Criteria 6 - conceptualise, plan and implement an appropriate learning programme

Term 1 2017:
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

ASSUMPTION

mmk mass

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.

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.

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.

 READ SAY DO always with juniors. 

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

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.

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.

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

• 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.

Team inquiry

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?

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.

RTC 11-

RTC 11- analyse and appropriately use assessment information, which has been gathered formally and informally

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.

RTC Criteria 8

Demonstrate in practice their knowledge and understanding of how ākonga learn.

Encourage ākonga to take responsibility for their own learning and behaviour iv. assist ākonga to think critically about information and ideas and to reflect on their learning.

Term 3 2015
Creating Prayer Spaces -after this workshop held at St Michael's School, I have endeavoured to encourage and ask our Maori and Pacifica students to arrange our prayer table to highlight their stories and their ideas. This has worked very well and they have enjoyed being able to share their items of their family and their songs,prayers from home.

Term 2 and 3 
Sports coaching -I have been taking year 6 and year 4 for basketball these last two terms. This helps foster positive relations with the wider community and Pacifica and Maori community, because i am in weekly contact with the families and the extended whanau when we meet at games and for practice too. On reflection I always retain a positive, professional repoire with the wider community and the kids I coach. this is reflected in the way the children and the families show their appreciation of all my efforts and time. This term I am coaching a year 3/4 touch team (Eagles)

Term 2 2015

Gafe Summit Auckland

Using Google docs as a modelling book

Create opportunities to write collaboratively and grow learners ability to provide instant feedback, redefine what a "Modelling Book" for groups of writers looks like.

To help students who have

• Nothing to write about (ideas)
• No format to follow (structure)
• Lack of words (vocabulary and language)
• No reason to write (purpose)

Another app for learners to show understanding-geared for older students.

Visible and engaging in a digital learning environment.
JUNIORS: All leraning is accessed through ipads, using one app explain everything, can personalise projects for individual learners, links to ggogle drive accts, share through T dashboard, visible 24/7

I really liked this the idea that all kids had their own device for the year. T spends first 4 weeks on how to carry, login, rechrge and safety before begin programes.


Demonstrate in practice their knowledge and understanding of how ākonga learn.


TERM 2 2015
The Right Question-Holly Clark
Holly Clark:

Empowering students to ask their own questions can be game changing in the classroom . This one shift can help our students become better thinkers and problem-solvers.  In this session you will learn a powerful technique for helping students become better questioners, metacognitive learners and  become more engaged in the learning process.

We did a collaborative activity which was great to see and use a doc simultaneously, it showed the sharing, speed, and discussion that occurs in such an environment and just how powerful it can be.