Charlotte Verity Professional Learning (School Based)

Reading: Spencer and Petersen 2020 Powerpoint Hierarchy of story telling Oral Language – Narrative – Exposition – Persuasion Macro Structure (how stories are stuctured) Setting (character, ) > Episode (problem, action, solution/consequence, character reaction, end) > Multiple episodes may ensue   Micro Elements ·        Vocabulary ·        Word level grammar ·        Relationships o    Chronological order (time, sequence)... first, after.. o    Word level grammar (actions and reactions of characters or in the story)... because, therefore... But be aware...this is generally the European structure... its important to also include other cultural story types, while also teaching European story structure. T eaching focus could be noticing and unpacking the similarities and differences. Narrative Planning (* = compulsary to include) ...

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PGC Conversation Sheet  completed with Sandy Hastings, Principal, 1/12/2023.

Understanding Behaviour and Responding Safely: MOE Staff Workshop 19/8/23 Full presentation  Understanding behaviour: we can only see the tip of the ice berg...what might be hidden?  History, perceptions, physiological things (e.g. sleep, food intolerances etc), psychological, personality (including propensity to worry), preceptions, cultural background and migration experiences, neurodiverse profiles.. Flat affect - A person with flat affect has no – or nearly no – emotional expression. It is important to know about children's background and connect with those who need it as/how/when they need it. Survival loop & threat processing  Some students are in a state of high alert, monitoring their environment for potential threats. These children are more likely to interpret neutral faces or situations as threats....this can cause a flight, fright or freeze reaction. It is important to have a shield around shame When people distract from feelings of shame/badness by l...

  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

KOS is a child abuse prevention programme for schools, which aims to teach children about safety, healthy/unhealthy relationships and how/where to go for help.  They will learn: to work out when their safety is at risk how to keep safe when they meet and mix with other people who and how to ask for help if they, or someone they know, is being abused to go on asking for help until someone does something to stop the abuse that it is important to make and follow personal, family and school safety rules They will know: that abuse is never okay that abuse is never their fault Abuse includes : physical, sexual, emotional/psychological, cyber abuse neglect (medical, clothing, food, education, supervision etc), family harm (when power is used over someone and causes them harm). Stranger Danger ...this is an OUTDATED term...89% of abusers will be known to the child, and 45% will be related to them. Also - 'strangers' includes people who might be 'strangers' (unknown) to the chi...

 Te Mana Raupō Staff Only Professional Development Day Strands of Language Jane Newberry's Presentation  The areas of language and common difficulties for students with speech / language challenges. They are often Developmental Language Disorders or DLD (non-transient). Words * Limited understanding of categories and word meanings Sentences * Difficulties with morpheme and grammar, i.e. ordering words, may miss parts of words, may miss words in sentences Sounds * Mix up sounds e.g. t for k etc * Difficulty relating letters to sounds Social skills * Difficulties communicating in varied situations * Difficulties reading social cues / faces  Memory / Learning  * Difficulty remembering sounds * Difficulty following patterns or directions * Difficulty in written or oral language, or both Discourse * Lots of restarts/revise speaking * Difficulty expressing self, infering and sequencing and / or figurative language (e.g. metaphor)  * May tune out frequently  * Li...

 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...

NCZER Report of Learning Experiences from Six Good Practice Schools Compiled by Sally Boyd, Nicola Bright, Maraea Hunia & Elliot Lawes. c. 2021 I enjoyed reading this and reflecting on our own practise at Beckenham Te Kura ō Puroto. The report advocates the ongoing importance of prioritising wellbeing / hauora learning at school and beyond. It promotes taking a culture-centred approach, primarily that of Māori and Pasifika groups. Key information & my reflections  Having shared school values, which students are well-versed in, is important for wellbeing. We do this well at Beckenham, with values included in teaching, displayed and referenced in classrooms, celebrated by way of student kete awards, and values also shape part of student reports.  Passion-based learning adds significantly to students' wellbeing - this includes discovery, senior passion time etc Relationships are key: teacher-student; teacher-whānau; whānau-school Learning should encompass emotions (labell...

Gifted Learners & Mindplus 

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 ...

Planning (Digital copy of presentation saved in personal filing) Helping our students learn and succeed in maths requires careful planning.  The termly and weekly plan should include these  proficiencies :  Procedural fluency  Adaptive reasoning Problem solving Conceptual understanding Productive disposition Children need time and practise in each of these competencies, across each dimension of maths :  Number & algebra  Geometry & measurement Statistics (image courtesy of Rob Profitt-White) Example: (image courtesy of Rob Profitt-White) Use the NZMaths Curriculum Elaborations to guide planning. NZ Maths Long Term Plans  -  use the thematic plans to cover each area of maths over the year. Weekly Strategies To Engage (group or individual) Move It, Prove It - start of week (diagnostic observations) and repeat end of week (summative show of learning, and spent more time reasoning and justifying so all understand the concept) Have students mak...

Readings:  Margrain, V., Murphy, C., and Dean, J. (2015)  Giftedness in the Early Years: Informing Learning & Teaching. NZ: NZCER Press Cathcart, Rosemary (2020) They're Not Bringing My Brain Out : Understanding and Working with Gifted Learners. Abingdon, UK: Routledge. 4th Edition. Note: The author of this book is the founder of NZ's National Gifted Education Centre and One Day School. Key Learnings:  * Gifted students need opportunities to work with "like minds" who can think, talk, co-create, play, pretend, read or work at a similar level to themselves. They may often prefer working with adults than children  because of this need.  * Giftedness may encompass a striking ability in these 3 areas: above average ability (e.g. in maths, thinking, language use) + highly focused task commitment + creativity (Renzulli & Reis, 1986 in Margrain, Murphy & Dean (2015, p.6) * Giftedness can be understood as possessing both extreme intensity / focus on specific...

  Click to view team and individual reflections

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...

  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...

  Teacher Only Day Workshop 31/08/20 The Ecological Model, Brofenbrenner Under this theory, the child’s development is viewed within the context of the systems and relationships in their environment, extending from the micro (e.g. immediate family) to macro. Microsystem: small, immediate environment the child lives in. Mesosystem: is the interlinked microsystems a child is involved in, e.g. the connection and relationships btwn home and school. Exosystem : the relationships that exist between two or more settings. Macrosystem :   the largest system, it encompasses all the institutions, people and relationships that affect the child. It includes the values and beliefs of the cultures involved. Chronosystem : the shifts or changes in one’s lifetime, e.g. moving towns, divorce etc. Universal Design For Learning https://everyones-in.tki.org.nz/ PLANNING TOOL FOR UDL Overview ·        Aim to teach the “hardest” children, and the ...