Charlotte Verity Professional Learning (School Based)

Assessment To help a small group of students having difficulties with learning and writing letter sounds, we have trailed a 10 min phonics time, running 4 days per week. I have worked with these students.  Key features:  * Small group works together with one teacher, in break out space (low noise)  * Children practise letter sounds and names * Yolanda Soryl Stage 2, combined with Bounce & Skip letter formation  Assessment using Soryl's stage 2-3 assessment after 7 weeks has shown:  * Most students know most sounds to that match a visual letter * Most students can write the letter to match a sound ] * Most students can blend a CVC word or segment, using robot arms AREAS TO WORK ON:  * Letter formation & direction: j, d, b, p * Letter sounds that are still challenging for many children: v, u, w. y, i, e, k, n * Hearing the last sound in a word  * Build on sound break understanding using drills on p.19 of the Soryl Phonics Guide (e...

NZ Curriculum Link Te Tupuranga Whakaaro Rorohiko  (Te Reo Computational Thinking) Te Tupuranga Tangata me te Rorohiko  (Te Reo People & Computers) There are two strands:  1. Computational Thinking Key terms: authentic contexts, aware of end users, decomposition, instructions, debugging, correcting, algorithm, binary digits Programme includes: outputs, loops, sequencing, iteration (repeating part of algorithm with a loop). Computational Thinking Progress Outcomes Exemplars 2. Designing & Developing Digital Outcomes Key terms: authentic contexts, end-users, teacher-led (PO 1) or make decisions about creating (PO 2), inputs/outputs, impact on society/citizenship, range of applications Designing and Developing Digital Outcomes: Progress Outcomes Exemplars The Learning Task  Staff then worked in teams to design an engaging  digital technologies challenge, that required students to work together, use algorithm thinking and solve a problem....

We have 3 other sensory zones, on top of the 5 traditional one. Vestibular: our ability to maintain balance and body posture. Strategies: wobble stool, wobble cushion, hanging upside down on playground equipment, rocking on a swiss ball, yoga activities. Proprioceptive: our ability to sense the position, location, orientation and movement of the body and its parts. What does it look like?  Frequent hiding, chewing, often rough play.  Strategies: Heavy work activities - running, jumping, swinging, climbing, weighted blanket Interoceptive: provides information about our internal sensory system. What does it look like?  not knowing when to drink, go to toilet, eat etc. Frequent moving/fidgety, possible melt downs, may find managing body a challenge.  Strategies: guided noticing of what our bodies look, sound and feel like when we’re thirsty, hungry, hot/cold and experiencing big emotions. Calming activities, breathing exercises, yoga - stretching, visua...

Tasks must be: * Cognitively demanding - e.g. mathematical practices are developed in the process - such as connecting, generalising etc * Consider giving a number sentence and asking students to write a problem * Occasionally use  think boards to encourage generalisations and transfer of knowledge Warm up:  * What number doesn't fit.....1/3,  2/5,  6/7,  4/10 or 2, 6, 8, 13 * Draw two pictures that show 3 x 2. What makes them alike? * Which one doesn't belong  https://wodb.ca/    and visual patterns  http://www.visualpatterns.org/ * You divide a whole number by a fraction...the answer is really BIG. What is the fraction? * You subtract two numbers and the answer is less than 10. What were the numbers? * A shape has four sides but it isn't a rectangle or square. What could it be? * Make sure there is lots  of turn & talk time, how do you know that?, do you agree? etc * Warm ups should be separate from your lesson questi...

The Problem:  The children had 42 Kadinsky circles to colour. On the first day, each child coloured in 14. How many left to colour?  Possible solution methods:  * Missing part problem e.g. 14 + ? = 42 with materials, drawing or through known facts * Missing part subtraction e.g. 42 - ? = 14 * Result unknown subtraction e.g. 42 - 14 = ?  * Counting by tens e.g. 14 + 10 + 10 + 10 = 42; subtract 2 Communication Focus:  Listening; Restating Students chose their own buddies as I have found this can increase engagement. Other times, students work in directed pairs/groups.  I noticed:  * Hundreds boards were very useful * Many students identified the number range, e.g. circling 14 and 42 on the hundreds board * Some students counted the missing numbers, with varying accuracy *As previous, some students actively co-construct and share their solution. Some do not. * Students who are working on the 0-20 number range quickly los...

Digital Technologies in the National Curriculum Workshop Slides 1 Workshop Slides 2   Workshop Slides 3 Progress Outcomes for Year 1-3  Progress Outcome One : Computational Thinking In authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking). They give these instructions, identify any errors in them as they are followed, and correct them (simple debugging). Progress Outcome One: Designing and Developing Digital Outcomes n authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use some applications, they can identify the inputs and outputs o...

Matt Eggleston – Psychiatrist, CAF FULL NOTES - SEE HARD COPY FILE Behaviours that may be linked to anxiety: Anger, questioning constantly, highly reactive, tearful, needy, constantly hurt or claims to be hurt, loud, bossy…and more.  ANXIETY IS SOMETHING THAT EVERYONE FEELS, AND IT HELPS US TO REACT APPROPRIATELY TO DANGEROUS SITUATIONS ; it can motivate us to be organised, and it can promote performance (e.g. feeling anxious about a test so making time to study). WE can teach children to recognise and use anxiety for their benefit. Successful coping skills can be learn, and these help people and children manage everyday anxiety. HOWEVER, MEDICAL / FURTHER ASSISTANCE SHOULD BE SOUGHT IF IT BECOMES A DISORDER , which requires:  1. Developmentally inappropriate  2. Lasts for long periods 3. There is a functional impairment  4. There is SIGNIFICANT distress, i.e. that stops a person or child from functioning Normal Developmental Anxiety Infants: loud ...

The Problem:  18 children were in the purple group at swimming and 13 more joined. How many altogether? Big Ideas Involved:  * Count on to add  * Count all to add * Part / part / whole thinking * Notation + =  Communication Focus:  We have been working on restating the problem, and checking our buddy can do the same. We have also been working on making sure our friend understands and asking our buddy "Can you show me another way?" if we do not understand their strategy.  Students worked in familiar pairs, with some changes due to children being away.  I noticed:  * Students actually seemed to work more collaboratively (i.e. equal talking, showed greater confidence in tackling the problem) when with a friend.  * Most students drew dots to show the swimmers, and counted all. Two pairs out of the seven counted on, using a hundreds board or their fingers for support.  * One pair broke the numbers up, i.e. 10...

The brain develops layers in this order: 1. Brain stem = survival mechanisms 2. Movement system  3. Limbic system = emotion 4. Prefrontal cortex: governs academic aspects (e.g. literacy, maths) and control. This is the final stage of development.  Interesting Facts The more a child is spoken to between the age of 0-1 years, the faster their brain development.   Girls’ brains develop faster than boys The average age of brain development (full growth) is around 27 years BUT it can be anywhere between 18 and in the 30s. When survival brain (brain stem) is in operation (e.g. because of worry, fear or a primal need e.g. being hungry), the pre-frontal cortex is less able to operate. To calm brain spine: connect with someone who is trusted. The number one thing that drives outcomes (cognitive and social) is the relationship with the teacher (dyadic relationship). To calm the movement system: have a pattern (routine) – flexible but regular. Ch...

Key Teacher Practices to Support DMIC * Notice, name and praise when you see students showing mathematical thinking / skills   (e.g. talk moves) Anticipate, Model, Give Representations, Re-voice & Extend, Questioning, Support Explanations, Encourage / Prompt for Explanation, Ask Students to Show You Another Way to Solve Problem (this is justification - do you get the same answer?), Connect Ideas, Connect Students' Ideas to the Big Idea. Blue Text = My Next Steps Introduction * Insist on individual accountability - do you understand? If not, what are you going to do about it? * Show children how to call a pause/stop if they don't understand * Make sure students have an opportunity to practise their explanation & representation (e.g. drawing, using materials etc) before sharing back to the group. Insist that the students link back to the problem e.g. 5 lots of 2 balloons...not just 5 x 2. * Teachers should be doing 20% of the talk; students 80% * Remember to...

Te am/Individual Teaching As Inquiry Goal How can we effectively and purposefully use assessment to describe and improve student progress and achievement in Maths? Focusing Inquiry I will undertake ongoing assessments (‘I Can’ sheets and JAM) of students’ understanding/skills in maths. I will use these to understand student progress, gaps and plan accordingly. Key teaching strategies will include: DMIC Problem Solving (targeting maths learning needs) Explicit teaching (small group) Practise opportunities (games, activities etc) TEAM TAI My Planning and Notes Key Maths Talk Moves:  * Listening  * Giving wait time: allowing a partner to think about what you've said, after you've said it * Restating/ Repeating  * Revoicing: saying what a partner said, in a different way * Questioning * Apply reasoning / Justify * Add on: to what someone else has said or show another way of solving the problem Term 1 Reflecti...