Charlotte Verity Professional Learning (School Based)

The Situation This year, our team has a group of diverse learners who we are working collaboratively to support.  We have access to Resource Teachers: Learning & Behaviour (RTLBs) assistance for this. Two RTLBs observed our lessons during term 1, and we also undertook student surveys with 16 students (half considered diverse, half not diverse). Their feedback is as follows. We are exploring how we might use a more UDL style of approach to support these, and indeed all of our students. Student Voice: Survey Results from whole cohort Student Voice: Survey Results for my  home group RTLB Observations Feedback From RTLBs and Team Discussion Some of the positives noted:  High level of teacher attention on appropriate rather than inappropriate behaviour  Students are scaffolded to complete tasks and reach success, at times with 'first, then'. Students have access and are encouraged to use a range of learning tools e.g. visual timetable, fidgets, wobble cushion Teachers...

Link to Presentation, created by Lisa Collier Heart Words & Orthographic Mapping * Students should be taught to map these orthographically, each of the phonemes or word parts can be linked to part of the English code.  * Students learn the codes of spelling through exposure and explicit teaching. * Teaching students the code allows for students to learn most efficient and effective brain patterns for reading. * Don't teach students to visualise or memorise these words. Teach them to decode. It is useful to alert them to the shape their mouths are making when they say each sound part.  * Students with dyslexia need more exposure, repetition and careful, planned teaching of the sound parts. * Orthographic mapping involves the student using the oral language processing part of their brain to map (connect) the sounds of words they already know (the phonemes) to the letters in a word (the spellings). They then permanently store the connected sounds and letters of words (along w...

Focus on c entering the needs of the individual, i.e. ask them what they want and need, how they wish to be referred to etc. Presentation Covered: LGBT+ is the term for gender diversity, and includes lesbian, gay, bisexual, intersexual, asexual, transgender and more Takatāpui is te reo for someone who identifies as LGBT + Heteronormativity: the concept that people fall into distinct genders and gender roles, and that everyone is heterosexual.  Gender Binary: the only to genders that are acknowledged as men and women.  This line of thinking leads to disconnection! Proposed new line of thought: Gender Spectrum: A range of gender identities and between and outside of male and female. How can I recognise and address my unconscious bias and use my position  to support all others? How can I be an ally for our students / staff around gender questions?  Let your actions speak for you - stand up for inclusion, address any targeting or bullying Use inclusi...

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...

The Treaty - Why is it important? * We need to understand the past to understand the present * Bi-cultural practise = treaty-based practice * All students should have opportunity to learn about Te Reo,  Māori culture  * Teachers have a role in helping the future generation understand their past and each other (students) * Our country's history (and ours) is a woven mix of  Māori and European culture  Assimilation European migration carried a social policy known as 'assimilation', or that races were hierarchically from 'savage' to civilised races. The British government of the time saw themselves and their culture as superior, and that other cultures should be taught how to 'be' British. Native schools were established to 'assimilate  Māori to the habits and usages of the European' (Consedine, R & Consedine, J (2001) Healing Our History: The Challenge of the Treaty of Waitangi ). The Treaty Debate 'Māori seek justi...