Charlotte Verity Professional Learning (School Based)

Anne Sliwka, University of Heidelberg Innovative Learning: What does the OECD say? OECD: Key features of innovative learning environments They are well organised for co-operative learning, hard work and challenge They demand hard work and challenge is offered & students encouraged There are clear expectations with formative feedback  “Horizontal connectedness” occurs – age, stage, community - mixed ability learning groups. Educators need to consider not just the surface structure but the deep structure of learning taking place…what type of learning is happening? For who? How? Who could be extended? Metacognition & self-regulation are emphasised in instruction and students are (hopefully) more aware of their metacognition and need to self-regulate Despite the above point, some students struggle to self-regulate and may need support/direct instruction and cater for those students who need more direct instruction Professional learning communities occur on...

We have now been working collaboratively, with four classes in a new modern learning hub. We've implemented a shared timetable, with developmental play/discovery time woven through reading, writing and maths learning each morning.  The New Space:          As staff, we have discussed, agreed and planned areas for different purposes, including: reading/library corner, a theatre for shared gatherings, a construction room (with doors so that children can be playful and make noise with blocks, cars etc, without interrupting learning in the main space), a maths centre, a writing area, maker space / kitchen for construction and a mindful colouring zone.  What Has Worked? A number of things have really aided our journey, and the ease of transition for the children. These strategies have included:  * Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly. * Shared expectations for behav...

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 8,9,10 & IYT Workshop 6.7.17 Behavior Planning  This involves a functional behavior assessment, creating and reviewing a plan for a child who has ongoing challenges which a highly challenging behavior.  Template 1,Behaviour challenges (be specific, incl timing and frequency) 2.Desired behaviour (positive opposite of the current challenge) 3. Proactive strategies (Coaching, relationship, specific praise, incentives for desired behaviour, deliberate ignoring) 4. Planned consequences if required (only use when proactive strategies aren’t taking effect). Consequences must be logical and natural e.g. time away from the activity.  5. Parent input and ideas 6. Re-evaluation date and review. Plan next steps e.g. to slowly remove incentives; plans for student self-evaluation Key points: * The behavior may grow worse bef...

Wow - I am learning so much about my team, quality teaching and learning and systems over recent weeks. It has been very challenging but fun at the same time. Working with my team I value the different backgrounds and strengths of my team members, and their senses of humour as well as their individual strengths. I am learning to not take things as personally as I once would have, and to focus on the content of what people say rather than the tone or facial gesture. I loved the simplicity of the suggestions put forward in the Seven Norms of Collaboration (Annotated Poster) , and am endeavoring to increase my use of  presuming positive intentions  as well as posing questions. I am also working on improving my own confidence in meetings. Key phrases that are helping me are: What unique characteristics/views/skills do I bring to this situation? and How can I build on/add to what has been said?  Visiting Waitakiri I loved and would like to explore: * The different col...

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 7,8 & 15 & IYT Workshop 8.6.17 Behaviours When ignoring a challenging behaviour, I am trying to: Use visual prompts/reminders Proximinal praise to those showing the desired behaviour Focus on discussion with the other students, about how they are showing great focus etc Short, simple reminders to whole class e.g. "Who can show me 5?" (focus on mat) When one child is challenging, I am aware of certain other students who may get involved. I will praise those students for being on-task, and encourage them to continue. Give clear expectations, "I will listen to what someone has to say when they come to the mat." for a child calling out and walking around room. What I can't ignore: * Repeated refusals to complete a task when requested * Rudeness towards myself or others (e.g. kicking the wall; pulling faces, name calling etc) * Repeated distraction of others * Defacing o...

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 6 & IYT Workshop Reflection on Engagement and Behaviour (Term 2, Week 3): I am continuing to reflect on the level of engagement and on task / positive behaviour in my class, and what is / isn't working. I feel like we are making small steps increasing both positive behaviour and engagement. Collegiate support and ideas have been critical to this, e.g. Dorinda's Self-Regulation Tools and observing Sue and Dorinda teaching the students.  Other things that are working: * Noticing..making time to share with students, in detail e.g. I noticed that you looked at me when you said that; I notice you came straight to mat * Trying to ignore low level distractions/challenges, and focus on those learning * Having the children demonstrate or lead the class * Limiting time on the mat with lots of short movement breaks * Songs: start of day, rhymes to re-engage students during the day * Consisten...

Purposes for this session:  I mprove understanding of the expectation for the children we teach at all levels of the school. A clear understanding of the process we follow schoolwide when assessing whether our children are meeting the National Standard in writing. Key Points: Consider a range of the child's work. Use the 3 resources to consider students' work...each resource gives different information/guidance. Ensure you moderate with team. Marking Resources: The National Standards Document   The Writing Illustrations E-asTTle writing marking guide - attend to these features/traits when considering student work. d o n’t need to use this to “mark” or “remark” a piece of writing.

Staff workshop from Ministry of Education (Behaviour support team), 2 nd  May 2017 Modules: Understanding behaviour Encouraging ready-to-learn behaviour Responding safely                 Reflection & embedding Strong, positive relationships increase the likelihood of constructive outcomes. Legal Definitions from Guidance for New Zealand Schools on Behaviour Management to Minimise Physical Restraint (Oct 2016) Physical restraint is when staff use their own body to deliberately limit the movement of the student. Staff Preventative and de-escalation measures should be used by staff. Restraint is a last resort to prevent imminent danger of physical injury to the student or others. There must be imminent danger to the physical safety of others Restraint includes taking a child by arm/hand when the student pulls away. It  includes blocking an exit when a child is in the room and wants to leave. You may need t...