Charlotte Verity Professional Learning (School Based)

Te am/Individual Teaching As Inquiry Goal How can we effectively and purposefully use assessment to describe and improve student progress and achievement in Maths? Focusing Inquiry I will undertake ongoing assessments (‘I Can’ sheets and JAM) of students’ understanding/skills in maths. I will use these to understand student progress, gaps and plan accordingly. Key teaching strategies will include: DMIC Problem Solving (targeting maths learning needs) Explicit teaching (small group) Practise opportunities (games, activities etc) TEAM TAI My Planning and Notes Key Maths Talk Moves:  * Listening  * Giving wait time: allowing a partner to think about what you've said, after you've said it * Restating/ Repeating  * Revoicing: saying what a partner said, in a different way * Questioning * Apply reasoning / Justify * Add on: to what someone else has said or show another way of solving the problem Term 1 Reflecti...

Workshop Notes - Literacy Administering the Observation Survey (Marie Clay)  Text: An Observation Survey of Early Literacy Achievement COMPLETE IN ONE SITTING WORK IN THIS ORDER OF TESTS Generally,  allow a 3 second wait time before moving on. No teaching  or prompting, e.g. even if a child says 1 or stick for l. This is an  assessment . No commenting. Think conservatively with all tests e.g. use the lowest stanine Keep comments very brief. Ways to improve my teaching Shared book: Talk about capital letters, lower case, question marks etc. Ask, “What is this?” Where is the start of the sentence? The end of the sentence? Where do I start reading? Where do I go now (at end of line etc)? Where is the first word, last word? etc Fast word Friday (and daily for LR, IS) – see page 112. Big Book: Say a word and ask, “What is the first sound?” “What is the last sound?” Prompts – self-monitor; monitor/check (e.g. re-read); search for inform...

DMIC is based on:  Thinking like a mathematician, which involves making connections between ideas, approaching problems creatively, adapting known methods in new ways, and transferring learning to new contexts Working like a mathematician, which involves persistence, willingness to take risks, and the capacity to explain solutions. ...which is why it requires an inquiry based approach The Key Features of DMIC Reflecting on the quality & appropriateness of problems... * Were they open ended and required complex solving ( persistence is a key skill we need to grow in our mathematicians!) *Group worthy tasks allow for multiple ways of solving the problem ( not just  the teachers' way) * Mix up the groups so status roles don't become locked * To learn concepts, children need to interact, discuss, clarify, justify big ideas....do the problems set require this? * Are problems culturally relevant? Students need situations that connect to th...

INCLUSION = access to quality education for ALL jo.charman@autism.org.nz  STATIC DYNAMIC Predictable Routines Safety No change Change Dealing with the unplanned/unexpected Diagnosis : may have difficulties in the areas of social interaction; communication; flexible thinking. Behaviours:  * May stay apart fro others or have difficulty playing with others * Wants to play but may not know how (may not take on cues from others) * Tells but may not have a back/foward conversation * May rarely look towards you when you are speaking * May rarely use language * Doesn't understand your body language * Does their own thing * Poor emotional regulation Challenges related to flexible thinking * Interest in a particular topic * Always does things the same way * Has rituals that must be followed & may not respond well to change * Says the same thing over and over  * Displays "odd" movements e.g....

Dr Emma Woodward, Child Psychologist MY NOTES HERE

Positive Education Conference  Charlie Scudamore, VP, Geelong Grammar Positive Education Institute The Institute is based on the concept of FLOURISHING = "Feeling good and doing good" The needs and strategies used for positive education  will constantly change and evolve.  Ongoing evolution allows us to accommodate  the changing student dynamics and communities. The Lessons Lesson 1: Measure well - use your data and revisit it. Lesson 2: Do Wellbeing WITH students not TO them. Lesson 3: Wellbeing MUST involve staff - TRAIN them but don't over-train. Keep it varied and rich. A good wellbeing programme will cover LOTS of things...healthy eating, character strengths, emotions, physical fitness etc Lesson 4: Teachers matter - keep them passionate with new information and training. Lesson 5:  Educate parents and get them passionate about the subject e.g. parent info sessions Lesson 6: Positive Education is not just about being happy or looking...

After a year of DMIC, my reflections: Current Challenges * How do we help children retain ideas? * What do I need to do to best support children to build knowledge and strategy Successes * Children are more able to vocalise their learning * Students are working together on one problem: sharing ideas, justifying, asking questions, agreeing/disagreeing, reasoning * Materials were a fundamental tool for supporting discussions Communication & Participation Framework Justifying & Arguing Mathematically  * Structuring the activity is important * Make sure you provide  wait time (think time)   for whole class * Expect group members to support each other when sharing back - it is a  collaborative  sharing back Questions to ask to encourage justifying... How do you know? Show me (materials) Small Group Work  * 15-20 minutes to come up with a solution * Think about grouping carefully put high needs child with 3 others (I question thi...