Charlotte Verity Professional Learning (School Based)

Structured Literacy_     Liz Kane Professional Learning, 4 Nov 2020 Updated after Caroline Morritt's presentation on The Science of Reading 29/1/21. Reading Intervention Planner - use to plan interventions based on students' needs . Tips/things to research:  Reading League David Kilpatrick Webinars,  Louisa Moats,    Dr Deheane & the reading brain,    Five from five website,  Multi-lit website ·       https://littlelearnersloveliteracy.com.au/chitter-chatter-chant-speed-sounds-videos/ ·       Whole school approach: mentoring, buddies to discuss, trial and implement...possibly across school Possible Resources ·       LLLL Free Downloads o    Heart words o    Milo’s craft letters   The Science of Reading (Laura Stewart) .... related theories 1. The simple view of reading: D x L = RC (Gough & Tunmer, 1986) D=d...

It was a pleasure to have Rob in to observe this lesson, and provide useful tips on how to improve student engagement. Problem:  Seth had 15 pieces of lego in his tower, and Shikani had 32 pieces of lego, and Zac had 23 pieces of lego. Who had the most? Who had the least? How do you know? Draw, build or make it to prove it. Goals for the session: * Teach/develop the collaborative inquiry skill of justifying e.g. ‘How do you know?’ ‘Can you prove it?’ * Explore knowledge of number size, specifically, students' ability to identify and order numbers to 100 * Differentiation provided through an enabler and extender. Enabler: Seth had 2 pieces of lego in his tower, and Shikani had 12 pieces of lego, and Zac had 8 pieces of lego. Who had the most? Who had the least? How do you know? Extender: Can you prove it another way?  * Children to work in pairs and use varied ways to justify their learning (e.g. materials, by drawing, through an equation etc) My professional goals (areas for ...

  Click to view team and individual reflections

It was a pleasure to have Sue Leadbetter (Assistant Principal) observe my teaching of reading, using a new phonics based approach and book range. Various staff across the school are trialing this approach at present, and I am loving having an opportunity to learn and build my skills in this area.  The full observation and reflection can be found here.  Key positives which Sue noted:  * Children had a positive disposition in the reading class. I have worked hard to show a personal love of books, and to present our material as fun and engaging.  * I showed a sense of trust and belief in the children's abilities... this is very true, I believe they are all smart, inquiring children who have every potential. I believe they can become great readers with the right teaching and resources from us, and engagement and effort from them,  * Explicit teaching of phonics related skills were clear, e.g. fast blending.  Possible challenges/next steps (with my reflections h...

  Workshop in School, September 2020 Click to view a checklist of urges and stages: this is useful for observing and planning for students' interests and needs. Constructivism... ....is about constructing knowledge, by building on existing learning (schema) .  It involves children doing the learning themselves. They are usually able to recall and draw on that learning in future. Free play - is generally without adults, and is totally child-led. Play in schools takes elements of free play, but is not free play Primarily, play in school is :  Self-chosen & self-directed Process rather than product-driven  The players choose the rules/structures It is often imaginative - imaginative play helps build the pre-frontal cortex, which is where higher level thinking occurs Occurs between those who are active, alert and non-stressed (Gray, 2013; Brewer, 2007) Teaching through Play involves observing children at their Cognitive Developmental Stage (Piaget, see information he...

  Teacher Only Day Workshop 31/08/20 The Ecological Model, Brofenbrenner Under this theory, the child’s development is viewed within the context of the systems and relationships in their environment, extending from the micro (e.g. immediate family) to macro. Microsystem: small, immediate environment the child lives in. Mesosystem: is the interlinked microsystems a child is involved in, e.g. the connection and relationships btwn home and school. Exosystem : the relationships that exist between two or more settings. Macrosystem :   the largest system, it encompasses all the institutions, people and relationships that affect the child. It includes the values and beliefs of the cultures involved. Chronosystem : the shifts or changes in one’s lifetime, e.g. moving towns, divorce etc. Universal Design For Learning https://everyones-in.tki.org.nz/ PLANNING TOOL FOR UDL Overview ·        Aim to teach the “hardest” children, and the ...