Charlotte Verity Professional Learning (School Based)

  Workshop in School, September 2020 Click to view a checklist of urges and stages: this is useful for observing and planning for students' interests and needs. Constructivism... ....is about constructing knowledge, by building on existing learning (schema) .  It involves children doing the learning themselves. They are usually able to recall and draw on that learning in future. Free play - is generally without adults, and is totally child-led. Play in schools takes elements of free play, but is not free play Primarily, play in school is :  Self-chosen & self-directed Process rather than product-driven  The players choose the rules/structures It is often imaginative - imaginative play helps build the pre-frontal cortex, which is where higher level thinking occurs Occurs between those who are active, alert and non-stressed (Gray, 2013; Brewer, 2007) Teaching through Play involves observing children at their Cognitive Developmental Stage (Piaget, see information he...

Stages of Inquiry ( Spirals of Inquiry ) Scanning Focusing  Developing a Hunch New Learning-and Reflecting on our Action Checking Term 3, Week 1-3, 2020 Scanning & Focusing Our team is working together to establish an engaging and varied maths programme for our students, which combines the following elements: * Concept * Inquiry * Warm-up * Independent tasks (informed by Rob Proffitt-White - see slide 6 ) We reflected and discussed maths learning at length as a whole team and began our Team Inquiry . Within this, we have formed teaching partnerships with one other, so we can focus more closely on each individual student. Amber and Lisa began co-planning and teaching, and then shared their planning process with the team in Term 3, week 3. Katie, my teaching partner and I, have developed our own similar plan, using their basis. Term 3, Week 4-6, 2020 Developing a Hunch Katie and I are working together, and collaboratively planning maths for all our students. We decided to meet f...

I worked with a small group of writers, with Murray and Rowena Barker (level leader) observing.  The group includes lower - middle ability NE writers. All students are identifying the first sound of each word, and can say their story with support. They are working on using middle and end sounds in words; using knowing / looking words; re-reading their work; adding details & letter formation. We were revisiting descriptive pieces about our families.  I was interested in Murray's feedback on: * My use of feedback for each child * How I might help the students develop more independence in their writing * How can I support those with high needs (specifically fine motor and phonics skills)  Feedback from Murray Strengths (keep doing this): * One to one conversations and questions to help children add details * Noticing what students are doing well * Giving feedback to each child Next Steps Suggested by Murray:  * Use think alouds and modelling in every ...

Focus: To open up communication across the whole school in regards to collaboration between staff members and establishing goals for moving forward. What is going well and what do we need to move away from? Time Agenda Item Minutes Actions 10 mins Activity: What does an effective meeting look like? Question will be written up on the door as staff enter along with instructions on how to answer it. Staff will write their answers on post-it-notes and organise them in categories on a piece paper placed on the wall. We will then select the majority and make this our focus for our meeting. There were three main trends identified: Time management and keeping to the agenda Everyone having a voice Having a system in place to work through important conversations Time management was our focus for this meeting. 5 mins Explain the Grid to Understanding Communication and Behaviour (give examples) are our two foci in regards to staff relationships, rather th...

RTLBs will gather during week 2, 5 and 8 during term 2 2016 Steps to complete an RTLB referral: 1. Get permission from Michelle (AP, SENCO) and Cath (SENCO SUPPORT).  2.  Obtain parent consent form (signed) and ensure parents are aware of learning or behaviour issues. 3. Ensure the following fields are entered: Status: incomplete     Area for support: individual (usually) Reason: ESOL (must have been at school in NZ two terms, without progression) or other If unsure - see SENCO leaders or leave it  NSN: National Student Number (etap - very important) 4. Press save frequently. 5. Load supporting documentation (e.g. running records etc). 6. Behaviour data - be specific  e.g. date, number of physical outbursts (eg hitting), length or tantrum or leaving classroom etc 7. Strategies/Interventions: this covers what you are doing in class / school. It does not cover external interventions. 8. Confirm the consent has been completed by: check ...

As part of my management unit this year, I have established a Wellbeing Action Team and am over-seeing a review into wellbeing using the MOE Wellbeing@School tool. See: ww. wellbeingatschool .org.nz Establishing The Team Schools are made up of various teams and groups. It is critical that each group is represented on our Wellbeing Action Team, so that all groups' needs are considered . Together, we can develop shared strategies to address our common needs, and work to help those strategies happen. Our team includes Year 7-8 student reps, and support staff, parent, leadership and level representatives. Gathering Survey Data The Wellbeing@School tools place a large focus on positive peer relationships. Aspects like bullying, sense of inclusion, and respect are covered. Key findings from Year 5-8 students and staff surveys shows that we need to address the following issues. The strategies so far discussed are detailed. Key areas identified Strat...

My visit to Somerfield School was both inspiring and grounding. I meet with Year 1-2 teachers, and had these questions in mind: * How is writing planned for student needs?  What routines are in place?  How is differentiation provided? How do teachers collaborate? Using assessment to plan groups, one teacher withdrew an extension group. Two other teachers worked collaboratively in one space; one doing shared / modelled writing while a second teacher took two focus groups (one after the other) on specific skills. Students had clear success criteria for writing, annotated in each book. The criteria were also displayed in the room. Children were encouraged to work on just one goal at a time. Questions and next steps for my team/myself: * Would we benefit from using this model of teacher collaboration (2 teachers in one space) in future? * How does our success criteria compare? Is it displayed in room? Am I referencing in feedback conversations? * Can ...