Professional+Development

=Professional Development=

= 2012 = = Professional Development and Readings = toc = RTC 4 5 8 = = =
 * I have demonstrated a commitment to ongoing professional learning and development** **of personal professional practice, relating it to my knowledge and understanding of how Akonga learn. I show leadership that contributes to effective teaching and learning. I have applied aspects of what I have learnt to my practice** **(Refer write ups under Professional development and Professional readings)**.
 * My Professional development this year includes,Professional readings and videoa such as Making a Difference, Tu Toa, Allison Mooney, Marcus Akuhata Brown, Language Learningf Interventions, Maths Lead Teacher workshops and Books I have previewed and commented on above** **and below.**
 * I have also supported colleagues and shared ideas** **as well as given advice and help.I have mentored a Teacher's aide with her studies, supported a preschool teacher with her appraisal. I have also undertaken areas of responsibility such as Duffy Coordinator which includes Duffy events such as Role Model Assemblies and Duffy Theatre, coordinating books and Grandparents Reading coordinator. I am BOT rep and NZEI rep. I assist with other areas and have recently been appointed Lead Teacher of Maths again.** **Future roles Term 3 will include Student teacher mentor and Dual coordinator of a Reading Together programme involving parents and community. I have helped and supported teachers with Inquiry, Reading, Children's knowledge and behaviour support and testing, ICT and resources so far this year.**

Making A Difference T1 Wk2
**How are we teaching?** All children are different and like Mary Chamberlain says (video),"Not one size fits all." So we should not be doing 'more' but trying new and different things. Exploring new ways of reaching our children and catering for their individual learning needs. Teachers should be self reflective, always asking,"Where to next?" Children should be encouraged to inquire and ask themselves the same question, "What am I going to do or learn next?"

**What is my current practice?** I get to know my children, their knowledge, abilities and learning styles. Having a small class means that I can do a lot of personalised teaching. Not all children learn the same way and adjustments can be made to cater to individual children's needs. I have included inquiry in my teaching and learning in the classroom and wish to extend this, as I find it works successfully to develop children holistically in their learning and development. I develop positive relationships with whanau to promote the link between home and school. I also update whanau regularly on what learning their child is doing and what they could reinforce at home, if the whanau is keen to do this. I am keen to learn and take on new ideas and last years word **challenge** has seen me take on Inquiry learning, develop 2 website pages on the school website, keep a regular blog and wiki. All these I have updated this year. My new **challenge** is to **explore** my ipad. This exploration is well underway. All I really need to do now is add apps as I continue to **explore** what is available to cater for my children's individual learning needs.

What do I need to change? Upon reflection I realise I need to record my children's learning journey not only with testing and in evaluations in planning as I have been doing, but in their books as well. By adding WALTS in children's books not just on the board or in their group folder, I will cater for children's individual needs now more specifically, as well as record their learning journey. By talking with the children ( and guiding them in some cases,) they contribute to their learning journey, by discussing what and how they need to learn. They, then, see if they have achieved the goals that they have set. For example,on Friday (3/2) I videoed the children individually counting. I will show them this(individually) and discuss, "Where to next?" We will then be able to set the next WALT together. I will also record comments on their WALTS on their learning journey, to record the progress that they have made towards their set goal(s).

Reflections Allison Mooney (15/2/12)
It was a motivating and interesting session.I am powerful with a touch of precise as well. I felt sorry for Bridget this morning when we told her about it. She said "I sound like precise" 4 people came in at different times. You are playful they all told her.LOL It was interesting relating all the people that you know and the children you teach to the 4 categories of playful, powerful, precise and peaceful. Looking at all the groups people at the session had put themselves into,it was easy to see why they had. For the classroom it gives an understanding of how children perceive the world differently- back to Mary Chamberlain (video) "Not one size fits all." By considering the child's personality and way of learning it will be easier to target learning more individually to better suit their needs and ways of learning. If its not working, find a different way so that it does. I have had to split 2 powerful children and what a difference it has made to their working habits.Their energy has gone into their work rather than each other. Reflection As I was told at Reading Recovery (ex Marie Clay). If a child is not having success at learning, quite often it is not that they can't learn, its just that we, as teachers, have not yet found the right way to reach them. By having a small class I am able to cater for individual needs and learning styles more. The evidence will show in their progress and in the learning journeys in their books.

I finished Allison Mooney and learnt a lot about people and how they act. I know one is not supposed to go around categorising people, but I'm afraid all my friends have 'personality' types now. I also found it interesting when I watched some of the attributes display themselves in people. I was thinking '"now they will do this" and they did.!!! To the classroom I find that I am relating to my powerful students in a different way - giving them the praise for their achievements immediately, is stopping them from challenging my peacefuls and precise. I am responding to their catch cry, "appreciate me." As Allison says ,"If you can reach me, you can teach me."
 * Allison Mooney update (12/3/12) **

** Marcus Akuhata Brown (22/3/12) **
What an amazing man.He reinforced the idea for me that it is **people** that make a difference**.** We can all think back to people that have influenced our lives. They have either lifted the glass lid of low expectations or pushed it down. It is not programmes or policies that make the biggest difference but people- who you are and what that means to some-one elses life. Therefore live your life in a way that influences or helps others.
 * What does his message mean to me?**

**What am I doing in my practice now that is linked to his message?** I try to make myself a role model that the children in my class like and want to learn from. I try to make learning enjoyable and teach them to value and care for others. ( Aroha, Kaha, Mana)**.**

I give them the message that they are awesome or fantastic and can do anything. I take photos, videos,use the blog page and the website and use WALTS so that the children are part of and help direct their own growth both in learning and as a person.

**What is one thing I would like to do? Change? or Get better at?** Continue to create an environment that causes people to step out of their comfort zones and give things a go. Be a person that makes a difference in my children's lives. (Personally and professionally).

**What support will I need? What would it look like in my class? In our School? In our community?** Continue to develop as a person and a teacher through guidance and professional development and association with people that have ideas to share or are people that make a difference.My class would be happy, engaged and positive with high self esteem**.** As a result their personal growth would be apparent and academically as well as personally they would progress to achieve their goals.This would reflect in both the school and community with a result of future leaders**,** role models and achievers making a difference.

Language Learning Intervention ( April 2012)
I enjoyed the professional development led by Nicola Kelsey and Kylie Willoughby. It was interesting to share ideas and experiences with teachers from other schools. It was also interesting to see that we were the only full team from a school there. Tracy, Gina, Debz and I set an action plan for Cheyden and goals for his learning and development based on his IEP and learning assessment. This programme is available for him till 8 years old, if he needs it ,with Teacher aide support in the classroom to support his learning goals and needs.Thanks to Nicola for getting us on this. Although it is only for the children who are at the lowest 1% factor, they have already filled their quota 2 to 3 months early and have a waiting list. Tracy is keen to come and work with Cheyden in the classroom to support his learning as well. A positive for whanau partnerships between home and school.

Maths Lead Teacher Professional Development- Te Toi Tupu (31/5/12)
I attended the Maths Lead Teacher Professional Development on 31/5/12. With the splitting of services it has taken until now for Te Toi Tupu to be up and running as well as funded by the Government.

This initial session was a meet and greet between 20 teachers from around Hawkes Bay and facilitated by Robyn Holt. We shared what was happening in our schools and discussed Testing and school data. I was interested to note that the Senior school relied on Gloss testing, National Standards and OTJs. The Junior school relied upon some areas of JAM,the trial new programme ( Junior Assessment Maths which covers all areas not just Numeracy),which is once again under review as they are unhappy with some of the tests. Also NUMP if not using trial JAM, National Standards and OTJs. Robyn decided to cover school wide testing especially the new JAM in the next Session next term.Te Toi Tupu are offering 6 Professional development sessions after school over the next term.

Massey University has also been contracted to offer Maths professional development and is initially offering a Lead Teacher workshop in the next holidays with a follow up one in the October holidays.

= =

** Term 1 and 2 **
**28/2/12- Professional reading---1**. I have been rereading ** The Element by Ken Robinson .**I enjoyed listening to him at Inspired impact. He encourages people to take risks and make it happen. Take up the challenge and be in their element. The Element is "the place where the things we love to do and the things we are good at come together." " We don't know who we can be until we know what we can do." "If you change your mind, you can change your life."

**2**. I have just started ** Pressing the Buttons By Allison Mooney. ** In the first chapter she described 4 different groups of people waiting for a plane in the fog. I was easily able to categorise them into Playful, Powerful,Precise and Peaceful. I often find myself analysing people around me that I know or have just met.I find it very revealing and helps one to understand people in a new way. Will update this when I have read more.


 * 3. ** I have been browsing on the internet as well and think that our school is promoting ** Ka Hikitia ** in areas such as interactions with the children, whanau and partnerships. However I think these could be developed and extended.** Tataiako ** is more specific in its summary as it breaks down areas for Maori learners to achieve education success as Maori.These are also related to Registered teacher criteria.as key competencies.** Ako ** refers to practice in the classroom and beyond. **Beyond** being the important word here.** Whanaungatanga ** talks about effective relationships and productive partnerships, (students, school wide and community) with high expectations.Without these there would be a major communication break down** .Wananga ** talks not only about communication but problem solving, innovation and goal setting together. Socio cultural awareness and knowledge such as language and cultural practices,( tikanga, identity, language and culture) are covered in ** Tangata Whenuatanga **. Also ** Manaakitanga ** refers to the caring side and values such as integrity, trust, sincerity and equity. It is important to ensure that these are part of our teaching and not only in the classroom and around the school, but in our lives generally.

Ki te kore te iwi, e kore koe i kïa – he tangata. Without the people you are diminished, you are nobody.

A potential approach (**Ka Hikitia**) for Mäori in education has three key underlying principles: ■Mäori Potential: all Mäori learners have unlimited potential ■Cultural Advantage: all Mäori have cultural advantage by virtue of who they are – being Mäori is an asset; not a problem ■Inherent Capability: all Mäori are inherently capable of achieving success.

I enjoyed watching Mason Drurie on utube with his whanau Nathan Drurie who has started a school in Palmerston North. A Maori school where failure as Maori is not an option and successes are- Tu Toa. What positive attitudes these children have. They obviously encompass Tataiako which promotes that Maori learners should achieve success as Maori also. Transferring this to the classroom means a "can do" attitude where children are encouraged to keep on trying and not give up. Ki ui Ki ako Ki tae - to inquire, to learn, to succeed
 * 4. Tua Toa (March 2012) **

I have been reading ** Te Whariki, the Early Childhood curriculum ** over the last month or so. I was interested to see how their strands and goals matched our key competencies and how to match our curriculum to theirs. As I have the New Entrant class I thought it would be good to see where the children came from before I analyse 'where to next'. Te Whariki's curriculum is founded on an aspiration that can be related easily to the goals of the primary school too. They aim for children " to grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society." (p9).
 * 5. 4/6/12 **

= = =** Term 3 **= =** Professional Development and Readings **= Readings

I read as background, to the programme of PMP that my class was undertaking again this term, some information from Tessa Flowers( schoool co-ordinator based at Flax Rock)**.** It described the programme as one that involves activities in a fitness/ physical education capacity based on an Australiasian schools programme of PMP. The motor activities and co-ordination exercises help to develop hand eye coordination as well as gross and fine motor co-ordination skills**.** These activities include balancing,pulling, ball skills such as throwing and catching, memory retention and spatial abilities, These are presented in a enjoyable, non- threatening way. Studies show that they help with re-arranging, matching and perception skills in class work as well. **( Norma Jensen and Ethel King).** In 2010 I attended professional development organised by the Hastings Central RTLB cluster on PMP and saw the range of equipment and activities available. Several schools have purchased this equipment, but it is very costly. Central School in Hastings made their own. Riverslea is lucky in that the school is part of a free (sponsered) programme which involves the use of equipment ( twice a week for 3/4 hour a session each time),and a tutor to guide.
 * 6. 23/7/12 PMP ( Perceptual Motor Performance) **

I have incorporated a new learning programme into my classroom and so read some literature associated with it.I wanted to have an awareness of the background of the programme, what it involves and how to run it.I asked Cath Bohm (RTLB) for assistance as she had mentioned the programme to me in the past and I wanted to locate the CD and resources. She lent me a CD and assisted me with many of the resources, which I extended to add Te Reo and other concepts and ideas I wanted as per the programme. I was able to download the CD and bought a folder to put the sheets in. Cath photocopied some for me and I adapted some to further suit my needs eg days of the week in Te Reo from Mane, Turei to Rahina, Ratu etc.The programme was developed by Sue Bachop-Garden a whanau class teacher. It teaches reading and Maths skills in a non threatening way. It is also used by RLTBs and ESOL teachers as well as many Junior classroom teachers around the country. I use it as a rote/ recite daily programme incorporating word knowledge, alphabet and numeracy skills,colours, shapes, Te Reo, literacy and general knowledge such as days of the week ( English and Te Reo). It is in an A3 folder and many of the children can lead it by pointing to the words and pictures with a pointer.
 * 7. 18/7/12 Autopilot **

Professional Development
 * 4/9/12 **

** IPad Sharing Session. **
A group of teachers met at Riverslea School ( 3.30pm - 5.15pm) to share knowledge and learning and applications on ipads. The session was led by both Maurice and Heather Bell (ICT Massey ). 21 teachers and Principals came from schools such as Mangateretere, Kimi Ora, Poukawa,Maraekakaho,Hastings Central,Pukehou, Tikokino, Hastings and Heretaunga Intermediates and RTLB. A range of abilities were evident from highly skilled to beginner.

Applications were shared and demonstrated such as Maurice Rehu sharing QR codes and the range of things children can do with them eg treasure hunt. Juliet from Maraekakaho shared her class blog and an application on Buddy story learning. Chris Kershaw (SLS-Hastings Intermediate) shared Book Creator, a programme she uses with special needs and autistic children. Leonie ( me ) and Maurice shared Puppet pals an oral language app that can be used across the curriculum and age levels. Heather Bell shared other Austism applications and learning games such as Hangman, Brainwaves,as well as an oral language appilication Verbally which is excellent for Junior clases and special needs children.

Teachers also shared apps between each other. I showed many of my apps and others downloaded or noted them for future use. I also explored Juliet's class blog with her discussing ideas and information with me about what she has done.

**Where to next** Continue my learning and share it with others. For example Jan Kale is coming to visit me to get some apps for special needs children that I am using successfully with my Junior children.

Mathematics Lead Teacher session -Te Toi Tupu
Held at Cornwall Park Cricket Club 6/9/12 1.30pm – 4.45pm Facilitator- Robyn Holt Testing We first discussed the testing methods that teachers were using.. The importance of OTJs was discussed. Evidence is also important. A range of information/ data gathering can be used eg testing, National Standards, observations, students books, conversations, photographs and videos. NUMP. JAM is a very long cross strand test, that could be broken up. (Test strands individually). It has not been finalised by the Ministry of Education yet and is still in draft form. A range of tests are available. These included Ikan, PAT, asTTle, National Standards, ARB, Gloss ( being updated – yet to be finalised. The aim is, as Stages 5 and 6 are such big stages, to have an early Stage 5 and late Stage 5 test and also an early Stage 6 and late Stage 6 test ).
 * Junior**
 * Middle/ Senior**

-A teacher from Iona College talked about her testing method **Visualiser, ( $895)** which includes voice, worksheet and pictures. Resources 10 principles of Effective Mathematics Teaching ( pink booklet in schools) // I. Create An Active Learning Environment // // 2. Focus Attention // // 3. Connect Knowledge // // 4. Help Students Organise Their Knowledge // // 5. Provide Timely Feedback // // 6. Demand Quality // // 7. Balance High Expectations With Student Support // // 8. Enhance Motivation to Learn // // 9. Encourage Faculty-student and Student-student Interaction and Communication // // 10. Help Students Productively Manage Their Time //

[|www.tki.org.nz] Google for information
 * Websites**- **NB** [|www.nzmaths.co.nz]


 * MOE Projects**- Focus on Senior area


 * ALIM**- **(Accelerated Learning in Mathematics)-** target group withdraw and increase contact, have goals and action research. Small group of children (just below) 8-10 weeks (40 lessons plus) Increase thinking and memory skills. Not just knowledge but strategies too.


 * MIST- (Maths Specialist Teacher Training)-**Group of well belows. Focuses on teacher more.


 * Symposium 28/9/12- 2 Keynote speakers and 3x 1 hour workshops.**

Sharing what was happening in schools related to Special Needs, support, programmes, funding, inclusion, families. There appears to be frustration with lack of funding and support to match the needs of the students that teachers are expected to cater for.
 * Principal/ Lead Teacher discussion.**

Mathematics Lead Teacher Symposium -Te Toi Tupu
The day consisted of 2 keynote speakers and 3 one hour workshops. **The first keynote speaker was Pip Arnold** who discussed the **5 phases of data collection and analysis in Statistics.** These are 1. The Problem - defining a relevant and worthwhile one 2. The Plan- how are we going to collect and display data in a specific and relevant way (not too general) 3. The Data- what is collected and types of questions used to investigate 4. The Analysis- relevance and matching initial question are important. 5. The Conclusion-Variables are considered, the question answered and evidence from your analysis presented. We then discussed and practised a range of survey questions from general to specific and why they did or did not make good questions. For example- Too general--How many in your family? ( Does it include immediate family, cousins, in laws etc?) Specific--What country were you born in? (One answer)
 * Held at Napier Intermediate School 28/9/12 9am-4pm **

**The second keynote speaker was Bruce Moody** He challenged **the assumptions that shape common teaching practices associated with students who are struggling with Mathematics.** His main ideas were to -remove artifical barriers, clarify expectations that teachers have, teach for sustained learning at the children's level and research new ideas,ways and methods of doing things.

He stressed scaffolding children and not seeing readiness as a barrier. For example they may not be imaging but go ahead anyway. Teach just in time,not just in case ( Are you watching the fielders or the open spaces? It should not be where the fielders are but where the gaps are to throw the ball.) Focus on the activities to promote learning not just sit back and analyse the outcomes of learning. " The future for children is now." (Dewey).

I also attended 3 workshops which I chose mainly according to the Junior area where I teach.

**The first** **workshop was: Developing Early Place Value Understanding ( Alison Howard)** We discussed equipment ( tens frames, abacus, flip cards, 100's board, bundles of sticks, hundreds houses, money, cubes),card games,(using Material master cards) Reinforcement Read,say,do many times. Role play- glitter hats 1 hundreds, 1 tens and 1 ones in a row - children move numbers across eg 10 ones make 1 ten- physically use it equipment or money.

**The second** **workshop was: Geometry- Location- where are we? ( Shirley Collins)** Again lots of ideas-get up and physically move, grid maps,directions and illustration tasks, hide objects give directions, ( Refer **www.nzmaths.co.nz-** for ideas
 * also www.primaryresources.co.nz** as well as **TKI.)** Like the first workshop we spent lots of the workshop involved in the activities and using the equipment.

**The third** **workshop was: Integrating Number through strand using effective pedagogy. (Brenda Walker)** Basically we were involved in activities that could be mulit strand eg Statistics using number knowledge and strategies in the data such as halves, quarters, guess and check, counting on etc. Making Milkshakes which involved adding, multiplication, ratio and problem solving. Statistical investigations and types of questioning,- summary, comparison, relationship and probability questions were constsntly referred to. It was important to brainstorm how number can link to other strands eg story problems class,school ,current events. Also integrate Maths into other curriculum areas such as Art- transformation etc and Science and PE eg Statistics, Oral and written language eg explaining, justifying and generalising. Make Maths meaningful for students and make connections.
 * Five practice models** used were Anticipating, Monitoring, Selecting, Sequencing and Connecting.
 * NOTE- Knowledge and Strategy thinking is ongoing and embedded across the year.**

=** Term 4 **= =** Professional Development and Readings **=

** Richmond School ipad Professional Development Sessions. **
I attended an after school ipad sharing session with 75 other people from schools from around Hastings, Napier and beyond, at Richmond School. Matt O'Dowda shared their school's journey and showed everyone what they had been achieving with ipads in their learning programmes at school. The highlight was when the children confidently shared and talked about what they had done and teachers also showed the children's work. Some excellent discussions were promoted and it was easy to see how inspired the teachers and children of Richmond were. Visual presentations on screen reinforced his message of ,**"It's not what the children can't do but what they can do."**
 * 25/10/12 **

Riverslea School teachers and support staff followed this up with a visit to Richmond School for the morning. We were lucky enough to see programmes of work in action in the classrooms, as well as visual presentations and discussions about what the children could do. The range of apps and the children's growth in confidence showed through. Also the impact that the ipads had had on development and progress in the children holistically, as well as cross curricula and in themselves, was evident to see. It was great to see how they worked the ipads into the classroom programmes and still used the nuts and bolts of teaching such as Reading groups and Writing in books, as well as the ipads, to enhance the children's journey into understanding, knowledge, learning and inspiration. I loved watching apps such as Book Creator, Imovie, Inspiration and Hundred's board in use and see the end results of the children's creativity and motivation. ,**"It's not what the children can't do but what they can do."** I also liked that they, like us, were given a chance to **"give everything a go."** They were encouraged to take risks ( both children and teachers). The teachers especially were not judged or expected to be experts but encouraged, supported and inspired and, as well as like us, led from example. As a result everyone was willing to experiment,share and **"give everything a go."** Discussions back at Riverslea school, both including the children and the teachers, reinforced the exciting learning journey ahead of everyone- the teachers, the children and the community.
 * 29/10/12 **

Riverslea and Richmond children working together

Airserver- The way to go.



**If you are not at Riverslea.**
 * Richmond School the place to be **

** 31/10/12- Writing **
Wednesday's staff meeting involved Janine Remnant discussing a new web page and curriculum document under TKI. http://literacyonline.tki.org.nz/ Literacy on line covers all ages and curriculm levels of literacy. By navigating the site areas such as Teaching Writing years 1-3, 4-6, 7-8 could be easily accessed. Teacher support materials were available cross curricular at Levels 2,3 and 4. Videos of teachers making writing judgements were readily available to view. Approaches to teaching writing Early language progressions from levels 1-4 and 5-8 were also online as were literacy planners and a writing planner example. I focused on reading Teaching writing in years 1-3 -Building a strong foundation. I was pleased to see that I was already undertaking the interactive writing with a group on whiteboards as suggested. My guided and independent writing programmes with the children were also similar. Maurice has seen these programmes in action in my classroom when appraising me.
 * Literacy Professional Development- Janine Remnant. **

** Professional Readings T4 **
Room 2 have been involved in the PMP programme for 2 terms now. The children have developed in a variety of ways in their fine and gross motor co-ordination skills. The aims of the programme have also developed to focus on the repetition of tasks aiding the mastery of basic movement skills which will, in turn, help develop movement. These movement skills are seen as the core of how children develop. Activities are now related to 8 specific skillls. These are gross and fine motor muscle development, visual tracking, cross patterning, lateral and bi lateral movements, vestibular system stimulation, crossing the midline, sensory perception and individual skill session cards. The PMP programme promotes that learning these skills helps develop more complex skills such as holding a pencil correctly and being able to write. Aims such as connecting pathways between the left and right brain as well as self spatial awareness are also promoted. Big improvements in these areas have been observed in the children both by teachers and the Flax Rock co-ordinators of the programme. A phamplet called -Getting Started discusses these specific skills in more detail relating them to activities and development in the PMP programme
 * PMP ( Perceptual Motor Performance) 2/11/12 **

** Learning and Teaching in a digital age 14/11/12 **
This lecture was also connected by Dolby to his colleague in Vancouver, Michael's wife at home and his class in Gisborne ( Tairawhiti),who all interactively typed comments onto the projected screen during the lecture. The mani **mesaage** was that 21st century digital learningis not just about computers.He talked about how students are now learning today with a Virtual Me framework. They contribute to their learning and the course content.Quality learning underpins all technology.
 * A lecture at EIT by Michael Verhaart **

He talked about Fleming’s learning styles **VAK** ( visual, auditory and kinaesthetic) being used in a connected world. Your **phone** is not just a phone now but a technological device that can research and provide multi functions Plagarism BYOD compatibility.
 * MOOCS** massive online open courses with prompt feedback, multiple learning styles, instructivist lectures as well as self pacing and inquiry practice using social networks are also important.
 * Problems:**

Teach children to filter information Encourage critical thinking Use tools and activities that prepare them Synthesise/ summarise information Learning styles Use tools yourself Use wikipaedia/ you-tube eg you can find out how to fix a broken iphone 5 screen on your phone from you-tube less than 2 weeks after it being introduced.
 * How to prepare children for the 21st century world?**

Curriculum docs Google docs Wikis Webpages/ sites Blogs Digital communities Twitter facebook etc Teachers are like librarians or curators Video conferencing MOODLE assessment EIT /High Schools Apps on ipads google glasses a range of sites demonstrated sticky notes on ipads voice recognition and your machine asks you what do you want to do next? Cloud tools Creative commons instead of copyright 3core competencies- literacy, numeracy and digital literacy Challenges kids teaching adults eg 7 yr old teaching Grandma about apps. Classroom 2020 some will be learning from home, not physically present just technologically. Open education resources for people to share Gratis no cost Libretto repurpose it
 * 21st century teacher**

I found it entertaining, informative and amusing and it showed me how much I had learnt over the last 2 years and what I was doing now compared to others. Eg In the room of 100 people apart from the lecturer and his 2 colleagues only I and a secondary school teacher raised our hands to indicate that we had a blog and again when asked about who had a wiki.

Mathematics Lead Teacher session -Te Toi Tupu
Held at Napier Wool Testing Building 14/11/12 1.30pm –5.30pm

Facilitator- Robyn Holt

This was another interactive session where ideas were shared and browsing on site ([|www.nzmaths.co.nz]) A new wiki has started a s a discussion forum for Lead teachers on the Maths site. So far only a teacher from Frimley and I are members. Maths anxiety was discussed both from students and teachers. Using Maths equipment and recycling it as it comes back in fashion eg Johnson number lines. Not to be used as a page by page- refer forward and back. Talked about **subitizing** the ability to instantly see how many eg group of 4 – clusters better than a line of counters. 4 easier to see than 5 or more. I then left early to attend the ICT lecture at EIT
 * New book** for teaching addition, subtraction and place value, Book 5.
 * Leonie** has ordered them for teachers.
 * JAM** Maths Junior testing still being adjusted . a section has been taken out and new bits are planned to be added.