Charlotte Verity Professional Learning (School Based)

Without enough sleep, children (& adults) tend to:  * find it harder to relate to others * have a lower self-concept and more limited view of their ability * have poorer executive function (memory, flexible thinking, self-control) * have sudden mood changes or be more  moody * more sensitive to minor events (meltdowns) * more likely to act without thinking Sleep programme * A positive coping programme was outlined by Kathleen & Bree. * This begins with a student inquiry, where children share what they know about sleep and learn about the impact of sleep. * It uses 'Moe' - a 'sleep scientist' character. Connect the children and help them to personalise Moe. * It is based on a self-determination theory: if children undertake their own inquiry and set their own goals, learning will be authentic and a change in behaviour is more likely. It is in 5 parts: 1 week  * The Sleep Inquiry Book: A structured inquiry as a basis for learning about sleep. Durin...

TEACHING AS INQUIRY: MATHS Focusing Inquiry What is important given where my students are at? We will collaboratively implement the DMIC programme (focus on vertical grouping and use of rich, problem-based approach), regularly seeking feedback, reflecting and modifying our teaching practice to improve student outcomes, including a positive attitude towards maths. JAM Assessment Term 1 2018: Students have wide ranging abilities, from Numeracy Stage 0-1 to beginning Stage 5. We are using collaboration, and the DMIC approach to improve engagement and student outcomes. Related Links  Term 1 Planning: Dorinda & Charlotte Term 2 Planning: Charlotte & Caitlyn Term 3 Planning : Charlotte  teaching a mix of Room 1 and Room 2 children (regular discussion and reflection with Caitlyn re: student needs) Koru Team Inquiry Related blog post Teaching Inquiry What strategies (evidence-based) are most likely to help my students learn? * Collabor...

In-service Course For Teachers of Mainstreamed Hearing Impaired Students  27.02.18 Resources – downloadable; also books to borrow etc www.vanasch.school.nz library@vanasch.school.nz PART 1: Audiology & Hearing The ear is made up of the outer ear, middle ear and inner ear. The inner ear has the hearing nerve to the brain Vestibular/ balance system, and the cochlea hair cells. The cochlear hair cells can become damaged by noise. The ear drum sits in the middle ear. Glue ear and sinus occurs mainly in the middle ear. Audiogram NOTE: there is a difference between audibility and intelligibility, i.e. background noise and/or limitations in hearing may mean the student   hears the sound/instruction but can’t interpret or understand it. In the classroom, the signal (i.e. instructing voice) must be greater than the background noise. Young children need at least 30dB more signal than background noise before they can process speech.   Assistive Devices ...

Staff Meeting Spirals of Inquiry 13/2/18 Today I was mentored by a maths expert. She observed my use of Developing Communities of Mathematical Inquiry and gave great recommendations to improve my teaching. See the next steps below! Attitudinal Data - Draw how you feel in Maths time       Almost students drew themselves appearing happy, and some drew their partners, also with happy faces. One drew and said "bored, angry and sad" (child with additional needs); one drew himself happy but his partner (mentioned prior) as angry; one drew a frown with "too easy." I have adapted my prompting to better extend or support individual children, and altered two partnerships as a result of the attitudinal survey. Teaching Fo cus Active listening Discuss and role-play active listening. Use inclusive language “show us”, “we want to know”, “tell us”. Emphasise need for individual responsibility for sense-making Affirm models of students actively...

This will be my first full year teaching in a collaborative, modern learning setting.  The Children: What is working well?  * Spending time getting to know the children through their interests. We have spent lots of time outside, playing games and also doing science. * Connecting with parents/whanau: to share good news, photos, tips for home and to seek their input and ides. I am keeping a log of parental contact so I ensure I touch base with all parents regularly. * Lots of movement & song: song and gonoodle are particularly effective for re-engaging E and L (two children who can become easily disregulated or disengaged). * Partner games: with a focus on active listening & getting to know each other, and observing/changing partnerships that aren't as effective as they could be. These partnerships will form the basis of our maths problem groups. * Social emotional teaching: sessions on friendship, being special (we've taken this into our writing using this clip ...

Bobbi Hunter,  Massey University  Presentation  Background * NZ has alarmingly high levels of Māori and Pāsifika (and other) students not achieving curriculum standards at Year 8. * Teachers can fall into deficit thinking about certain groups (Nieto 2002): "These children come to school knowing nothing." Shift it to....what can we show this children, how far can we extend them? * Show the purpose of maths....why do you need this, in your every day life ? e.g. manage finance etc * Values to think about bringing in to the class/learning:    The Best Evidence Synthesis of Maths , outlines the effective features of maths in primary school are:  * Students working as a community (cohesive, functional and equal group). Students grouped for abilities tended to have fixed ideas of their capability in maths, so mixed level groups are preferable * Language for key maths ideas is provided/modelled and scaffolded ad students use this to explain and justi...