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...

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...

RESILIENCE FURTHER RESOURCES: http://www.reachinginreachingout.com/ WHAT I WILL DO DIFFERENTLY AS A TEACHER * How can I be the positive / supportive adult that a child who is struggling with adversity? For the one child I am thinking of (OH), I will do this by  spending time playing and talking with him,  and giving  positive affirmations. * Teach children how to BREATHE from the diaphragm.  * Model the calming strategies I use for myself (e.g. deep breaths, self-talk) * Brain Breaks - aim for 3 x per day * Help students develop:      1. self-regulation e.g. asking is this helpful? (see below)      2. focus attention e.g. stop and count the circles (silently) in the room      3. persevere e.g. articulate past success; set up achievable challenges; model perseverence  MY QUESTIONS How can we build resilience in our parents/whanau? MY LEARNING FRO...

28 January 2015 What is Restorative Practice? Useful Prompts: I really enjoyed the frequent 'stop and share' time provided in this session.  I learnt a lot about and from my colleagues as a result e.g. Nicky's suggestion on how to encourage children to accept and own their behaviours. * Histori cal examples: Aboriginal and  Māori groups in traditional society * Can only occur where there is an existing relationship * Dissolves the 'bad' label - promotes that mistakes can be overcome * Consequence matches/suits the challenge/problem * Restorative practise is a conference between child, person effected and teacher. * Children should be given the option of having a support person * Record (write) the whole incident and use this to encourage acceptance/ownership  e.g. 'Yes she took your pencil and that is not ok. Then you hit her. That isn't ok either.'   or 'Was that the best choice?  4 Responses to Behaviour:...

Reading articles and attending workshops on change management, community engagement, collective leadership, student self-regulation, 21st Century learning and student agency has kept my eye on the 'big picture' ideas of education, and reflect on what skills our students need for the future. I focused on student self management and agency for this final report and presentation. I  conducted interviews with staff, did extensive professional reading and interviewed students for this. I found that student self management requires two key skill areas:  I then completed a Design Proposal on how my own school might build student agency. I really enjoyed watching others' present and look forward to hearing the outcome of their own design proposals. Several focused on developing student self-regulation, student agency, and developing cultural inclusion.  I was informed by these critical readings: *Kohn, A (2001) Five Reasons to Stop Saying "Good Job!" DOI...

I was interested to focus my observation on Te Waka Una on: * How  do teachers collaborate - in terms of space, student groups, planning? * What opportunities are provided for student self-management, agency and voice? * What digital devices are used and how these are managed? I saw a very  calm ,  focused  working environment with all students doing, making, writing, reading together or independently… inspiring ! Teacher collaboration Each term, teams review data and group students, with a focus on target students. Target students receive additional teacher sessions (short, sharp sessions during other whole class work e.g. handwriting) Students are grouped (assessment) and matched to teachers' skills and interests e.g. one teacher may teach multiple art classes, across levels. Students develop relationships with more teachers, and get the best teaching skills available for their needs. Staff teach to their strengths Frequent data review and fle...