Charlotte Verity Professional Learning (School Based)

Link to Presentation   Use descriptive praise (rather than general praise or constant questions). It can be related to: 1. Effort e.g. you are trying really hard to finish the puzzle  2. Learning e.g. "Well done, you knew that was a square! You are learning your shapes!" 3. Self-regulation and/or social skills, e.g. "You are being a really kind friend by taking turns!" You could use this to build children's language and understanding (e.g. on emotions they're experiencing), to focus on PB4L or other goals.  Planning and Introducing  Ignite ideas by: showing pictures/examples, starting an open-ended discussion with the children, watching a related youtube or other clip on a focus area (e.g. construction).  Setting Up For Success Ask what are you learning during LTP?  What does LTP look like and sound like? What does pack up look like and sound like? Share what was done last time and if / how you would like to build on it? This also might encourage others for...

 Sensory Profile Each child brings their sensory profile with them everywhere they go, including to school. Adults also have a sensory profile, and this impacts their preferences, needs and how (well) they operate in different environments.  When we understand a child's sensory profile, we can plan with these in mind. We can tailor planning and make adaptations to better accommodate a child's sensory profile, thereby providing a more engaging and happier learning environment.  e.g. someone who is vestibular seeking would likely benefit from frequent movement breaks, yoga or stretching during learning, using a standing desk etc.  We can also use this insight in supporting our colleagues, by observing, noting and allowing for their sensory needs. Full presentation by Elisa McConnochie Classroom Guide: what sensory profiles look like in terms of behaviour and needs Strategies teachers can use to accommodate student's sensory profiles

FULL PRESENTATION FROM STAFF MEETING, LEAD BY LISA COLLIER When leaving the LLLL range of books, check you've covered:  7.5 Morphology focus -ed         ce ci cy  ge gi gy  dge  ph  le  wr Rules:  1. Gentle Cindy- When the letter c is followed by the letters e, i, or y it changes from the hard /c/ as in can to the soft /s/ as in city. 2. When the letter g is followed by the letters e, i, or y it changes from the hard /g/ as in got to the soft /j/ as in magic ...and check that you've covered early spelling rules (The Code) The Code Year 1: * Open syllables- a syllable that ends in a long vowel spelled with a single vowel letter e.g. no, we, she * ‘S’ can represent the sounds /s/ and /z/ e.g. is, has, his, was * Suffixes -s (plurals) -ing (action/ doing) The Code Year 2: * ‘C’ or ‘K’- when using /k/ at the beginning of a word, the vowel that follows, tells which letter to use * “C takes a o u, K takes the other two” * Contraction...

Full Presentation Key Points for Teachers - Using Problems in Maths Problem-solving activities can be completed individually and through group work Carefully choose tasks so they encourage collaboration (and not one person taking over) Ensure groups have support Provide a balance of the four task types  (see below)  Provide a balance of proficiencies  (adaptive reasoning, problem solving, procedural fluency, conceptual understanding, productive disposition) Provide a balance of the strands (statistics, geometry & measurement, number & algebra) Four Types of Tasks  Exercise : Require a known fact / procedure, put into practice Application : A worded problem, with one or two steps, solution pathway is transparent. Often strategies/algorithms focused Open-Ended : Has several solutions with multiple solutions pathways. These have a low floor but high ceiling (all/most can access and answer it, but it also has huge scope for extended thinking). Includes extenders ...

NCZER Report of Learning Experiences from Six Good Practice Schools Compiled by Sally Boyd, Nicola Bright, Maraea Hunia & Elliot Lawes. c. 2021 I enjoyed reading this and reflecting on our own practise at Beckenham Te Kura ō Puroto. The report advocates the ongoing importance of prioritising wellbeing / hauora learning at school and beyond. It promotes taking a culture-centred approach, primarily that of Māori and Pasifika groups. Key information & my reflections  Having shared school values, which students are well-versed in, is important for wellbeing. We do this well at Beckenham, with values included in teaching, displayed and referenced in classrooms, celebrated by way of student kete awards, and values also shape part of student reports.  Passion-based learning adds significantly to students' wellbeing - this includes discovery, senior passion time etc Relationships are key: teacher-student; teacher-whānau; whānau-school Learning should encompass emotions (labell...

Quick Notes & Overview Staff presentation  Reports due out week 9  Assessment & reporting schedule  and guidelines Transition note (disclaimer) for Poppy, Lily-Ann, Louis, Vinnie ?? If a goal has been highlighted that the child isn't demonstrating , don't unclick it, just note it and make a point of teaching it When entering data, use the stage/level children are working in Next steps: two goals in each curriculum area Address the report to the child General comment: 750 word limit  Finish by week 7, buddy  check week 8.  Literacy goals and Maths Number and Algebra -  must be completed by Monday 20 June 9am. Past Reports  Access using the timewarp icon - see the presentation (linked above) Report writing tips Write to the child. Other tips are in this document Sections that need to be filled in HERO literacy goals - reading & writing HERO Maths goals - Maths and if covered, geometry, measurement, statistics Learning in … Post - this p...

The Situation This year, our team has a group of diverse learners who we are working collaboratively to support.  We have access to Resource Teachers: Learning & Behaviour (RTLBs) assistance for this. Two RTLBs observed our lessons during term 1, and we also undertook student surveys with 16 students (half considered diverse, half not diverse). Their feedback is as follows. We are exploring how we might use a more UDL style of approach to support these, and indeed all of our students. Student Voice: Survey Results from whole cohort Student Voice: Survey Results for my  home group RTLB Observations Feedback From RTLBs and Team Discussion Some of the positives noted:  High level of teacher attention on appropriate rather than inappropriate behaviour  Students are scaffolded to complete tasks and reach success, at times with 'first, then'. Students have access and are encouraged to use a range of learning tools e.g. visual timetable, fidgets, wobble cushion Teachers...