Charlotte Verity Professional Learning (School Based)

The brain develops layers in this order: 1. Brain stem = survival mechanisms 2. Movement system  3. Limbic system = emotion 4. Prefrontal cortex: governs academic aspects (e.g. literacy, maths) and control. This is the final stage of development.  Interesting Facts The more a child is spoken to between the age of 0-1 years, the faster their brain development.   Girls’ brains develop faster than boys The average age of brain development (full growth) is around 27 years BUT it can be anywhere between 18 and in the 30s. When survival brain (brain stem) is in operation (e.g. because of worry, fear or a primal need e.g. being hungry), the pre-frontal cortex is less able to operate. To calm brain spine: connect with someone who is trusted. The number one thing that drives outcomes (cognitive and social) is the relationship with the teacher (dyadic relationship). To calm the movement system: have a pattern (routine) – flexible but regular. Ch...

Key Teacher Practices to Support DMIC * Notice, name and praise when you see students showing mathematical thinking / skills   (e.g. talk moves) Anticipate, Model, Give Representations, Re-voice & Extend, Questioning, Support Explanations, Encourage / Prompt for Explanation, Ask Students to Show You Another Way to Solve Problem (this is justification - do you get the same answer?), Connect Ideas, Connect Students' Ideas to the Big Idea. Blue Text = My Next Steps Introduction * Insist on individual accountability - do you understand? If not, what are you going to do about it? * Show children how to call a pause/stop if they don't understand * Make sure students have an opportunity to practise their explanation & representation (e.g. drawing, using materials etc) before sharing back to the group. Insist that the students link back to the problem e.g. 5 lots of 2 balloons...not just 5 x 2. * Teachers should be doing 20% of the talk; students 80% * Remember to...

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....