Charlotte Verity Professional Learning (School Based)

Log in here: https://e-asttle.education.govt.nz/SCWeb/  Choosing the best fit test * Choose appropriate test for the child * The 'mainly level 2' test includes level 2 questions, level 3 includes mainly level 3 and some level 4 and some level 2. Give the children time to do practise tests, a week prior to the real test. This helps identify any who have difficulty with devices, sign in, reading questions etc and upskill them as needed.  The practise test could also be run with the whole group as a modelled/shared version. Understanding the quadrants: image link Viewing the Test Results Click on 'view reports' from the left hand side of the e-asTTle screen, set filter to 1/1/23 to xx/2023 and then view tests. Choose the level 2 test i.e. 23COL Lv2 PSILFRead. View in ' student speak '.

  Whakapapa of Te Maataiaho  Useful videos on link above Full Presentation The why... Maatairanga: the guiding kaupapa Maatainuku: creating a foundation Maataitipu:  vision for young people The what.... Maatairea: supporting progress Maataiaho : weaving learning within and across learning areas The how...  Maataioho:  school curriculum design and review Maataiahikaa:  connecting to place and community NELP Alignment  National Education and Learning Priorities (NELP) Objective 1: Learners at the centre – Learners with their whānau are at the centre of education Objective 2: Barrier-free access – Great education opportunities and outcomes are within reach for every learner Objective 3: Quality teaching and leadership – Quality teaching and leadership make the difference for learners and their whānau Objective 4: Future of learning and work – Learning that is relevant to the lives of New Zealanders today and throughout their lives Objective 5: World-clas...

Full Presentation  Moving from year level progressions to 'Phases of learning':  Foundational: Y0-Y3; Y4-6; Y7-8 then High School levels Content cards to support planning The understand, know, do outcomes could be used as objectives directly with ākonga (may need to be written in student speak). Ideas for introducing:  * Event cards: give small groups cards with key events and ask them to put the events in chronological order (e.g. Kemp's Deed, Te Tiriti, First Four Ships, Te Reo Māori becomes an official language etc). Could add pictures or give a timeline to make it easier/harder. Event card examples . Resources on Te Mana Raupō Teaching Resources ANZH Resources    Great resources on here! Scroll down to see planning mindmaps, planning templates etc. Ngai Tahu Resources and Videos Curriculum Resources and Examples

 Presentation by Nathalie Doering, much informed by Bruce Perry and his studies. Trauma : experience/s that have enduring negative impact/s.  Attachment can be... * Secure  * Ambivalent : can come across as controlling * Avoidant : withdrawn, reluctant to ask for help * Disorganised  The Neuro- Sequential Model The response we can take to assist children... 1. Centre (regulate) 2. Connect (relate) 3. Communicate (reason) Every positive interaction children have can help them heal. Recognise the need of the child, from a trauma perspective, before working with (or reprimanding) a child. Address that need before expecting a shift in behaviour. Remember ...lots of co-regulation may be required over months or years, before self-regulation is possible. Respond with Curiosity Will my response break or build trust? What do I hope to gain by this response? Is my response helpful and trauma-informed? What will / can my response model to the child? Core Beliefs Identify your c...

Collaboration * Daily morning meetings with team, weekly team meetings, many incidental conversations with colleagues through out the day.  * Fortnightly staff meetings: HERO assessment, structured literacy, other topics Whānau connection * Liaising with parents - my goal has been to email 1-2 parents a week, sharing some positive feedback on their child's learning, participation or ways of working with others. I keep a log of parents contacted.  * Individual Learning Plans and zoom meetings for two children, ongoing communication before and after.  * Liaising with an external OT for two students, and following up on her insights and suggestions for the students concerned. * Maintaining communication with students learning from home due to Covid, and emailing or dropping off learning material. * Phoning 2-3 target families (one ESOL) re: school celebration days, SODs etc, as I'm aware they don't always receive news via emails and newsletters. Community  * Completing ...

Full presentation by Caroline Morrit Background Reading and writing are reciprocal processes.  Reading and the spelling part of writing rely on phonological awareness.  Spelling involves encoding sounds and reading involves decoding sounds.  A cohesive approach best supports students' overall literacy development...or students are best supported to learn if spelling is taught explicitly.   Key Terms Phonology (spoken) - The organisation of speech sounds into words. Orthology (written) - The written spelling system of language. Morphology - The structure of words and parts of words - affixes and bases. Phonological awareness - An awareness of the sound structure of spoken words.  It includes words in sentences, syllables, rhyme, alliteration and phonemic awareness. Phonemic Awareness - The ability to isolate, identify, blend, segment and manipulate individual phonemes in words. Phoneme - A phoneme is the smallest unit of speech in a word.  The word...

It was a pleasure to have Rob in to observe this lesson, and provide useful tips on how to improve student engagement. Problem:  Seth had 15 pieces of lego in his tower, and Shikani had 32 pieces of lego, and Zac had 23 pieces of lego. Who had the most? Who had the least? How do you know? Draw, build or make it to prove it. Goals for the session: * Teach/develop the collaborative inquiry skill of justifying e.g. ‘How do you know?’ ‘Can you prove it?’ * Explore knowledge of number size, specifically, students' ability to identify and order numbers to 100 * Differentiation provided through an enabler and extender. Enabler: Seth had 2 pieces of lego in his tower, and Shikani had 12 pieces of lego, and Zac had 8 pieces of lego. Who had the most? Who had the least? How do you know? Extender: Can you prove it another way?  * Children to work in pairs and use varied ways to justify their learning (e.g. materials, by drawing, through an equation etc) My professional goals (areas for ...

It was a pleasure to have Sue Leadbetter (Assistant Principal) observe my teaching of reading, using a new phonics based approach and book range. Various staff across the school are trialing this approach at present, and I am loving having an opportunity to learn and build my skills in this area.  The full observation and reflection can be found here.  Key positives which Sue noted:  * Children had a positive disposition in the reading class. I have worked hard to show a personal love of books, and to present our material as fun and engaging.  * I showed a sense of trust and belief in the children's abilities... this is very true, I believe they are all smart, inquiring children who have every potential. I believe they can become great readers with the right teaching and resources from us, and engagement and effort from them,  * Explicit teaching of phonics related skills were clear, e.g. fast blending.  Possible challenges/next steps (with my reflections h...

This is just a small summary of some of the key things I have experienced and learnt while working remotely in terms of connecting with students, collaboration and ICT. 1. Connecting with Whānau Core Blog: Start with Relationships     Key principles in here, have informed my approach: Affirming wellbeing: by providing a diverse range of differentiated learning options each day, and including our values explicitly. Noticing what students loved and providing more of those themes / learning areas (individual and for the group)           Relationships at the Centre: being available to listen and offer empathy or tailored responses has been helpful, e.g. a more individualised learning approach for some children, calls or zooms with some children. O ur school had trusted us to listen and identify what might help certain families, and then provide this within protocols.             Empower and Affirm Ākonga: fo...

Term 1 2020 - Presentation Slides  Stages of Grief Experienced by Children & Young People Document Kubler-Ross: Stages of Grief General experiences may be... Denial - Anger - Bargaining (If only I had/done/do ...then it would be ok?) - Depression - Acceptance - its a natural part of life -  For Children  allow crying, anger etc and discuss model and explain your emotions (parents) check on their safety net  notice the positive/good things in our lives discuss the power of and potential for resilience build relationships & connect with others Dan Siegel's Brain Model  Support calming (co-regulate emotions) before you talk, plan, problem-solve etc Target calming or co-regulating the brain stem/emotions before encouraging child back into learning, being with large groups etc  (e.g. sleep, eat, move, time alone)  Mirroring - when parent/significant person becomes equally heightened and shows emotions Marked ...

The Problem:  Maddi, Anika, Noah and Thomas are looking at the objects. Maddi says, “Hey, the square is the odd one out.” Anika says, “No, the circle is the odd one out!” Noah says, “No, it is the box!” Thomas says, “No, it is the pentagon.” Who is right and why? Curriculum Link Level 1 * Measurement: Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units. * Shape: Sort objects by their appearance. Communication Focus:  * Use mathematical terms (shape names, corner, edge, side, faces, different, similar)  * Restate the problem in own words, clarifying what is being asked * Justify ideas by giving further details Students engaged initially with the question, and most were actively talking with their partner (self-chosen, with redirection/partnering for two students).  Unfortunately, we didn't have ha...

Earlier Blog Piece My Year 1-2 students and I undertook inquiry learning into our local river and its creatures. We discovered much about the creatures who rely on the river for life, and also about some of the challenges caused by pollution. A small group of my students were particularly concerned that rubbish, likely dropped in and around our school, was one of the challenges facing the fish, ducks and other aquatic life in the river. I contacted the local Council to see if their education staff could help us take action, to both complete the cycle of Inquiry learning and to satisfy my students' desire to make a difference. The students wanted to create a series of signs, alerting local people to notice and pick up the rubbish they see, to reduce litter pollution. Over several weeks, we worked with a local council representative, writing letters and refining design ideas. The students presented their ideas at a local Council Community Board meeting, and after several mont...

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...