Charlotte Verity Professional Learning (School Based)

 Te Mana Raupō Staff Only Professional Development Day Strands of Language Jane Newberry's Presentation  The areas of language and common difficulties for students with speech / language challenges. They are often Developmental Language Disorders or DLD (non-transient). Words * Limited understanding of categories and word meanings Sentences * Difficulties with morpheme and grammar, i.e. ordering words, may miss parts of words, may miss words in sentences Sounds * Mix up sounds e.g. t for k etc * Difficulty relating letters to sounds Social skills * Difficulties communicating in varied situations * Difficulties reading social cues / faces  Memory / Learning  * Difficulty remembering sounds * Difficulty following patterns or directions * Difficulty in written or oral language, or both Discourse * Lots of restarts/revise speaking * Difficulty expressing self, infering and sequencing and / or figurative language (e.g. metaphor)  * May tune out frequently  * Li...

 Presentation by Nathalie Doering, much informed by Bruce Perry and his studies. Trauma : experience/s that have enduring negative impact/s.  Attachment can be... * Secure  * Ambivalent : can come across as controlling * Avoidant : withdrawn, reluctant to ask for help * Disorganised  The Neuro- Sequential Model The response we can take to assist children... 1. Centre (regulate) 2. Connect (relate) 3. Communicate (reason) Every positive interaction children have can help them heal. Recognise the need of the child, from a trauma perspective, before working with (or reprimanding) a child. Address that need before expecting a shift in behaviour. Remember ...lots of co-regulation may be required over months or years, before self-regulation is possible. Respond with Curiosity Will my response break or build trust? What do I hope to gain by this response? Is my response helpful and trauma-informed? What will / can my response model to the child? Core Beliefs Identify your c...

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...