Charlotte Verity Professional Learning (School Based)

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...