Term 3 and 4
See links to ALL Literacy Focus 2015
ALL focus 2015
See links to Maths Inquiry Focus 2015
Maths Inquiry 2015
See Links of Example of planning ORRS Students T4
Reign
Liam
Emily
See Links to Reading Recovery Acceleration Chart-Devised by Bernie and given to David for the board and another updated version for David will be ready by the end of this week.
(Term 4, Week 3 2015)
Reading Recovery Progress Chart 2015
See Links for Reading Night Slides 2015-that I had to help prepare and present for:
Reading Night 2015
See Links for Maths Night Slides 2015-that I had to help prepare and present for:
Maths Night Slides 2015
Sunday, 25 October 2015
Extra PD/ Study ICT
Term 4 2016
Began Mindlab post grad study.
The research read and critiqued regularly is helping gain a better understanding of where my students are now and where they can be. Also the collaborative component of the course is helpful to see pov and gain a better understanding of how teachers use the information gained. A lot of reading and extra work, but does have benefits in really understanding what is happening in education, what we need to do, what we are doing really well, and where we are headed. Every week we have tasks to complete here is one we did to discover our own learning styles and beliefs.
Term 4 2015
Feedback to staff on Ulearn, I talked about ILE and the movie..'Most Likely to Succeed'.
I pointed out the relevance and need for change in schools regarding environment, collaboration and learning tools. The Principal from Te Kowhai school has invited me to 'tour' his school.
I throughly enjoyed Ulearn and the opportunity to explore, discover and make new connections with other teachers regarding the change and the needs of students in todays world. I am sure that ILE is the way forward to best meet the diverse and changing needs of students, and also to utilise a teachers best strengths and assest for the promotion of learning and betterment of all Akonga.
ULEARN SLIDES
Began Mindlab post grad study.
The research read and critiqued regularly is helping gain a better understanding of where my students are now and where they can be. Also the collaborative component of the course is helpful to see pov and gain a better understanding of how teachers use the information gained. A lot of reading and extra work, but does have benefits in really understanding what is happening in education, what we need to do, what we are doing really well, and where we are headed. Every week we have tasks to complete here is one we did to discover our own learning styles and beliefs.
Term 4 2016
Mark Osbourne visits for TOD 2 days. All about changes in education-growth mindset and ILE all what we have been doing in mindlab last few months! Very good to listen to and follow. Practical advice. Main jest...schools need to change as the work force is changing and jobs here now will not be in the future. As teachers we need to equip kids with skills that make them adaptable for future jobs we don't even know exist yet. ILE utilise best teacher practice and skills shared across a wider group of students so all students and teachers benefit by being exposed to different strengths an Talents. In 2016 i am in a collaborative planning group and ILE classroom model. I am using chrome books with my students and collaboratively and more extensively planning with other teachers in my team.
Term 4 2015
Feedback to staff on Ulearn, I talked about ILE and the movie..'Most Likely to Succeed'.
I pointed out the relevance and need for change in schools regarding environment, collaboration and learning tools. The Principal from Te Kowhai school has invited me to 'tour' his school.
ULEARN SLIDES
PD
TOD-SOLO with Pam Hook Pam showed us ways around the site. Also how to edit some of the templates to make them specific for our teaching needs. Teacher Observations and Reading-Bernie Hall 2014 Term 3 CRT TIME Teacher Observation: Susan Townes r9 I watched Susan take a writing lesson ½ hr. Notes: -phonics recap some letters s, p -verbal talk about the rain -use one idea from one child to discuss -think, say, practice 3x ‘I splashed in the puddle in my gumboots’ -now model writing -self checker )caps, fullstops, go back and re-read after 3 words) -I 9splashed) what blend do u hear? Say, write, say, write sp..l..ash..d -‘’chewing gum’’to stretch word out –we need a ending S or D model…i// in// the// puddle //=finger spaces each time read and return to what is written down on page -now what do I do/ listen for next sounds… -pud…. -what do we hear?say it, whisper it., shout it, slowly -gumboots..use robot actions g u m gum sweep action to show it is one word Teacher Observation Reading Recovery: Heather Tootill CRT TIME Tara – Kids are recorded as they read, no prompt only tell them to rerun if stuck. Tell them to listen to themselves when they read -3 books in quick succession ‘’does that look right?’’ ‘’yes you can read faster if you think about it” ‘do you notice your errors/’ 2 read 3rd boo is rr-no prompt -levels hardeder as go along rr show where they made the mistake eg s/c on page.. break-for letter id speed test -writing follow up from story -say it 3x -words we may need T record -child to write 5x -child read it over 5x T write out sentence onto card and cut up -child place back into order, envelope and home -New book introduced,b4 read go over some words, pictures -go back read that word again what are the sounds in the whole word? Read it again T read a page S read a page -at this stage look at the word-cover other lines look at one sentence at a time -get child top look and rereadit -let them discover the mistake..does that sound right? Words can break it up …chunking -write it read it fast had had had -don’t push too quickly or slowly, no finger pointing, ask Q about the story 5 August POND PD- Lynley and Anne Pond is a network for NZ teachers to connect to and share relevant information, resources, sites. Useful because you can choose to follow like minded educators or people with the same educational interests as yourself. Comments on the resources help you decide to use or follow a link/resource. Any new information is updated so i can access it through those I follow. Today signed in and created a profile photo for Bernadette Hall. Following several others. 12 August Pond PD-Lynley Following several more and learned how to add a website/address from the community. This site is being updated and added too al the time as we all add to it. Information is quick to source and retrieve if looking for ideas on topics etc. It is specific and relevent. Lynley showed us how to do this.
Criteria 2 - demonstrate commitment to providing the well-being of all akonga
Term 2 & 3 2016
SENCO role. I have:
Term 4 2016
Attended out-of-school-time presentation on 'Learning to Swim', provided by Sport Bay of Plenty.
Received information on steps to teaching swimming to middle school children and juniors.
Safety, submerge, float, arm action and leg action, and moving through the water. Most helpful, already doing a lot of these techniques. Importance of child readiness highlighted. Also to get kids practice technique out of water first so they can feel what it is supposed to be. Lanes a good idea for 4 levels of swimmers, and helps to keep swimming flow.
Used this on junior class, out of water better because they had to show me they could do what i was asking before entering the water.
Term 1 2015
I have met the parents formally and informally this term. I have got to know the families and their greatest wish this year for their children.
Many of the parents feel comfortable with me and find me approachable and ready to listen and advise if needed.
They can all contact me on my email, or in person before or after school.
I helped:
- Julius family by supplying them with some boys clothes for Julius
-George by being a listening ear when his nana died and keeping an eye on his writing progress for his mum and giving her weekly feedback
-Darcy by immediately informing her Nan of positive (and not so good) behavior as she has asked me to on a weekly basis or sooner if needed
-Sooryda by helping him to make new friends in room 8 and have a buddy in class time his mother was worried about this
-Caiomhe and Olivia by ensuring their health needs are met and taken seriously by all of room 8 and watching for signs of allergic reaction
-Marshall to keep on task by using positive reinforcement and sharing his success with the class-he now writes a paragraph
-Persia to keep coming to school daily so she can attend EW and complete her writing-she has been attending school more frequently
-Te Ariki by meeting his parents with Heather to keep them informed of his behaviour goals for this
-Kris by giving him some leadership roles in class to help him feel special and capable of helping some younger children
-Varun to speak up and share his stories and celebrate the birth of his new sibling, this has given him something to share about
-Thornton to write! So we celebrated his writing a sentence independently for the first time.
Term 3 and Term 4 2104
I have built up positive relationships with the caregivers and parents of room 10.
I have informed parents of their child's needs in learning and their progress. This is after the NE surveys, informally after and before school chats, the class blog, text messages.
I keep my class blog updated and stress the importance of the reading to continue at home.
I have asked 4 parents to come and talk to me about their child's learning difficulty and/or behaviour.
This has resulted in positive outcomes with 1 mum having her child's hearing checked, another getting her child to school on time and a 3rd setting up a reward chart at home for good school behaviour.
I recognise and have made sure all children in room 10 have received a principal card and a certificate from me the Teacher for great progress in a particular area.
I provide opportunities to extend interests and learning with trips, books, activities set up in the room before school.
I feedback to my parents regularly as I see them each day. They are always welcome to come see me before or after school if they need to.
I have parents on text also and so can connect instantly if need to.
SENCO role. I have:
- made contacts with Maori and PI students whanau regarding learning and committments.
- homereading programme/homework club/success maker/ELL targeted spaces for my Maori and PI students at risk.
- actively watching progress of these students on the register
- referrals made for some onto RTLB
- care plans designed for HHN that are not funded
- SEASONS programme offered to 2 chn with grief at the moment
Term 4 2016
Attended out-of-school-time presentation on 'Learning to Swim', provided by Sport Bay of Plenty.
Received information on steps to teaching swimming to middle school children and juniors.
Safety, submerge, float, arm action and leg action, and moving through the water. Most helpful, already doing a lot of these techniques. Importance of child readiness highlighted. Also to get kids practice technique out of water first so they can feel what it is supposed to be. Lanes a good idea for 4 levels of swimmers, and helps to keep swimming flow.
Used this on junior class, out of water better because they had to show me they could do what i was asking before entering the water.
Term 1 2015
I have met the parents formally and informally this term. I have got to know the families and their greatest wish this year for their children.
Many of the parents feel comfortable with me and find me approachable and ready to listen and advise if needed.
They can all contact me on my email, or in person before or after school.
I helped:
- Julius family by supplying them with some boys clothes for Julius
-George by being a listening ear when his nana died and keeping an eye on his writing progress for his mum and giving her weekly feedback
-Darcy by immediately informing her Nan of positive (and not so good) behavior as she has asked me to on a weekly basis or sooner if needed
-Sooryda by helping him to make new friends in room 8 and have a buddy in class time his mother was worried about this
-Caiomhe and Olivia by ensuring their health needs are met and taken seriously by all of room 8 and watching for signs of allergic reaction
-Marshall to keep on task by using positive reinforcement and sharing his success with the class-he now writes a paragraph
-Persia to keep coming to school daily so she can attend EW and complete her writing-she has been attending school more frequently
-Te Ariki by meeting his parents with Heather to keep them informed of his behaviour goals for this
-Kris by giving him some leadership roles in class to help him feel special and capable of helping some younger children
-Varun to speak up and share his stories and celebrate the birth of his new sibling, this has given him something to share about
-Thornton to write! So we celebrated his writing a sentence independently for the first time.
Term 3 and Term 4 2104
I have built up positive relationships with the caregivers and parents of room 10.
I have informed parents of their child's needs in learning and their progress. This is after the NE surveys, informally after and before school chats, the class blog, text messages.
I keep my class blog updated and stress the importance of the reading to continue at home.
I have asked 4 parents to come and talk to me about their child's learning difficulty and/or behaviour.
This has resulted in positive outcomes with 1 mum having her child's hearing checked, another getting her child to school on time and a 3rd setting up a reward chart at home for good school behaviour.
I recognise and have made sure all children in room 10 have received a principal card and a certificate from me the Teacher for great progress in a particular area.
I provide opportunities to extend interests and learning with trips, books, activities set up in the room before school.
I feedback to my parents regularly as I see them each day. They are always welcome to come see me before or after school if they need to.
I have parents on text also and so can connect instantly if need to.
Criteria 7 - promote a collaborative, inclusive and supportive learning environment
Terrm 4 2016
Learner Agency through ILEs
Karl Radford The set up of ILE in NZ school..
Term 3 2015
I attended a session at St Michaels School on Prayer Spaces by
The theme of this session was to highlight how we can make our prayer spaces more meaningful and of interest to our students. I particularly thought about our Maori students and how our prayer spaces may look to them. The day after this session i actually changed the cloth on our prayer table to browns and tans and added a bowl of water for the children to bless themselves. I invited the Maori students and the PI students to add something of the class collection (shells, statues, books, photos, wood, candles, water, beads etc to create their own story of their wishes for prayer that week. This went really well the kids targeted really lit up and began to tell these stories of the families and rituals even that some of them have at home. They said spontaneous prayers and felt comfortable sharing their ideas and prayers with the class. I will endeavour to do this at least once a week.
-Notes from session.Prayer spaces ...create with pine cones make crucifix have a toy/ bear from the past ..adding story books..prayer displays a focal point and encourage one at home..depending on time of year have the focus and symbols relevant to the time of year..if neglected it gets overcrowded..can create prayer space anywhere..colour and texture to use for times of the year..have bible open use the childrens' things speeches..encourage kids to give a blessing to each child ...write on the stones faith..hope etc..add class photo to focus cd case.
Term 3 2015
The blog has been appreciated by the special needs parents. I am in weekly contact with all the parents via the blog but also in person. The parents are all grateful and pleased with the work I am doing with the students. This term I engineered to have all three ORRS students in the Monday slot simultaneously. A not so easy feat... but one I was determined to try! The kids have responded well and look forward to Mondays always asking in in the playground "what are we doing today?'
This means I can do baking or sport with all three so they can practice collaborative and communication skills. I have invited parents to come and work with us on baking days- Mrs Reindeers has been able to join us. I maintain positive repore with these parents but also work alongside the teacher asking them what skills they would like to see in practice for theses students. I supply running records , work books, photos, blog acess to all the classroom teachers.
Emily sits with me in assemblies and I have had her sit with me in church also, while minding room 15. I believe the children needed time to work together and also use the facilities in our reach-the stoves, fridges. I intend to further this in term 4.
Term 1 2015
Learner Agency through ILEs
Karl Radford The set up of ILE in NZ school..
- whole school ILE
- magic of 3..2 teachers teaching and 1 in learning coach role
- purpose was to develop learner agency
- have to have right teachers together
- to establish expectations between teachers set a survey questionaire so all teachers are on board..little things are important
- student voice musy be evident it needs to be there;listen to learners
- constructivist basis
- variety of learning organisations
Noticed:
- enhanced student wellbeing..positive
- pastoral care extened to other teachers
- change in workload
- teacher strengths used
- descisions over how to incorporate inquiry etc
Personalised Learning:
- co design learning
- understand how chn learn
- voice/choice/engagement/motivate/ownership/purpose/self regulation
Learning Pathways:
next steps..students and teachers
purpose..achievable goals about themselves
develop key competencies in students
SOLO...here works conferences with students SLC?blogs
teacher dashboard..goals put on here..slides....evidence onto tdb
student voice and agency:
- maths hot spots
- thinkboards
- teacher dashboard
- rotations in the classroom
- hats coloured-de bono
Term 3 2015
I attended a session at St Michaels School on Prayer Spaces by
The theme of this session was to highlight how we can make our prayer spaces more meaningful and of interest to our students. I particularly thought about our Maori students and how our prayer spaces may look to them. The day after this session i actually changed the cloth on our prayer table to browns and tans and added a bowl of water for the children to bless themselves. I invited the Maori students and the PI students to add something of the class collection (shells, statues, books, photos, wood, candles, water, beads etc to create their own story of their wishes for prayer that week. This went really well the kids targeted really lit up and began to tell these stories of the families and rituals even that some of them have at home. They said spontaneous prayers and felt comfortable sharing their ideas and prayers with the class. I will endeavour to do this at least once a week.
-Notes from session.Prayer spaces ...create with pine cones make crucifix have a toy/ bear from the past ..adding story books..prayer displays a focal point and encourage one at home..depending on time of year have the focus and symbols relevant to the time of year..if neglected it gets overcrowded..can create prayer space anywhere..colour and texture to use for times of the year..have bible open use the childrens' things speeches..encourage kids to give a blessing to each child ...write on the stones faith..hope etc..add class photo to focus cd case.
Term 3 2015
The blog has been appreciated by the special needs parents. I am in weekly contact with all the parents via the blog but also in person. The parents are all grateful and pleased with the work I am doing with the students. This term I engineered to have all three ORRS students in the Monday slot simultaneously. A not so easy feat... but one I was determined to try! The kids have responded well and look forward to Mondays always asking in in the playground "what are we doing today?'
This means I can do baking or sport with all three so they can practice collaborative and communication skills. I have invited parents to come and work with us on baking days- Mrs Reindeers has been able to join us. I maintain positive repore with these parents but also work alongside the teacher asking them what skills they would like to see in practice for theses students. I supply running records , work books, photos, blog acess to all the classroom teachers.
Emily sits with me in assemblies and I have had her sit with me in church also, while minding room 15. I believe the children needed time to work together and also use the facilities in our reach-the stoves, fridges. I intend to further this in term 4.
Term 1 2015
I had the idea to set up and establish a blog for the special needs students I work with. I approached Anne to help me set it up, as it has to be on the school website. This is a blog where the parents of Reign, Emily and Liam can view, hear and share what their children have been up to during their learning sessions with Mrs Hall.
It also allows positive and immediate feedback from parents and whanau. It keeps an online record of the child's activities.
'Bernie's Busy Bees' can be accessed through the room 8 blog.
As this class have just begun their learning journey, in order to promote and strengthen room 10 bonding I use appropriate activities that help promote comradeship and learning in a supportive environment.
I also utilise the parent resources available ( helpers, skills, interests ) to help the children feel and see the connection between school and home.
I use Golden Time activities as a way to promote fun and cooperative learning and participation.
I invite where applicable parent help for some activities, such as our food making /tasting from other places.
I use Sport and PE to promote cooperation and participation and communication skills.
I use Art and RE also to promote these competencies when the children work in groups to problem solve.
This helps support the learner of various interests in a range of learning through tactile and verbal opportunities.
Criteria 9 - respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga
Term 3 2015
Invited Jack our Chinese student to come work in room 8. He is working around the school. The children have enjoyed the language experience and language lessons. They are also gaining insight into another culture other than their own. As Chinese is the fastest growing language we are fortunate to have him in our school.
Term 1 2015
Added pages of high interest and gadjets to room 8 blog. Such as:
RE, Literacy, Maths, Photos, Gala Update, House Information. I have adde relevant information in these pages and will keep this updated.
This is so parents can quickly reference information and view updated photos of various activities their child is doing in room 8.
Also added a language translation gadjet for our many ELL learners and parents of.
Term 1 Early Words PD
Attended Yolanda Soryl course on Early words. There is another edition of the programme coming out this year.
Yolanda spoke of the importance to keep it child driven and to start at probe where the child is at.
She said there should be an order to teach HFW for early learners.
To reinforce learning with games of 'snap' 'ladder' 'timer on for reading words' .
The child must be able to match words, pictures to be successful on EW .
The best way to learn words is by sight. Some words have to be instant.
(a is in the mum..)because they can't all be sounded out. Hold up the card get the child to say it loud-builds confidence in reader.
See Say Touch-get them to track the word card and touch it too.Visual memory is used and needed for word recognition of basic words.Keep words on black and white not too much colour it is a distraction.
Excellent fast, to the point seminar delivered what i had to ask. Some correlations to RR - such as a precise, systematic way to teach and get big results.
Term 3 2014
GLOBALISATION CONCEPT:
Our globalisation Concept allowed me to introduce and celebrate the differences in culture just in our class. We invited families to bring and share/show their ethnic foods or pictures of to share with the class.
The children found the concept a bit of a stretch but did understand that different countries have traditional dishes.
Some children wanted to try them and some did not. But they all got some opportunity to look and taste some different foods.
ROTORUA INTERMEDIATE VISIT:
I organised for three classes to visit RI school science lab.
Here we got to look at and trial simple experiments to cater to the chns understanding of heating, cooling, and changes of state.
Most of the chn in room 10 had a strong interest in this in class so I took the opportunity to arrange a visit to a real lab, to extend their interest.
The intermediate chn helped and showed the class several experiments., that catered to their interest and their level of understanding science concepts at this age.
Invited Jack our Chinese student to come work in room 8. He is working around the school. The children have enjoyed the language experience and language lessons. They are also gaining insight into another culture other than their own. As Chinese is the fastest growing language we are fortunate to have him in our school.
Term 1 2015
Added pages of high interest and gadjets to room 8 blog. Such as:
RE, Literacy, Maths, Photos, Gala Update, House Information. I have adde relevant information in these pages and will keep this updated.
This is so parents can quickly reference information and view updated photos of various activities their child is doing in room 8.
Also added a language translation gadjet for our many ELL learners and parents of.
Term 1 Early Words PD
Attended Yolanda Soryl course on Early words. There is another edition of the programme coming out this year.
Yolanda spoke of the importance to keep it child driven and to start at probe where the child is at.
She said there should be an order to teach HFW for early learners.
To reinforce learning with games of 'snap' 'ladder' 'timer on for reading words' .
The child must be able to match words, pictures to be successful on EW .
The best way to learn words is by sight. Some words have to be instant.
(a is in the mum..)because they can't all be sounded out. Hold up the card get the child to say it loud-builds confidence in reader.
See Say Touch-get them to track the word card and touch it too.Visual memory is used and needed for word recognition of basic words.Keep words on black and white not too much colour it is a distraction.
Excellent fast, to the point seminar delivered what i had to ask. Some correlations to RR - such as a precise, systematic way to teach and get big results.
Term 3 2014
GLOBALISATION CONCEPT:
Our globalisation Concept allowed me to introduce and celebrate the differences in culture just in our class. We invited families to bring and share/show their ethnic foods or pictures of to share with the class.
The children found the concept a bit of a stretch but did understand that different countries have traditional dishes.
Some children wanted to try them and some did not. But they all got some opportunity to look and taste some different foods.
ROTORUA INTERMEDIATE VISIT:
I organised for three classes to visit RI school science lab.
Here we got to look at and trial simple experiments to cater to the chns understanding of heating, cooling, and changes of state.
Most of the chn in room 10 had a strong interest in this in class so I took the opportunity to arrange a visit to a real lab, to extend their interest.
The intermediate chn helped and showed the class several experiments., that catered to their interest and their level of understanding science concepts at this age.
Criteria 6 - conceptualise, plan and implement an appropriate learning programme
Term 1 2017:
Sue Winters PD questions/interviews.
Term 3
DRS role I have tried to help support all teachers in the RE programme in their classrooms. I actively have sought contacts, resources, sites to help in set up of this role.
I am really njoying this role. IT FEELS RIGHT!
Term 3
ICT workshop held for staff. I delivered a workshop to staff interested on Coggle and what blended classrooms are and look like. see link>Flipped Classrooms
Feedback was fantastic. Attendees were happy to try out coggle and hear about what flipped classrooms are. We in middle school are using blended classroom techniques already. It is a great way to get feedback from parents and families. It reaches a wider audience. It ios not time constrictive or territory constricted.
Term 3 2016
Attended Alim lesson of Margot.
reflections:
Term 4 2014
This term the class has really focused on moving appropriately about the room and knowing where to go for help and what to do next after they have finished an activity.
They understand the visual rotation board and what groups they are in. They know where to put finished work.
They are learning to understand there is a time to speak and a time to listen, a time to share and a time to try new learning.
Most follow these guidelines really well. I am trying to promote independence in learning and to take responsibility for their own learning.
I have visual aides to remind them on the IWB, on rotation boards, in the writing model book and photos hanging up of what we are supposed to be doing.
Term 3 2015
I provided a graph for the BOT to show the progress to date of Reading Recovery StudentsReading Recovery Acceleration Chart
I will add to this as children on reading recovery as discontinue the programme.
Term 4 2014
We discuss this each day as a quick recap.
I look at what is planned for each week and try to fit it all in. Sometimes disruptions have occured and subjects are 'squeezed 'that day due to Ronald Macdonald or Kelly sports. But I always fit in reading, writing and maths.
I use the previous weeks progress to plan for the next week and recap if needed and move on if I feel the majority have grasped the concept.
A lot at this level is reinforcing letters, sounds, words, and routines. With new children arriving we always have to revisit our phonics, letters, words and numbers to 10.
With my unrelenting focus group this is essential and they get 10 mins extra T tim e4 x a week to reinforce these things.
I try to make the programme as integrated as possible to our concept and RE and Art and Oral language and Writing can often do this to some degree.
Sue Winters PD questions/interviews.
2016: What did you do in 2016 to help kids have greater student agency?
- Collaborative classroom
- Shared docs/slides
- Individual blogs
- Self directed reading activity
- SLC
- It got better as the year progressed
- Students choose own groups to work with in writing
- Shared feedback and feedforward of student work and tasks
- Design brief..let class add to it
Reflective Interviewing:
What is the best question i can ask next to clarify questions, situations
How , why, who questions help them to unpack
So what ...how….so how does this reflect…
Questions:
L1 Tell me when you thought your kids were ready for more ownership?-quality improved when agency..drip fed it in, not always successful
L2 What is the purpose of the design project?What outcomes do you hope to gain?-To understand design process had to work thru..a need,,modify.independently
L3 So what may you do differently?How does this lead to..better student voice?-reflective..not so much on google slide..paper portfolio ….smaller groups.
Pose a question but suspend judgement.high level of trust..so we can get to the next level.
Term 3
DRS role I have tried to help support all teachers in the RE programme in their classrooms. I actively have sought contacts, resources, sites to help in set up of this role.
I am really njoying this role. IT FEELS RIGHT!
- have advertised RE courses
- have held staff meeting on RE planning
- have held litugy
- have held first Mass
- met Father re Mass wishes
- poromoted Baptism course in newsletter
- have run DRS message in both parish and school newsletter
- attending next 2 papers in RE to go for diploma in RE
- craeted slides for middle school on Assumption, Sacraments, MMK
- held MMK day at school
- rearranged staff RE board and prayer table for this term
Term 3
ICT workshop held for staff. I delivered a workshop to staff interested on Coggle and what blended classrooms are and look like. see link>Flipped Classrooms
Feedback was fantastic. Attendees were happy to try out coggle and hear about what flipped classrooms are. We in middle school are using blended classroom techniques already. It is a great way to get feedback from parents and families. It reaches a wider audience. It ios not time constrictive or territory constricted.
Term 3 2016
Attended Alim lesson of Margot.
reflections:
- warm ups to build upon already known
- access to materials all around
- group of 6
- use language of maths have a list up to refer to
- building knowledge games-squissy number cards
- use jump line
- 10s
- super powers every time they gain one when learn a new strategy.
Enjoyable, informative, ideas gained, next steps clear-games, referral lists.
Term 4 2014
This term the class has really focused on moving appropriately about the room and knowing where to go for help and what to do next after they have finished an activity.
They understand the visual rotation board and what groups they are in. They know where to put finished work.
They are learning to understand there is a time to speak and a time to listen, a time to share and a time to try new learning.
Most follow these guidelines really well. I am trying to promote independence in learning and to take responsibility for their own learning.
I have visual aides to remind them on the IWB, on rotation boards, in the writing model book and photos hanging up of what we are supposed to be doing.
Term 3 2015
I provided a graph for the BOT to show the progress to date of Reading Recovery StudentsReading Recovery Acceleration Chart
I will add to this as children on reading recovery as discontinue the programme.
Term 4 2014
We discuss this each day as a quick recap.
I look at what is planned for each week and try to fit it all in. Sometimes disruptions have occured and subjects are 'squeezed 'that day due to Ronald Macdonald or Kelly sports. But I always fit in reading, writing and maths.
I use the previous weeks progress to plan for the next week and recap if needed and move on if I feel the majority have grasped the concept.
A lot at this level is reinforcing letters, sounds, words, and routines. With new children arriving we always have to revisit our phonics, letters, words and numbers to 10.
With my unrelenting focus group this is essential and they get 10 mins extra T tim e4 x a week to reinforce these things.
I try to make the programme as integrated as possible to our concept and RE and Art and Oral language and Writing can often do this to some degree.
Criteria 11 - analyse and appropriately use assessment information, which has been gathered formally and informally
Term 1 Pact Tool PD Susan Nelson and margot Nielson
PACT
Keep evidence not just from tasks..build what evidence you can as you go. Stages and progressions are different terminology. So do stats in Feb will nedd to be done at current time .Priority students and cusp students it is a good way to collect data first. Keep kids as agroup, so can say what the can do.
Use videos/rotations/independent stuff so you can gather that stuff. Use 'Honors' stuff as a start point.
Work as a unit in a team. Think about what big idea is like in science that is what i important.
Use language of location to describe what they are doing-language of coding, mapping, blindfolds 2 steps to right, left.
To do ssessment each it as do the activity as you go during the lesson. So it is not seperate.
Give directions as you go. Compile examples for what we could do for each level. Geo set 1, 2,3 and links to examples sites etc. So you can get an idea.
See strengths nd weaknesses in the maths. So put time in where needed. Will need to have fluid groups and watch how we group to the class.
Our example can be used for 2 aspects for the sets.
barrier game.. sets to ARBS..on left hand side connnecting to the curriculum some of the matching is done for you.
Put it in a context that the understand.
PACT shared folder-geo thinking middles examples of level 2 and 3 and put it in the folder.
PACT intro
Ministry of education to register
Term 3 2015
Reading Recovery Accelleration Chart
This is the progress I am tracking to date, of my students and some of Heathers. I used the data collected from our RR results and created a graph that management could use to report to the BOT.
I will keep adding new information as students finish the reading recovery programme.
TERM 3
I use the NE survey as basis for these new learners as to where they are and what they need to be doing next.
I try to look at them as a group as well as individually so I can see what groupings are needed.
As they are all NE at this stage they all needed work on Letter Id and Word recognition, some CAP of course.
Some have begun school with a lot of letter knowledge some with none.
My programme will begin with the phonics programme so all letters and letter sounds are covered for all.
They will constantly be revisited so new children who join us will be exposed to the letters and sounds.
Term 4
RR are done more frequently now the children have some HFW grasped. I will monitor their progress closely, and am aware of those that need to keep moving and those who need extra assistance.
This term I have asked for some help for my unrelenting group, who show difficulties retaining information.
I hope to get them on the early words programme and Ms Dansely writing group.
I have also approached a parent to come in on Fridays to hear these children read.
These are extra activities on top of the daily programme for these children -not instead of.
Informally observations show me which children are able to work independently and stay focused and which ones are easily distracted.
My RR and informal observations mean my groups are changing from time to time in reading as the children needs and progress change.
PACT
Keep evidence not just from tasks..build what evidence you can as you go. Stages and progressions are different terminology. So do stats in Feb will nedd to be done at current time .Priority students and cusp students it is a good way to collect data first. Keep kids as agroup, so can say what the can do.
Use videos/rotations/independent stuff so you can gather that stuff. Use 'Honors' stuff as a start point.
Work as a unit in a team. Think about what big idea is like in science that is what i important.
Use language of location to describe what they are doing-language of coding, mapping, blindfolds 2 steps to right, left.
To do ssessment each it as do the activity as you go during the lesson. So it is not seperate.
Give directions as you go. Compile examples for what we could do for each level. Geo set 1, 2,3 and links to examples sites etc. So you can get an idea.
See strengths nd weaknesses in the maths. So put time in where needed. Will need to have fluid groups and watch how we group to the class.
Our example can be used for 2 aspects for the sets.
barrier game.. sets to ARBS..on left hand side connnecting to the curriculum some of the matching is done for you.
Put it in a context that the understand.
PACT shared folder-geo thinking middles examples of level 2 and 3 and put it in the folder.
PACT intro
Ministry of education to register
Term 3 2015
Reading Recovery Accelleration Chart
This is the progress I am tracking to date, of my students and some of Heathers. I used the data collected from our RR results and created a graph that management could use to report to the BOT.
I will keep adding new information as students finish the reading recovery programme.
TERM 3
I use the NE survey as basis for these new learners as to where they are and what they need to be doing next.
I try to look at them as a group as well as individually so I can see what groupings are needed.
As they are all NE at this stage they all needed work on Letter Id and Word recognition, some CAP of course.
Some have begun school with a lot of letter knowledge some with none.
My programme will begin with the phonics programme so all letters and letter sounds are covered for all.
They will constantly be revisited so new children who join us will be exposed to the letters and sounds.
Term 4
RR are done more frequently now the children have some HFW grasped. I will monitor their progress closely, and am aware of those that need to keep moving and those who need extra assistance.
This term I have asked for some help for my unrelenting group, who show difficulties retaining information.
I hope to get them on the early words programme and Ms Dansely writing group.
I have also approached a parent to come in on Fridays to hear these children read.
These are extra activities on top of the daily programme for these children -not instead of.
Informally observations show me which children are able to work independently and stay focused and which ones are easily distracted.
My RR and informal observations mean my groups are changing from time to time in reading as the children needs and progress change.
Friday, 23 October 2015
Criteria 4
Term 3 2015
Ulearn 2015 Auckland.
Attended this in the recent school holidays. I found it informative and inspiring. I especially liked listening to Jim Sills, Karen Boyes and Tony Grey. I came away from this again confirming the need for change and collaboration between teachers and students. The movie
"most likely to succeed' was thought provoking. It really highlighted how children can handle change and can be the drivers of that change. Self directed learners, and this too was what karen Boyes also talked about. Allow students to feel failure, to repeat and learn what works for themselves. We need them to be risk takers.
Seminars and workshops attended:
Exploring Googles Creative Tools -Jim Sills
Lessons in 4K -Jim Sills
Shaping Your Environment through vision and collaboration and space-Tony Grey
Maths Whizz-Ross Perkinson
Developing Independent Learners and Thinkers-Karen Boyes
Creating individual learning Plans using GAFE-Sam Gibson
Term 3 2015
1. Distraction Web V2 Pam Hook TOD 20 July.
Pam was helpful and gave feedback on my concept plan I did for the team . She suggested I change colours for the MS/ EA/ US to highlight what is the focus. The use of reverse hexagons to show overall the big picture and the connections with all the bits of the topic. We revised our concept to curb seasons and focus more on moon and sun /day and night. The use of cropping pictures for discussion in hexagons was also very useful and I will be doing this to spark initial interest in writing about our topic.
example:Do a writing sample this week, explain day and night.
October 2014
Attended 'Boosting Juniors in Maths ' workshop at Westbrook school.
Jo Matthews shared her research findings of watching and interviewing juniors working with math concepts.
She did stress that using equipment was key to solidifying understandings of concepts covered.
Also to show lots of ways to make a number and represent number. To use plain bottle caps is best. and kids can put these into groups and label their group. Then the children can see what they have done and visually represent their understandings.
Jo said use lots of different equipment to represent the same thing.
Rather than use before and after use more, less.
Ulearn 2015 Auckland.
Attended this in the recent school holidays. I found it informative and inspiring. I especially liked listening to Jim Sills, Karen Boyes and Tony Grey. I came away from this again confirming the need for change and collaboration between teachers and students. The movie
"most likely to succeed' was thought provoking. It really highlighted how children can handle change and can be the drivers of that change. Self directed learners, and this too was what karen Boyes also talked about. Allow students to feel failure, to repeat and learn what works for themselves. We need them to be risk takers.
Seminars and workshops attended:
Exploring Googles Creative Tools -Jim Sills
Lessons in 4K -Jim Sills
Shaping Your Environment through vision and collaboration and space-Tony Grey
Maths Whizz-Ross Perkinson
Developing Independent Learners and Thinkers-Karen Boyes
Creating individual learning Plans using GAFE-Sam Gibson
Term 3 2015
1. Distraction Web V2 Pam Hook TOD 20 July.
Pam was helpful and gave feedback on my concept plan I did for the team . She suggested I change colours for the MS/ EA/ US to highlight what is the focus. The use of reverse hexagons to show overall the big picture and the connections with all the bits of the topic. We revised our concept to curb seasons and focus more on moon and sun /day and night. The use of cropping pictures for discussion in hexagons was also very useful and I will be doing this to spark initial interest in writing about our topic.
example:Do a writing sample this week, explain day and night.
Explanation pre sample:
then look at ...
Week 1
Define a sequence
-language first, next, then vocab building
-what sequences do we know?
-blocks for school timetable
-day/night
-morn/after/night/
Week 2
Define a cycle-repeats day and night
-mon-fri repeats
-months/year
-symbols of repeats
-is this a cycle or a sequence
Week 3
Define a day
what makes day/ light
TOD 17 July SOLO with PAM
New resourcing out on hexagons and such to try out.
Hatte and Brown read up on what they say about solo and how it works to build up knowledge.
If you want to put in more ideas-unpack the big idea.
Little kids only have so much working space and can get cognitive overload…it helps explain what kids can and cant do at any one time.
If you know what moon, light and heat then ask question…what does it affect on the waves..you need to get them to understand that there is a connection and they will have to hold onto loose ideas in order to push to somewhere new. They cant hold all the ideas together.
Need a fluency/currency so they can grasp new meanings.They need to see some relevance..shift it up and get to learning. This is when they know what learning is build up that fluency so to embed all that ideas together. The light from the sun is heat and see how that affects them.Cycles have patterns..story cycle, song, behaviour and so they keep that in mind.
As content knowledge gets more secure they check if it is consistent.with other things they know. They want the right answer.
Drawing,singing repetition means they embed it new learning and can use it for their writing/work.
Young children can use the maps to create their own questioning.
Reverse hexagons put related ideas together and get children to look at overall idea.
site for images gettyimages site for own reasons.
How to get kids to think and learn.
Put sight words on the hexagons, and blends on the hexagons.
Hang shiny tape around classroom and hang mirrors so chn can see the movements and what may be giving out light in the room. what gives light back?
Science book…primary science teaching the tricky bits. Shadows…night and day earth blocks out the sun.
Why 2 images connected…sun and moon and earth are connected. have 2 ideas only. I can teach someone else to do this is a great extended abstract. SOLO zooms out and can be revisited. So when got to the extended stage start from there again. that is starting point.
Describe map for writing is great. see handout.
Draft ideas on graphic organisers. Can have a different ideas in each box.
Have 3 ideas to start with..
describe / explain./extend.
Cycles – have different colours at end of unit to show movement.
Use end and exit entry map to show the end of the learning unit.
October 2014
Attended 'Boosting Juniors in Maths ' workshop at Westbrook school.
Jo Matthews shared her research findings of watching and interviewing juniors working with math concepts.
She did stress that using equipment was key to solidifying understandings of concepts covered.
Also to show lots of ways to make a number and represent number. To use plain bottle caps is best. and kids can put these into groups and label their group. Then the children can see what they have done and visually represent their understandings.
Jo said use lots of different equipment to represent the same thing.
Rather than use before and after use more, less.
Jo Matthews - Boosting Junior Maths - Thursday 30 October 2014
This workshop was provided by Jo Matthews who is a Mathematics Facilitator.During her thesis she discovered some gaps in Maths teaching. One in particular that stood out was that our children are still 'counting all' going into Year 3. Games we do with the students are encouraging them to count all instead of having the confidence to use their knowledge of number patterns to count on.
She discussed the following with various examples of how we can use materials to teach each area.
Pattening - Laminate A3 size dots for subitising - like flash cards.
Great old games from NZ Maths - Blast off, Party time
Use iceblock sticks in bundles of 10, to encourage them to just count in 10s rather than counting all.
Language to use - care to be taken using before and after. Chn seem to struggle with Before - using more than/less than better language to use.
Basic Facts - use double sided counters - using 5, get chn to roll out - what makes 5.
Basic Facts unit on NZ Maths useful.
Place Value
Number sense.
Copy of powerpoint in my RTC folder.
show all ways to represent number
sixty three, 63, six 10s 3 ones, six 10 bundles 3 ones.
Attended PD on OBSERVATIONAL SURVEY hosted by Wendy J from Waikato University
Wendy talked about the confusions that exsist in this test. But that detailed observations can provide feedback to our instruction. We can then modify our instruction to meet the learning needs of particular children in formative stages of new learning.
Blue book of Marie Clay now in use up dated version has some changes.
In letter Id of test-T to use letter, sound or word given as a positive response.
In HRSW -be careful not to say dictation too slow for them. May indicate where to start.
Look for what they use dominantly. Look at confusions v unknowns in letter iD. When 6 year net done use different word list and different book.
She can be contacted for future advice.
wendyjj@waikato.ac.nz
Attended PD on OBSERVATIONAL SURVEY hosted by Wendy J from Waikato University
Wendy talked about the confusions that exsist in this test. But that detailed observations can provide feedback to our instruction. We can then modify our instruction to meet the learning needs of particular children in formative stages of new learning.
Blue book of Marie Clay now in use up dated version has some changes.
In letter Id of test-T to use letter, sound or word given as a positive response.
In HRSW -be careful not to say dictation too slow for them. May indicate where to start.
Look for what they use dominantly. Look at confusions v unknowns in letter iD. When 6 year net done use different word list and different book.
She can be contacted for future advice.
wendyjj@waikato.ac.nz
Criteria 5
Term 4 2015
Theology Course with Cynthia Piper
This is a three day course in October to better familiarise one -self with what theology is and what it means for me and I hope, to help in my teaching of theology to my class.
This weekend we covered what is theology and what does it mean to me.
This was an opportunity to look into the broader meaning of theology and see it as a living, changing and transforming movement that has links to traditional prayer and belief and practice.
I am looking forward to the next workshop in a fortnights time. It is greta to be able to work alongside teachers from other Catholic Schools and share experiences and ideas.
I hope to take the learning back to my team/syndicate /staff and share some key points of the study.
Term 1 2015
Informed team of EDucampz and the value of it. a friendly informative meeting and sharing of ideas by teachers. The relevance of having a Jo Makinson workshop in the near future.
This teacher lifted decile one below standard learners to at by using her own devised literacy programme.
Soooo inspiring!!
Term 4
ROSARY LED BY JUNIORS
Michelle and myself organised the readers, actors and rosary set up for our team.
We informed our team of what was happening and what to do.
I arranged the rosary table with flowers and organised the actors to do the skit for the rosary story.
I am always happy to help and contribute for and with my team.
Because my class were acting out parts of the rosary room 10 had readings of the rosary stories and we talked about what happened to Jesus as he was baptised. I believe this assisted a deeper understanding of the rosary for my class because they were actually involved with the process of our rosary liturgy for the school.
Theology Course with Cynthia Piper
This is a three day course in October to better familiarise one -self with what theology is and what it means for me and I hope, to help in my teaching of theology to my class.
This weekend we covered what is theology and what does it mean to me.
This was an opportunity to look into the broader meaning of theology and see it as a living, changing and transforming movement that has links to traditional prayer and belief and practice.
I am looking forward to the next workshop in a fortnights time. It is greta to be able to work alongside teachers from other Catholic Schools and share experiences and ideas.
I hope to take the learning back to my team/syndicate /staff and share some key points of the study.
Term 1 2015
Informed team of EDucampz and the value of it. a friendly informative meeting and sharing of ideas by teachers. The relevance of having a Jo Makinson workshop in the near future.
This teacher lifted decile one below standard learners to at by using her own devised literacy programme.
Soooo inspiring!!
Term 4
ROSARY LED BY JUNIORS
Michelle and myself organised the readers, actors and rosary set up for our team.
We informed our team of what was happening and what to do.
I arranged the rosary table with flowers and organised the actors to do the skit for the rosary story.
I am always happy to help and contribute for and with my team.
Because my class were acting out parts of the rosary room 10 had readings of the rosary stories and we talked about what happened to Jesus as he was baptised. I believe this assisted a deeper understanding of the rosary for my class because they were actually involved with the process of our rosary liturgy for the school.
In 2013, I organised:
A trip to Merediths Farm for the whole junior team, a museum trip for 3 classes, a Rainbow Springs trip for the whole junior team and a Hannahs Bay trips for the whole junior team St John to visit for 3 classes.
These trips reinforced the learning at the time of our various concepts. They also added to our language experience for writing.
Monday, 5 October 2015
Criteria 12-use of critical inquiry to better professional practice.
Term 1 2017
Sue Winters.
Consolidate reflective questionaing strategies. To build on what we know about teacher agency.
Sue winters PD
Term 4 2016
Maths PD- Maths Team
Leadership for online global collaboration:from peadagogy to cosmogogy.
Julie Lindsey.
Copy of uLearn 2016 - Leadership for Online Global Collaboration: From Pedagogy to Cosmogogy
What is online globalisation..co-creating new lernings and sharing online. To use digital tols for more than the current or obvious.
Teachers and students share ideas and work together to share knowledge.
It is a leadership challenge to develop a culture of cooperation and collaboration
Skills needed
Term 2 & 3 2016
Maths Inquiry see links to my planning for classroom observations.
Attended all workshops with Honor R
Bernie Maths Lesson Template Obs 2016
Reflection:
Term 3 2015
Pam Hook-SOLO
Pam worked with the junior team on our concept-cycles. We appreciated the time with her first it gave us time to break into groups and work out how to refine our plan. I did the concept plan for the team and shared it with Pam.
concept plan -term 3 Bernie-this was the skeleton which I added to.
Pam talked to me about scaleling it down even more, perhaps to just look at shadows. She sent through some great pics of shadows which I used to spur conversation and motivation.
modified plan-Bernie
rubric
Term 3 2015
Maths Night for our Year 2 parents.
I contributed to the slides for this presentation to show to our whanau how we assess their child in maths, what we use as tools and the stages of mathematical thinking. PD this year is on Maths, and so we thought it a great idea to report and showcase to our parents what we do and tips to help them help their child in maths.
Term 2 2015
Approached Susan Nelson to ask if ok to join in with in maths PD with a group to 'practice' with as I am attending the PD sessions anyhow. Approached Heather to have a low group to work with in maths-all go!
Maths Inquiry Group-Bernie
Have been working with this group 2-3x a week depending on RR duties for on going monitoring.
When I took on this group they were unable to recognise 10 units at a glance, or make a set of 10 correctly. By the end of term 3 we have them adding objects and 2 are beginning imaging. We are working on bigger numbers now and recall, recognition of sets to 20, 50.
Term 3 2015
next steps in maths
I had an observation with Sylvie and Helen. It went well and I recieved good feedback. I do need to let the kids take the control and not but in!Give them time to work it out for themselves.
I also took the opportunity to visit Room 6 and watch Bridgette teaching maths. I liked the way she used the model book to quickly feed in the childs understanding via a smily face. I have incorporated this in my maths model book. I was happy to see some of the same things she was doing as i do with the juniors in maths such as always using materials to demonstrate , write the problem as a story and record child response.
Attended after school meeting led by Susan and Sylvie. They talked to us about the maths moves to use. It is important to revoice, what was said.to ask for a repeat of what was said, and to elicit reasoning by asking them to prove their results in a different way...
Statements like:
-so you are saying..
-can someone clarify what ....just said
-can you repeat what ...just said
-Teacher WAIT time is critical..some kids need longer to process.
Sue Winters.
Consolidate reflective questionaing strategies. To build on what we know about teacher agency.
Sue winters PD
Term 4 2016
Maths PD- Maths Team
- maths talk
- problem solving
- equipment-essential element to help kids solve problem
yr0-6
5 practice book:
mixed abiity
progressions important to know so everyone knows where to go
PACT- WHAT/HOW/help students understand strategies-as a tool it needs to be introduced..step by step..as a school..at the same time. It is prescriptive so we can be on the same page. We will be using info on GLOSS to see how PACT tool will be used.
YR 3 and 4 inquiry...raise issues.
Stage 5 will need to be at several areas Know what it looks like..for next steps.
ALIM: Some successes...adobe spark alim blog...
Gloss-add/sub..no line up to 1000...decades..read and write nos..before strategies..
scaffold the language.
LTP_alim
maths whizz
Leadership for online global collaboration:from peadagogy to cosmogogy.
Julie Lindsey.
Copy of uLearn 2016 - Leadership for Online Global Collaboration: From Pedagogy to Cosmogogy
What is online globalisation..co-creating new lernings and sharing online. To use digital tols for more than the current or obvious.
Teachers and students share ideas and work together to share knowledge.
It is a leadership challenge to develop a culture of cooperation and collaboration
Skills needed
- agile curriculum
- embrace innovation
- global interaction
idea..foster excitement...group together-leadership position can lead the way!!
Global citizen piece..encourage and model global citizenship
Think Global School: check it out.
Whta is the roles of the leaders in the school?
Apply to NZ
Global Citizens what do they do to be fostering in a global context?
Global citizen piece..encourage and model global citizenship
Think Global School: check it out.
Whta is the roles of the leaders in the school?
Apply to NZ
Global Citizens what do they do to be fostering in a global context?
Term 2 & 3 2016
Maths Inquiry see links to my planning for classroom observations.
Attended all workshops with Honor R
Bernie Maths Lesson Template Obs 2016
Reflection:
- Keep the same context-medals
- have reluctant aside T
- good talking between students
- good wait time
- good allowing students to trial for themselves
I am really enjoying the obs! They provide feedback that I can implement straight away. Maths tracking is now done. Needed some help with this, but good to go now.
Term 3
Maths Whizz PD
Attended Chris PD after school on Maths whizz. She covered the changes made to maths whizz programme. Showed the way to navigate the site to collect information on students. Chris emphasied that is good to start the culture of showing kids each week.most improved and most usage in maths whizz. I printed off several certificates already to hand out at assembly. Also got to see how to look at class results in maths whizz and see where kids succeeding.
I have showed this to my class and re-ignited the culture of the importance of finishing tests (5 qns) in each test. This is what promotes them in maths whizz.
Term 3 2015
Pam Hook-SOLO
Pam worked with the junior team on our concept-cycles. We appreciated the time with her first it gave us time to break into groups and work out how to refine our plan. I did the concept plan for the team and shared it with Pam.
concept plan -term 3 Bernie-this was the skeleton which I added to.
Pam talked to me about scaleling it down even more, perhaps to just look at shadows. She sent through some great pics of shadows which I used to spur conversation and motivation.
modified plan-Bernie
rubric
Term 3 2015
Maths Night for our Year 2 parents.
I contributed to the slides for this presentation to show to our whanau how we assess their child in maths, what we use as tools and the stages of mathematical thinking. PD this year is on Maths, and so we thought it a great idea to report and showcase to our parents what we do and tips to help them help their child in maths.
Term 2 2015
Approached Susan Nelson to ask if ok to join in with in maths PD with a group to 'practice' with as I am attending the PD sessions anyhow. Approached Heather to have a low group to work with in maths-all go!
Maths Inquiry Group-Bernie
Have been working with this group 2-3x a week depending on RR duties for on going monitoring.
When I took on this group they were unable to recognise 10 units at a glance, or make a set of 10 correctly. By the end of term 3 we have them adding objects and 2 are beginning imaging. We are working on bigger numbers now and recall, recognition of sets to 20, 50.
Term 3 2015
next steps in maths
I had an observation with Sylvie and Helen. It went well and I recieved good feedback. I do need to let the kids take the control and not but in!Give them time to work it out for themselves.
I also took the opportunity to visit Room 6 and watch Bridgette teaching maths. I liked the way she used the model book to quickly feed in the childs understanding via a smily face. I have incorporated this in my maths model book. I was happy to see some of the same things she was doing as i do with the juniors in maths such as always using materials to demonstrate , write the problem as a story and record child response.
Attended after school meeting led by Susan and Sylvie. They talked to us about the maths moves to use. It is important to revoice, what was said.to ask for a repeat of what was said, and to elicit reasoning by asking them to prove their results in a different way...
Statements like:
-so you are saying..
-can someone clarify what ....just said
-can you repeat what ...just said
-Teacher WAIT time is critical..some kids need longer to process.
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