Charlotte Verity Professional Learning (School Based)

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...

Kate introduced her six stages of Inquiry (Copyright EduKate), see details below: My Next Step  after this learning: * I am going to try planning backwards, flexibly planning according to needs of children and then documenting the learning as we go. * Focus more on FORMATIVE and SUMMATIVE ASSESSMENT e.g. a wall display or verbal statement from the children of their learning. This is EVIDENCE OF LEARNING AND TEACHING.  * Spend time unpacking key words, questions and ideas through engagement e.g. picture sorts, ask an expert etc 1. PURPOSE - So what does this mean for our Identity Unit: I will suggest to team that we spend  longer  on engaging the students into the concept of Identity and why its important.  e.g. tell a personal story about why my family is important OR start with the word identity on the board and have students draw/write what they think it means OR cut / sort paper words related to identity. 2. EMPOWERING STUDENTS TO TAKE OWNERSHIP ...

It is lovely to have holidays to enjoy some professional learning! My sources: Using Running Records: A Resource for New Zealand Classroom Teachers (Ministry of Education) Building Comprehension  Guided Reading: Years 1–4 (Ministry of Education) Effective Literacy Practice in Years 1–4 When taking a running record:  AVOID telling student the correct word (record as an error by writing child's attempt/correct word) If child refuses to read or gets overly confused, use TTA (Try That Again) A= Appeal for help R = Repetition.  Other language words and proper nouns count as an error only once  in the entire text (e.g. child says Susanna instead of Susan;  tomato instead of taro etc) Invented text = write 'invented' on running record How can I provide effective guided reading sessions?  Have a learning intention, such as:  * Prediction * Making connections (self to text; text to text; text to world) * Asking questions * Visualising * Id...

Completed by Amanda McLean and Charlotte Verity re: Hub 1-2 New Entrant Link Collaboration What worked? Shared spaces - change of programmes according to student needs, and going back to basics to teach where resources are in each class. Being consistent with self-management and tidy up expectations was important. Having shared systems worked - ,we borrowed items and ideas from each other and just incorporated e.g. using the 'tahi rua toru wha' call for attention or having children bring their reading folders to the floor. We have an open, honest rapport and have checked in with each other daily (and sometimes hourly!) to ensure we are on the same page. We have discussed potential issues openly and without taking offense e.g. behaviour management; dealing with specific parents. Backing each other up in front of the children was important too. Next steps If we were to continue to work together, we'd look to do more observation and modelling of each other, and perh...

Andrea started with a shared big book. She set the whole class up for success by outlining expectations while students weren't with the teacher  - she had a number of activity trays set up for children to get if they grew tired of activities on tables. I observed her with one guided group and noticed the following, which I will aim to use in my own future reading sessions: * Pre-chat prior to each page, Andrea talked the students through the pictures and story so far, prompting and questioning all the way. Sometimes this involved noticing text, e.g. "Here the teacher is called Mrs Smith. Can you find her name on the page?" which prepared the children for new, challenging words. * Lots of praise of what the students did e.g. "You got the 'st' blend at the start...great!" * She stopped the children to demonstrate reading for meaning, e.g. " it says...'when the children got to school...'what would make sense?" * She showed enjoyment ...

I was interested to learn from Rowena's expertise in reading instruction for shared reading (whole class) and a guided session with a level 18 reading group. The group’s current focuses: read-on and re-read; prediction; chunking/blending unfamiliar words. I asked Rowena to give feedback on how I could improve my use of prompting, modelling and questioning in the guided session. Notes from Rowena: * I linked to students' prior knowledge by scanning pictures and discussing the story with the group before reading. * We discussed the text features, and made predictions through-out reading. * Factual and inferential questions were asked. * Reading on and re-reading was modelled as a strategy for unfamiliar words. Full notes: https://drive.google.com/drive/folders/0BxdNc5F9bYO1ek1CeG1DR19BUXc Suggestions (my next steps): * Use a modelling board / book with cloze exercises to help children choose the best word, e.g. Dad picked up a brush/broom/bucket. Dr...

We began by discussing and deciding definitions for key terms, including: Dialogue: share ideas Discuss: debate ideas Pause: wait, without talking Inquirer: questioner, explorer Advocacy: support or represent ideas (persuasive) Paraphrase: briefly recap and most important for me, listening set aside s: the things to stop doing when listening/talking! * Judgement * To do lists * Autobiographical stories * Solution finding * Unrelated information We practised having 'challenging conversations' with colleagues, using the process below (e.g. challenging conversations may be sharing an issue with a parent; discussing differences with a colleague): 1. Prepare and plan  your words 2. Converse Name the issues  Focus on evidence Clarify importance: impact and consequence Identify your contribution 3. Invite and listen to others' response and perspective 4. Open the conversation for mutual negotiation and resolution: decide action 5. Follow ...