Charlotte Verity Professional Learning (School Based)

We (my class of 23 Year 1-2 students and I) recently learnt about the state of our river (using our school inquiry model, local exploration to the ponds and ECAN's Waitaha Wai resource ). The learning involved: * Learning about the unique birds and fish in Canterbury rivers * Learning about our cultural narrative, and how the ponds and river were an important food source for local Maori * Learning about the storm water system * Creating pastel pictures of fish and animals, as well as fact charts and posters * Picking up rubbish locally * Visiting the local ponds to notice animal life and pollution * Understanding our role as Kaitiaki The group shared their learning by creating a collective art work, using rubbish we found in the local area and our own illustrations of marine life: After the learning a team of 5 students were keen to take more action to improve water quality in our rivers. The issue they focused on was rubbish, and the fact that rubbish on our street...

http://www.restorativeschools.org.nz Strategies for Building Connections (and keeping minor incidents minor) Supporting Positive Behaviour at Beckenham Te Kura O Pūroto (see 7 Languages of Respect) * Positive forecasting * Knowing what will help each child calm down/relax * Buddying / partnering students for modelling/supporting behaviours * Games / jokes * Physical contact (if appropriate) e.g. high 5, pat on back * Work at students' level * Play with children (e.g. during Discovery) * Focus on learning by making it engaging and relevant for the child * Gestures : eye contact, smiles, thumbs up, waves * Ask questions...e.g. what happened? Why do you/we need to...? How can I help you to...? * Ask rather than tell e.g. "Can you keep the chair on the floor" instead of "Stop rocking the chair" Six of the Best Connection Strategies * 2 by 10 - 2 minutes per day talking with a target child about their interests etc; for 10 days in a row * Be firm, ...

I was invited to work with local engineer and planner, Mike Fisher, on a local inquiry project. Together, we planned and supported Year 1-2 students to:  Undertake observations in their local community Think about and generate possible improvements Take action towards creating positive, local change Step 1: Empowering students to take ownership using question starters Students formed teams and reviewed photos of communities, observing and discussing features  and conditions such as rubbish bins, lighting, footpaths and playground equipment. The noticed and shared positive and negatives. PROMPTING QUESTIONS THAT GUIDED STUDENTS' DISCUSSION What happened here? How do I get there? Why is that like that? Is it fun? Why? Why not? Is it looked after? Can a pram/wheelchair/bike/scooter get there? What happens in the Summer?  What happens in the Winter? Who looks after it? Can I change it? Could I walk in bare feet or do I have to wear shoes? Do I feel sa...

My Reflections on DMIC Liana's Presentation - incl Strand Task Ideas Positives * Students are engaged, and most embrace the problems eagerly. * Norms: these have really helped the students to build social and communication skills. * Growing awareness that there are different ways of solving problems. * Modelling skills and phrases for pairs has helped them work together more, e.g. "I don't understand, show me..."     "I disagree because..." * Working in pairs rather than groups has helped the students build communication skills. Wonderings and Challenges * How do we encourage the quiet students to get involved? * How can I make it easier for students to say they don't understand. * How can I help students develop a shared   explanation (i.e. one "gets it" and the other doesn't....) * Having time for sharing back: this can be done the following day if you run out of time. Developing Communication & Participation (Next S...

Without enough sleep, children (& adults) tend to:  * find it harder to relate to others * have a lower self-concept and more limited view of their ability * have poorer executive function (memory, flexible thinking, self-control) * have sudden mood changes or be more  moody * more sensitive to minor events (meltdowns) * more likely to act without thinking Sleep programme * A positive coping programme was outlined by Kathleen & Bree. * This begins with a student inquiry, where children share what they know about sleep and learn about the impact of sleep. * It uses 'Moe' - a 'sleep scientist' character. Connect the children and help them to personalise Moe. * It is based on a self-determination theory: if children undertake their own inquiry and set their own goals, learning will be authentic and a change in behaviour is more likely. It is in 5 parts: 1 week  * The Sleep Inquiry Book: A structured inquiry as a basis for learning about sleep. Durin...

TEACHING AS INQUIRY: MATHS Focusing Inquiry What is important given where my students are at? We will collaboratively implement the DMIC programme (focus on vertical grouping and use of rich, problem-based approach), regularly seeking feedback, reflecting and modifying our teaching practice to improve student outcomes, including a positive attitude towards maths. JAM Assessment Term 1 2018: Students have wide ranging abilities, from Numeracy Stage 0-1 to beginning Stage 5. We are using collaboration, and the DMIC approach to improve engagement and student outcomes. Related Links  Term 1 Planning: Dorinda & Charlotte Term 2 Planning: Charlotte & Caitlyn Term 3 Planning : Charlotte  teaching a mix of Room 1 and Room 2 children (regular discussion and reflection with Caitlyn re: student needs) Koru Team Inquiry Related blog post Teaching Inquiry What strategies (evidence-based) are most likely to help my students learn? * Collabor...

In-service Course For Teachers of Mainstreamed Hearing Impaired Students  27.02.18 Resources – downloadable; also books to borrow etc www.vanasch.school.nz library@vanasch.school.nz PART 1: Audiology & Hearing The ear is made up of the outer ear, middle ear and inner ear. The inner ear has the hearing nerve to the brain Vestibular/ balance system, and the cochlea hair cells. The cochlear hair cells can become damaged by noise. The ear drum sits in the middle ear. Glue ear and sinus occurs mainly in the middle ear. Audiogram NOTE: there is a difference between audibility and intelligibility, i.e. background noise and/or limitations in hearing may mean the student   hears the sound/instruction but can’t interpret or understand it. In the classroom, the signal (i.e. instructing voice) must be greater than the background noise. Young children need at least 30dB more signal than background noise before they can process speech.   Assistive Devices ...

Staff Meeting Spirals of Inquiry 13/2/18 Today I was mentored by a maths expert. She observed my use of Developing Communities of Mathematical Inquiry and gave great recommendations to improve my teaching. See the next steps below! Attitudinal Data - Draw how you feel in Maths time       Almost students drew themselves appearing happy, and some drew their partners, also with happy faces. One drew and said "bored, angry and sad" (child with additional needs); one drew himself happy but his partner (mentioned prior) as angry; one drew a frown with "too easy." I have adapted my prompting to better extend or support individual children, and altered two partnerships as a result of the attitudinal survey. Teaching Fo cus Active listening Discuss and role-play active listening. Use inclusive language “show us”, “we want to know”, “tell us”. Emphasise need for individual responsibility for sense-making Affirm models of students actively...