Charlotte Verity Professional Learning (School Based)

  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 ...

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...