PDL+Professional+Development+&+Learning+2015

media type="custom" key="27122208" toc = =

** RTC 4 5 12 **
=** Term 4 **=

** Incredible Years 2015 Workshop 3 18/11/15 **

 * Li****nk to notes from session 3**

** Incredible Years 2 Sarah Aiono **
I Y 3 Kelly's notes
 * Kelly McIlroy notes **
 * Below link to Kelly McIlroy's notes on workshop 3 session Incredible Years**

** Incredible Years 2015 Workshop 2 10/11/15 **
IY 2 Kelly notes
 * Kelly McIlroy notes **
 * Below link to Kelly McIlroy's notes on workshop 2 session Incredible Years**

** IY My notes **
I Y Workshop My Notes

** Incredible Years 2015 Workshop 1 22/10/15 **

 * Li**** nk to notes from session 1 **

** Incredible Years 1 2015 Sarah Aiono **

 * Kelly McIlroy notes **
 * Below link to Kelly McIlroy's notes on workshop 1 session Incredible Years**
 * Kelly's note IY Wkshp 1-22/10/15**

** 1. Positive Relationships **

 * To interact with parents/whanau who are hard to reach so that I contact most if not all the **
 * students in my class parents/whanau more regularly **

** 2. Proactive Teacher **

 * To use prompt "when/then."**

** Anne Giles Staff Meeting 20/10/15 **

 * ** Agenda Tues 20 Oct **
 * ** Classroom observations/ appraisal **
 * ** Effective Writing Practice Indicators **
 * ** Overall Learning Intention for Writing **
 * ** Evidence of Learning **
 * ** Formative practice expectations draft. **
 * ** Classroom observations / appraisal **
 * ** Anne Giles coming in to observe in classrooms tomorrow. 21/10/15 **
 * ** Effective Writing practice sheet highlighted what we did **
 * ** Overall Learning intentions for writing **
 * ** Anne gave us a list from the matrix that we could use with Y1/2s & Y3/4s. **
 * ** Evidence of Learning **
 * ** How is formative assessment done at Riverslea School? **
 * ** Discussed all these handouts and ideas. **

** #Ulearn 15 **

 * ulearn 15 was held at the Skycity convention centre Auckland 7-9 October 2015.**
 * I attended 2 keynote sessions and 6 Breakouts that I could choose from several hundred.**
 * Thoughts flashed back to when we, as a school, presented at #ulearn13 in Hamilton, which was very successful.**
 * However I was pleased that this time the focus was on what I wanted to attend**
 * and that I could choose that which related to my learning and journey with my class and the school.**
 * Over 1800 educators from all around NZ as well as Australia and USA merged together to Connect collaborate and innovate.**
 * I learnt a lot. A lot of what I was doing was also reinforced.**
 * I got interviewed (am on internet) by Core Education about the way I was connecting with others**
 * at the conference and those not at the conference.**

** ulearn15 interview link **
@https://vimeo.com/141857389


 * I am the 2nd of 3 interviews on that link.**
 * I thoroughly enjoyed all the keynotes and breakouts.**
 * Each were 1 1/2 hours long and it was a chance to mix with other teachers and learn what is happening at many schools**
 * around NZ and overseas,** **as well as learn more ideas and apps to use in the classroom.**
 * The presenters were amazing.**
 * I also connected with 70 other people at a Twitter dinner and the Conference dinner had me sitting at a table with**
 * 9 others. 1 Principal, 2 DPs, 1 advisor and a range of teachers at all levels of the school system.**
 * 800 people attended the Dinner.**
 * I have already registered my interest in going to #ulearn16 in Rotorua and am happy to pay for myself again if necessary**
 * as the learning, enjoyment and connections I made far outweighed the cost factor.**
 * Below are the notes I made form the keynotes and breakouts.**
 * I also have links that I have been sent by the presenters on email to access further ideas and information.**

** Keynotes and Breakouts **

 * Keynote 1- Keys to successful sch innovation in times of change- Grant Lichtman**
 * http://bit.ly/UlearnGrant San Deigo
 * @GrantLitchman
 * One word that you want Ss / Ts to describe about what you see the Ss doing in your class. Engaged
 * By 2020 sum of human knowledge will be doubling every year.
 * Engagement-Take it apart Tues & make it Mon.
 * Learn about risk taking things apart.
 * What is the 1 thing that education all want more of " time"
 * Interconnected curriculum all subjects, plus out in community. Learning content in real world.
 * Connect collaborate innovate. Theme of conference .pushing the boundaries of education possibility.
 * Change is hard. To do what you want to do. Lots of silos in the way.
 * Fear inertia anchors. So change is uncomfortable for many not hard
 * Build capacity & comfort with change. Educator- leader. We lead from where we are. Be a farmer & all it involves not a guide on the side.
 * What ifs?
 * The big challenge .We have the hardware & the software. Now need to rebuild the basic operating system of education in 150 yrs
 * **Brush fires.** Be connected with colleagues and see what is happening down road or at other end of school
 * In NZ not driven by textbooks as much as in USA.


 * Ulearn15. Keynote 2 what do we know about Teaching, leadership & what's to gain- Dr Ann Leiberman**
 * Been tchng 50 yrs John Dewey to her who involved chn
 * Changes in the world
 * Challenges for schools
 * Teacher leaders can make the difference.
 * Passive to active.
 * Rote to tchng for understanding
 * Aligning policies to practices.
 * Lessons are not about what the teacher does but what they do
 * Ts are the Ss of their own work. Involvement.
 * PLD. Be in a community.
 * T grps connect, collaborate, innovate
 * When Ts lead . Learning leadership by leading gives you a new identity.
 * Communities of lrng, engage Ss in diff sch cultures, engagement
 * "I'm just a T"
 * Take risks. To her learning & leadership programme
 * Ts who gain l/ ship ask. ?s of own tchng.
 * Lead/ship a way of organising lrng.
 * Connection between knowledge & practice.


 * Ulearn15. B/o1 The how and why to get started with the iPad in your school. - Stuart Hale B/O 1**
 * C/f costs nowadays to 30 yrs ago House $30,000 & computer $2000
 * Change is Incremental. Belong on a desk as drop tech often breaks
 * Should be where-ever the tech goes shld be able to not be breakable. iPhone / iPad now as good as high tech cameras
 * Loop high tech lens $3 & postage
 * 1 million tablets in NZ.
 * 21st C ePub not PDF.
 * Learning goes where iPad goes not just a desk. Frees you eg outside, on floor etc
 * You do not know what you do not know
 * Tech. Will have a limited impact if you use it with what you did before
 * iOS 9 1/2 4 days after it came out. Like a warrant of fitness.Keep updating
 * Ios8 dislexia chn app
 * Most powerful app in the world is (Manaakalani use it)- Explain everything
 * Pasco app. Google great too. Puppet pals
 * Mike Bain Ss googled business card
 * Richmond sch Apple distinguished sch-idea character analysis of fairy tales.
 * Mind map everywhere
 * ANZAC school IKan app. Fast motion camera time lapse mode.
 * SAMR
 * 6 amazing apps. Pic collage, Book creator, puppet pals, iMovie, iCloud photos (sharing)
 * Strip design ( like comic strip tells a picture story). Can use multiple Ss stories diff on one iPad.
 * One that excels in all areas. Explain everything can publish and save to drop box exports, Google etc
 * Life cards and also Toontastic
 * Show Me
 * VLN
 * Pay for better apps
 * Fingerprint PC
 * Print topia for iPads.
 * Don't put screen protector on as ipad screens made out of helicopter glass
 * VPP
 * Every staff member should have own iPad account saves losing apps if staff member leaves etc
 * NZ App Store refurbished iPads $80 to $100
 * Touch pause slide up macrons Maori eg
 * OpenDyslexic app. Can swop keyboards on your iPads.
 * App development


 * Ulearn15. B/O2. Agency & ownership. Why the how - Steve Mouldey**
 * Curiousity enables Ss to find their own long paths
 * Creativity empowers you to create change in the world around you
 * Ss be citizens now not " future citizens. "
 * Wonder walls
 * Curiousity tables Curiousity catalysts.
 * Questioning no 1 thing for Ss to gain ownership over their learning
 * ?ing storm Ss . Then refine down to 8 best questions. Worst idea can sometimes stem the best ones.
 * If it's an open ? Make it closed & vice versa. Impact of ?ing.
 * Scaffolding
 * Student choice as well impt in Inquiry.
 * That's why wonderings and big questions impt.
 * Innovation concepts AIl came from them.
 * Transformation concepts
 * Ss have to find out the problem that they want to find out about first.
 * Problem finding.
 * Wonder wall - build up trust. Ts follow thru.
 * Ss in charge of their learning. Ownership not doing what want.
 * Design thinking in the community. Sch should be meaningful not meaningless for some Ss. Older shld be able to take action.
 * Satellite Arohanui special needs now included in Hobsonville secondary sch. Ss ran PE programme.
 * Ss that didn't like PE now doing it for a purpose. Make connections.
 * C/ f us preschool and Karamu
 * Challenge take out everyday sugary item and substitute it for something healthy this week
 * S feedback impt to Ss maybe more than Ts.
 * HAkRs.
 * Rosebud thorn use it with post its
 * Prompts incentive starters use to help others.
 * Sketch time
 * Hatties rubrics part of feedback-
 * Eg solo taxonomy
 * What does communication look like.?long term rubric over Ss time at school. Next step ownership of learning.
 * Deeper lrng need knowledge and dispositions too so can use knowledge in different ways
 * Habits of learning.
 * Talking eg how not to be agenic.
 * I am going to set up a random wonder wall for my Ss ?s


 * **Ulearn15.B/O3- modern learning curriculum - Mary Ann Mills**
 * Why. Engagement ,pedagogy.
 * Why driven by own Sch values vision & beliefs.
 * NZC
 * What's happening in your Sch. Communities impatient not just in the Sch.
 * Alignment of curriculum, pedagogy and assessment.
 * Self managing schs are curriculum designers.
 * USA driven by text book on same page in different schs
 * Are you driven from inside out. Talked to Hannah Brown Nelson. Yr 2 Naylands decile 6
 * Future focused schs.
 * Guy from Queenstown Secondary decile 10.
 * Chn take responsibility for their own learning.
 * Language terms I pt shared understudy of what you are taking about. Go out to community with SS
 * REFER slides being sent on breakout
 * The 7 principles of learning
 * Learner centred quiz
 * What do you as a Sch share collaborate with others and share your teaching beliefs. C/f open plan tchng in 1980s.
 * What do you believe in yr Sch altogether as a staff that is impt- becomes WE
 * SS at centre of curriculum design, S voice, learning etc
 * SS are at th centre of learning.
 * Knowledge is at the centre of the curriculum.
 * Key Competencies monitor ( instead of assess) learning
 * Community key word in curriculum now. Process orientations etc all different focus.
 * Some things SS need to connect with ( know) . What is powerful to learn.
 * What is so impt you cannot leave to chance? Big question.
 * Integrating curriculum hard need key concepts in each to use think about and work with when integrating curriculum. Why impt
 * How do you know SS are progressing in diff things values beliefs. Graduate profile . Transition plans from presch to sch.
 * Self managing diff between science, maths etch
 * Links being sent**
 * ** U learn B/O4 iPads in Junior classroom Paula Jamieson. Can we do it yes we can. **
 * Educational tech.
 * 12 ed bks on iBook store. Multi touch interactive bks iTunes store. High frequency words too
 * Te Akau Ki Papamoa
 * 10 apps can be used right across the school
 * Multi touch books
 * Provide opportunities
 * Apple TV.
 * Eg section 1 Tamariki e books
 * Engagement,
 * problem solving ,
 * cooperation.
 * Divergent thinking,
 * resilience,
 * creating content ,
 * BLOG.,
 * fostering relationships,make the learning stick,
 * be organised,
 * be consistent.
 * model & share,
 * CAMERA,
 * modelling videos highly effective way of modelling content.
 * junior blogger as well as store SS content.
 * Use a buddy system with the iPads.
 * Nurture expert grps eg Buddy or buddyclass
 * Utilise all available tools eg Google slide
 * Other ways of using tools, devices to manage iPads
 * Nurture curiosity and problem solving eg AR flash cards PRINT OUT & LAMINATE
 * Guide SS to lead their own lrng, easy blogger
 * Create blog delete on SS iPads
 * Nurture curiosity and problem solving
 * We can do it
 * Students reflect 20 tcher reflections too.
 * Ts have blog where they deliver content instead of paper worksheet,
 * Using both iPads and books eg printing.
 * We want iPad to teach wonderment and awe. So if it's faster to use a brainstorm on paper do so.
 * #Maths racing play with buddies.
 * # drawing pad add photos etc
 * # explain everything
 * # easy blogger
 * # like dinosaur app- called Quiver- mouse hot air balloon
 * # pic collage (, learning intention) eg between 4-7 images to tell a story
 * Choose 4 photos to tell a story with no words.
 * # strip designer- middle Sch up wed bubbles, comics, text
 * # meraki, also other hapara management pd user dashbd. Google classroom is free
 * Kids under 13 cannot have blogger account.
 * # Use word press is posted onto school server.
 * # Easy blogger app . Can use with a 5 yr old
 * Can set up a class profile SS get content to yr class blog 1 profile per S eg Johnny.tagged to his name
 * . Talks to either blogger or word press. E portfolio like our wikis.
 * 1 to 1 individual iPads each child has blog on their iPad. Approx $3 a S
 * # green for go red for stop.
 * Post video type or photo . Middle option does all 3. Title option
 * # write about it NZ paid option
 * Teach NE how to take a screenshot.
 * Easy blogger SS go to tcher app send to address.
 * Blog URL & password easy blogger downloads videos straight away.
 * Activate if not shown . Get tags down side. No of posts in brackets next to name
 * Public . Parents respond.post and comment moderation
 * Who owns it. Learning space work in progress.
 * Blogging celebrating what they are doing.
 * Photo to learn video voice written learning intention etc. we would appreciate your comments.
 * Grocery basket tickets in from parents who leave comment on blog or ask questions tips and tricks newsletter etc
 * Links being sent**


 * UlearnB/O5 Maori achieving success as Maori Trevor Bond & Katherine Tawhiwhirangi**
 * Unpacking Tataiako as a school wide approach to Maori achieving success as Maori.
 * MASAM
 * A need to do something different going forward.
 * Kahikitia thinking and mindset. Not tokenism . Maori need this too. Don't know it all
 * Eg 38/40 European at this breakout.
 * Sir Mason Drurie - cultural identity is the main thing.
 * Readings Bishop and Berryman And Mason Drurie
 * Dame Iritana Tawhiwhirangi
 * Refer keynote
 * http://tinyurl.com/MASAM-uLearn
 * TKI lots of resources
 * **Link- http://tinyurl.com/MASAM-uLearn**

=** Term 3 **=
 * Ulearn15.B/O6. Elearning in the classroom a schools Matheletic journey-Randwick Park school. Graham Flanagan.**
 * Mathletics Demo**
 * 3P learning
 * $17 - $28 per child per year
 * 4 parts
 * 1. Online learning activities for SS related to NZC
 * 2. Lots of grps tchng resources
 * 3. Printable workbooks
 * 4. Teachers- grp SS for differentiated learning, does marking & reports eg . IKans.
 * Classes, courses, results, reports, lessons, ebooms, demonstrations, toolkit, assessments
 * So does tcher training & support & curriculum alignment.
 * Assessment invisible . Blur lines between conceptual thinking, reinforcement etc & assessment.
 * World education games. World education games Oct 2015
 * NE text to talk so not have to read the questions.
 * **Student view**
 * Activities basic facts, geometry etc.aligned to NZC or align own work.
 * Eg which is the best unit to measure length. Measurement. If get wrong use ? Mark (On left ) button to help . New ? S are generated.
 * Headings reward system on left side points. Like skoolbo c/ f other schs etc
 * On right live Mathletics, activities, problem solving, concept search, rainforest maths, times tables toons, spellodrome.
 * Tries to motivate in diff ways for diff SS
 * Proximal dev a challenge not too hard or easy.
 * Basic concepts eg Time egdrag hands on clock
 * 760 basic concepts.
 * Live Mathletics game.fluency play online against other SS and scores against name.
 * Rainforest maths separate website another resource.

**Maths Lead Teacher 23/9/15**

 * [|Maths Lead Teacher 23/9/15] **

** August **
Impt aspects are 1.Treaty of Waitangi ( 3 key areas Partnership,Protection, Participation) 2. Maori potential approach 3. Ako-a two way teaching and learning process 4. Identity,language and culture 5. Productive partnerships. Experts Dr James Graham, Hawea Tomoana, Doug Putaranui.
 * BOT Training 25/8/15 Hautu-Maori Cultural Responsiveness **
 * Self Review tool for BOTs. Colin Rangi. colin@ako.org.nz **
 * ** Covered ** - Ka Hikitia-Accelerating success 2013-2017
 * & the impt of Maori achieving education success as Maori
 * Increased awareness regarding cultural responsiveness in relation to Maori Ss, parents,whanau & community.
 * Increased awareness and understanding of their accountability for strengthening Maori student achievement - --- -Refer NZ Education Profile 2012-2013 Maori success rates -NEGS NAGS

Include key areas, evidence. Focus, Emerging/ Developing/ Integrating / Supporting Resources. Action plan, review, where to next. Who can help?
 * A good understanding of how to use Hautu to determine the cultural responsiveness of your BOT & school. Refer kit
 * 1) 1. Readiness
 * 2) 2. Leadership
 * 3) 3. Representation
 * 4) 4. Accountability
 * 5) 5. Employer Role
 * Let's get started (Readiness, commitment) ,
 * What we know ( Self review)
 * What we can do ( Planning, monitoring)
 * What we found ( Reporting and review)
 * Refer booklet and power point
 * Also refer Hautu kit in schools - contact Alison Watkins PDA NZSTA

** Educamp Palmy 1/8/15 **
SMACKDOWN
 * 1) EducampPALMY 1/8/15
 * Global Read aloud Term 4 Picture books check it out. (Oct 5th)
 * Twitter, MLE, Agency, Flexible learning in not so flexible spaces, Growth mindset.
 * Different ways to work with different Ss Alison Mooney.-Leading into the unknown.
 * MLE in old buildings but innovative practice so not the buildings the teachers. Te Karaka Area school
 * Future focused learning. Y1--13
 * Jnr preschool programme for " not ready " Ss.
 * Maker spaces
 * Jnr c/rm learning & MLE
 * #Wellyed . Space Team game
 * Science in classrooms Primary/ also new ways of assessment.
 * Clips on tech & Learner Agency. No MLE required.
 * Breakout 1**
 * Visible Learning (in a single cell) made easy By Jo Lunn Riverdale (Junior classrooms)**
 * **MATHS** - Break up JAM maths into strategy & knowledge.
 * Put in scrapbook. SS get 2 lessons 2 different Ts a day. 1 Strategy, 1 Knowledge
 * Timetable between the classes. strategy takes priority over the knowledge.
 * Each child has 15 mins (at each stage) with T. Can dos eg learn to count objects ,
 * learn to count on, imaging etc. colour code each term on spreadsheet so can see progress.
 * Not learning anything they already know. Based on Ss gaps
 * Accelerated learning. Cover in 2 terms in a yr.
 * Ss have activities each day.Task cards.
 * **WRITING**
 * CAN DO / WALTS#####
 * Must dos & can dos. Scaffolding support.independent time tabling.
 * Licence - press pass. Learners, apprentice, platinum ( experts) independent timetables.
 * Workshops on writing
 * USE my writers eyes refer photos for ideas of workshops/ success criteria.####
 * Task card Feedback assessed by peers . I like M because.... Buddy feedback ######
 * **INQUIRY**
 * Discovery/Genius hour . Working together effective communicator.
 * Eg make a mobilo thing plan draw and then can carry on next week.
 * Letters from fairy tale characters eg Jack liked climbing up the beanstalk but the giant would always chase him
 * so had to find a safe way to get down. . Inquiry STEM grps. How help Jack wonderings, ways help Jack.
 * 2 letter from Jack giant cut beanstalk down what do now? STEM Inquiry
 * Wonderings etc
 * **READING**
 * **8 reading grps.** Withdrawn in writing time with another teacher.
 * Reading grps
 * Reading grps


 * **TIMETABLE**
 * Phonics, big book poem
 * Maths
 * After m tea
 * Writing & reading grps w/drawn while writing
 * After lunch INquiry PE etc

Workshops with 2 tchers work at their level. targeted tchng. Giving knowledge info for Ss to work with. Tote trays. 9-11 11.20-1 2-3 Ss come from presch where Ss have free choice. 3 single cell classrooms as a single pod.
 * 1) Pinterest#####
 * **Periscope to record ideas.**
 * Breakout 2**
 * Whakarongo School Life in the Junior School.**
 * Transition class then 2 pods with 3 Spaces for each pod.
 * Spaces are called- creative, active learning ( not being taught) teaching zone workshops. Colour boxes for each pod tcher.
 * All Ss learning boxes.
 * MLE classrooms. 3 classrooms at same level in 1 pod. T aides 2x Pono pod.
 * SS move around diff spaces. I big 2 smaller.active biggest, creative small room. Workshop teaching zone small room.
 * Navigator,collaborator, innovator, connector.
 * Under that introducing, Initiative, independent, insider.
 * Move on but have to be ready. Badges for 3/4 categories.
 * SS tell Ps they made Insider because they can do this this this. **Student agency**.
 * **They can see what they do in the classroom reflects where they are.**
 * Whiteboards in learning box to use. In learning box have essentials eg felt pens etc Literacy bk, Maths bk, poem book, word book.
 * Tote tray station. Or learning boxes .responsibility for. Not break draw pic on.
 * Transition cards from reception class based on ability.
 * Tch fine motor skills, alphabet, counting etc 1st in transition class 4 wks minimum, 1 term max.
 * Still rdg at red when come in. Sometimes numbers too. 500 SS at Sch.
 * Wkshops for SS must dos & can dos. S voice impt. Reflect & change to what the SS want eg how can we do that?
 * Phys motor skills tracking issues bids eg tie shoes.
 * **Collaboration**
 * Relationships, feedback, sharing ideas impt
 * List on whiteboard as to who is taking workshop as move up put name in for workshops.
 * 2 days of focus eg add sub.Wed wkshop on specific needs eg place value Thursday cont on the area SS need.
 * R R each term ! OTJs
 * Google docs to record Ss ability progress.
 * Share out low middle high etc. in pod have 54 -62
 * 18/20 Chn per single cell class!!
 * Roving ranger. Learning coach for diff days eg Mon maths Tues reading, Wed writing.
 * TA supports takes grps, and records tells T what happening.
 * RR reading home room each term use anecdotal notes too eg 1 to 1 ptng abbrev notes when tchng
 * Maths - do it as they tch on iPad etc. every day have they got concept yes no 1/2 1/2 daily notes
 * Writing-
 * Always conversations Thursday meet as a pod
 * Creative area paint and then talk about it. If no T in there can be in there by themselves should have badge.
 * If banned SS upset. so behave
 * SS use deck beanbags, tables (Handwriting)
 * Must do s eg read to buddy, sight words.


 * Breakout 3.**
 * Learning through Play (Te Karaka Area school)**
 * Taught in caravan before Sch rebuilt in area population 500. Sch 200
 * Tchng thru play.
 * Katy walker learning thru play.
 * St Johns Hill Sch- transition class.
 * Lego ,art corner etc,team tch & t aide
 * SS made a house etc for competition. SS come in and play.( like preschool)
 * 9 am circle time incredible yrs
 * Phonics w/ d to yoland sorrell programme.write letters then. Then play.
 * Reflection, **playtime** book, PMP inquiry play. **Lunch** play 2 tchers, PE
 * tcher w/ draws reading grps prereading eg alphabet or book. 1 read1 roam
 * Transition when they are ready 5/6 /7 and 1x8 yr old.
 * Ss can't write when they don't know what a letter is
 * Self management skills, key competencies, taking risks, play,explore, inquiry, talk.
 * All subjects thru Inquiry tcher guides & also passion inquiry expose them to things not known about or seen.
 * **Learning muscles** 15 mins empathy puppets, friendship skills etc..
 * SS play & use social skills eg be a good friend (incredible yrs.)
 * Play enables this to do this
 * Ask ?s about play extend oral Lang
 * Learning stories like preschool.
 * Academic record of what they are doing.
 * Don't directly tch maths and writing but do reading.
 * 2 learning stories a week eg grps.
 * Learning conversations. Why learn to write if not know why you are writing
 * Reflection chart s tick off eg reading, writing,maths,asked a ?
 * Dragon mask. Lego ipad.
 * 20 SS and permanent TA in room.
 * Lots of individual programmes for SS what interested in, love lrng, engaged,talking asking questions.
 * Do 5/6 yr test easttle RR gloss etc SS at 1.
 * Know curriculum well so know where to next with them
 * Take what say and repeat and extend.
 * Download Te Whariki & NZ curriculum to see cross overs
 * LLI Lang learning intervention revise my notes.

** Reflection **

 * Really enjoyed the day connections, sharing and engagement. Would love to incorporate many of the**
 * Junior class ideas that I have seen today. Have also taken endless photos of things in classrooms.**
 * Unable to work as MLE as only 1 class at each level .**
 * Too wide a range of groups to cater for from Y0 to Yr 4 over 2 classes.**
 * Dion is looking into the preschool trying the transition to school programme with them in connection with the Junior class.**
 * Great learning conversations to and from Palmerston North with Kerri Thompson**
 * from Tamatea** **Intermediate and Janene Maloney from Mahora.**
 * Will reflect over the next few weeks on what I will use from the ideas that I got.**

** Student engagement,Learning and Behaviour **

 * (Queensland University of Technology Brisbane Australia) **
 * Introduction **
 * •Not everything that counts can be counted. Not everything that can be counted, counts - Albert Einstein**
 * •Professor Martin Mills- teachers need to have spaces in their classroom where they can go and it's ok to fail.**
 * Eg Games. Ss keep coming back to try again.**


 * 1. Twitter Master class - Kelli McGraw **
 * •Tells how to set up Twitter- profile, tweet 140 characters etc**
 * •Recommended followers etc**
 * •Search for hashtag . Reply & how to etc**
 * •Retweet & favour it(favourite)**


 * 2. Dr Andrew Martin ( Personal Best approaches to school) Motivating Strategies to optimise students academic development. **
 * •Personal proficiency network. Personal goals. Personal best get Ss motivated & engaged so don't fail at and when left sch.**
 * •Improve things. Impt are relationships & social support, academic, instructions, learning personal growth, buoyancy,resilience, adaptability.**
 * •Personal Best ( PB) beyond prior achievement. Many Ss fail not on their lack of knowledge but on the way that knowledge is measured.**
 * •Research on academic outcomes related to personal goals. Found that goals matter. Eg 7% improv when personal goals,same test eg Maths etc 1 month later.**
 * •Zombie Apocalypse how do you survive it. Eg Sydney Museum of Human Disease, one of the worlds weirdest / most surprising museums no 7 in world.**
 * •Student & Teacher tools**
 * •www.lifelongachievement.com**
 * •Create learning growth map so Ss can follow their own learning & personal goals. Building growth into learning.**
 * Feed forward as well as feedback focussing on the growth of S. PDFs are on website**
 * •www.lifelongachievement.com**
 * •Growth mindset not stuck where you are. Improve skills competence, motivation & engagement**
 * •3 doors of growth . Green accelerating pedal, yellow just cruise thru, red stop for a while.**
 * •Bk building classroom success, bk Motivation & parents bk.Dr Andrew Martin.**
 * •Just missing goals can also be motivating. Need to identify learners needs eg accelerate, ADHD etc.**


 * 3.School libraries re- imaging learning spaces example. **
 * •Don't have to be in a quiet rooms can be on an iPad on a camel eg Mongolian desert.**
 * •Peaceful coo**
 * •One five, technology, ownership, imagination. Ss can escape to a different world.**


 * 4. Dr Linda Graham engagement in context local innovations & student engagement **
 * 5. & John Goh principal Merrylands East - Knocking down walls & building a culture of learning. **
 * •S disengagement(Dr Linda Graham Associate professor QUT )**
 * •John Goh (Principal)-8.15- 1.30 new sch hrs for Merrylands East sch Brisbane**
 * •Trial & focus questions to Ss Ts & Ps.**
 * •Enjoy sch more likely to learn & do well.**
 * •S engagement, motivation & engagement Impt to lead to academic improvement.**
 * •3 types of engagement- intellectual, behavioural, social.**
 * •John Goh**


 * •6. Embedding technology into practice with the 3 Ps. Ashleigh Catanzariti & mrs Solange Cruz **
 * •Learning spaces are Impt. Space to explore. Ss learn better in diff places eg bean bag, corner etc. Space to design & problem solve**
 * innovative design learning spaces.**
 * •Use ICT. Old open plan format pull down walls eg 3 classes 90 Ss & 3 Ts**
 * •3 Ps passion, play based,project based learning**
 * •Ts handle pedagogy & Ss technology eg 3D printers- empowering Ss.**
 * •Curriculum set- eg significant events in Australian history from the time of the Federation. Use @burgessdave hooks eg Art to motivate Ss.**
 * Art display research themselves, motivate, present eg project, present art to audience? Ss drive project. So Project based learning us usually group.**
 * •Passion based learning is individual 4 zones eg 1. Make and play**
 * •2. Explore eg coding, cooking etc Today I made .. Something I can do differently**
 * •3.Planning -Starts with a ? Driving ? & resources, experts, lots of T support & peer feedback.**
 * •4. Self regulation zone. Reflect, mainly independent. State driving ?. Present back own projects eg knitting led to business sold scarfs 1st just cost of wool.**
 * Then told time to make so went from $2 to $5. Plus 2 other Teachers from school spoke on learning programmes**
 * •C/ f our Inquiry.**


 * 7. Teach Meet & Engaging reluctant writers through class and student blogging- Henrietta Miller Roseville College **
 * •Matt Easterman - power of social media, blogging, Twitter etc.**
 * •Present & share learning 7 mins long**
 * •Passion projects eg sewing cushions & sell**
 * •Blog, weekly reflection. S feedback better than**
 * •Year 6RC blog.**
 * •Chose yr own adventure idea.**
 * 8.Indigenous cultures**
 * National Exceptional Teachers for Disadvantaged schools. (NETDS)**


 * 8.Prof Bruce Burnett, Prof Jo Lampert **
 * •How do we light the fire in the belly of the Ss & also how do we teach social justice**
 * •Low socio economic school can be a great school.**
 * •Don't use deficit model. Positivity**
 * •Engaging indigenous cultures through knowledge, perspectives,valuing the heritage.**
 * •Engaging & keeping engaged when they have left.**
 * •Lots of transfers & relocation every year. IPS schools relocate teachers into challenging environment without consultation.**
 * Working with University helps using partnerships to access teachers suitable for IPS .**
 * •Need National exceptional tchers for disadvantaged schools . Need student learning. Not as a school of social welfare**
 * but having high standards and pride eg uniform, improved behaviour, attendance etc so Sch about learning.**
 * •Every sch/ child needs a champion. NETDS programme. Tchers supported in a programme of PDL & practicums etc**
 * so passionate interested in low decile students. Had to have high grades too ( teacher).**
 * •Apply specialised knowledge learnt in classrooms. Can't complete at home eg online. Be more flexible in your tchng.**
 * Attitude not a deficit model work to student strengths.**


 * 9. Millie Phillips early childhood sector.Indigenous culture **
 * Sch leaders& Sch graduates talk.**
 * Engaging through indigenous knowledge & perspectives**
 * •Acknowledge indigenous cultures & country.**
 * •Aborigine indigenous and non indigenous . Community based non deficit based approach eg who we are, what we do & how we do it.**
 * Empower indigenous staff. Involve parents & the system ( private sector)**
 * •Mentoring programmes too. RIPD - Identity, leadership & learning. UIPD.Urban developing of indigenous people to be teachers.**
 * •Focus on lrng environ, people & building resources etc**
 * •Supports indigenous educators to be involved . PL s facilitate ( Pedagogical leaders).**


 * 10.Dave Burgess. Teach like a pirate **
 * •Increase student engagement,boost your creativity and transform your life as an educator**
 * •Teaches disengaged Ss and disruptive & apathetic Ss.**
 * •1. Content passion eg history, reading**
 * •2. P=passion- professional passion**
 * •Man on the moon. You can do the impossible.**
 * •Life changing purposes . You can't measure a Teachers effectiveness with a standardised test.**
 * •3. Personal Passion- your voice makes you powerful effective.**
 * •Something from class.**
 * •Hook eg content passion. Or boring. Unifying.**
 * •Elephant in the room from San Deigo taboo hook. Not supposed to hear something knock out a wall to hear it**
 * •Lots of hooks add in classroom.**
 * •Cry middle of night scare you etc.**
 * •Board message hook- preheat the grill**
 * •T Rex arms 1st ? Straight up, 2nd &. 3rd eg bd message.**
 * •Mystery bag hook**
 * •Woman's liberation movement**
 * •Not inappropriate with yr Ss.**
 * •Peak moment of engagement don't lose them.eg talk about someone being naughty**
 * •Hidden in pocket./ pre heat grill**
 * •Music transition etc.**
 * •More concern about the learning & how they learn it.**
 * •The cook book- create an experience for kids.eg music dark room.**
 * •Hook teasers pocket in palm of hand. Teasers before movie.**
 * •Guest speaker- him dressing up. Over riding sense of action, this is the place to be.**
 * •Don't want to miss 60s party eg promote, etc**
 * •Creative people !**
 * •Questions are key to education. Creative status to creative message**
 * •Mystery intrigue etc survivor challenge . Where what how etc ?s**
 * •Pitch your lesson outside the box.**
 * •About to get pumped up but not there yet**
 * •Mini van with wife - Honda odessey. Didn't see them . Weren't x**
 * •Something I was engaged with.**
 * •Storytelling. Dramatic build up.etc**


 * . 6 words**
 * ‘It's easy for you you're creative.’**
 * Everyone can be creative. No excuse. It's not ok**
 * 17 yrs build up ideas/ classroom etc**


 * It's not supposed to be easy it's supposed to be worth it.**
 * You can fail. Things blow up in yr face . Have to take risks.**
 * Be a purple cow. Be remarkable.**
 * •Education not a bitter pill for something. Should be transformational.**
 * •Q1 If they didn't have to be there would you be teaching to an empty room?**
 * •Q2 do you have any lessons that you could sell tickets for.**
 * • In pocket prize eg heart bracket -pirate treasure**


 * Bk Teach Like a Pirate- hooks.**
 * P for Pirate**

** Student engagement,Learning and Behaviour **

 * (Queensland University of Technology Brisbane Australia) **


 * 1. Ss staying at sch-Professor John Smyth **
 * Building the Relational school Or how to move beyond where we have blown it. **


 * •Disengagement from Sch often Ts attitude. Uninspiring Pedagogy.**
 * •Schools produce 'dickhead ' behaviour.**
 * •Often ' jump' on Ss behaviour etc, assessment practices at odds for Ss to produce results in pressure time frames.**
 * •Often Sachs targeted towards top 30% in curriculum needs.**
 * Peter Hatton 3 kinds of schools- backward mapping. Dispositions rather than model**


 * 1.Active School**
 * (8 kinds + social justice & Trust.)**
 * •S culture, S voice, agency, independence**
 * •Inclusion/ Exclusion- all included no prejudice/ all inclusive**
 * •Curriculum construction- around Ss interests, lives, communities**
 * •S lives/ emotions- values, self worth emphasised**
 * •Behaviour management- relates to Ss situations/ needs. Set rules but not inflexible**
 * •Flexibility- Be adaptable in teaching, assessment. Allow Ss time to explore, create, complete, achieve- holistic education**
 * •Pastoral care- always there. Ss feel trust & care**
 * •Pedagogy- Adapted to Schs & Ss needs, aspirations as well as the curriculum. The way you teach it doesn't have to be boring.**
 * Be exciting to motivate &engage Ss to learn and achieve.**


 * 2.Passive school**
 * •School cult - fits the norm doesn't cater for individuals**
 * •Inclusion/ exclusion- again fits to norm, set rules follow them or not included**
 * •Curriculum construction- fits the norms & state curriculum, lack of flexibility**
 * •Ss lives/ emotions - Not considered**
 * •Behaviour management- generally expected to follow a preset behaviour management programme**
 * •Flexibility - generally set in rules, regulations. Not interested in change**
 * •Pastoral care - deficit model look at negatives eg Come from poor home can't learn**
 * •Pedagogy- generally to set curriculum & teaching methods only change what have to**


 * 3. Aggressive school**
 * •School cult - fear**
 * •Inclusion/ exclusion- trouble makers**
 * •Curriculum construction- streaming undermines self image**
 * •Ss lives/ emotions- not considered**
 * •Behaviour management- compliance demanded**
 * •Flexibility - no**
 * •Pastoral care- gleaned over, not really considered**
 * •Pedagogy -rigorous set curriculum.**
 * •Bk - Dropping out, Drifting off, being excluded.**
 * Research try to teenage Ss - Active Sch model the best for this**

•Control leads to compliance. Autonomy leads to Engagement. •Conditions& behaviour can increase Ss culture of learning •Need feedback & feed forward. Not diagnosis after the autopsy
 * 2.Dr Paul Browning **
 * Why trust the head. The impt of trust & how to get it **

•# teach Meet ( like google hang outs.)
 * •3. Heutagogy- self directed learning. Our way of learning. **
 * (Jon Andrews UK ** )

Attitude- Research studies. Assistance/ support at Schs Putting effort in etc
 * 4. Dr Katrina Barker &Professor Margaret Vickers **
 * Staying on at school- high Schs **

Prof Martin Mills, Dr Glendale McGregor, Prof Debra Hayes, Prof Kitty Te Riele, Dr Aspa Baroutsis •Make schools comparable with each other •students success. •Accessible to all not deficit schools use welfare as just part of providing services not an issue •Change physical environments •Certificates •Respectful relationships with staff & peers. •Not all schools are level playing field •Need alternative schools as do not have Schs with social justice •Ss can be taught. •Alternative Schs match Ss needs & goals
 * 5.What can we learn from Flexi schools.? Challenging the dictatorship of no alternative **

+ x Where is the x you don't care about? Deep engagement beyond the due date- bananas, ninjas, data - changing the way you teach to motivate Ss
 * 6. STEM **

Using Facebook, Twitter, you tube to engage, hook Ss into ancient history.
 * 7. Social media in classrooms Jacques du Toit **
 * 1) teach meet connect with other Ts mainly online 4.30-6.30 c/ f NZ goggle hangouts.

•Talk about bring disenfranchised not disengaged as T fault not Ss •( Always acknowledge before start eg Indigenous people and their land QUT on ) •Ss with disruptive behaviours.- disruptive & challenging so unlikely to have as positive relationships as Ss that are not so •History matters- reputation follows, predict outcomes etc •Which teacher that you first remember & relationship
 * 8.The power of positive teacher- student relationships from Student perspectives **
 * Dr Penny Van Bergen, Dr Naomi Sweller, Prof Linda Graham **

Special Schs to support behaviour Ss. Help Ss disengaged. Gets them on track aim to get them to be successful. Morayfield Sch. No behaviour modification programmes till 12 yrs old so shift mindset. Beh probs as social skill deficits that need support not annoying you deliberately. ICSEA rating 894. Low SES Sch.
 * 9.& 10.Innovative alternatives to engage Michelle Cubis **
 * 10. Panel of alternative school leaders & teachers **

The **Morayfield** way looked at it in same way as academics
 * Profiling Ss & Ts.
 * More T aides & community engagement. Positive support Sch. Postcards home to parents. Eg Ss on suspension can't wait till you get back.
 * Try to encourage positive relationships. Can parents interested in Schs.
 * Looked at suspension/ behav Ss eg indigenous boys.
 * In separate class for 2 days. Mix with others at break. 3 days in class with their support Ts.
 * AEP- Australian Educational Program
 * SEP - transition impt . Red zone but connect with High Sch so explain so not be suspended straight away.
 * High Schs can perpetuate that low self view.
 * Ss have contracts. Trying to hook them into learning.
 * Need play break with other Ss. Ss want to be there. Choice to go into mainstream. Peer pressure.
 * Tracking sheets etc.

Prof Geoff Munns Motivation engagement. Self directed eg iPad Ss reflect in pairs. Fair Go program Engagement, teachers as messengers, etc. ole SES Schs. Redefine S engagement. •Knowledge, - I know •ability, I can do this •control, we do this together •place- it's Grt to be a kid from •voice - we share Model/ reflect Break it down into kid speak. Differentiated learning. Ss reflection impt. Behaviour& learning impt
 * 11.A tale of 2 engaged classrooms **

When Ss get it they become reflective, make decisions for themselves, can work alone or together, I'm good at. He's different from other teachers - fun Cognitive, affective, cooperative. Strategies for reflection skills & processes Scaffolding learning Buying into expectations.

Prof Linda Graham, Dr Kathy Cologon, Prof Susan Walker
 * 12. Supporting behaviour in the Early years **

Talking about special programmes in school to support esp Indigenous. Need money & teacher's aide. Ss can't hold pencils, trace a circle , didn't know difference between words & numbers. Non English at home. Need additional funding. Follow Ss identify difficulties & best support them. 1.Emotional support 2.Classroom organisation 3.Instructional support Looking at sch liking, child Lang & lrng, child behaviour, classroom interactions, teacher child relationships & perceptions. Survey want funding to follow Ss through till NAPLAN senior sch exams at High sch

Learning & Behaviourq Claire Joliffe, Harvey Yates, Michelle Cubis, John Goh Talked about students relationships. Don't focus on the students but their behaviours. It's coming from their programming. Not their fault. Be relaxed so help learning if positive and the prices of learning not the product.
 * 13.Panel with participating school leaders **


 * 14. Dave Burgess -Teaching outside the box. **

Lots of ideas, A crash course in creativity. http://daveburgess.com Cups with locks Decisions getting rid of keys. Key to unlock student engagement.
 * P Passion**
 * I Immersion**
 * R Rapport**
 * A Ask & Analyse**
 * T Transformation**
 * E Enthusiasm**

• Be creative eg create a meal from fridge create a meal from something in my environment. •Lesson plans •Google - magic-got to put something into it. •Think about it creative, engaging. •Always the beautiful answer. Who asks a more beautiful question? E E Cummings •So be careful what you ask for!!! •Child bk 'chicks'Daves daughter. Baby chicks interested so self direction, choice, involved. •Teachable moment chicks /images double meanings of words •Creative Alchemy- •How can I get my class out of my room for this lesson. •How many ways - multiple ways •3 issues- 1.origami, strips of paper use them. •2. Henry Ford lesson unhappy- Don't just create a lesson but create an experience eg be an assembly line. Each child did a different bit. Saw example. •3. Write down idea so you can remember it. NOTEBOOK IDEAS •Change conditions helicopter, turn up heat, pops. Combination of ideas your unique spin. Teachers should be thieves. Steal effective ideas. Science, paper aeroplanes •Teach like a pirate is like looking at the world. Find what SS interested in and adapt your teaching to match their interests. •Sporting events. QLD / Sydney. •USA basketball March madness. •Zombies SS into it. •Repurposing march madness brackets eg draw for tennis •What is most significant dates NZ history. Then justify. Eg Hitler/ Ghandi say which is the best. •Eg Author interacting with Ss on being connected educator- skyping • Fri this week wear extra socks. Pre heat the grill hook.Building up all week. •Fri-Get out yr socks / hook safari hook outside class. •Kinaesthetic hook speed skating lanes in halls & slide fastest etc Maths. Fastest average etc •I can compare order add & subtract speed skating. But Olympic speed skating •Wedding photographer- principle-quantity be prolific not perfect. •Linus Pauling- The best way to get a good idea is to get a lot of ideas. •Have fun .but change where do lesson. Eg outside with roasting & eating marshmallows. Feedback better with chocolate S •Maya Angelou. I've learned that people may forget what you taught them ( content) but they will never forget how you made them feel. •WD 40 try at getting it right. •Don't try just 1 thing fail & give up. Willing to fail.keep trying. First attempt in learning = Fail •Walk the talk. •The 5 word GPS- 5 words then recalculate. •Fun,exciting •First attempt in learning. •Exciting- The accent. She's a NZer have to forgive her. We are happy to have her. She's one of my Twitter friends. •Chairs upside down.plane exprience, glasses. Flying across Atlantic. •Ss from other classes on bathroom passes. •The only lesson they will remember •Mullet business in the front, party at the back. •Mullet ratio party over business •Mullet-y mm inches challenge •Worksheets are not bad. bad wksheets are bad. Commitment to a lesson. •Physical environment as well as dress up. •Ts make Sch a place SS want to be. •Box SS in it - 1st period got 7 in Henry Box Brown. •5th period came in 'where's the box'lesson. Next day 1st lesson came in didn't say it was a competition. just teach a lesson but created an experience. •World record. On back of board .3rd circle. Get everyone involved 32 no that 8 divides into. •Presentation what doing back there. We want to see that presentation decision. Asking to see it. •Presentation decisions eg lights on etc. •Refer books for hooks ideas & examples

** Reflection **
This is to certify that attended the on 8 & 9 July 2015 held at Gardens Theatre, QUT Gardens Point Campus, Brisbane including keynote papers and presentations on student learning and engagement representing professional development of 14 hours duration
 * Am using lots of Dave Burgess's hooks in class for teaching . Also presenting at staff meeting 3/8/15.**
 * Have shared some of the Australian education systems ideas. Wish we had the money to incorporate**
 * the support schemes for Ss that they have.**
 * QUT **
 * Certificate of Participation **
 * Leonie Bennett **
 * National Summit on Student Engagement, **
 * Learning & Behaviour **

The Summit addressed the following standards from the Australian Professional Standards for Teachers: // Associate Professor // // School of Cultural & Professional Learning // // Faculty of Education // // Queensland //// University //// of Technology // CRICOS No. 00213J ABN 83 791 724 622
 * Standard 1: ** Know students and how they learn
 * Standard 3: ** Plan for and implement effective teaching and learning
 * Standard 4: ** Create and maintain supportive and safe learning environments
 * Standard 6: ** Engage in professional learning
 * // Linda J Graham //**

Teacher Only Day 16/7/15 -The Power of Words

 * Teacher Only Day 16/7/15 -The Power of Words -Anne Giles **

=** Term 2 **=
 * ** LEARNING BUDDIES/ PICTURE PLANS. **
 * ** 1 step picture plan move to- **
 * ** 2 step picture plan **
 * Use your words better. The way you say it. Feedback & criticism can have negative results. Eg shoe salesmen. What's the point, or not there yet.
 * Be professional
 * Link between reading/ writing
 * Focus on writing ( connecting with reading, listening, speaking)
 * You tube clip-The power of words- The Blind Man.
 * The National Standards are signposts.
 * Strengths and needs of Ss.
 * Listen, communicate, connect.
 * Get grandparents involved.
 * Must do, could do. Want to get must dos completed. Writing/ reading activities.
 * Learning buddies.
 * Collaboration different from participating & contributing.
 * SS don't always make connections eg in spelling. Need to transfer over.
 * SS more passive as they get older. Boys do minimum.
 * Knowing your learners. Do something
 * 1 day can then do it the next. Don't over prompt.
 * Use Kiplings 7 servants. Use body language, wait time, don't repeat.
 * Ts too dominant In conversation.
 * ** IDEAS **
 * Learning buddies. Asking questions eg Kiplings 7 servants. Extend
 * Picture planning, conversation, modelling session.
 * Grped.Hands up. Learning buddy. Time it.
 * Brainstorming picture plan, brainstorm. Picture plan.
 * Draw a picture /3 minutes sketch not finished art work. About your writing.
 * Kids put in markers for every 2nd line
 * Take a photo in their head not copying down.
 * ** Austins **** Butterfly - video you tube **
 * ** Compare to writing **
 * Not yet. Great start. Have you thought about?
 * Give specific critique.
 * Expeditionary transitional school.
 * Shape/ pattern- advice from peers.
 * Eg rounder, angle, sharper use your vocabulary.
 * Tell then honestly what is wrong.
 * ** Teacher story can correct and build on it. **
 * ** Matrix **
 * NB use purpose, impact audience,voice, content, ideas,
 * Structure, language features,spelling layout, punctuation, grammar.
 * Moderated a piece of writing- Hayden Level 4 my guess. Was correct.
 * ** Description of someone you know **
 * ** Something you have done **
 * ** Adjectives **
 * ** Animal I would like to be because.... **
 * ** Overall Learning Intention for writing **
 * Why unfair that can have to go to bed early
 * Stories/ ideas/ internet
 * Sit under tree. What can I see what can I hear
 * Quick Write
 * Opposites eg on wall.
 * Nouns, adjectives, verbs.
 * Vocabulary building exercise.
 * Teach visualising eg a lamb walking through your mind what does it look like?
 * Change sentences round what words instead
 * Eg The sun is going down behind the rocks and reflecting in the water.
 * Instead of going down, setting, retreating, descending, disappearing.
 * What's the same about these 2 things visual perception& prior knowledge
 * Teach to experience or imagine.
 * Reinforcing and extending buddies and picture plans now used daily in writing .Success with timed for 3 mins.**

** Maths Lead Teacher workshop 17/6/15 **
Classroom 24 y3 S 2 to 4 Now 4 to 6. 1 hr 10 mins lesson. More openended & questioning. Then different patterns.teachable moment teach, they teach. How would you draw that. Robyn walks round and sees what is happening and also praise effort. Then highlights good effort. Std on mat 1/4 turns 1/2 turns etc. face north south etc. Share with buddy. What do you notice /what do you wonder? My strategy is. What can you join. Feed language into them. Part whole. Working in grps. Eg Fast adding. Work with doubles. And big doubles eg 24 + 24 Bring in other strands eg measurement & number. Know where kids are going and target them so succeed. Stick work in big book. Hot spot number eg number frames eg 10 etc 8+2. Hundreds board cut up and sticks of 10 on each. Hold numbers in their heads. Lip read the answers Abacus how many 10s how many 5s etc. Dice roll and add Reflect on what learning that's new. Evidence of learning. Good modelling so Chn can follow on themselves. Skip count while moving etc. 1.Anticipating 2.Monitoring 3.Selecting 4.Sequencing 5.Making connections
 * Facilitator Robyn Holt **
 * Still finding teaching 'wonderous'. Keep the light burning in the Ss eyes and keep the wonder and surprise in your teaching.
 * Teacher sharing:
 * Multi digit multiplication battle between pairs.
 * PLC now working again.
 * Leadership Inquiry. Motivate other staff. What are we going to do differently.
 * Dance leadership video.
 * Weebly VLN sites for ideas on resources.
 * PACT source not linked directly to a stage yet.
 * Follow up on Symposium in Napier- Katie Maker ( Marker)
 * Analogy- learning to Drive not just read rode code but practical as well and analyse data.
 * Discover, devise, develop, defend.
 * Out of counting on to breaking up numbers eg Big idea. What are we going to do to get that across.
 * **Robyn Diver for Nelson Park school .**Alim 1. Y3
 * Start with make something eg 16** Eg make 16 only 5 in a pattern.
 * Ideas.**
 * 5 Practices for discussion in Maths Mary Case Dinah Smith, Margaret**
 * Some interesting ideas. Tried to get some of the teachers interested in Twitter but no-one interested.**
 * The Maths Talkback page introduced by Robyn is also not supported well. I am one of the few that post on it.**

** Teaching as Inquiry 15/6/15 **
Talked about focus's for writing Eg-Chunk words. Char ter - blend then chunk & syllabify.-Photograph with eyes. -The next ones name is Katrina Lee 2x Kat kat kat Kat Katrina Lee 2x The next ones name is Katrina Lee. - Physical -in between, over, other side of room, under, in front of, on top of - Do opposites - What could you do? -Get buddy to tell you.
 * Faciltator Anne Giles **

- Targets writing maths writing TAI -Performance management, RTC Tataiako - Expectations practising Stds instead of RTC. - expectations of Effective practice - student agency, teacher agency.

-Quick Write


 * Teacher's only day 17/7 in holidays -writing ,**
 * exemplars and shared moderation between teachers**
 * Using ideas on quick write and picture plan successfully in classroom.**

** Teaching as Inquiry 18/5/15 **

 * Teaching as Inquiry Anne Giles 18/5/15 **
 * Registered Teacher criteria can be asked for by Teachers registration committee.
 * 12 criteria replace professional standards.
 * Tatiako fits in nicely.
 * Evidence of what and how etc
 * Accelerating priority learners
 * Formative strategies.
 * Reflection in action /reflection on action
 * Model and teach it
 * Key Competencies- social competencies-managing self, relating to others, participating and contributing
 * Intellectual competencies- thinking, using language symbols and text.
 * Moderating and change report form was done with change of curriculum
 * Curriculum document - Teaching as Inquiry.
 * Nat Stds
 * Strategies, core in toolbox.
 * How do we know where they are at.
 * Cyclical.

** Learning Buddies **

 * Sit beside each other when having a discussion. They talk for 30 secs.
 * Then talk back to class. Timer etc
 * Teacher doesn't talk all the time, children contribute.
 * High trust model.
 * Article Talking Partners from Formative Assessment in Action, Weaving the Elements Together by Shirley Clarke 2005
 * Great for students to work better in twos rather than 3 or 4.
 * You will have students that stuff it up.
 * I can't do the learning. We need to have a meeting with that person.
 * He missed out on his learning as well as you.
 * One kid on own others in a 3. If not working together.
 * "Not yet"
 * Refer evidence of my wiki


 * Am trying Learning buddies in my classroom tomorrow.**
 * Update June-It is working really well. Using it in many curriculum areas.**

** Educamp HB 16/5/15-My Presentation **

 * Keynote**









2. 3D Printer 3. Literacy Evolution Jo Makinson refer last Educamp Rotorua notes on PDL wiki under lbennettteacherregistration
 * ===** Educamp HB 16/5/15 **===
 * **#Educamp HB 16/5/15**
 * Refer Google smackdown
 * 1) Community chats- Twitter, GEG, edchats
 * Tinkered.com. Tinker this use predeveloped 3 D shapes search download and put in measurement using ruler tool
 * 5 hrs to print something.
 * Show shapes place on stand and create in it. Tell cylinder to be negative
 * Maker Block $600 - $2000 Ricoh let you know what to buy.
 * If you can use midpoints not sides
 * Google sketch up more sophisticated
 * Can use for Robotics
 * Home page on Thingiverse app sketch on paper took a photo and then 3D printer will create it
 * How to use Thingiverse discussed. have low infill so honeycomb on inside and saves on filaments ,shells ,export. Memory card into printer and they print it
 * MakerBot Replicator 2
 * Have to reliever plate to print out evenly when not printing out well.
 * glue stick on plate stops it sticking
 * Prints at one level at a time
 * Exports as a 3G file to the MakerBot don't have to leave computer connected to it all the time.

8 different ways of thinking eg brainstorming

letter word make sentences story information

Policeman e jumps the fence eg ate what's your name first letter a basic rule Come doesn't quite fit

Letter names gh f ff wh ph ee ei cover sounds in words Let's count them and see if we have got them all. High frequency words ought Bought -ought like in bought build up a toolbox Brought buy New Entrants -for chunk or 20. -30 mins a day door more Water is or sound or oor ore at as in water

Also cat fat Word families ,compound words, contractions ????what is it? Ie ei e like in notorious ri

ir er ur

Hear heard set up to guess Blends and diagraphs all cald put on endings / suffix / then onto prefix root word Tintinaction

Chunk challenge Outrageous ous More - omnivore Tion Build build ious is ology psychology P sy like in my chn as in school then ology studying of eg criminology studying to be a criminal.

** Reflection **

 * I want to go to the next Literacy Evolution workshop to get the whole programme and resources**
 * Have extended my word knowledge use in the classroom.**
 * Also have gotten word cards from Jo to use to extend this knowledge to incorporate blends,**
 * questioning, word chunks etc.**


 * Was in a breakout combined with GAFE and contributed in the group about Twitter.**
 * Found that many were not interested in global connections. A lot were on Twitter but only connected**
 * with people around NZ and some in Australia but very few connected with people in Singapore ,USA,UK etc.**
 * Their loss as many are missing out on connecting with some amazing educators.**

** BOT- Student Achievement 13/5/15 **

 * The Boards main focus 13/5/15 **
 * Amici Hotel Hastings-Gillian Diprose 6.30-8.30pm
 * The Principal and Boards Role in raising student achievement
 * Every student should be able to attain their highest standard in educational achievement
 * Board and Principal must ensure this.
 * Boards powers, functions and focus - all other things discussed all around student achievement refer booklet P4
 * Key competencies IMPT imbedded in learners
 * Also at all Learning areas are reported on. 7 learning areas.
 * English, The Arts, Health and PE, Learning languages, Mathematics and Statistics,Sciences, Social Sciences and Technology.
 * Graduate Profile IMPT.
 * Need signposts to see if on track eg National Standards.
 * How report to Board . Should be all Ss.
 * 3 IMPT govt priorities eg Ka Hikitia, Pasifika, Inclusive schools - special education needs
 * Report IEPS special needs, Pasifika programmes and education for Maori what it is and what is happening, how are students catered for.
 * Boards have to ensure that Principal is focused on Student achievement.
 * Through charter and a focused direction Board and Principal together.
 * Student outcomes IMPT. Objectives, Student achievement and progress, student well being, participation and engagement,teaching and leadership practice, perceptions of those within and connected with the school, school climate and school process.
 * Report on student achievement to students, parents and community. Year plan
 * Are there Board policies on reporting to the board?
 * Annual plan on reporting data what when.
 * Community input very IMPT
 * Clear delegations to your Principal.
 * OTJs IMPT from teacher.
 * Understanding assessment for parents on ERO website.
 * Need progress results too. how much have we moved.
 * Need moderation so that student is getting same result at any school he goes to.
 * If a child moves school takes 6 weeks to settle and then move.
 * PACT- Progressive Achievement and consistency tool. Using OTJs
 * PAI charts. Eg HB one comparison for discussion.
 * Other things discussed- setting targets fo student achievement NB principals and BoTs role, identifying target groups
 * Analysis of Variance
 * The planning and reporting cycle for the year.
 * Clarified and reinforced much of what we were doing and expected to do. Some good learning conversations with BOT members of other schools.**

** NVCI 16/4/15-17/4/15 **

 * NVCIT- Non Violent Crisis Intervention Training 16/4/15 -17/4/15 **
 * ** Educational Psychologists- Chris Ratcliffe & Robyn Mc Cann **
 * Day one **
 * Manualised structured training programme with a comprehensive manual.
 * 6 m people since 1980 trained in NVCI
 * Philosophy-,Care,welfare, safety, security underpins the programme
 * Prevention eg nonverbal etc with disruptive ,violent Ss.
 * Restraint- tip of iceberg, last resort.
 * Activity- moved around and filled out activity sheets in groups to discuss.Bus stop
 * Verbal & physical acting out. 2 categories.
 * Gain a basic understanding of crisis intervention methods


 * Emphasis is on early intervention and non physical methods for preventing or managing disruptive behaviour.
 * Also Personal safety techniques for staff to safely remove themselves and others from dangerous situations.
 * We learnt to identify behaviours that could lead to a crisis
 * How to most effectively respond to each behaviour to prevent the situation from escalating
 * How to use verbal and non verbal techniques to defuse hostile behaviour and resolve. Crisis before it becomes violent
 * How to cope with your own fear and anxietyHow to use CPIs Principles of Personal Safety to avoid injury if behaviour becomes physical.
 * Refer workbook for course.

=** Term 1 **=
 * We covered Preventative Techniques
 * Non violent crisis intervention and team intervention
 * Situational Role playing and postvention
 * CPIs Personal safety techniques eg against strike & grab counteract with block & move
 * Practised with partners eg kick block,wrist grab, hair pull release, choke and bite release
 * Day 2 **
 * Reviewed day one and practised yesterday's moves as well as more serious holds ( to be used as a last resort only)
 * Children's control positions, team control positions,transport position,interim control position, and further intervention and team intervention discussions.
 * Readings included
 * Discipline Hierachies Steps for Non disruptive and Disruptive Behaviours
 * ( Carolyn Webster- Stratton.) Incredible years programme
 * The light at the end of the Tunnel- Mindful Limit Setting By Mitch Abblett PHD.
 * I learnt a lot about behaviour from this and preventative and measures to use.**
 * I am wary of using the restraint techniques but will as a last resort for the safety of the child or others.**
 * Plan to put many of these aspects into the classroom with my severe behaviour child H**

** Effective Governance - The Role of the Staff Trustee 26/3/15 **
To develop staff elected trustees' ability to contribute to effective governance through:
 * Understanding the roles and responsibilities of the board including legal requirements
 * Considering the staff trustee's role in relation to other members of the board and staff
 * Discussing issues unique to staff trustees and developing strategies for managing them.


 * Staff Trustee **
 * Principal link pin between school and BOT not the staff rep
 * School based trustee can not chair a meeting eg Principal, staff rep schedule 6
 * Not a delegate or an advocate- Governance sector.
 * In BOT arena answerable to BOT chair equal standing. Can serve on committees.
 * Not a teacher in that BOT role that's your school hat.
 * Staff rep does not do a report. Everything should be reported through the Principal.


 * External Relationships of BOT **
 * Part of huge Grp eg agencies, students, parents,MOE, unions, community, staff, unions, EROS etc External relationships.
 * BOT chair leads board


 * Internal relationships **
 * Not a staff delegate
 * 6 Dimensions of good practice-IMPT to schs - All entwined with the main dimension of Student Learning - engagement, progress and achievement. The others are school culture, leading and managing, governing,teaching and engaging families.
 * Relationship outside BOT as employee. Equal footing in BOT meetings
 * Miscellaneous **
 * Board reports- should be in 2 days before meeting preferably longer
 * Other trustees chair etc keep professional and keep approachable. Roles.
 * Staff Trustees are not advocates can point you to who to talk to.
 * School values. Need to be exhibited BOT level down.
 * Should be good for students, staff and BOT. Present in all relationships
 * Keyhole diagram P5
 * BOT Principal etc.-Best practice keep it general and safe
 * BOT policies more general (statement) -Fences, big picture things,bottom lines of what's expected.
 * Staff and principal double dip - governance and management


 * 5 IMPT Factors **
 * 1) 1. Curriculum.
 * 2) 2. National Stds- what day to day.
 * 3) 3. National curriculum policies.
 * 4) 4. NEGS -why we educate Ss etc multiculturalism- (National Education guidelines)
 * 5) 5. NAGS- How we do it?(National Administration guidelines)

Talked about **NAGs / General**
 * NAG 1 the most IMPT. All other NAGs as support NAG 1.
 * Range of curriculum assessment procedures.
 * Principal can get staff member to report on data and answer questions.
 * BOT gets assessment data through the principal.
 * Best practice BOT not go into classrooms.
 * With shared responsibility. Staff trustees see both sides of the **with.**
 * Staff and Principal charter **and** annual plan


 * Worked our way through booklet and had discussions in different grps answering ?s and senarios in booklet. **
 * Have a much better understanding now. **

** Maths Lead Teacher workshop 25/3/15 **
Monitor teachers practice, provide and support student achievement.
 * Workshop 1 **
 * ** Leadership role **
 * Matching photo, and what they did. (Discussion exercise eg Sir Edmund Hillary/ Nelson Mandela)
 * What qualities did they have that made them great leaders and makes them memorable =Resilience, perserverance, challenging, act, strong, vision, service, courage to change. Goal orientated, charismatic, communicative skills.
 * Will and heart rather than head.
 * 1st follower turns a lone nut into a movement. Not just a leader, momentum- movement.
 * Embrace first few followers as leaders too and then it becomes a movement.
 * Are you a leader or a follower?

Census on line for students Google it.
 * ** nzmaths updates **
 * Refer www.nzmaths.co.nz
 * ** Teaching materials ** number & algebra - **Take this** activities that are themed at different levels.- Resources
 * Search of problems.
 * NZ MATHS survey please do. Changing face of site
 * ** Go noodle ** brain breaks, Zumba, 5. / 10 min activities.
 * ** Books **
 * Maori achievement
 * Maths and Stats in middle years 7-10
 * E-ako ** professional learning

Paper cuts shape How well developed is your Spatial awareness Give chn expriences. ((eg)Paper fold one half cut and one cut thirds to half way point. Then twist.) IMPT to do to give spatial awareness experiences.A way the viewer sees these representations.
 * ** Content Geometry **
 * Radius length example.
 * Paper folding ideas help with spatial development in Geometry. Need to be able to visualise as well. **Rebecca Sect.** Paper fold shapes eg triangle etc how many folds?
 * ** Flexigons ** 4 faces and rotate facts about 10 eg
 * Nibbling- tescillation **MC Esher**
 * ** ( Google for info on these names / ideas) **
 * Flexi hexagon.- strip of triangles, way you fold them.
 * ** Figure it outs ** L3/4 refer to AO in curriculum documents (egs of p[aper folding).
 * Plan for assessment eg ARB
 * Lang. to support the learning.


 * ** Maths Symposium (in holidays) **
 * 15th April at Napier Intermediate.
 * www.tetoitupu.org
 * Some great ideas to take back share with staff and use in the classroom.**


 * The Role of the Chair. BOT training. Gillian Diprose. **** 6.30-8.30 pm **
 * ===** The Effective Chair **===
 * Goal ** : That the board chairs will understand the critical position they hold by gaining a better understanding of their role and responsibilities, particularly in relation to student achievement outcomes.


 * ** Participants will be clear about **
 * The legislative requirements relating to the chair role
 * The factors that contribute to an effective chair
 * The critical relationships involving the board chair
 * The importance of running effective board meetings
 * The importance of planning the boards work.
 * ** Board ** Governance andmanagement.
 * ** Principal ** day to day management, one vision- different roles.
 * Board **main aim** student achievement
 * Control direction of school
 * Sets direction for school through charter and policies,.
 * Measures performance of school and principal, manages school as sees fit


 * ** Principal ** - law and direction through policy and charter.
 * Day to day management
 * Etc refer book


 * Sources of support
 * Schedule 6 discussed questions page 4 of booklet


 * ** Role of board chair? **
 * Manage key internal relationships
 * Ensuring process in place and adhered to
 * Ensuring the work of board is done


 * Everything about the school comes to the Board through the Principal.
 * Do not need a staff report.
 * BOT chair only has authority on behalf of the Board p6


 * The role of the chair policy 12points refer P6 booklet


 * Perfect chair- communicate, delegate, hear all voices, know processes, team build, ask for help, guidance if needed, accessible to all, listen, facilitate, accountable, leadership.


 * Managing board relationships p8 in booklet
 * Memo of understanding between BOT chair and principal is important p9
 * Meeting process eg p 11. We are following a similar structure at Riverslea school.
 * No need for chairpersons report. Put topics into discussion. Principal link between school and BOT
 * Monitor against your charter, how good your values are, Board values too etc.

Refer booklet for questions and answers
 * BOT- Board work plan- strategic review, regular review, emergent review, Board process requirements. Cycle aims and policies eg 3 each meeting.


 * Lots of excellent collaboration and discussions between Omahu, Havelock North, Waipukurau,Haumoana and Riverslea. **
 * Was able to see that we are going well with our BOT and new members. **

** ESOL Oral Language 19/3/15 **
Angi Pearce Kowhai sch & Rhonda Godwin Flaxmere Primary sch ELA programme - Rhonda Non ELA- Angie
 * ** Rhonda **
 * - low level of language. ELA English Language Assistance programme. Yani Anese.
 * Based on growing Ss language & sentence structures. Done thru modelling.
 * Develop vocab, structure, leads on to reading and writing but the oral language comes first. Need to make meaning from what we are saying, reading.
 * Example-L12 text . P/C book and cut out pics and mix up. Same with text. Also IMPT words & words grps/ chunks usually part of text.
 * Text is read to them & then read with them 3x. 'The Elephants Trunk.'
 * Look at pics and dev vocab from discussing pics.
 * Look chose pic say something about it. Eg elephant, ears. Then T say yes very floppy ears.
 * Name things eg water food mouth trunk etc. Trunk- the elephant has a long trunk etc.
 * Lesson 1 talk about pics 2. Single words read and then place where go & justify why eg elephant got trunk up so word noise.
 * Meaning making word to pic &it fill in gaps.
 * Read words up & down.
 * 1 weeks work.Hands on.Lots of incidental learning
 * Put a structure around it for them. Gift of Lang. Describe trunk.More words.
 * Can't speak the Lang unless you use it. No questions just conversations?
 * Feed 5 bits of information before you ask a question.
 * ** Angie **
 * ** Core vocabulary communication boards- ** uses symbols as well as words.
 * Point to symbols eg I want please
 * ** Teachers pay Teachers site ** . Eg bingo pic & word games.
 * Eg This is a pen. Do real objects first. 'Gift them real language.'
 * Match meaning with object and words.
 * A book a week lesson plans for shared reading. Wks worth of activities eg masks
 * A rhyme a week.with activities
 * Kiwi corker books eg 'there was an old lady that swallowed a weta., expt wth Lang.
 * Angipearce ESOL games on Teacher pay teachers. Download print off and use.
 * Guess who- ice cream game
 * News board- day ,where ,who with ,how did it make you feel- low learners.
 * News board- day ,where ,who with ,how did it make you feel- low learners.

** Reflection **
Am using many of these ideas in my Junior room. However we only have 1 ESOL child in the school that fits into this category. He is now in another room and is getting Teacher's aide support with Reading and some language aspects.

** Effective Governance -Accountability **
A workshop that helped the understanding of Focused also on  BOT accountable so not just sign off but accountable and responsible that community know.
 * (BOT training 10 March 2015 6.30-8.30pm) **
 * Effective Governance - Accountability**
 * BOT Effective Governance 10/3/15- Gillian Diprose. NZSTA trainer/ facilitator **
 * Accountability- **
 * Key relationships and connections within the board, school, community and wider education sector.
 * The governance role of the board and the management role of the principal
 * The board's accountability for student achievement outcomes and in particular for Maori
 * and Pasifika students and students with special education needs
 * The boards key governance, planning and review documentation.
 * Who are boards accountable to
 * Who and what are boards accountable for
 * How boards can meet their accountabilities
 * Board bottom line is BOT accountable for everything. **
 * Discussed NAGS what they stood for, who is accountable and who is responsible?
 * Broke down Nag 1. Are our programmes effective/ working?
 * Report not only on National Standards but other curriculum areas as well
 * Also 3 special areas 1. Ka Hikitia 2. Pasifika 3. Success for all Students
 * What works for any culture can be spread across all cultures. **
 * .Staff accountable to principal. principal to BOT. BOT to community MOE etc
 * Monitoring what we do more regularly.
 * Review are we getting what we want or need to change it.
 * Charter ** - major policy.Big picture. Then **annual plans.**

How can a board meet its accountability discussed- refer booklet Effective Governance Board work plan in booklet **. Timetable of review and requirements** Compare against what we are doing.
 * Monitor charter at every BOT meeting. ** Charter and annual plan reflected in Principal report.

How do you involve parents/ whanau/ community? Eg reports / huis/ school events/ Facebook etc
 * 6 Dimensions that ERO look for to see if a school is performing properly.
 * Use these for strategic discussion once a term with BOT


 * Discussion on how boards meet its accountability refer booklet (NZSTA – Effective Governance- Accountability). **
 * for all information and planning. **

** Educamp Rotorua 21/2/15 **
Educamprotovegas 21/2/15 . Refer Google doc on Educamp wiki bit.ly/1F08JER Ideas and sites
 * Introductions **
 * SMACKDOWNS (ideas/sharing) **
 * Rosie's zoo- school kit will fund farmvisit. Seafood NZ will give you free seafood for your class. Will give you fact sheets as will farm site.
 * 6 phases of teaching YouTube clip.
 * Harapa
 * Teacher dashboard --go into Ss site & can comment. My progress page where add results & link to blog where document their learning stories
 * Google sites
 * Build your wild side
 * You tube capture snatches of videos app. Then download to channel
 * @dianawilkes
 * Fish attitude=Be there choose your attitude, build a team and learn
 * One tab chrome extension _put extensions on and creates a list then click back up doesn't use yr power
 * Class dojo can create badges & connect & communicate with parents. Take photo of kids work & send to parents
 * Story bird chose image like book creator and write story.
 * View sonic on Apple to present
 * Pallet
 * Too long didn't read on wikipaedia site & then it gives you summary.
 * Quad blogging
 * Google apps click tools research & Reggos open for images and cites references MLA 'use this citation format ,
 * Maker Ed.shift to learn eg robots hands on
 * Facebook primary school teachers on Facebook.
 * Tinker ed don't need 3 D printer then
 * Literature circle programmes.
 * Creative common

Risk taking knowledges etc
 * Workshop notes **
 * part 1 fun & fast
 * Name sound letters
 * What are these letters make words, sentences, tell a story , give information
 * Parts of words word knowledge
 * Words, laugh sounds like an f but actually a ugh tricky bit doesn't make sense.
 * Wh whanau
 * Fish I medial letter vowel others consonants
 * ee chunks types chunk challenge
 * ie I before e except after c.
 * Initial and end sound
 * er
 * all
 * Suffixes ed ing y
 * Chunk
 * Root word
 * 13 sounds or chunks or eg oar
 * For door walk war nought
 * or like in
 * Take it into reading and language.
 * Take it build it
 * Take a yr to get confident.
 * NE start name say w sound w say it so get correct.
 * Diagraphs th link the they
 * at diagraphs bring in initial sounds
 * Common words or oor ore aw au first ....or...as in floor
 * ay chunks
 * Teach to the top of class repeat together. Auditory. 20-30 mins
 * White boards to do. Writing.
 * Policeman e long and short take policeman e away not using the name but the sound . Jump the fence gate name
 * Diagraphs & punctuation verbs,adjectives, nouns, proper nouns.
 * What is it? They tell you.
 * Contraction make the word smaller
 * 3 sounds for ea-a like in great,e like in reading, ea
 * Makes sense.
 * Blends and diagraphs


 * Writing whiteboards
 * Write I rub it out write is rub it out -
 * write hear see

Write story conference every day Lit Hit squad 3 T aide every day. 30 mins every day writing Search for sound beg letter.
 * Chunk challenge
 * (Wow words)
 * Herbivore ore
 * tion

Write,conference, then publish Psychology psy like in my chn like in Hotology, criminology-study ppls behaviour Start with basics then extend. Chunk it straight away.


 * Conclusion**
 * Ideas/sharing/feedback/connections**

** Reflection **
Have incorporated aspects of some of Jo's phonics in the classroom. These have increased the students alphabet name, sound, knowledge and word knowledge. I am emphasising word and sentence concepts and introducing compound words and word endings.

** WEAP (Whanau education action plan) **

 * WEAP (Teacher Only Day 26/1/15 )-Hawea Tomoana **

** Whanau Education Action Plan **

 * Goal - To enable whanau and their tamariki success in education
 * To practice solution- focused conversations and develop an action plan.
 * Set up goal, reality,options,way forward
 * Guiding whanau with a plan that they can look through and go forward.
 * Map education goals then and course of actions they will take to achieve them.
 * Owned and self determined by whanau
 * Solutions focused 7 principles
 * 1) 1. Don't have to understand problem to solve it
 * 2) 2. No such thing as never and always
 * 3) 3. If something works do more of it
 * 4) 4. If something does not work stop it 3 Fs whanau/ family/ fun/ food
 * 5) 5. Great changes come from small steps
 * 6) 6. People are wonderfully resourced
 * 7) 7. Give praise and acknowledge success
 * Supporting and creating connections

Eg Reading- with Van. Take an interest - lead to improvement in behaviour towards others more self esteem. What would make this meeting worthwhile for you? What would you like to talk about? Whanau action plan - go through steps. Deal with solutions not problems. Discover exception times and discuss. What was happening then what do you want to happen now?
 * PRACTICAL **
 * Solution focused conversations WEAP -help whanau to think about aspirations & education goals. They make them we don't tell them
 * Toolbox. Practise conversations.
 * 1) 1. Put on 'not knowing ears'- listen to what they are telling us, develop rapport
 * 1) 1. Establish a platform - shift from problem to platform ( where to start)
 * 2) 2. creating solutions- exceptions, resources, skills- Has it always happened like that?
 * 3) 3. Creating solutions . Using scaling to measure progress 0-10. - where would you like to be on scale of 1-10/diff
 * 4) 4. Creating solutions . Life without the problem- Miracle question
 * 5) 5. Committing to action - ID& commit to take small steps. Put down on paper.

** Reflection **
Plan to use WEAP in classroom and beyond with the Thurston Chambers whanau. Am establishing an excellent relationship with Mum (Anna) whom I see most days after school.This will involve,not only Van in my class but Noah in R2, whom I have previously taught. Will discuss at Parent teacher interviews with Anna. Will give Van a settling down period before that to try and change some behaviour issues in the classroom. = Professional Readings =

** September **

 * Maths readings in relation to Measurement and Geometry from Lead Teacher Maths workshops.**
 * Targeted at Senior children (Yr7 & 8).**
 * Pre-reading for #ulearn15 conference in Auckland Oct 7-9th.**
 * Will report on Breakouts and seminars after I have attended the conference.**

** July 2015 **

 * I have attending a 2 day National Australian summit in July in Brisbane on Student Engagement Learning and Behaviour.**
 * Dave Burgess came from USA to take 2 keynote sessions.**
 * Other educators included Prof Andrew Martin, one of the top 25** **psychologists** **in the world**
 * talking about student engagement and motivation and Personal Best goals.**
 * Prof John Symth an expert in pedagogy and student engagement in low decile schools**
 * and Maxine Mc Kew on resilience and well being,**
 * amongst many others.**
 * Associated readings were included after the sessions.**
 * Refer above for notes on lectures, presentations etc that are a summary of readings**
 * plus input from the on site sessions and presentations.**

** June **

 * Evaluation at a Glance **

** Priority Learners in NZ Schools **
This booklet's theme was related to the importance we place on the educational achievement of our children and young people. There are 3 key issues which evidence indicates are acting as impediments to NZ schools lifting their practice. Priority learners are described as students not achieving success in the NZ schooling system such as many Maori and Pasifika learners, those from low socio-economic backgrounds and students with special educational needs. School should be a place where these students too experience educational success. Three key interrelated issues were: The article then discusses ways and methods to bring these about Examples of this are Tatiako and also Students as partners in learning.We want students to be"confident,connected and actively involved life long learners." ( P8). We also need to think about Leadership amongst students and teachers for improvement. "Leaders cultivate teaching communities."(P10)
 * By Education Review Office (August 2012) **
 * 1) Schools should develop systems, processes and connections that put students at the heart of learning and teaching.
 * 2) Understanding and correct use of the NZ school curriculum is essential
 * 3) Improvements need to be made in the way that schools engage in assessment and evaluation processes to give correct information about students.
 * 1) Such as fostering students interests,strengths and learning needs.

2.Knowledgeably implementing a responsive and rich curriculum that is responsive, inclusive and based upon students strengths and interests helps with the teaching and learning undertaken by priority learners. Learning should also lead to deep understanding

3.Using assessment information to know about and plan for students learning is also essential. Factors such as knowledge of expected learning, learner's achievement and progress as well as meeting and including student's individual needs. Another important factor is knowledge about the learning which students must take also. Targets need to be set using informed knowledge and data. Teachers also need to have knowledge of the impact that the curriculum has had on learning and how they can use it to promote future learning for the student/s (Teaching as Inquiry). Boards of Trustees also need to be kept informed of achievement and under achievement of students.

** The 6 Dimensions of Teaching Practice **

 * [|Dimension 1: Student Learning - Engagement, Progress and Achievement]
 * [|Dimension 2: Effective teaching]
 * [|Dimension 3: Leading and managing the school]
 * [|Dimension 4: Governing the school]
 * [|Dimension 5: Safe and inclusive school culture]
 * [|Dimension 6: Engaging parents, whānau and communities]

** Trauma Theory Abbreviated **
Whilst browsing through literature on possible reasons, explanations for some of the students in my classes behaviour I came across this reading. It has some interesting theories as to how the individual's mind and body reacts to traumatic experiences. Emotions can also do damage to our bodies. The body responds in different ways. Bloom discusses ways such as The Fight or Flight response,Learned Helplessness, Loss of control, Thinking under stress which involves action not thought,remembering under stress, emotions and trauma dissociation and addiction to trauma. Trauma can cause individuals to bond, reenact, effect the body negatively such as abuse and neglect and change a person from victim to victimiser. The importance of support, understanding, empathy, meaning and creating sanctuary were also discussed. I found this article interesting and aspects of it related to several of the students in my class.
 * By Sandra L Bloom MD. **

** Approaches to Learning **
This was a useful article given out by **Anne Giles** which can relate to Teaching as Inquiry. It discussed approaches to learning and how factors such as engagement motivation and use of learning time effect the students' overall learning. Filling out a history of observations which include previous intervention, support programmes and health and welfare factors as well as other relevant details gives the teacher an understanding of how those factors can interfere with a student's learning

** Optimal Learning across the curriculum. **
This article by **Regle Routman** discusses the move from dependence of students on their teachers and the ways that they can move to independence.The four key factors are This is very much like the 2x Learning model that Mark Weston describes in his book 'The learning Edge. Integrating Technology into the classroom.' It too involves ongoing Assessment and celebration using Teaching as Inquiry to refine practice and also answer the never ending question,"where to next?" for teachers and students.
 * 1) Demonstration (I'll show you,you watch me) -I do it (Teacher)
 * 2) Shared Demonstration ( I'll show you, you help me)- We do it (Teacher and Student/s)
 * 3) Guided Practice (You show me,I'll help you)-We do it ( Teacher and Student/s)
 * 4) Independent Practice (You show me,I'll watch you)-You do it (Student)

** Talking Partners **
This article talks about how to be a successful partner or learning buddy and how these situations are useful. I integrated this in to my classroom in May. I had already been using it previously as part of Incredible years. Now I used it from a different perspective. Learning buddies in talking and sharing ideas in Inquiry, morning news etc.
 * From Formative Assessment In Action :Weaving The Elements Together. By Shirley Clarke 2005.**
 * Refer above to May PDL and photos of it in action.**

** NVCI **

 * Readings on Non Violent Crisis Intervention on the 2 day course**
 * with Chris Ratcliffe and Robyn McCann Educational Pyschologists.**

This was written by Carolyn Webster- Stratton. It is a pyramid of Behaviour that escalates as you go up it. It is an integral part of the Incredible years programme and shows you what behaviours children can display and their seriousness.
 * Discipline Hierachies for Non Disruptive Behaviours. **



The second reading was : **The light at the end of the Tunnel- Mindful Limit Setting** By Mitch Abblett PHD.

This reading discussed Limits, how to set them, recognise them and adjust them with students. How one must always deal with a situation,set appropriate fair limits as well as teach children to perceive the right message. Giving up game playing eg tug of war he wins, you win etc., learn self management skills and wear a wide angled corrected perspective on the child's behaviour.Do not let children attention seek or manipulate you readily. Also use therapeutic leadership. Remember to set the limits and discuss them and the fair consequences with the child. Teachers/adults need to (p17), "build fences that are topped more with compassion than anything resembling razor wire."

** Twitter **

 * I continue to connect with educators around the world on Twitter to develop new ideas**
 * and extend my Students learning in all areas holistically.**
 * Eg Go to Australia ( July holidays) to attend 2 day Summit which includes 2 keynotes on "Teach like a Pirate."**
 * ( Dave Burgess-American teacher, motivator, author)**
 * His books have great ideas on motivating Students and accelerating progress.**
 * This has helped increase my students writing progress last year ( 2015)**
 * I wish to continue this and extend into other areas of the curriculum and holistically.**
 * Other educators I am connected to on Twitter include Rich Allen(USA)**
 * ( attended his conference on "Fun in the classroom and memory retention" last year in Hastings).**
 * Brett Salakas ( Australian founder of #AussieED chat- an Education chat that I go on every Sunday**
 * for an hour with educators from all around the world .**
 * Examples of topics are : Literacy in the classroom; Coding in the curriculum;**
 * Teacher motivation and ideas etc).**
 * Also Craig Kemp a NZ Teacher leading ICT in a huge school in Singapore,**
 * speaker at uLearn 14 and founder of another educational chat that I go on #what is school.**
 * Also Don Wettrick from USA who's book Pure Genius encourages independence and Inquiry learning in Students.**
 * As well as Professor Mark Weston also from USA**
 * who's book The Learning Edge talks about integrating ICT into the curriculum**
 * whilst still maintaining the curriculum and proficient teaching**

** P for Pirate By Dave Burgess **

 * This is a follow up book to his successful "Teach Like a Pirate" book. (Refer 2014 PLD readings)**
 * Not only does it incorporate the same theme of getting the motivation, passion and enthusiasm**
 * into your classroom and your teaching but also continues to describe ways talks of integrating your 3 types of passion**
 * - personal, professional and content. Factors such as immersion. rapport, analysing, transformation**
 * and enthusiasm form part of Dave Burgesse's every day teaching. He has also got quotations from over 50**
 * world wide educators and famous people and related them to the alphabet eg P for Pirate. Other examples are**
 * J= Jump " Jump out of your comfort zone and try something new. Make your teaching unexpected today" ( Laura Farmer)**
 * N =Now****"Dont wait to make your classroom amazing..do it now." ( Ashlyn Burgess aged 11)**
 * "A ship is always safe at the shore but that is not what they were built for." (Albert Einstein)**
 * I really enjoyed all the motivating ideas and messages in this book.**
 * It certainly changes the way you think about teaching, motivation and student engagement and gives you lots of ideas.**
 * I am especially using some of these in Writing(Exciting prompts and motivation topics) and every day classroom engagement.**

** QUT Summit Brisbane **

 * I have attending a 2 day National Australian summit in July in Brisbane on Student Engagement Learning and Behaviour.**
 * Dave Burgess came from USA to take 2 keynote sessions.**
 * Other educators included Prof Andrew Martin, one of the top 25** **psychologists** **in the world**
 * talking about student engagement and motivation and Personal Best goals.**
 * Prof John Symth an expert in pedagogy and student engagement in low decile schools**
 * and Maxine Mc Kew on resilience and well being,**
 * amongst many others.**
 * Associated readings were included after the sessions.**
 * Refer above for notes on lectures, presentations etc that are a summary of readings**
 * plus input from the on site sessions and presentations.**