * Can ...

I've continued to enjoy my daily discussions and weekly planning with my hub partner.  Looking at assessment data In assessing students, we've noticed that some children haven't learnt many new letter names/sounds nor the first 30 words over the last three weeks. We're also finding it challenging to get through writing and reading with every child in the 11-12.30 time slot. To address these challenges, we've  decided:  I discussed this with my collaborative partner, and we have decided: * Increasing reading time each day, so we see one reading group before playtime. This is allows us to spend a whole 30mins on phonics and high frequency word learning (10 mins whole class; 20 minutes independent activities) * Incorporated letter-sound activities for those reading groups that need it, e.g. giving students a simple grid with letters and asking them to put a counter on the letter that makes the 'a' sound etc. Another effective, short teacher-led game invol...

14 March 2016 The best moment of our day was after lunch.  My NE class and I headed outside for a short PE session.  three children got waylaid on route, having stopped to collect acorns. So we all stopped. And we went back. And we spent 10 full minutes collecting and then discussing  what we know or what questions we have about acorns. Our thoughts: * they sometimes have a hat * they turn brown with the sun * the drop from the trees * there is something inside * they can grow into trees * we have to look after them because they are part of nature * if we squash one then it won't become a tree and our questions... * how long have they been there? * why do they fall? * where do seeds come from? You will pretty quickly see that most of the children's questions were answered by other children. Tuakana-teina and peer-led learning in action! Everyone was equal - all had a chance  to share while all others listened. Everyone had something to say,...