Charlotte Verity Professional Learning (School Based)

RESILIENCE FURTHER RESOURCES: http://www.reachinginreachingout.com/ WHAT I WILL DO DIFFERENTLY AS A TEACHER * How can I be the positive / supportive adult that a child who is struggling with adversity? For the one child I am thinking of (OH), I will do this by  spending time playing and talking with him,  and giving  positive affirmations. * Teach children how to BREATHE from the diaphragm.  * Model the calming strategies I use for myself (e.g. deep breaths, self-talk) * Brain Breaks - aim for 3 x per day * Help students develop:      1. self-regulation e.g. asking is this helpful? (see below)      2. focus attention e.g. stop and count the circles (silently) in the room      3. persevere e.g. articulate past success; set up achievable challenges; model perseverence  MY QUESTIONS How can we build resilience in our parents/whanau? MY LEARNING FRO...

Kate introduced her six stages of Inquiry (Copyright EduKate), see details below: My Next Step  after this learning: * I am going to try planning backwards, flexibly planning according to needs of children and then documenting the learning as we go. * Focus more on FORMATIVE and SUMMATIVE ASSESSMENT e.g. a wall display or verbal statement from the children of their learning. This is EVIDENCE OF LEARNING AND TEACHING.  * Spend time unpacking key words, questions and ideas through engagement e.g. picture sorts, ask an expert etc 1. PURPOSE - So what does this mean for our Identity Unit: I will suggest to team that we spend  longer  on engaging the students into the concept of Identity and why its important.  e.g. tell a personal story about why my family is important OR start with the word identity on the board and have students draw/write what they think it means OR cut / sort paper words related to identity. 2. EMPOWERING STUDENTS TO TAKE OWNERSHIP ...

It is lovely to have holidays to enjoy some professional learning! My sources: Using Running Records: A Resource for New Zealand Classroom Teachers (Ministry of Education) Building Comprehension  Guided Reading: Years 1–4 (Ministry of Education) Effective Literacy Practice in Years 1–4 When taking a running record:  AVOID telling student the correct word (record as an error by writing child's attempt/correct word) If child refuses to read or gets overly confused, use TTA (Try That Again) A= Appeal for help R = Repetition.  Other language words and proper nouns count as an error only once  in the entire text (e.g. child says Susanna instead of Susan;  tomato instead of taro etc) Invented text = write 'invented' on running record How can I provide effective guided reading sessions?  Have a learning intention, such as:  * Prediction * Making connections (self to text; text to text; text to world) * Asking questions * Visualising * Id...