Charlotte Verity Professional Learning (School Based)

Key features of the writing workshop with students Teaching Focus: adding further detail. 1. ASK students what great writers do. Note their ideas with icons on board. This is your shared success criteria ( see example from TKI ). 2. SHARE writing. Ask PEERS TO GIVE FEEDBACK (e.g. one great thing). 3. ASK students what their next step is (using icons and success criteria). Exemplars to guide my instruction -  Standard after One Year At School http://literacyonline.tki.org.nz/Literacy-Online/Impact/Progress-and-achievement/Assessment-processes/National-Standards-Reading-and-Writing/National-Standards-illustrations My use in class I tried Murray's approach the following day. We looked at one child's work from the previous day. His teaching focus was adding details. Children were able to tell me that great writers: * Think of a story (and plan it - either in head or with a picture) * Say and hear the sounds * Count out the words in their story * Use finger spaces * R...

As part of my management unit this year, I have established a Wellbeing Action Team and am over-seeing a review into wellbeing using the MOE Wellbeing@School tool. See: ww. wellbeingatschool .org.nz Establishing The Team Schools are made up of various teams and groups. It is critical that each group is represented on our Wellbeing Action Team, so that all groups' needs are considered . Together, we can develop shared strategies to address our common needs, and work to help those strategies happen. Our team includes Year 7-8 student reps, and support staff, parent, leadership and level representatives. Gathering Survey Data The Wellbeing@School tools place a large focus on positive peer relationships. Aspects like bullying, sense of inclusion, and respect are covered. Key findings from Year 5-8 students and staff surveys shows that we need to address the following issues. The strategies so far discussed are detailed. Key areas identified Strat...

Kath Liberty (University of Canterbury) has led a study exploring the impact of the Canterbury earthquakes on preschool and NE-Year 1 children.  Key Findings: Background Earthquakes are unlike many other disasters - they are ongoing (after shocks). Data included Parent surveys (sleeping patterns, eating patterns, behaviour), Teacher interviews and surveys and National Standards data. Over 200 children from various schools in Christchurch have participated pre-quake. Baseline data was provided from an Asthma Foundation study done in 2001. Data From Our School Behaviour challenges or issues noticed in many children. Some children with reported behaviour issues at start of year decreased across one year of the study. Others increased across the year. 49% of families noted they did or are still experiencing high levels of stress due to the earthquakes. Symptoms of post-traumatic stress are often similar or may co-exist with symptoms of other conditions (e.g. ADD, ADHD, ...

I've continued to enjoy my daily discussions and weekly planning with my hub partner.  Looking at assessment data In assessing students, we've noticed that some children haven't learnt many new letter names/sounds nor the first 30 words over the last three weeks. We're also finding it challenging to get through writing and reading with every child in the 11-12.30 time slot. To address these challenges, we've  decided:  I discussed this with my collaborative partner, and we have decided: * Increasing reading time each day, so we see one reading group before playtime. This is allows us to spend a whole 30mins on phonics and high frequency word learning (10 mins whole class; 20 minutes independent activities) * Incorporated letter-sound activities for those reading groups that need it, e.g. giving students a simple grid with letters and asking them to put a counter on the letter that makes the 'a' sound etc. Another effective, short teacher-led game invol...

14 March 2016 The best moment of our day was after lunch.  My NE class and I headed outside for a short PE session.  three children got waylaid on route, having stopped to collect acorns. So we all stopped. And we went back. And we spent 10 full minutes collecting and then discussing  what we know or what questions we have about acorns. Our thoughts: * they sometimes have a hat * they turn brown with the sun * the drop from the trees * there is something inside * they can grow into trees * we have to look after them because they are part of nature * if we squash one then it won't become a tree and our questions... * how long have they been there? * why do they fall? * where do seeds come from? You will pretty quickly see that most of the children's questions were answered by other children. Tuakana-teina and peer-led learning in action! Everyone was equal - all had a chance  to share while all others listened. Everyone had something to say,...