PLDProfessional+Learning+Development+2014

media type="custom" key="25184202" toc **RTC 4 5 12** = ** Term 4 ** =
 * PLD **

** Google Hangout 1/12/14 **

 * Dr Michael Bezzina CEO and Director of Sydney Australia's Teaching and Learning facility (150 schools)**

**What is Authentic Learning?**

 * " You can take the teacher out of the classroom, but not the teacher out of the person."**
 * Authentic learning is learning which is relevant, purposeful and engaging, rigorous and empowering.**
 * It enables people to live lives of promise and meaning in a rapidly changing world.**
 * How can school leaders implement Authentic learning and teaching practices?**
 * So many teachers** **are so busy in complying eg standardised testing,that they stop asking the questions**
 * that made us be teachers in the first place.**
 * Teaching should not be limited to the measur****ables.**
 * "What you say, you actually do."(Michael Bezzina)**
 * "Authentic learning connects with the lives of the students we work with .**
 * It should have significance, meaning, relevance, qualities, engagement,**
 * as individuals, school staff and communities and the wider school system" (Jerry Starack - Educationalist)**
 * It should be "Fair dinkum."**
 * __School leaders can implement Authentic Learning__ and teaching practices by engaging staff,**
 * teachers, communities in conversations that build a school culture that reflects Authentic Learning.**
 * "Culture eats strategy for breakfast." ( Brett Salakas #aussieED).**
 * You should build a school culture of trust respect,accountability, risk taking**
 * and connect to the wider body of professionals, research, communities, parents and other schools.**
 * Relationships are key.**
 * It is teacher conversations or actions, not marks that students remember**
 * in the future.**
 * Teachers who wanted to be rich and famous left the profession long ago.**
 * Get back in touch with the reasons you became a teacher in the first place.**

**#Educamppalmy 8/11/14**

 * Went to Palmerston North, Russell Street school on Saturday to an Educamp with over 75 educators**
 * from around the Lower North Island,Taranaki especially PNth and Wellington.**
 * It was educational chat for 2 hours both there and back with Steve Katene DP from Richmond whom I car pooled with.**
 * It was great to meet face to face with many of my twitter connections.**
 * I also made more connections, learnt lots of ideas and apps and enjoyed the collaboration and sharing.**
 * I went to 3 workshops The first was on MLE.( My Learning Environment) at Amesbury school in Wellington.**
 * The second was on Leaner agency and MLE at Russell Street PNth.They are in their first trial year at Senior school level.**
 * I also looked around the school.**
 * It was interesting to see all the different stages that teachers were at.**
 * The 3rd was on different ipad apps. The presenter was Innes the man**
 * who had organised the Apple USA tour for 15 teachers from around NZ at the beginning of the year.**
 * (This included Principal Maurice Rehu from Richmond and Ricardo Fox from Mayfair)**
 * I am now on his email link for ideas, musings and new products.**
 * Below are links to my Google Drive to my Evernote notes on the workshops that I attended.**

#educamppalmy B/O 1 MLE Amesbury Sch
 * 1. MLE Amesbury Sch Wellington.**

[|#educamppalmy B/O 2 MLE & Lrner Self Agency Russell St Sch]
 * 2. MLE & Learner Agency Russell St Sch P Nth**


 * 3. ipad apps esp for Juniors**

[|#educamppalmy B/O 3 ipad apps Innes]


 * For notes on my latest PDL readings- eg the book 'Teach like a Pirate,' Dave Burgess**
 * an ' Pure Genius' By Don Wettrick look below in readings**

** October **

 * Refer Readings below**

= ** Term 3 ** =

** September **

 * Refer Readings below**

**Link to Maths Lead Teacher Workshop 3 27/8/14**
[|Maths Lead Teacher Workshop 27/8/14 Link]


 * Associated Readings write up below** ( in Readings)

** Maths Symposium 18/7/14 **

 * at Napier Intermediate.**
 * Link below**
 * Maths Symposium 18 July 2014**

** Twitter **

 * I have been actively involved over the last few months in an Educational Twitter. **
 * This is as effective as any PLD that I have been on.The sharing of ideas and apps **
 * and sites and learning has been amazing. **
 * I have made connections with educators all around the world and have been added **
 * to Twitter accounts and 'talk' to educationalist such as Mary Chamberlain, **
 * Dr Phil Metzger (a Nasa Planetary Scientist ( Scientist/Engineer of the year 2011), **
 * Mark Weston ( University Professor, US House of Representatives and US Dept of Education), **
 * Craig Kemp **** Steve Wheeler and Dave Burgess ( author of book Teach Like a Pirate -see below in Readings) **
 * Craig Kemp runs an educational chat every Friday called "What is school" **
 * Dave Burgess is involved in an American one. I ended up in the holidays talking to **
 * and being added by educationalists in Idaho, North Dakota,South Dakota, Wyoming and Montana ( USA). **
 * It was great to see that they, like Craig Kemp in Singapore and the Australian educators that I talk to, **
 * also use the same apps and are doing the same things in their classrooms. **
 * I have been on the What is school chat, but like the American Wested one they are in the day time so are unable **
 * to connect in the education chats unless it is the holidays. **
 * Craig Kemp, who is a presenter at uLearn 14 this year, also like the other educhat hosts, **
 * puts an archive of the chat on his Twitter so I am able to read through it later. **
 * These hour long sessions are full on with 1,000's of tweets coming in from people joined in from all around the world. **
 * I also regularly go on aussieEd chat every Sunday and have made many connections there. **
 * Their last chat, in 1 hour, had 15,600 tweets and 50,400 retweets as well as a twitter reach **
 * (with the people who could be involved around the world) **** of 20.9 million. **
 * I went on Teach Tech a new one in the holidays where educationalists **
 * share and show apps and how they used them in the classroom live. **
 * The last one involved Google drive options, Edpuzzle, Kahoot and GR codes. **
 * Aussie ed chats have involved topics like 'Supporting Needs with Technology' and 'Global Classrooms.' **
 * The one on Sunday is sharing "Your classroom" **
 * Pictures, ideas, organisation,learning spaces and student work samples. **
 * I also have a classroom twitter where I share learning. **
 * I plan to start skyping classes in other countries as well as around NZ **
 * and have made connections to do this through twitter. **
 * I feel that this has made me a global learner. **

= ** Term 2 ** =

** Maths Curriculum Meeting 5/4/14 **

 * Maths Curriculum Meeting 5/6/14 **

** Action Plan Riverslea School 2014 **
Maths Action Plan 2014

** Riverslea School 2011/2013 **
Riverslea School Maths Rubric

** Maths Lead Teacher Workshop 4/6/14 **
[|Lead Teacher Maths workshop 4/6/14]

= ** Term 1 ** = =** PLD **=

1/5/14

 * Rich Allen now follows me on Twitter as does Dave Burgess and Don Wettrick**

Rich Allen- The Rock and Roll Classroom
**Rich Allen was an inspiring motivating and interesting speaker full of fun enthusiasm and great stories and ideas**.
 * I thoroughly enjoyed the 4 hours that he was speaking and learnt a lot. Below are notes and relevant points that I found interesting **
 * and motivating. I will use some of these ideas in the classroom **


 * Good classrooms should rock - be dynamic and exciting. Look at what Chn do when not in school eg run around a lot, talk a lot, listen to music etc.
 * Good teachers are always learning from their students.
 * Teachers make all other professions possible.
 * Excellent engagement equals excellent education. Eg Student driven Learning
 * Dont always TELL.Chn should inquire etc to learn. Chn learning by doing and thinking
 * Green light classrooms use teaching techniques that accelerate learning
 * Generation X Y Z.
 * Chn move eg the mat was sat on by the cat -passive - use cards to move around eg like Maths
 * The cat sat on the mat - active
 * Chn move to either left or right to what answer they think is correct. OR if 4 answers 4 corners.
 * Chn get things rather than hand it out as Chn get distracting while waiting.
 * Adapt Adjust Apply. If not work do something different.
 * Spelling hopscotch grid. Go. Brandon 3 x keeps kids on task.
 * [[image:https://www.evernote.com/shard/s244/res/c37615aa-26c0-463e-b447-c62f5468735e/Evernote%20Snapshot%2020140501%20104555.png?resizeSmall&width=1020]]
 * P q T a rub. Coy. Dfsei. Ntg xilhtj res aromv wnu z =grid spelling grid
 * Or use with numbers =Floor calculator
 * Shower curtain and cards in pockets that can be removed.
 * Statues in pairs fun activity eg like grow and shrink. Chn love it
 * Music adds mood, stop start to activity, energy, atmosphere, background relaxation.more exciting interesting for the Chn.
 * All kinds of music Classic, Rock etc.
 * DAM/ fish- more music universal language.
 * What we learned with pleasure that you will never forget.
 * Music on when Chn walking into the classroom sets tone, mood etc
 * My Job to exhaust Chn at a young level. every 45 mins Rock their world.
 * Keeps them on task.
 * Be careful with lyrics or they sing use another lang so can't sing along.
 * If doesn't work turn it off and try something else. Push the button.change.
 * Lyrics match the lesson eg wine cork activity and song Red Red wine
 * Monday Monday song to start the week. Manic Monday
 * Resource to consider -greenbookofsongs.com thematic music song search lesson
 * user name and password for free access

Rich Allen- Making Material Memorable

 * List -**20 common household items eg
 * Learn to relate them in order and number etc
 * Are you teaching in a memorable way?
 * Mental pegs/ pictures
 * Eg pegs 1 sun etc then relate to that eg toilet paper think of roll like the hand gestures for the sun -application.
 * memory use prompts Rich Allen.
 * **Make connections**. Eg make a picture
 * eg Bronwen book don't relate to her but pic at home where the book is eg put keys on table by book case so when you go home and put keys down you remember book for Bronwen
 * Eg thematic music when you see corks from example in the morning
 * genie in the bottle pencil in the bottle example oh genie
 * The scientific method -Problem hypothesis test results conclusion
 * Put ball in flask with dishwasher on it and it can't come out so tip it upside down.
 * Use linking or story writing. Silly sentence 24 items[[image:http://lbennettteacherregistration.wikispaces.com/site/embedthumbnail/placeholder?w=684&h=684 width="5" height="5"]]
 * Make up silly stories to remember things.**eg mineral table soft to hard**
 * Talc gypsum calcite fluorite apatite fieldspar quartz topaz corundum diamond
 * Book green light book by Rich Allen

** Maths Lead Teacher Workshop 9/4/14 **

 * Link to Google document that contains write up on Maths Lead Teacher Workshop.**
 * Lead by Robyn Holt Maths facilitator and included 50 teachers from between CHB and Te Pohue.**

= =
 * Maths Lead Teacher Workshop 9/4/14**

** OTJs 8/4/14 **

 * Link to Google document that contains write up on morning session of**
 * OTJ's with Toni and Michelle.**


 * OTJs**

** Hui- Dr James Graham, Hawea Tomoana **

 * A hui was held at Riverslea school for educators and community and whanau**
 * on 25th March 2014. This involved first Dr James Graham** **talking about Te Pae Huarewa-**
 * Ngati Kahungunu Cultural standards.**
 * The importance of integrating Ngati Kahungunu history and culture into school curriculum**
 * contributes to the Maori education strategy Ka Hikitia- Accelerating Success 2013- 2017.**
 * Its vision is about Maori enjoying and achieving education success as Maori.**
 * Involving community and whanau are essential.**
 * There are 5 strands of Te Topuni Tauwhainga.**
 * 1. Whakaoho- awakening of people and educators**
 * 2. Whakamana-Empowering mana whenua;knowledge and pedagogy that reflects Kahungunutanga**
 * 3.Whakaako- Training and development of that knowledge**
 * 4.Whakamahi- implementing tools and training for whanau and educators.**
 * 5.Whakawhanaungatanga- relationships that underpin who we are.**
 * Dr James Graham had already talked to us at a staff meeting( see notes below)**
 * but this talk was more in depth and related whanau more into the discussion.**

= Professional Readings = = ** Term 4 ** =
 * The second speaker was Hawea Tomoana who talked about the structure of NCEA**
 * and all its related factors and planning for success.**
 * His speech was detailed and excellent to help with the understanding of NCEA.**
 * He also involved early literacy as a prerequisite for success in learning as tamariki move into school**
 * and follow their educational journey over the years.**
 * November/ December **

** Pure Genius- Building a Culture of Innovation ( Don Wettrick) **

 * Another fantastic and motivating read about getting the motivation, passion and enthusiasm**
 * into your classroom and your teaching.Don advocates a culture of innovation for 20% at least of the day.**
 * He encourages risk taking and creativity but says it must be guided and introduced to the Students at first.**
 * Not to just let them go or often chaos results as students have been used to a routine, organised, controlled environment.**
 * Empower students and they will amaze you.**
 * Collaboration, leadership and students not afraid to fail and try again comes from the 6 building blocks of innovation**
 * 1.Collaboration- Look farther than the person beside you.**
 * 2.Task orientated- from" what if" to a "to do" list**
 * 3.Daring -be brave enough to risk failure**
 * 4 Relevant- the student brings meaning to the lesson**
 * 5.Reflection- Look back and learn more.**
 * 6. Ongoing - the final bell isn't the end.**
 * There is no set plan. Students should be life long learners always adapting.**
 * Social media connections eg Twitter Skype, Opportunities and student voice are 3 more important features of**
 * a students journey to build a culture of innovation that takes their learning to the next level.**


 * This is very similar to Inquiry Learning which we do at Riverslea. Don Wettrick's is more based on project**
 * based learning which is more solely student driven with older (high school age) students.**
 * However the principles are similar, as are the methods and ideas eg big idea, wonderings, essential question, seek (an) expert(s),**
 * collaboration, reporting back, reflection etc.**

** Educational Readings **
__**1.Tataiako**__
 * This is about Cultural competencies for teachers of Maori learners. It is about Maori achieving education success as Maori.**
 * Competencies include Ako(treaty); Wananga (communication); Whahaunagtanga (relationships);Manaakitanga (Values);**
 * and Tangata Whenuatangai (socio cultural knowledge)**

__**2. Pasifika Education Plan**__ __**2013-2017.**__
 * This talks about success for learners, involving parents, families and communities.**
 * It is about setting goals, targets and actions in schools related to Pasifika students.**

__**3.Ministry of Education Strategy**__ __**Ka Hikitia- Accelerating Success 2013-2017**__
 * This is a continuation of the previous plan focusing**
 * on supporting transitions, goals, targets, actions and incorporating 5 key principles.**
 * these are**
 * 1.The Treaty of Waitangi**
 * 2.Maori Potential approach**
 * 3.Ako- a two way teaching and learning process**
 * 4.Identity, language and cultural connections**
 * 5. Productive Partnerships.**

__**4.Ngati Kahungunu Educational Profile and standards.**__
 * These are a collation of data that show school's achievements in National Standards**
 * Reading, Writing and Mathematics.**
 * The Cultural standards also show Maori Pasifika and European results throughout**
 * Hawkes Bay and Hastings and are from MOE**

__**5.MOE Graduating Standards.**__
 * These discuss Maths and Literacy successes (especially Y4-8), Priority learners,**
 * and Well Being for Success.**

= ** Term 3 ** =

** Maths Readings **
__**1.You cubed By Jo Boaler**__
 * This reading discusses ways to unlock children's Maths potential. It discusses findings from 5 different research projects**
 * who's aims were to transform Maths Learning. Important messages were that Maths shouldn't be speedy,**
 * the importance of the teacher's role, how mistakes help learning**
 * and how students often achieve at higher levels,** **if they are exploring their own or guided ideas.**

__**2.Ability and Mathematics By Jo Boaler**__
 * This talked about the Mindset revolution that is reshaping education.**
 * Mindset should be a growth mindset not fixed expectations eg Student and /or teacher and /or parent**
 * who say that child is below and will always be so. Realising that Students can grow and accelerate**
 * helps Student self esteem and growth.** **It also talked about the importance of Inquiry in teaching**
 * and how learning show involve strategies not just knowledge.**

__**3.Mindset and Equitable Education By Carol S Deuch**__
 * This reading extended upon Reading 2 discussing more in depth about**
 * student's Mindsets and** **stereotyping**

** Teach Like a Pirate ( Dave Burgess) **
I **have looked at things that I can do in my classroom to make it more engaging and enthusiastic for the children**
 * A fantastic and motivating read about getting the motivation, passion and enthusiasm**
 * into your classroom and your teaching.Dave Burgess is a current teacher and talks about 3 types of passion**
 * - personal, professional and content. Factors such as immersion. rapport, analysing, transformation**
 * and enthusiasm form part of his every day teaching.**
 * He gives ideas, examples of lessons and hooks to get students involved. Music, drama,dance,**
 * storytelling, education outdoors, experiences, opportunities, student direction, reality,moments,**
 * playfulness,** **contests and motivation are just a few of the ideas explained in depth in his book.**
 * Quotes like be a swimmer ( immerse yourself in the learning) not a lifeguard (observer on the outside)**
 * and JFK, " Only those who dare to fail greatly can ever achieve greatly."**
 * Dave Burgess . "The world's greatest GPS- your brain."**
 * Johann Wolfgang Von Goethe, "Whatever you can do or dream you can, begin it. Boldness has genius, power and magic in it."**
 * and will start will oral and written language ideas.**
 * We are also doing and Inquiry in The Arts this term so that will involve may ideas based around the arts.**

= ** Term 2 ** =

** Maths Reading 18/6/14 **

 * A link to a professional reading. **


 * Effective Pedagogy in Mathematics By Glenda Anthony and Margaret Walshaw **

Effective Pedagogy in Mathematics.

I found this reading interesting, confirming many aspects discussed at PLD Maths Lead teacher sessions. Arranging for student's learning, showing care and building on student's thinking should underline all Maths planning and teaching. The importance of setting with worthwhile mathematical tasks, making connections and assessing learning should be ongoing. Factors such as communication, the use of mathematical language, tools and representations, as well as teacher knowledge are integral in all mathematics teaching and learning programmes in any classroom or school. Current research findings consistently show that, " the nature of mathematics teaching significantly affects the nature and outcomes of student learning."


 * -Readings have been focussed around Maths presentations (Curriculum meeting that I led,**
 * Action plan,and Maths Lead Teacher workshop that I attended)**


 * -Also the SWEET AS programme that we are reintroducing in the school.**
 * S **** chool W ith E mpathy E dging T owards A roha and S trength **
 * for behaviour management.**

= ** Term 1 ** =

** April 2014 **

 * Readings this month were focussed around the handouts given at the OTJs (refer above Link)**
 * and the Maths Lead Teacher workshop on both Maths and Teacher Inquiry ( Refer above link)**

** The Seven Restorative Practices **

 * (M.O.E.) **
 * These are:**


 * 1. Restorative Basics (Pumanawatanga) **
 * Leaders should do things with, not for or to, staff or others.**
 * Create a positive school culture and attitude as a result.**
 * Educators should have high expectations of behaviour and learning and **
 * use restorative ways,****have early interventions and**
 * set clear positive school wide expectations.**


 * 2.Community Circles **
 * Educators should use community circles as conferences with a talking piece**
 * eg a toy bear that gets passed around to the speaker.**
 * The circle should agree on positive behaviour and learning expectations**
 * eg set class rules, take turns etc.**


 * 3.Collegial Relationships at work **
 * Educators should develop a school culture where staff are committed to each others successes.**
 * Shared vision and ownership should be present.**


 * 4.Restorative Language and Conversations **
 * Restorative conversations are simple, non adversarial, problem solving conversations with students.**
 * Use affective I statements to reinforce valued****behaviour and to respond to unwanted behaviour.**


 * 5.Brief Restorative Interventions **
 * These are interventions with rather than to or for students. These are generally to settle conflict**
 * between small groups of students.**


 * 6.Classroom conference circles .**
 * Similar to a community circle but is to address problems that have disrupted the**
 * whole classes learning and relationships. These are explicit and followed up,**
 * monitored and evaluated by students and staff.**


 * 7. Restorative Conferences/ Hui Whakatika. **
 * Usually involve parents students and staff and are a formal conference.**
 * Facilitator is someone objective, participants have an agenda, speaking order and plans**
 * are made for easy monitoring and follow up.**

** Te Pae Huarewa **

 * This reading is based upon Ngati Kahungunu Cultural standards.**
 * The importance of integrating Ngati Kahungunu history and culture into school curriculum**
 * contributes to the Maori education strategy Ka Hikitia- Accelerating Success 2013- 2017.**
 * Its vision is about Maori enjoying and achieving education success as Maori.**
 * Involving community and whanau are essential.**
 * There are 5 strands of Te Topuni Tauwhainga.**
 * 1. Whakaoho- awakening of people and educators**
 * 2. Whakamana-Empowering mana whenua;knowledge and pedagogy that reflects Kahungunutanga**
 * 3.Whakaako- Training and development of that knowledge**
 * 4.Whakamahi- implementing tools and training for whanau and educators.**
 * 5.Whakawhanaungatanga- relationships that underpin who we are.**


 * It includes short, medium and long term goals for teachers and whanau**
 * and a graduate profile that covers all areas of the curriculum, including Kaupapa, WALTS and success criteria.**


 * It reflects looking back ( He Hokinga Mahara) eg access to resources and relationships and then**
 * includes Kia Anga Whakamua- Moving Forward eg Strong whanau and school relationships**
 * and the realisation that Maori educational success as Maori means Kahungunu educational success as** **Kahungunu.**
 * Dr James Graham and Hawea Tomoana are coming to Riverslea 25 March 2014 to a community meeting**
 * to further talk about Te Pae Huarewa.**

** ONE MINUTE MANAGER **

 * By Kenneth Blanchard and Spenser Johnson **


 * 22/2/14 **
 * An enjoyable book by Kenneth Blanchard and Spenser Johnson conveys 3 main concepts. **
 * 1.The first talks about **** one minute goals. **** How you relate your goals to good behaviour, **
 * keep them brief (less than 250 words each on a separate peice of paper for each goal), **
 * Reread your goals frequently ( They should take less than a minute to read) **
 * and check that your behaviour matches your goals. **
 * 2. **** One minute praising should be immediate, up front, encourage, be specific and support people. **
 * 3. **** One minute reprimands **** includes a warning, being specific and telling them how you feel and then be positive **
 * with value or praise . **** "Once its over its over." **
 * It works because people know what they are doing, what behaviour, goals, performance is expected of them **
 * and they feel valued. Your behaviour should match your goals. **
 * If you "win" you proceed with success.**** If you "lose" you return to the start to try again. **


 * I especially liked the quotations throughout the book. Here are some examples. **
 * " People who feel good about themselves produce good results." **
 * "Help people reach their full potential. Catch them doing something right." **
 * " The best minute I spend is the one I invest in people." **
 * " Everyone is a potential winner." **
 * " We are not just our behaviour, we are the person managing our behaviour." **
 * "Goals begin behaviours. Consequences maintain behaviours." **

** PB4L Readings **

 * " The importance of building a safe and caring school environment." **
 * which was an MOE document based upon Well-being Schools. **
 * It stressed the importance of building a positive school climate, which was caring, safe and respectful. **
 * This would lead to improved outcomes for both students and staff. **
 * Factors such as safety, relationships, teaching and learning and physical environment were discussed. **
 * I especially liked the analogy from Gruenet (2008) that a school culture is, " the way we do things around here," and a school climate is, **
 * " the way we feel around here." **


 * "Making Connections" that related to our classroom rules, routines and practices. ( Lewis 2007) **
 * This contained 17 classroom management strategies that should be emphasised in every classroom. **
 * 1. Increase ratio of positive to negative teacher to student interactions **
 * 2. Actively supervise at all times. **
 * 3. Positively interact with most students during lesson **
 * 4. Manage minor ( low intensity/ frequency) problem behaviours positively and quickly. **
 * 5. Follow school procedures for chronic problem behaviours. **
 * 6. Conduct smooth and efficient transitions between activities. **
 * 7. Be prepared for activity **
 * 8. Begin with clear explanations of outcomes/ objectives. **
 * 9. Allocate most time to instruction **
 * 10. Engage students in active responding **
 * 11. Give each student multiple ways to actively respond **
 * 12. Regularly check for student understanding **
 * 13. End activity with specific feedback **
 * 14. Provide specific information about what happens next **
 * 15. Know how many students met the objective/ outcomes. **
 * 16. Provide extra time/ assistance for unsuccessful students. **
 * 17. Plan for next time activity conducted. **