Charlotte Verity Professional Learning (School Based)

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...