Charlotte Verity Professional Learning (School Based)

           Key Points When Supporting Basic Facts Learning Rob's Presentation Slides Use concrete materials, visual models and partitioning models With concrete materials, ensure a variety are available, e.g. Base 10, Numicon, Counters etc so children can show their learning different ways AND find the most efficient counting material. This may be using Numicon or Base 10 for 2 digit numbers, rather than counters. Provide open ended questions for basic facts practise, as well as games, writing tasks etc Example open ended question: You have 10 popsticks. What maths can you show? There are 3 steps to learning basic facts Provide students with ways to make learning/recall easier Such as: all 9 x multiplication problems have results which add to 9, e.g. 6x9=54....5+4=9 etc Break learning into manageable chunks for the students Provide clear goals for each session ...so students know what to focus on and work towards Modelling v...

Updating our thoughts on DMIC / Inquiry Maths Approaches Workshop with Rob Profitt-White  An abridged version of Rob's presentation: The Research  An Outline For Maths Teaching & Planning & Learning: Presentation Two Key research findings: * Hard / challenging learning is remembered and concepts are retained by students (presuming they succeed through the challenge) * Students need time to think independently  as well as in small groups, in pairs and whole class. * Students need a range of experiences , i.e. representation / modelling, contextualised (i.e. this includes word problems), and open ended * Students learn from and need explicit teaching as well as inquiry maths experiences * Students having a positive disposition towards maths is key . This is nurtured by various factors: appropriately challenging learning, strong teacher-student relationship, risk taking attitude, self-efficacy, teacher belief / parent belief in child's ability, ...

Focus on c entering the needs of the individual, i.e. ask them what they want and need, how they wish to be referred to etc. Presentation Covered: LGBT+ is the term for gender diversity, and includes lesbian, gay, bisexual, intersexual, asexual, transgender and more Takatāpui is te reo for someone who identifies as LGBT + Heteronormativity: the concept that people fall into distinct genders and gender roles, and that everyone is heterosexual.  Gender Binary: the only to genders that are acknowledged as men and women.  This line of thinking leads to disconnection! Proposed new line of thought: Gender Spectrum: A range of gender identities and between and outside of male and female. How can I recognise and address my unconscious bias and use my position  to support all others? How can I be an ally for our students / staff around gender questions?  Let your actions speak for you - stand up for inclusion, address any targeting or bullying Use inclusi...

Over the past year, we have been on a partnership inclusion project with children from our Ferndale satellite. We have worked together, partnering our students in: * Discovery time * Fitness and outdoor time * Art activities at times * Trialled inviting students to join us during maths and reading time We will continue this in future, and may also look to: * Invite some of our students to independently join Ferndale for buddy reading 10.50-11 * Invite Ferndale to join us for some of our wellbeing and/or art teaching sessions. Alongside this, an RTLB (Resource Teacher Learning and Behaviour) has worked with us, providing observation and suggestions on how to engage particular learners. The insights offered have been highly useful, and included things like asking parents to check hearing, providing private rather than public praise, utilising wobble cushions, or giving students opportunities to lead a peer or small group. We have also been provided with this fantastic Strateg...

The Collaborative Journey Term 1, Week 4 2020 Team collaboration As a team, we meet every morning and most afternoons. The morning conversations allow us to assign roles during our Discovery time, allocate speakers for our daily korero, and also share current pastoral care or other student needs. We continue to plan weekly as a team also. Partner collaboration As well as this, my wonderful colleague Katie and I have been experimenting with different forms of collaboration throughout the learning programme. Our long term goals for collaborating are: To provide a varied and needs-focused learning for our students. To experiment using different roles, and the impact of these on student engagement, happiness and learning. To model & share different practises &  styles of explaining and teaching. To reflect, discuss and develop deeper insights around each of our students, and use this to inform our planning. Some of our collaborative moments so far:...

Term 1 2020 - Presentation Slides  Stages of Grief Experienced by Children & Young People Document Kubler-Ross: Stages of Grief General experiences may be... Denial - Anger - Bargaining (If only I had/done/do ...then it would be ok?) - Depression - Acceptance - its a natural part of life -  For Children  allow crying, anger etc and discuss model and explain your emotions (parents) check on their safety net  notice the positive/good things in our lives discuss the power of and potential for resilience build relationships & connect with others Dan Siegel's Brain Model  Support calming (co-regulate emotions) before you talk, plan, problem-solve etc Target calming or co-regulating the brain stem/emotions before encouraging child back into learning, being with large groups etc  (e.g. sleep, eat, move, time alone)  Mirroring - when parent/significant person becomes equally heightened and shows emotions Marked ...

The Problem:  Maddi, Anika, Noah and Thomas are looking at the objects. Maddi says, “Hey, the square is the odd one out.” Anika says, “No, the circle is the odd one out!” Noah says, “No, it is the box!” Thomas says, “No, it is the pentagon.” Who is right and why? Curriculum Link Level 1 * Measurement: Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units. * Shape: Sort objects by their appearance. Communication Focus:  * Use mathematical terms (shape names, corner, edge, side, faces, different, similar)  * Restate the problem in own words, clarifying what is being asked * Justify ideas by giving further details Students engaged initially with the question, and most were actively talking with their partner (self-chosen, with redirection/partnering for two students).  Unfortunately, we didn't have ha...