PLD+Professional+Learning+and+Development+2016 PRT+4+5+12

media type="custom" key="28232403" =** PTC 4 5 12 **= toc =** Term 4 **= = = =** November **=

** Lead Teacher Maths **
Maths Lead Teacher Session 17/11/10
 * This was the last Lead Teacher Maths community meeting.**
 * From next year on it will be PLD obtained by CoLs funding.**
 * I have found these useful in keeping up to date with links and new information etc.**
 * The thing I will miss the most about it is the connections with other Teachers**
 * from a wide range of different schools and levels**
 * and the sharing of ideas and information.**

Maths Leadership Community 17/11/16 East Pier


 * Effective planning through strand.
 * Integrated Maths


 * Moderation triangular data -eg NZC /Nat stds/ OTJs
 * Rich Tasks eg know what number things to know in each level and plan collaborately.
 * Give yourselves time & have the talk eg garden
 * Fill in gaps then accelerated progress. Knowledge doesn't stand alone is used & applied.
 * Ss show their thinking
 * Jo Boaler lots of valuable things on Internet -ucubed (youcubed)website
 * NB equal sign and what it means. Diff Ts Ss think differently.
 * Jan Robertson reading on coaching.
 * Ask challenging ?s so not personalised
 * Carol Dweck Growth Mindset eg videos eg Mojo growing brain muscle
 * Talk moves, wait time. Ts content knowledge IMPT
 * ARBs- Assessment Resource bank. [|arbs.nzcer.org.nz]
 * Concept maps unpack big ideas in the strands
 * Latest information on ARBs newsletter or [|www.nzmaths.nz]
 * Arbs able to be done online and printed off.
 * Drivers for positive change eg PLD CoLs
 * CoLs Expert T a huge amount of work.Extra workload. Plus all your normal work.
 * __Effective Drivers__
 * Accountability vs ( Capacity building)
 * Technology Vs Pedagogy- Pedagogy is the driver, technology the accelator & parents & communities the runway(Michael Fullan)
 * Individual vs Teamwork
 * Piecemeal vs systematic


 * Michael Fullan handout.
 * Video Run like a girl -google


 * Fun activities to conclude- Flutter** books & boxes . Nibbly fingers book.


 * October **

** John Hattie- 8 Mindframes **

 * 24/10/16**
 * I did some pre-reading for the next #aussieED chat that I am partaking in on Twitter**
 * which involves over a 100 educators globally.**
 * It involved John Hatties 8 Mindframes.**
 * I think that are are excellent and I am and definately will continue to use**
 * and extend these in my classroom and school.**
 * He says "Know thy impact." So true**
 * To summarise the 8 Mindframes are**


 * 1.My fundamental task is to evaluate the effect of my teaching on my**
 * students learning and achievement.**


 * 2.The success and failure of my students learning is about what I do and don't do.**
 * I am a change agent.**


 * 3.I want to talk more about learning than teaching**


 * 4.Assessment is about my impact.**


 * 5. I teach through dialogue not monologue.**


 * 6.I enjoy challenge and never retreat into 'doing my best.'**


 * 7.Its my role to develop positive relationships in class and in the staff-room.**


 * 8. I inform all about the language of learning.**

=** Blog **= http://edbooknz.wikispaces.com
 * I was asked to contribute to a book online along with 9 other educators around NZ.**
 * This book will be published as well as able to be viewed on Twitter.**
 * At present the article I wrote "Learner Efficacy in a Junior Classroom" is available to be viewed**
 * on the #edbooknz wiki**
 * Attached Link**


 * Look under Pages and File (on left hand side of home page). Click open and click on**
 * bennett_leonie page**

**uLearn16 was well worth the money I spent attending it. **
=** #Ulearn16 **=
 * I have reflected upon what I have learnt from educators at #ulearn16. **
 * I am putting an educational quote each week from the keynotes I attended **
 * on the staff room board for reflection. **
 * I am also participating and sharing in Twitter chats especially #aussieED and #BFC630NZ **
 * I have integrated aspects from the 3 Play based learning breakouts that I attended into my classroom. **
 * We are doing Play based learning in Literacy time especially. **
 * I am slowly introducing new apps for the ipads from the 3 Breakout sessions I attended **
 * which involved ipads and how to use them effectively in the classroom. **
 * I am also reintroducing the 'Write about it' app with this class of students. **
 * I have successfully reintroduced 'Comic Life' another app which students can record their learning, **
 * or write about it and add photos or pictures. **
 * Others to introduce next are BookBOT, Sculpt3D, Drawing Pad, Hangman, and reintroduce **
 * Book Creator, Explain Everything and Tellegami as well as a range of Maths apps associated with **
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> the topic we are studying eg Numeracy. **
 * This has increased students diversity and confidence in digital learning and has reflected through to an increase in their writing and reading assessment data results.**

<span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">** - keynote 1 Larry Rosenstock **

 * =====<span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">** Transforming learning & assessment/ Te panini Te Ako me Te aromatawai ** =====
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**The world is changing & so are schools to cater for innovation** **economies**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**for different countries**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**Founder CEO of High Tech High network of public charter schools in UK**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> **focused on project based learning**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**12 schools from ECE to secondary, & a graduate school of education**


 * (-CoL- clump of learners. (Nick Billowes Core Education Director)-**
 * not Community of Learners - referring to # ulearn16)**


 * -Larry video-Lies. Asians are no good at sports etc. Latinos cannot speak English etc.**


 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**I cannot teach anybody anything I can only make them think. Socrates.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**The "Not so great room" Ss named his office.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**High Tech -High elementary, middle & high.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Standards for ed too in USA.one size fits all at the moment. Lucky in NZ ed lots of freedom.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**NZ curriculum allows that.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Collective learning in grps so teach each other stds.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**The invisible hand people that work on projects for your own interest but it benefits others in society too**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**At high tech high Ss name rooms, build staircases, got rid of rattlesnakes etc.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**'own' the school, as make it their own. See his website.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Changing the subject -video- what should suit the S in 21st century**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Tch S dispositions not curriculum content . Transform the learning process, not use curriculum only.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Ss socially constructed knowledge. Change subject & skills**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**-How can you tch 21st C skills in 19 C curriculum? Ss design own learning experience.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Transform content to self.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**How can you not tch curriculum at high schs as exams etc eg NCEA.?**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> **Ss lrn 5 weeks before exam, cram in. Rest of yr learn to suit so remember.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Don't dedicate whole yr to the exam. Eg silly sentences .**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**You forget it later as you don't use a lot in the exam anyway.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> **Eg Maths equations, geography knowledge .**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Refer Nigel Latta. SS going to University TV1 4/10/16.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Donald Trump joke**

<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">

**- New Dimensions in Learning John couch**
<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">
 * **John leads Education business at Apple. 40 yrs at a computer scientist**
 * **Advocates using technology in the classroom which has revolutionised learning in the classroom**
 * **Works in Sante Fe USA**
 * The century of experience, his journey. Retired at 36 & then started Sante Fe school & then came back to Apple.
 * Can't memorise your way through school.
 * Things that you may be asked in the future may not have been done before.
 * Coding changed my life. (John Couch)
 * Steve Jobs had a vision not what we were doing but why
 * Technology is a mental bicycle to ride. Apple 0 to 5 billion profit in 5 yrs.
 * Vision is inspiration, mission is measurable. Vision clarified mission.
 * Steve Jobs one computer one person. Think differently.Base on relationships
 * Focused on shared vision.
 * If the S is engaged they are going to learn.
 * Education is what people do to you. Learning is what you do for yourself.
 * Left brain & right brain- both
 * Learning an acquisition of knowledge, discovery.
 * The classroom is a learning environment. Skills & experience IMPT.
 * Education needs to be relevant, creative, collaborative, education vision,(-unique genius) mission
 * (personal learning environment ) directions, steps, people, guidelines
 * Content- lots of it already
 * Community & consultation- collaboration & personal learning.
 * & context. Context needs to be relevant & challenging.
 * Eg project to find out if arsenic in school water instead of learning a periodic table.
 * Premises, ozone layer depletion, parasite, etc on frogs with more than 2 legs.
 * Knowledge not a commodity that is related to teachers. Need time,engagement and interests & motivation.
 * Context needs to be relevant. C/ f measuring arsenic in water instead of learning periodic table off by heart.
 * Challenge based learning c/ f Inquiry.
 * What do you feel, what can you imagine, what can you do & what can you share as a result.
 * **The** **end of average by Todd Rose** . Book-individuality matters.
 * Ss do things that they are interested in.Impt. Personalised learning challenge
 * ABCs- Access, Build, Code
 * A=Educational & cultural change in schools. Remote schs too
 * B=Everyone should have the opportunity to create something that can change the world.
 * C=Coding will be the future eg Swift. From cradle to grave.
 * Eg Largest accomodation provider- owns no accomodation- Airbnb
 * Largest media provider puts no content on it.- Facebook
 * **Final thoughts**-
 * Are you the pony express in Education?
 * Will there even be classrooms in the future?

<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">

**-Early lessons from implementing new pedagogies for deep learning- Michael Fullan**

 * From Toronto Canada. Works on school leadership, professional capital& coherence.
 * Ingrained in schools engaged in implementing new pedagogies
 * Leadership for deep learning differs when it comes to digitally accelerated innovations
 * The role of students as Change agents relative to pedagogy, school organisation,& societal change
 * Michael consults with governments & school systems in several countries worldwide
 * Global leader for NPDL new pedagogues for deep learning. Involves 1,000 schools in 10 countries ( including NZ)
 * Project works with clusters & networks of schools to build knowledge
 * & practices that develop deep learning & foster whole system change
 * A global innovation partnership.


 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Humans are enablers so can create ,innovate change.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Video 10 min old baby- copies / imitates Dad eg opens mouth, sticks tongue out.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Schs need to develop,inspire creativity not squash it.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Video 7 yr old creator, at 15 makes a torch that works with heat of hand, to help friend out.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">(from Philippines who was failing Sch as family couldn't afford electricity for her to study at night)
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Lack of judgement from small Chn eg video adult failing to open cupboard door twice,so child showed him.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Ss identify the " lies" then say what should we do about it?
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">T should believe in the Ss work & enable it.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">3 innate human qualities. -connections,creativity & helping humanity
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Competencies in curriculum are IMPT. How do you as educators implement them?
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Don't obsess with targets, but focus even for years, capacity building skills of competency IMPT
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Now raise bar, close gap for all Ss. Accountability doesn't work nor does Standards.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> Provide stds as an input or as a backdrop but they do not innovate change.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> Need a change in System culture.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> Need partnerships with community, parents, schools, teachers, education etc.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Outcomes should be measurable.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Need to **talk the walk.** Be beyond better . Think outside of the box if needed.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**Changes - Break through leadership**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">1.Respect & reject the status quo
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">2. Be an expert & an apprentice at the same time ( Ts lrn from Ss too)
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">3. Experiment& commit ( Don't walk away, get it right)

Lead from the middle IMPT
 * New developments in Neuroscience, learning environments,

Ramo- Bk - The 7th Sense. ( The importance of networks) Distribution & concentrated direction is the new power. The young are the least committed to the status quo- can't wait to do the new things


 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Ubiquitous learning IMPT too.** Education is an agent of change.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Creates better citizens for today &.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Prepare Ss today for today as well as.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Admit you don't always know the answer
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Normalise mistakes as a learning process
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Relationships/ ubiquitous learning essential
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Creating deeper learning is a counter cultural experience
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Learner efficacy also impt for Ss & Ts.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">The glue for learning in the 21st C are
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**the 6 Cs -** creativity, collaboration, communication,citizenship, character education, critical thinking.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Pedagogy is the driver, technology the accelerator, & communities & schs the runway.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Ss as change agents cause pedagogical change in Ts. Organisational & societal too
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Simplexity,** leadership the glue.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Exploit get things from the top to suit your schs learning.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Deep learning unleashing the bottom & middle towards the top.

__**Reflections**__
__**Important points to remember ( as above)**__ <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**-Learner efficacy also impt for Ss & Ts.** <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**( I have been asked to write a piece for a Twitter blog on Student Efficacy in a Junior Classroom)** <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Refer above under Blog**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> -Ubiquitous learning IMPT . **
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**the 6 Cs -** creativity, collaboration, communication,citizenship, character education, critical thinking.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Pedagogy is the driver, technology the accelerator, & communities & schs the runway.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Ss as change agents cause pedagogical change in Ts. Organisational & societal too
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Simplexity,** leadership the glue.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Exploit get things from the top to suit your schs learning.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Deep learning unleashing the bottom & middle towards the top.

=
<span style="background-color: #fffaa5; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**-Karen Spencer (NZ). Beyond the echo chamber. the extraordinary possibilities of a networked profession.** =====
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Transforming Professional Practice/ Te panini I Te Mahi Kia anginui
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Discuss rapid rise in innovative professional learning
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Investigations into what's happening to our learners
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">How & ways educators have improved & grown last few years
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Explore the insights into professional learning, best ways to embrace change.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Ask how we can transform what we do for our learners.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Karen is senior advisor of transformative learning with CORE education.. Director of NetSafe
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Aligning vision to action creating ambitious transformed curricula.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Lead advisor for national Connected Learning Advisory- Te Ara Whitiki
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">supporting NZ schools to use digital technologies. Eg e- learning planning framework


 * @virtuallykaren
 * Ulearn.One of the best conferences you are likely to attend.
 * So what now?
 * Weave the ideas together.
 * Praxis makes perfect. Interweaving of research, effective ideas and putting into practice
 * **Ulearn not an extra thing on the plate. It is the plate.**
 * **To be an educator today means you want to be better .**
 * Craft of the classroom Bk- Michael Marlins. Relationships IMPT
 * To be a T need the spirit of the salesperson, the musical performer, the clown ,
 * the parent and method matters. Talk the walk.
 * Professional lrng today driven by you, Sch, grass roots, community based.
 * A Key note- the note that is played before the music begins.
 * Set the key for your professional learning in Term 4
 * John Hattie- list of things that raise student achievement. No 1 is YOU.
 * Are your beliefs about collective ability & efficacy. Work.
 * Collectively for greater good of the students & CoLs, communities of practice.
 * Don't have to agree in everything, share, maybe change context
 * Then talk to Ss has what you have taught worked or / & had value. Change approach etc.
 * Good ideas only the beginning. All need to contribute together.
 * Twitter connections just the beginning.
 * **What is IMPT**- look at what your community needs. Approach you want to use
 * **Don't rush in look at what doing first.**
 * **1. Find the urgency**
 * **2.See the story behind the data**
 * **3.Embrace discomfort**
 * Hold our ideas lightly /& plan carefully before we start anything.
 * Go slowly into innovation.
 * What do you do if you have a S in your class who is not participating in class discussion?
 * Ts often want to find a solution. Relationships, what's wrong IMPT too.
 * 335 initiatives happening across more than 30 schools eg 9 at a school.
 * Frightening. Focus on what your sch needs and do it well.
 * Roundabout . Modern learning environment ( open plan classroom), coding etc
 * International education needs to change. No such thing as small change.
 * Overwhelming if rush in & not take time to implement fresh new ideas properly.
 * 2030 what will be happening in schools . NZ curriculum eg competencies.
 * NZ has got strong alignment with ideas & curriculum compared to other countries.
 * Offer a great starting point.


 * **1**. What is urgent ? Sch vision statement.
 * Challenge- alignment between vision & what doing in Sch every day.
 * Should be dripping off the walls.
 * Everything in your Sch is designed to create an outcome or leads towards one.
 * Outcome is vision for the school.
 * Don't introduce things that create barriers
 * Education used to be done to you.
 * Areas that deserve attention are interventions that create different learning environments,
 * systems, etc to change what is needed related to Sch vision in schs.
 * Inclusion in schs eg special needs.
 * People with disabilities should be treated fairly & equally. Schs more open.
 * Sch journal changes. Kia Aroha College
 * Pause before you leap into the next innovation. See where you need to make changes.


 * **2**. Story behind data. Might be different to what data says.
 * Eg a high Sch with 98% filtering. Think network safe no bullying, porn etc.
 * Your teens are more likely to talk to peers than parents etc so might need a different solution.
 * Data might not be correct.
 * Ancestors(Tupuna) They made us. They are us and we are them
 * Make Ss safe data should be treated like a piece of art.
 * Look at data & stories together to see where spend time most usefully in change


 * **3**.
 * Embrace discomfort.
 * How we see the world is different to how our colleagues see the world. We all have bias
 * Maslows hammer. If the only tool you have is a hammer. Every problem will then look like a nail
 * Echo chamber. Generally you hang out with people that think the same way as you
 * Last clap game. Keep on going.pressure to conform.
 * Eg lines a b c -9 people do differently
 * 10th would probably do it wrong as don't want to be left out, or be wrong
 * Devils advocate. It's ok to have different views about what is happening.
 * Leader in a school- John Cusak Rule- as a producer,To keep the fear off the set
 * Resist solutionitis.
 * Before you trail anything look at the research behind it if you put that innovation into practice.
 * **The learning we do together is not the extra thing on the plate, it is the plate.**
 * **Paul Frehr. Education doesn't change the world it changes people and they change the world.**

__Motivating educator.Important points__
 * __Reflections__**
 * **What is IMPT**- look at what your community needs. Approach you want to use
 * **Don't rush in look at what doing first.**
 * **1. Find the urgency- Look at school vision**
 * **2.See the story behind the data**
 * **3.Embrace discomfort**

<span style="background-color: #fffaa5; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> **-Getting Started with iPads in your classroom (Meredith Bean)**
General-accessibility eg voice over, guided access. Use YouTube presentation to see what guided access controls etc.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**iPad changes the way teachers teach and students learn.**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**We will share tips,lesson materials,stories,resources**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**& help you bring fresh ideas to your classroom.**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**ideas to keep your students engaged inside and outside the classroom,**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**and learn how to create digital materials.**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**iTunes U course- Getting started with iPad Getting started .**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**Apple NZ .Apple Education leadership. Apple Education Leadership Summit 2016**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**Left corner plus sign EFD-YKW-HFK- iPad tutorial**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Lots of great apps
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">iPads can personalise learning. Can use as a tool for personalised learning,
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Musical instrument etc. Ss not isolated when 1 to 1 as want to share,collaborate & connect.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Accessibility -anybody can use it eg voice over- for blind.


 * Super hero child make in classroom.on app Pages.
 * 2 Ss collaborate but can be in different rooms/ school etc.Can work on keynote too. Can choose other apps.
 * Sculpt create

Use garage band for sound etc. Connect apps. Make tune to fit super hero. Live loops.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**Sculpt +** make moving skeleton etc.


 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**BookBot** . Ss make sentences. Choose word make sentences . Hear it back.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**Explain Everything-** presentation of ideas, pics & videos etc
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Maths shake - all levels.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Playgrounds- drawing sounds**,** running maze**,**blink**,** battleship
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**Voice Over - slower voice, accent, larger text etc.**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**Look at tutorial for other ideas & apps.**

<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">

**-It's about Time ( Peter Barker, Martin Hughes).**

 * Blending GAFE ( Google apps for education), professional learning,**
 * change management strategies that save time & lift performance.**
 * How to successfully integrate GAFE ( Selwyn Primary Rotorua)**
 * & transform how we teach, learn, collaborate, communicate.**
 * Focussing on 3 strands. Taming technology, Tips to eliminate time wasters**
 * & align administration reducing duplication etc.**
 * Our creative culture focuses on creativity, innovation,**
 * powerful teaching inquiry & purposeful learning.**
 * Remove difficulties for collaboration within & amongst** **schools.**
 * Interactive session. Bring devices & passwords.**


 * **Martin Hughes-**Time a big issue. Time management IMPT.
 * Move as a team use tech & change management effectively to improve tchng, lrng and save time.
 * **Factors to consider**
 * Resistance a problem.
 * Lack of alignment
 * Support removed just as progress begins
 * Deluded beliefs & " happy talk"
 * TTWWADI ( That's the way we've always done it).
 * Don't have meetings just for the sake of having it every Monday eg. only When need it.
 * Low expectations.
 * Make improvements not just take it and give something new, with no support.
 * What we allow is what will continue
 * Meaningful, memorable & motivating.
 * Pareto principle 80 % 20%. Get 80% of goals in 20% of time.
 * NZ freedom in curriculum. Do best in less time.
 * Eg should share docs eg time management eg staff meetings
 * NZ tchers don't use google calendars effectively
 * Should share folders not indiv docs. Train people in tech properly.
 * Randomly named folders eg planning, staff meeting common problem
 * Everything should work in less than 3 clicks.
 * Relate to Ss
 * One size does not fit all. Eg clothes
 * Differentiation, feedback & scaffolding strategies are IMPT
 * Awareness of the way the world is changing so quickly. goo.gl/W8SiU3
 * Have high expectations & adaptive systems.
 * We cannot solve problems. With the same thinking we used when we created them
 * ( Einstein)
 * Alain Tofler. The future not about learning new things but unlearning what is no longer practical
 * False start not good
 * SAMR model for older learners vocabulary to help SS work out if they are progressing
 * 4 things that are IMPT today- 1. Need IQ 2. EQ ( emotional intelligence eg sympathy)
 * 3.TQ ( tech smart work all the time) 4.BQ ( move bloody quick)
 * 3ml.nz
 * Peter Barker-Selwyn Road Primary Sch Principal-**

Drive in folders
 * 460 Ss. Decile 2 transient & 85% Maori & also 4th generation families, community based
 * PB4L- responsible respectful & ready for learning ( right to learn & be successful)
 * Google apps school or Apple school.
 * Upgrade tech to rooms. Community ideas too. What do they want?
 * Community survey. What ICTs are available in the home. Eg Phones
 * Nat STDs way forward-!!!???
 * Set in ways need to be flexible eg monitors, meetings, Sch day (4x1 hr 10 min blocks)
 * Ss Prepare themselves for their future
 * ICT 8 desk top computers in each class, data projectors 4
 * 50 " tvs . Pods of 8 iPads. 5 classes of 1 to 1 chrome books
 * Poor lrng plus ICT= expensive poor lrng. Pedagogy IMPT
 * BYOD cannot work in low decile sch as not equality & equity for Ss
 * SS work on devices & in books.
 * 2016- iPads in Sch.get iPads managed from Melinjo - folders $1 per device a month
 * Zulu desk instead of Meraki. Operation system.
 * iPads for Ts too.Can't add /delete apps. Melinjo. Same apps throughout sch
 * etap app thru chrome can come up on iPads and laptop ipad .Using voice instead of typing for reports.
 * Head sets in class for Ss
 * Communication- to whanau- website
 * ,but Facebook esp to keep parents/ whanau informed. Update with events, photos etc
 * Sch apps.use to inform whanau. Sports draws - Google doc
 * Parents joined grps eg easy for parents to advise absentees.
 * PB4L folder in Google doc. Ts check every week to check focus.
 * **Time saving tips-**
 * Google chrome IMPT, keep tabs up top so can open immediately ( I do that),
 * Don't need everything on desktop save in drive as use only chrome.
 * Can Colour code folders eg Literacy blue, Maths red etc
 * Engagement in writing with chrome books

__**Reflection**__ __**Went for interest in case we changed to GAFE but with our apple ipads being fixed**__ __**this is usefull information to retain for maybe future use**__
 * Chrome books several ways of doing the same thing.
 * cyber safety, using google classroom so going for Harapa.
 * Ss monitor each other & T restricts what allowed to do.
 * Ss enjoying writing on iPads as well as in books.
 * Record write story. Automatically corrects errors and put in full stop etc.
 * Ss more independent not dependant on T all the time
 * Google groups. Professional learning groups IMPT.
 * Google environment thru shared documents collaborate together. Go to launchpad . Self managing our time.
 * Do what works best for your SS needs & community BUT use time saving systems.

**1.****Promoting storytelling through the arts -Christine Alford (Mairehau)**

 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">**The use of storytelling for oral language development**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> **and increase of oral language skills.**
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Every story has beg, middle, end so start in the middle.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Relationships & connections IMPT to promote oral lang with Ss.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Oregon Sch teaches from 3-11. Play based learning. The task of writing is hard.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Play materials & storytelling used to help this.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> So language development is promoted through stories.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Ss will share orally if listened to by someone who cares.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Need to have a clear understanding of what Ss know about stories.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> Need to have same understandings as Ss. Ask the right questions.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Where do stories live? What are stories? Is my dream a story?
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Stories come from inside of me. Can tell a story from a picture,
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">imagination, play, heart, mouth, words,dreams- special story that is a Ss.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Ss used puppets, Lego, blocks, dough,pictures, masks, toys etc
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Language Ss used in stories different to conversations.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> In stories more risk taking & imagination etc.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Exploration & experimentation with language increased with play.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Some Ss can do stories orally and not written
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">so eg use iPad for recording orally eg explain everything, quick voice, book creator etc
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Surprises-1. as time progressed Ss stories changed from imagination to real stories & combined.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> Eg death lost friendship. Using stories to make sense of life.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Eg Sadie pic asked T to write story. Baby James died etc living in heaven.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;"> He misses his sister & lives in heaven. Sister shared feelings
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">2. T should also listen not talk,observed other Ss listened then moved on.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">True listening means setting aside of oneself.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">AR apps are great motivators
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Honour stories for what they are
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Be a good listener.
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Remain open have something to learn from the Ss
 * <span style="font-family: 'Helvetica Neue',Arial,sans; font-size: 16px;">Use arts use images & relate to stories and nurture the child

** 2.Play as learning in the Junior classroom - Keryn Davis **

 * **NE & Y1 children at Mairehau Primary Christchurch.**
 * Topics covered-Transitioning from preschool, changes to the physical environment,**
 * the pedagogy, what learning is valued ( and how this learning happens) .**
 * Focuses on Working Theories, learning dispositions,**
 * key competencies & transitions from preschool.**
 * Compared to other schools in Scotland & Northern Ireland**
 * but related to NZ curriculum & environments. Includes students interests & motivations.**
 * **Also what teaching pedagogues encourage children's thinking,**
 * **creativity & inquiry in a NE classroom.**
 * **Build on from ECE experiences, transform pedagogy, remake the curriculum**
 * **& find ways to embrace play as learning.**
 * **This fosters agency,engagement, belonging,creative child-led inquiry**
 * **& projects in surprising ways.**
 * Formal classroom doesn't always work for one size fits all Ss.
 * eg story -Reindeer antlers c/f maps. Treasure hunt -"I've made the map"
 * Curious creative child sitting on the mat where is 'Sparky Joseph?'
 * Move from informal learning to more formal learning at school.
 * **Sally Peters create a corridor as a transition to school**
 * Play based corridor approach to transition, build on ECE to school.
 * Build on how they learn. Their world is play (Vygotsky)
 * Ditched Topic & Inquiry, as hard work in NE room.
 * Had R**elating to others time. ( Not Play based learning)**
 * This term made parents come on board more.
 * play based time with 2 teachers roaming
 * eg blocks,pics, scooters, maths equip, challenges eg move equip, tch, road map,
 * math play games, iPad apps,connecting blocks,
 * all areas and subjects open for play eg Maths & Literacy equipment.
 * Amazing lego block constructions.
 * Cars motivating boys. etc= inspiration for writing.
 * Inquiry what do we do about eg ants in classroom.
 * Ss asking ?s. Ss participation. Self directed.
 * - Ferre Laevers Google her ideas etc.
 * **Play W/D** grps. Reading, Writing, Maths- Have T aide roaming while T W/Ds Ss for tchng.
 * Still do Shared book & Handwriting as a class & Ss then go back to play.
 * Inquiry comes out of the play when Ss ask ?s about what they are interested in

** 3.Play is a way-Caroline Bush **
__**Reflections**__ __**Am definately incorporating a range of play based learning ideas into the classroom next Term based on these Breakout sessions.**__
 * **Understand the oral language etc of NE especially ESOL ,**
 * **those with no preschool experience etc.**
 * **Play based learning ideas that are inclusive**
 * **& supportive to our learners with the aim of improving oral language,**
 * **increasing levels of concentration, engagement from learners**
 * **and a deeper understanding from teachers as to what constitutes learning.**
 * @CaroBush. Oral language improved over the year by more than a year with play
 * Who owns the learning- Ss & T work in partnership
 * The Leuven Scale for well being ( in learning).
 * Observation of Ss. Ss engagement on their interests.
 * Ts should not jump in & ask endless ?s as disrupts learning.
 * Use social coaching.
 * ( commentary- sports casting eg skills to articulate learning eg "I like the way you.....
 * Resolve conflict eg talk about sharing.Learners try to solve own conflicts,
 * learn how to lead etc Ts std back & watch
 * Get blocks out at reading time as Ss more engaged
 * Leader agency & ownership. Ts don't always have to jump in.
 * eg Rushing Ryan- whirlwind, not interested in anyone else.
 * House for snail in wet. Empathy, discussion, articulate etc.
 * Ss have permission to leave an activity if they want to.
 * Work together as Ts . Others roam as T w/ds grps etc.
 * The longer you allow your own Ss to learn interactively the more they learn.
 * Opey schs, Facebook grps.
 * Relating to others time instead of play. Ss engaged & enjoying Sch.
 * Middle block iPads out then as more Literacy/ NUMP focused then.
 * Ss not at STDs but learning to be citizens, collaborate etc. Ss below MOE ?
 * Ss making progress can show target S & interventions etc esp oral Lang with ESOL
 * 3 part day I explore, I develop, I discover.
 * Play 1st part, then 2nd part more formal ( Reading/ Maths/ Writing )
 * but Ss can go back to play afterwards. 3rd part other areas but some play too

<span style="background-color: #fffaa5; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**-Apple iOS9.3 + in the classroom.( Andy Brown) AAK- Cyclone**

 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> **Great classroom management includes**


 * 1) **Shared iPad use in the classroom**
 * 2) **Apple classroom - new iPad app that helps Teachers guide learning,**
 * 3) **share work & manage student devices**
 * 4) **Apple school manager & Managed Apple ids- gives control, & speed.**
 * 5) **Cyclone will work through DEP, VPP, MDM as well as deploying**
 * 6) **Apple School Manager, Apple classroom & shared iPad**

Eg Staffmember@appleid.yourschool.nz
 * Ted pilot- one idea only one in NZ.Management system.Internet devices filtered.
 * Chrome books with licences so manage them. MBM
 * Shared iPad, Apple classroom, Apple school manager, managed Apple ids
 * 9.3 update ( same as10 ). Apple wanted to hit American market
 * Device enrolment programme, volume purchasing programme, mobile device management
 * **Classroom app -driven from MDM . Can't use without a MDM.**
 * **Can see what all Ss are doing in c/rm**
 * Eg which Ss on task . Classroom app can be used indiv but needs MDM & supervised.
 * Guide Ss thru websites or open an app (Navigate)eg safari on all iPads & lock so
 * Ss can't go on anything else
 * Classroom doesn't require app ID iBooks & iTunes.
 * Shared iPads forgotten passwords. Can display Ss work on Apple TV.
 * Shared iPads managed Apple ids can log into a shared learning programme.
 * Can have own not have others on it.eg if not have 1 iPad and used to share
 * so had to find iPad to find pics again. Now log in & out managed Apple ID . Stored in cloud.
 * **Hardware restrictions iPad Air 2 or mini iPad 4 -32 GB for shared iPads**
 * **but can still use classroom if a MDM.**
 * **Chips in old iPads can't handle log in & log out.**
 * When allocate shared iPad put on who going to use. Eg 3 best or 4th person logs in and 1 other deleted
 * Apple school manager- combination of volume purchased programme and device enrolment programme.
 * Are you part of DEP programme. DEP reseller or Apple direct from USA
 * Volume purchasing programme buy for school. Buy 20 or more then 50% deduction afterwards.
 * Managed Apple ids created in Apple school manger-


 * Can't use find my phone, friends or Apple mail.
 * Create Apple ids manually or export data out of Sch data system copy & add . Need a tech person.

[|School.apple.com]
 * Apple Sch manager is what Apple Sch wants schs to be
 * Only advantage at moment is for classroom Sch manager but not working for older iPads.
 * Don't have to use Apple school manager ids.
 * DEP and VPP.
 * Ownership model Sch owned devices.1to1. Shared deployment. Need to be supervised.
 * Can create folders on screen for all your apps.
 * Apple configurator 1 redemption codes need to go to management supervision.
 * Ss can't add own apps on Sch devices.
 * DEP. upgrade from MDM & updates to apps. Managed distribution so don't need ID when updating
 * MDM configuration profiles. Through DEP then work together
 * **Management systems available**
 * **tabpilot.** Tab pilot teacher client
 * light speed ( doesn't support 9.3)yet
 * **meraki,** (costly)
 * **Zulu desk**,
 * **Jamf software**. (Casper suite) $12 per device per year
 * .IOS9.3 + all supported.
 * **MDM server IMPT ( Moblie Device Manager)**
 * **volume purchasing programme, VPP**
 * **device enrolment programme DEP**
 * Apple activation servers recognises Sch when you have a MDM server.
 * And downloads eg 70 iPads with 14 apps each took 1/2 hr an ipad.
 * Tell them what apps you want on an iPad.
 * Shared iPads can't load own apps on . Purchase apps thru VPP.
 * ICT leader show app in PLD.
 * Licence can be transferable within Sch at diff times. eg 1 class use a month
 * then disconnect and another the next month and so on
 * AirPlay.
 * Classroom can monitor. Select a Grp eg green Rdg Grp on explain everything
 * for 20 mins so lock screen.
 * Can open & navigate app & can lock it in
 * Apps- 123DSculpt, Aurasma, Chatterpix, strip design, padlet, life cards, canva, tools
 * 4students2, stop motion, pick ids, hopscotch, popplet, tellagami, I last Moki HD.
 * LobsterDiverHD, blobblewriteHD, lowercase, pieces basic, multitouch maths maths shake,
 * quick math, podcasts, excel, groups, PowerPoint, self service,(cyclone) SharePoint, word.
 * Name device to student assigned to student. Create new user & reassign new user if S leaves
 * Set up Sch support for new updates under Apple school manager. Can allocate to do daily etc.
 * Add managers- need managed Sch ID from Sch domain to be assigned to Apple school manager.
 * Do you agree etc.go into DEP & assign manager but has to have email from that Sch only.
 * Add students create class & then make a change next day.
 * Have to import all the other 150 from the day before or wipe other.
 * Go to MDM instead of school manager to add
 * Manager, content manager, device manager & instructors & students.
 * Talk directly to school manager assigned eg light speed
 * Then content, log into VPP so can add apps etc.
 * Classroom with shared iPad log in,log out. That wayT can find lost passwords off classroom system.
 * Caching server 1 iPad downloads & then goes to all other iPads afterwards.
 * Cache iPad data.
 * iCloud to caching server to iOS devices.
 * Infrastructure considerations. Look at your wireless. Coverage & capability.
 * 5Ghertz bands range so all Ss have more access points then. Faster experience.
 * Hardware, cabling in server . Cat 5/6 are our servers fast enough.
 * Fibre IMPT, switches in server room gigabit ports. Switches subsets Vlans,
 * separate switches for S & Ts or connected . Gateways Vlans why separate
 * Firewall ports APNS MDM. Open firewall. Need to talk through firewalls to ports or won't work.
 * 8443 custom port but Apple ports need to be open
 * ISP fast reliable connection.
 * Caching server $30 Mac at moment iOS 10 -Cisco
 * Talk to Ts see how they work. will shared iPad work for them.
 * iPads meet minimum spec
 * Supervised DEP
 * Apple school management accs
 * **Don't use** Apple configurator1
 * Redeemable codes
 * Profile manager
 * **Support**


 * Enrol institution VPP & DEP set up
 * Managed service eg cyclone where they look after MDM.

__**Reflection**__ Went to this in case the school wants a school wide management system but our ipads are not new enough.

<span style="background-color: #fffaa5; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> **( Kama Kingston, Natalie Wright)**
<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Low decile school raising student engagement & achievement. Find out how to-**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Take action to accelerate progress in reading for ELLs**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**& target students using digital technologies ( iPads)**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Explore culturally responsive practices to develop learner agency**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Capture student voice in your class learning & assessment programme**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Discover tools that can support you to implement a targeted**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> **& personalised learning environment**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Leave with strategies to use with your learners & in your class programme.**
 * [] password ulearn16 for ?s
 * Culture & culturally responsive pedagogy
 * Takanini Sch Decile 1a. Multicultural.
 * Ss transient but achieving many at or above Nat stds. 450 Ss
 * 1 to 1 chrome books 5-8 /mid pod of chrome bks / Jnr pods of ipads
 * Cultural identity not ethnic identity. Culture is everything that makes up the person.
 * Culturally responsive pedagogy
 * Refer bit above.
 * Manaakitanga
 * Trust generators Zeretta - ( refer google slides)
 * Whanaungatanga people as learners. Class community of learners
 * Mana Motuhake high expectations of learners. Get what teacher expects. Care . Next steps.
 * Nga whakapiringatanga balanced secure environment.Be present. Know your stuff.
 * Ako -Tukana teina
 * Tinorangatiratanga self empowered own journey
 * Tangata whenuatanga - interests knowledge of home environ.
 * Teach the teacher link

__**Reflection**__ <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Some interesting ideas. <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Am interested in reading and incorporating Sheena Cameron's ideas intomy reading programmes. <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">
 * **our programme**- 14 Ss below N Stds 2 hrs a week. Learning maps etc
 * Prior knowledge TKI ESOL online. Vocabulary Development.
 * KWVL charts. Anticipatory charts
 * Focussed on vocabulary too.
 * Eg match photos to words and discussions about it, definitions
 * synonyms webs, word maps. Link reading & writing.
 * Started with pen & paper then Explain Everything
 * Clear LI & Success criteria . Small chunks of lrng
 * Tell,praise success
 * Careful scaffolding
 * Speaking Frames from Sheena Cameron's site
 * I do,we do, you do etc
 * If tch something complex choose text they know.
 * Same text for different things so not worrying about contents
 * Demystifying assessments what Ss found hardest in tests . Then tch to them.
 * What is a diagram? Pic with labels
 * easTTle tests some not relevant
 * Next steps 1 to 1 in small steps.
 * Challenges. Ss see themselves as learners
 * Learning map who learn from mum, tcher etc. & who tch.- learning maps
 * Build culture of lrng as formal assessments don't show what Ss really capable of
 * Learning focussed conversations.
 * Dojo videos
 * Explain Everything can record not just have to write can draw too.
 * Data- independent learning tasks to meet S needs
 * Our resources explain everything, google drive, screen cast photos
 * , rewording, read& write,Google forms, LEARNZ Field Trips,

**-iPads are hot tools (Casey Pautawa, Emilie O'Keefe)**

 * **Integrated thinking tasks with the use of iPads -**
 * **Integrate higher order thinking tasks into our daily programme**
 * **Show how iPads used as effective tools to accelerate learning,thinking,**
 * **sharing,involving sharing with whanau & student engagement.**
 * **Will share top classroom apps & ways they can be used to**
 * **develop thinking & learning. Thinking tasks that can be used across all levels.**

Te Akau Ki Papamoa-Apple distinguished school

-Comes on and Asks if it's you.yes.do you want to put on pic, voice, photo etc Feedback-2 stars and a wish. 2 things done well and work on. Parents comment. I've posted something on my blog today
 * 1 to 1 iPads. Pedagogy is the driver & technology the accelerator. Rich tasks also IMPT.
 * Still lrng reforming after 5 yrs
 * Thinking tasks. Done in books first. Then display learning on app & blog
 * Google classroom. Set Rdg tasks on Mon. Ss Take photo hand it in.
 * Can give feedback as well as conference F2F. Makes Ss accountable
 * Most loved apps**- puppet Pals** 1 &2. PP Ss can draw puppet take pic photo of themselves
 * .eg Koru patterns, mini etc. pinned to top of blogs & PP2 move legs/ arms etc.
 * Develops oral Lang. Verbally express. Use a process eg reading,hearing legend etc
 * take notes,then write story script then art the record.
 * Myths & legends. Local & around NZ eg Tane -retell story.
 * Ss choose own app to share
 * **Drawing pad/ Draw and Tell (** can record voice now free) Odd one out.
 * No right answer. Dev thinking justify why odd one out. Eg habitats
 * eg crocodile giraffe sloth
 * Pic of selves add words about themselves.
 * **Book creator** stepping stone towards making an iBook. Kid friendly.
 * Pick favourite animal & do project around it Y4s. Process as above read, nots,
 * story write, record pics etc. Ownership. They are an author. Publish put it on blog etc.
 * **Farmyard-** like felt board display and pics move etc. can move ducks . Problem off blog,
 * do on Farmyard, screenshot it put onto drawing pad. Ss share lrng on Apple TV
 * & explain their working out
 * **Explain Everything** - Tcher shows how to use app, then play,explore app,
 * then what did you learn etc . I explore time. In buddies. How can we share your learning.
 * Ts lrn from Ss too. Class experts too. Lit Maths etc.
 * Thinking task to research mascots at other Olympics & Brazil etc.
 * Then own mascot for NZ. Made kiwis ( endangered so thinking at deeper level)
 * Narratives setting pic caption around outside & create the setting.
 * Planning then own setting. Then did in books use simile etc
 * **Pick 2 apps focus on first as a T**
 * **PiZap** photo app. Like pic collage but free. Pics & add words.
 * Eg make gingerbread men & take pics added captions & blogged it.
 * Eg Jealousy situations eg at home & school & how resolve it.
 * 107.6 radio station Te Reo Maori presented daily. Ring up get prizes.
 * Kei te pehea koe? DP controls it daily for set times.
 * **Camera-** leaf hunt, Giants view down, snail across, look up, ordinary.
 * Chicken wings in (arms in)
 * **Imovie -** invention & sell it creating an add. A few different apps.
 * Record, video movie, "buy 2 get 1 free," persuasive language
 * Perserverance - **Book** I'm not scared. Puppet pals record, photo of themselves
 * as character in puppet pals. Made pics look 3D. Add sounds.
 * Then music eg Happy Farrell Williams.
 * Also used Green screen (Do ink & animation apps). Board paint it.
 * Google it superimpose other back grounds on it.
 * **Easy Blog Jnr- iPads (word press blog)**
 * Have Sch tech to set up
 * (Easy blogger Jnr for Google)**
 * Ss** excited to share. Make parents go on and comment

Will use this on my student's wikis (See 2016 wikis riversleawhanau)
 * Upload pic to blog & record comment
 * Other apps they us.
 * **iMovie, EPIC, Quiver, Maths shake,**
 * **Chatter pix**, **write about it**
 * Ss Explain spelling rule for the week.
 * Blogs indiv Chn or class & click on pic to get to S.
 * Will be shared.
 * __**Reflection**__

<span style="background-color: #fffaa5; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> **( Diana Wilkes, Kyle Hattie. ) Ormiston Primary.**

 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**How do you capture evidence of learning?**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**How do you construct amazing learning stories to share with your whanau?**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**What does assessment for learning look like for your learners?**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Construct narratives using digital technology apps -Comic Life,**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> **Pic Collage,Ed puzzle, Google docs, Google slides.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Focus on NearPOD to help you rewind & flip your teaching & learning.**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Link** []
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Ormiston Primary school
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">19 learning coaches
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Our vision & 4 Cs. Guarantee that every learner
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">engages in innovative personalised world class learning.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Connections, collaboration, capable & curious
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">ILE - Innovative learning environment. Risk residence, responsibility are factors nurtured
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Habitats - new school. Looked around schs first. What we want in our space & use for
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Maker space, meeting space, my space,quiet area, group mat space in centre.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Golden circle
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Narratives help us with personalised learning, learning stories. follow journey.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">make 10 narratives for each S each yr. what tools we use to craft our narrative.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Our learners introduce narrative assessments.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">@OrmPS
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Set goals, share learning, ID next steps etc, key competencies,
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> 4 Cs, photos links, goals, narrative, where to next etc.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Breakout EDU**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Locks on boxes.** Get ? S right unlock a lock get what in the box
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">or unwrap a parcel each one right then unwrap a page to get to end pass the parcel.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">List of apps they use on link above
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Edpuzzle** can edit cut bits out etc. movie,or video & oral commentary.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Parents can engage whole way through. Self directed learning to do narratives
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**-NearPOD-** work together **, but T directed**.
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> Move on together T capture feedback & move on when T wants to. Slide 18
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Comic Life - put it on mute** . Add photos pics, drag across / comic book
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Movenote** - educator one. Can use as lessons **$5**
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Pic collage** - collect photos & create to tell story with captions
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">- **free** eg scavenger hunt. Take pics
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Google docs & slides**


 * __<span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Reflection** __
 * <span style="font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Am keen to trial these in the classroom with the younger Students** **although many are more suited for older independent learners.**

<span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">The Fascinating Brain
<span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">PLD Nathan Makaere Wallis 6/8/16 <span style="font-family: Arial,sans-serif;">Ka Tikaka o Ka Roro > <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> caffeine etc and block some harmful effects. Receptors build up over time. Have a better understanding of how the brain works. After uLearn and this PLD am keen to try more play based learning in the classroom. Laughter and relationships are important too and will ensure that I consciously keep that as an integral part of the classroom.
 * __<span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Early Years __
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Social- emotional learning precursor to academic learning
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Ambulance at bottom of cliff.At Early childhood teacher is where it should happen
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Freezing worker language that everyone can understand
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Human brain genetically and scientifically developed to work out
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> in the 1st 1,000 days in your life how intelligent you are going to be for the rest of your life.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Not all genes.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Not in your genes Oliver James .Book. Nature V Nuture
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> 35,000 genes. Yet can't find any genes that run intelligence.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">'Why am I'Dunedin study. The more words a baby hears in
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">the 1st year of the life also effects intelligence
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Brain anatomy.They say average intelligence in NZ is that of an 11 yr old
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Have the child stay at home for 1st year of life. Attachment according to responsiveness.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> Early childhood teacher can be attachment figure if have more to do with child than the Mum.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Risk and Resilence. Positive factors-Having 2 languages, both parents involved,
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">learn musical instrument before 7 yrs.Teacher. Stay home 1st year of child' s life.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Qualified in Tertiary education.No one outcome effect your intelligence outcome
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Can take child off negative pathway ( Once were Warriors pathway )and put on positive pathway.
 * __<span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">The Brain __
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Difference between male and female brains Prime TV programme-Nathan Wallis Oct 2016
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Neural pathways 4 brains in head - Frontal cortex IMPT. 3 other parts working body etc
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">1 survival heart etc
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">2. Movement - cerebellum
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">3.Emotional- Optical limbric
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">4. Thinking and learning brain - Frontal cortex of brain
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Quality of relationships with teacher IMPT
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Brain no 4 ability to learn after 1st 1,2,3
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Understand the biology of the brain. Neural pathways and neurons.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> Information stored in neural pathways and connect. Neuron ball with branches ( neural pathways ) leading off it.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Neurons use it or lose it intelligence. 80 yr old c/f to 18 yr at Uni. Embrace intelligence.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Twitter etc c/f younger haven't got.Replace brain cells
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Don't remember everything eg Casey had fish and chips for tea last night not IMPT so forget, not retain.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> Neurons white matter need milon and neural pathways
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">to remember things.Info travels down pathway 100 times faster than grey.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> Grey matter no milon insulation and neuron pathways so don't remember eg tying shoes
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">2x Lrng show model step by step to help learn. Every time see it a thin layer of milon goes on.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Then consolidation.( 90 layers of milon approx before consolidated). Milon laid on ends ,
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> moves along and covers outside
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">More possible connections in your brain pathways than known stars in the universe
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Experience shapes the brain.
 * __<span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Pruning- __
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> A few clear neural pathways at birth . Really busy at 3 yr. your brain
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> more complex from 3-6 yrs than at 15. At 15 more specialised, neural pruning.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Autism no pruning it is believed so overload of neural pathways.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">A human can use 141 sounds. English uses 100. Gutteral German etc.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> eg Zane has Z which is not in Spanish so his partner Flor had to learn to say Zane rather than Sane
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> as does all her family.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">You only need to know only 60 words in a language.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">They will contain all the connections that it takes to use to make connections to that language.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Empathy everything you experience is determined by early years development
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">for your responses to life's situations.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Water cress super food for brain development.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Sugar bad for brain as no receptors in brain for it but have receptors for alcohol, drugs,
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Major solution in problem solving is creativity. Grow creativity in play between 3-7 yr.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> Less structure. More structure in early childhood -then research shows that more likely to go to prison?
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> But only 1 contributing factor. Home environ etc and 1st 1,000 days of life.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">1st born girls more depressed ,anxious, as barrage of questions.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Penny Brownley Book on play.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Zone of proximal development so succeed at learning.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Key competencies and Te Whariki early child curriculum etc.Gets overlaid by National Stds.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Get a love of reading as well as learning to read.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Endorphins learning hormone. Opposite to endorphins is cortisole that inhibit milan layering
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">.Endorphins helps lay milons faster and thicker and speeds up learning as well as consolidate faster.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">In class room 3 IMPT things were
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;"> 3. physical exercise releases endorphins etc helps brain dev.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">2. Laughter. No 3 & 2 fun & movement in classroom helps learning
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Staying still can use 1/2 cortex concentration so less left for learning.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">1. Major pedagogy ( what I actually do) should be - Singing.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Kapa Haka dancing etc good too.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Teach you how to fish rather than give fish.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Building Learning powers by Sarah Gornall, Maryl Chambers,
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Guy Claxton17 building learning muscles.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Relationships IMPT. Look after student & teacher wellbeing. Student first.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Different mindset if have Ss for more than a year.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Singing your learning.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">What 3-7 yr olds need to know. Download from Radio Live. Interview.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Play date at Preschool etc for Junior classes.
 * __**<span style="font-family: Helvetica,sans-serif; font-size: 10.5pt;">Reflection **__

** TAI 29/6/16 Stephanie Geddes **

 * Riverslea School 3.30pm-5pm **


 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">PACT- answer ?s. And check what gaps in tchng . OTJs National tool.
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Moderation using computer. PACT writing reading and Maths.
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;"> Clare from Mt View Skype in about PACT.
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Decide what to do
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">The Inquiry conversations./ Guidelines about what's in our head
 * __<span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Next term Inquiry __ <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">- at Staff meeting

<span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Louise Dempsey prompts for writing

__<span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Snr formative c/rm- eg __ <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">1. intro Learner goals <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">2. Introduce structure eg persuasive writing what makes Good persuasive writing <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">3. Pairs/ Grp eg journal <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">4.Give the vocabulary, aspects -direct tchng. <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">- make activity sentence. Back to lrng goals. <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">- practise discuss etc <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">- introduce plans to help them start. Take a piece and backward map <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">-use of punctuation ,or accentuate, sentence beginnings etc <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">-reflect on lrng and purpose of piece. <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">-Inquiry related- eg Persuade People to donate to SPCA. <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">- T roaming " just in time" guidance, then pull kids out for workshop <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">-Extend top Grp indiv goals - highlight. <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">-Unpack stuff 1st <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">-Then I cans
 * __<span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">What does writing look like __

** #EducampHB 11/6/16 **
#Educamp HB
 * Google doc**

Smackdown Notes

Connected Learning Advisory- Te Ara Whitiki 8/6/16
Link at google docs.Connected Learning Core Education Covered-
 * - Core Education- Napier Girls High- 8/6/16 **

__* Keynote-__ Anne Robertson- __Digital Fluency__

__*Breakout 1__ Strategic Leadership - a roadmap for strategic leadership of digital Technologies- Ray Burkhill /Viv Hall

__*Breakout 2-__ Supporting staff through Technological change Anne Robertson

pm Session- *MOE-Student Management System Initiative review: Updates and exploration of options (SMS)

**Teaching as Inquiry/ TAI/ Literacy 18/5/16**

 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;"> Review how TAI is going -broke into groups
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Talked about TAI sheets that we are using with goals on Reading Writing Maths with a group
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Bk Active Learning-Formative Assessment - handout
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Bk-Kath Murdoch - The power of Inquiry
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Working on Ss giving feedback to each other and success criteria.
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Model with SS feed forward.
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Ezy Book covers
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Whole class critiquing . Start with class with T modelling,then grps,then buddies.
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">I can's . Celebrate success.
 * <span style="color: #383838; font-family: Helvetica,sans-serif; font-size: 10.5pt;">Steph to visit classes .Riverslea next Wed 25/5 and for staff meeting
 * ===** See Reflections below **===

**Quick 60 Frimley Literacy Reading Programme**
<span style="color: #383838; display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> <span style="color: #383838; display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">
 * Iverson Publishing - Your Literacy Intervention Specialist. Sandra Iverson
 * RR v Quick 60
 * Quick 60 is for those that are not on RR. Eg older Ss, Sch can't afford extra kids on prgme.
 * Proven programme in low decile schools.
 * A pathway to success.
 * Group/ tcher driven/ any child or age/ __prescribed books/ e version.__
 * Follow prescribed programme
 * Emphasis on phonics.
 * No choice of sentence/ sentence dictated to child.
 * RR colour coded sheets circle word wrong.( No Running Records)
 * Collection of books Sch/ home collections.
 * Skills are what SS need to learn.
 * Conceptual point tch grp of 3 max 5- together rather than1 to 1
 * SS cooperated when something new to be learnt.
 * Follow T notes for T aides to follow.
 * She shared lots of data eg Edmund Hilliary school.
 * Foundation programme, alphabet etc/ then normal programme
 * Literacy progressions b/grd knowledge/ vocabulary/ structure/
 * lit & strategies to get or convey meaning. Look at Language literacy progressions.
 * Most of that included in this programme as with Reading Recovery etc
 * Ready to Read books lot of singleton words. L7 Bk My Dad 59 wds 20% single wds eg stand hug arms etc.
 * Quick 60 only 8 single words RR 107 wds.7%. Tch long vowel (skill)so therefore only 4% singletons.
 * Trace skills big bks in Quick 60. In big Bk one character teaches the other character a skill.
 * Lots of comprehension strategies. E version click on flea and it comes up real flea with info.
 * Also click on characters etc. Rhyme awareness, alliteration etc skills imbedded in books.
 * 1st 26 high frequency words. Sentence starters.practice high frequency words and get them correct.
 * Poems.alphabet poems,handwriting, cut up sentences,
 * Vocabulary concept cards eg what I look like, houses, towns etc
 * Skills are taught in books. Eg her new wd phonics skill long o vowel eg hole, home etc
 * **__Set 2__**
 * Suffixes, contractions syllables short & long vowels. Antonyms etc
 * Have 2 sets of books for harder levels eg Level 12 onwards.
 * Lesson plans same format.
 * Quick quiz,new words, 2 bks ,RR,new Bk
 * 25-32 weeks.
 * **__Reflection__**
 * **I use autopilot to teach a lot of that eg position, colours etc**
 * **.Classify/ categorise**
 * **Go from known to Unknown**
 * **Also I use phonics as** **well.**
 * How much for programme? $25,000 or just get bits at a time starting at $200.
 * Has very many similarities to Reading Recovery except that it's free choice
 * for SS who attend it not restricted to low level or age,and in groups of 3 rather than 1 to 1,
 * even having a similar format for lesson plans.
 * One difference is colour coded sheet for RR instead of RR.
 * You don't have MSV indiv etc as you just circle words they get wrong.
 * Also no choice of book. Take programme as is don't cater for indiv needs . If they know it get it again
 * . If they don't if it's not reinforced in new book then they miss out
 * unless T does it and deviates from the programme.
 * Grp move together at one pace.If one S away they miss out
 * unless T caters for them indiv out of programme.
 * They say Reading Recovery has different things but their programme is very similar.
 * As Sandra is an ex Reading Recovery teacher
 * she must have based her programme on it to some degree as they are similar in structure and lesson format.
 * Great if you have the money to buy the programme
 * and T aides as takes 1/2 - 3/4 hr each grp of 3-5. So 3 1/2 hrs a day a class.

** TAI/Literacy Stephanie Geddes **
<span style="color: #383838; display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">TAI 22/3/16. Stephanie Geddes Omahu School 3.45pm-5.15pm <span style="color: #383838; display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">
 * **Critical Inquiry conversations**
 * Data, give feedback. Tell a story, you have 3 minutes to tell your story.
 * What have you done, what has changed and what is different.
 * Where did the child start and where are they now, struggles, successes.
 * Focus on their story not yours.
 * Assumptions,belief
 * Solution, try this worked for me. Surface on top not solving everything.
 * Listen,clarify,paraphase, questioning etc.
 * Research, declare.
 * Open ended questioning.
 * Challenge= listen to child stop listen clarify let them solve it themselves.
 * Had some interesting critical Inquiry conversations for 3/4 hour
 * with groups eg Juniors Middle Seniors

** Lead Teacher Maths **
<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Maths Lead Teacher Session 16/3/16 <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> Establish targets, Resources, involved SS Ps Ts Use data evidence, ask questions, refine solutions by adjustment <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> Defined progression, accelerated learning by focused teaching <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> Use TAI, Targeted PLD, utilise expertise.
 * Loti Hensman & Robyn Holt facilitators
 * **Information on NZMaths eg updates & sharing**
 * **ERO reports** Raising S achievement they targeted action (Downloadable & have been sent out to schools)
 * ERO & Accelerating S achievement a resource for schools.
 * PLC on NZ Maths- professional learning community eg NZMaths login. HB tchers page
 * Let's make differentiation the norm (Good Teacher magazine P26-29)
 * Professional sessional Learning kit- **TKI**
 * **Resources** to support learning focused relationships-classrooms posters,
 * TAI,Professional Learning- Effective learning & Teaching.
 * **What do I need to do now to best help me learn ?**
 * Be selective in what you choose. Be a critical thinker. Just because it's on TKI doesn't mean it's great be selective.
 * NZMaths site. First port of call. www.nzmaths.co.nz
 * Rich learning activities from Level 2 onwards. Can change round to suit Ss .Got activity & unit.
 * **Maths Inquiry Communities**
 * Understand approach/ concepts & also procedure / way to do it.
 * Need both. Key around your ?s
 * **Video** (search) summarises prompts etc eg scaffold prompted diff levels of support Mathematics Inquiry Communities
 * Need to struggle to work things out eg best Maths workers often.
 * NZMaths not 2 competing inquiries TKI & NZ Maths.
 * Being reorganised to be easier to find your way around. Dig deep eg curriculum.
 * Leadership**
 * 1.Strategic Capability
 * 2.Evaluative Capability
 * 3.Instructional Capability
 * 4.Adaptive Capability

( Differentiated opportunities to achieve based on individual needs and learning.) <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">
 * Best Sythesis**
 * Sch leadership & student outcomes . Identifying what works and why. 2009
 * Best evidence syhthesis Google online
 * Difference between equity and equality**
 * -Equity-** same / similar goals but everyone treated differently.
 * -Equality-** all treated the same. Same opportunities etc. One size fits all but not all Ss achieve.
 * Buddies works well- Tuakana - teina
 * Ss should have equal opportunities to reach their potential and be able to access what they need.
 * Myths about Maths**
 * Fixed mindset thinking Maths hard and can't do it.
 * Worksheets are ok not say no to them.
 * Not all about the answers but working out to.
 * Don't opt out everybody participate, not look at T for answers
 * Not one way but usually lots of ways.

<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**Joel and Jo Boalers classroom norms.**- <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">http://www.youcubed.org/we-content/uploads/Positive- Classrooms- Norms.2.pdf

<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Setting up Positive Norms in your Maths class By Jo Boaler <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">How do Ts get support to embed norms such as these.

<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> Do not have fixed ability eg mixed group/ eg buddies Mindset - Carol Dwack. Fixed or Growth develop growth. " I can do this." -Don't give up keep trying. Work at being smart eg when a baby can't talk keep practising. Your brain is a muscle needs work and development to get stronger. TAI impt. Youcubed- Jo Boaler Stanford University.
 * Everyone can learn Maths to the highest levels
 * Mistakes are valuable
 * Questions are really important etc

<span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">**5 Practices for Orchestrating Productive Mathematical Discussion by Mary Stein &Margaret Smith** <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;"> Eg Problem eg Bobs pocket money was $15 per week. He spent 15 weeks' pocket money Pom a skateboard. How much did Bob pay for the skateboard? <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">Anticipate the ways the Ss might solve the problem. <span style="display: block; font-family: gotham,helvetica,arial,sans-serif; font-size: 14px;">
 * Anticipating
 * Monitoring
 * Selecting
 * Sequencing
 * Connecting
 * Ss need problems for real world learning.
 * Bk 6 Nump books p1 key ideas, p6 exampl s of problems you can do. Mult & div.
 * Talk about = means same as too. Use it correctly.
 * P5 types of problems.

Definately going to spend more time on www.nzmaths.co.nz Also on NZmaths chatsite connecting with other Ts. Will share this when given opportunity to at Staff Meeting. DecT4 As a result am using am wider range of resources in my teaching. This has reflected positively in the students end of year progress results as several have moved a level. Te Orihana eg is working at a year above her age level in Maths. Shaolyn, Harmony and Nga Kaari have also moved levels from below to at.
 * **Reflection**

**Teaching as Inquiry/ TAI/ Literacy**

 * Attached Link to all Readings and notes on Google Drive**

TAI

**Teaching as Inquiry/ TAI/ Literacy 23/2/16**
Zinger ball throw ball up and SS make rules. "Just do it". (Need to do 2x learning Mark Weston not just tell but demonstrate step by step.) Leave to own devices own discussion, lots of peer involvement, letting them experience 1st then try again
 * Steph Geddis, + Literacy Advisors -Gemma Gardner / Tash Nicholl
 * Yvonne Lovelock.- Resource Teacher of Literacy Hastings.
 * "Education is not the filling of the pail but the lighting of a fire." William Butler Yeats.
 * Appraisal- goal Effective Teaching TAI this term and next term.
 * Timeline and goal. 3 weeks time talking to individual tchers.
 * **Goals 4 for T1/2 to work together as a school.**
 * Develop a plan to enable our students to be self regulated learners- 2016 goal
 * Identify some of the key elements of successful tchng.
 * Co- construct 1 time line for achieving quality buddy feedback
 * Look at some cooperative strategies to promote student engagement
 * John Hattie-** visible lrning. What accelerates their lrng . visible Learning 1 & 2 on YouTube.
 * John Hattie-** visible lrning. What accelerates their lrng . visible Learning 1 & 2 on YouTube.
 * John Hattie-** visible lrning. What accelerates their lrng . visible Learning 1 & 2 on YouTube.
 * Clear learning intentions
 * Success criteria

What explicitly tch and build a lot. -SS chose buddy feedback eventually.
 * **Austins Butterfly**- accurate scientific drawing of a Tiger butterfly. Need to look like a scientist.
 * What did the students do ?
 * What did the teacher do to enable the students?
 * Does it look like this ? No it doesn't **yet**. Mindset Carol Dwick
 * Good start. Need to look at it scientifically
 * Shape then pattern, angle.Show me what you would ask him to do?
 * Very specific Thank you. Reinforce eg " more like a triangle
 * Specific advice but not mean. Make other drafts if not correct
 * Show me... Yet....
 * No limit on drafts.
 * Buddies positive feedback etc.
 * Develop success criteria.
 * Ss scaffolded by T . Next steps.
 * Buddy Feedback**
 * SS learn more from each other than the teacher.
 * 1 timeline for cluster. By the end of Week 5 Term 2 Buddy Feedback 12 wks**
 * What tch 1st.**
 * How to give receive /feedback 2 wk blocks**
 * How to give receive /feedback 2 wk blocks**

1. Develop relationships - classroom environment give confidence List of what do with a buddy Tch trust and compliments and thank you. Active listening. Give feedback thank you, not a mean way, positive. Constructive feedback - helpful. Get better. Model Too far left directions Blindfold fwd 5 steps.
 * Wk 1/2**

"The monster ran" then extend eg The monster ran up the hill ( where) The monster ran quickly up the hill (How) etc

2. Actively do it. Give feedback. Practise. Success criteria / practice/ model feedback. Model how to give feedback I like the way you did that. How about trying this Clear criteria. Put on wall. Lower learners -best word /best sentence Develop a culture for learning.
 * Wk3-4**

3 feedback what you have done well then feed forward where to next ? Specific feedback
 * Wk 5-6**

find a buddy independently with instruction
 * Wk7-8**


 * Wk9-10**

Become more independent


 * Wk11-12**
 * Discussion with Teachers from Bridge Pa,Omahu and Riverslea**
 * as well as Literacy Advisors and RT Lit & Stephanie Geddes**

** Reflection **

 * Really enjoyed the discussions with the teachers from other schools and the Literacy Advisors.**
 * Am looking forward to getting the class involved in Buddies again after last years Anne Giles PLD.**
 * Hope to extend so Students become more independent .Eventually hope to go across curricula.**
 * Some excellent sharing and ideas came form today's PLD.**
 * Dec T4**
 * Buddies have helped Students with thinking, sharing and voicing their own ideas and opinions.**
 * This has translated into their Writing. Progress with the new matrix, moderation and ideas from sharing,**
 * as well as those I have used from #uLearn16 have helped the students in the class make progress**
 * in their writing especially digitally with the new apps I introduced from Ulearn 16 such as Explain Everything and Book BOT**
 * The Yr 1s especially made progress in digital presentation skills and were confident when working with buddies Tuakana Teina.**
 * The Y2s were able to work more independently and this showed in their end of year testing results when progress was made.**

** Early Childhood Education and Health Collaborative 18/2/16 4.30- 7.30 pm**

 * Speakers :**


 * **Plunket**: Cherie & Wendy.Talked about 'Well child Tamariki Ora schedule'.Work
 * in conjunction with Tamariki Ora team and about Plunket and services. I
 * f big problems out source out for support eg Financial link with WINZ. Collaboration important.
 * **Te Taiwhenua Heretaunga**- Tamariki Ora Team of 9 -5 registered nurses
 * Heretaunga- Coralie & Maureen Ager- same contract as Plunket for Maori 83% Pasifica 7%. etc.
 * Help with transport if needed.
 * **B4 School Checks**: HB District Health Board 'contract . Kath Headley coordinator work with ECE.
 * Michelle-vision and Hearing screening.
 * Referral pathways for families. Social workers etc Health and social issues. Non judgemental. Safe sleeping etc.
 * **Health Board services:Public Health** - Linda St George .Public Health Nurse.
 * School based health services. Health promoting schools promoter. Registered nurses.
 * Work collaboratively. Involved with family and schools. Collaboration. Work in schools, homes and communities.
 * Promote immunisation
 * Help with transition to school. Poverty work with vulnerable children and families the most. Make a difference.
 * **Panel** : for questions
 * Why do children get hearing aids free and have to pay for glasses? Community services card.
 * Help with transition to school. Poverty work with vulnerable children and families the most. Make a difference.
 * **Panel** : for questions
 * Why do children get hearing aids free and have to pay for glasses? Community services card.
 * Why do children get hearing aids free and have to pay for glasses? Community services card.


 * Epi pen $100 use in a year ( Not even sometimes when several months old when purchased).
 * Refundable if used in 1 yr or else have to rebuy.
 * DHB Health whanau wellness programme for whanau and extended whanau on programme too.
 * Free prescriptions monitoring etc.
 * Hauora warmth- healthy homes eg hospital admissions for unwell (respiratory conditions) children.
 * Head Lice free treatment? Why not for ECE & schools.
 * Can support some families if have community services programme. Social nuisance.


 * Donna MacNicol-**CYF Napier Site Manager. Napier & Wairoa.**
 * Role as collaboration with other services. Supported Russell Wills with questions.


 * **Dr Russell Wills - Children's Commissioner. & Paediatrician at HB District Health Board (HBDHB)**
 * More people have had depression than are left handed. 1/5 post natal depression 6-12 weeks after birth.
 * Great collaborative relationships in HB.
 * Children you are worried about and where can you go to for help and what to do about it
 * Child abuse very common,not discipline. Again more common than being left handed.
 * Most risk in 1st year in life. Maraenui Flaxmere Camberley.
 * Family violence gone up death rate down as getting better at asking the questions
 * and recognising abuse sooner. 27 social workers in HB and 100 new cases a year.
 * Growing up with violence is like footsteps in concrete not sand.
 * Growing up with violence fight and flight mechanism.Brain pathways grow a different way.
 * 1 in 14 Chn are referred to CYFs every year. 2014 2/3 Chn had previous referrals to CYFs.
 * Sometimes as many as 4.
 * Long term outcomes. Good data. NCEA 60% leave school without qualifications.
 * Those that have been involved with CYFs often on benefit with child, in jail or no income or job by age 20. Worse by 35.
 * Chn have been in care leave school with less than half the qualifications of the lowest decile school.
 * Worst behaved by age 4 leave school at 18 with reading delays. Anxiety ,depression suicide attempts ,antisocial
 * Find those Ss with really challenging behaviour matters at 4 yrs old.
 * Mental anxiety comes after the violence. 70 % of Chn know about the violence.
 * We can help change this. Ask the difficult questions.Are you safe at home?
 * CYFs. Need to be better at long term cases.No social worker now over 20 prefer 15.
 * Supervision as professionals.work force development and working with Maori. Build relationships and trust with families.
 * At moment not sufficiently child centred. Do initial assessment well
 * but long term cases not as monitored or as good as it needed to be.
 * Need to collaborate more with other agencies too.
 * Children's action plans coming in.
 * Children's teams one plan for everything for Mum. Reflects on child don't need CYFs
 * Different to Strengthening families- work together and prioritise resources to these families.
 * Need to have a mechanism to interconnect with each other when we are worried about children.
 * That trumps privacy. Share workload. Get some people from each agency
 * Child protection policy . What does that look like. Work between ECE & CYFs.
 * Get support stuff too hard to do on your own. Work within a team.
 * Good gateway assessments look at what has happened thru the child's eyes.
 * Working Together books sharing CYFs
 * Electronic system Vicki Vulnerable Chn sharing info between agencies etc

** Reflection **
Although it was interesting listening to all the roles that Health services proivide, I did know a lot and it was targeted at ECE. 300 people were there and only 3 or 4 from the Primary sector. I did learn some interesting facts from Russell Wills however and also the fact that an interconnected system Vici will be set up between agencies online to share information between services, ECE, schools etc

** Stephanie Geddes **
-Teaching as Inquiry -Stephanie Geddes 28/1/15 -Waimaz group - Waimarama, Omahu, Bridge Pa,Riverslea, (Pakowhai.) -Appraisal, moderation,Teaching as Inquiry, practising Teaching -Literacy advisors supporting us Gemma McGivor, Tasha Jacobs -Community of Learners 2017 eg Karamu, Preschool + other schools eg Mayfair -Dates-for meetings-23/2 Wk4- W O Riv + staff meeting & day. Not W ERO- Riverslea -10/3.Bridge Pa -22/3. Waimarama -Moderation 7/4 day &evening Riverslea 3.45-7pm -Video "Above and Beyond"- only just begun

-C21st learning + Assessment -Is it curriculum or Nat STDs that you teach to? -NZC impt to teach to. How is assessment done at Riverslea - Fill out sheet as a school -PAT eg c/f easTTle -NB listening for PAT as not writing so can be better- PAT as a diagnostic tool -Which tests use and how use it? -easTTle is only standardised test for writing Provides you with reports for child strengths weaknesses etc.40 mins test times and 10 mins quick tests

-Start moderating as schools together -PACT tool.going to become manadatory. OTJ examples. Get on board.Exemplars to use for OTJs -Matrix based on learning progressions from Literacy Advisors. -I cans. Ss see the progression. In front of book and on wall with I cans attached -Honeycomb see 5 times before move on. -Doesn't have to be pretty it's the learning wall. -Talk about learning not just parrot WALTS. Should be promoting learning conversations etc

-Needs to be S directed and peer/ buddy not just T. -Ss see themselves as learners what learn today, how did you learn that?tch independence. -Get them to do it themselves.Buddies. Build self directed life long learners. -Graduate profile etc. -Get whanau involved.be positive. Kids sell it. -Kids tch the parents.

-Self organised learning environments.( Hole in the wall) -Maori Granny's involved.Supporting kids. -Mapping Ss learning who and what-T whanau buddy student iPad, granny etc -Communicate Facebook, panui, face to face etc. -See yourselves as learners as well. Get Ss involved ownership of own learning. -Ss talk about their learning and where to next.

-Good formative assessment practice -Self directed managed Ss who can talk about their learning. TKI co -constructing their learning ideas -Photos of what learning looks like buddy assesses child. Individual lrng goals. -Practising teaching criteria PTC Not RTC. Google docs / wikis -Tatiako -Evernote -can be inter related. Headings tag it to everything. -Work chat / tags -Teaching as Inquiry. Coaching conversations and get better at asking questions. -Uncovering your assumptions and beliefs about your own practice. -Goal setting etc 4 weeks this child will achieve this honeycomb etc -Chn learning maps. -What work on and where be in 4-6 wks. -Backward mapping. This is where they should be how am I going to get them there. -Raise expectations and what changes for accelerated progress. What might work for these kids. Use strengths. -If below 2 yrs work. Motivate, Buddies etc. -Target Ss IMPT. Link progress back to PLD. Everything integrates. -How we work. Names needs and numbers. -easTTle number comes up and shows number -Eg quad bogging with other classes in other schools. -Do in classroom 1st eg on Google. Feedback own 1st etc -Purpose IMPT

-Austins Butterfly- Gd start, very specific, did he- like Cindy said? -Listened to friends 1st 2nd 3rd draft etc -Progress perserved etc. Not wrong, not mean gave advice. -Analyse quality of feedback. 6 yr old. Kids articulate. -FeedbacK IMPT Look like a scientist. -Kelly throw the paper at rubbish bin with back to class- feedback.

** Reflections **
I enjoyed the Teaching as Inquiry PLD with Stephanie Geddes. It was great to mix with other schools and share ideas and new learning with other teachers, as well as reinforce my own teaching, learning and ideas in some areas. Using Teaching as Inquiry is so important to see where your Ss are at and what is important for them to learn now. Using the NZC as well as triangulated data and assessment helps with finding the Ss levels and progress. I use data and test eg in Maths JAM and NUMP as well as OTJs and also samples of Ss work in books or on wall displays etc. I record all testing on our MUSAC school assessment system and have data sheets that compare learning where from to where to now. I then look at where to next. These help me and the S to reflect on their learning (and my teaching) and their goals and helps to develop strategies for teaching and learning that are likely to help the Ss progress and learn. I am always asking myself "where to next." Ss can also do this and vocalise this but also as peers and buddies. I will continue to goal set with my Ss. To me all Ss are target Ss. I have a small class and can target areas of learning for each S. I will again display S goals on the wall so that they can continually refer to them as well as show and discuss not only with the teacher and peers/buddies but whanau as well. I am lucky in that many whanau pick Ss up regularly,being the Junior class. Whanau are also able to view their child's leaning on their individual wikis which show their learning journeys. They also record what has been done Teacher voice, Student voice and where to next. I have limited experience in using the PACT assessment tool as exemplars to assist OTJs in Maths. I would like to continue and extend this to all curriculum areas. I am also going to use "I cans" as WALTS for Ss and Teacher in their Writing books and on their Writing samples on the classroom wall. These come directly from the Riverslea School Writing Matrix. This was redesigned by the school and Anne Giles Literacy Advisor T4 2015. Ss directed learning is important. I will continue with the buddy system in my class and extend it to peer assessment as well as letting Ss self assess with their buddy being able to give feedback too. I will teach Ss together with them about appropriate ways to and how to give feedback. It is essential to build S directed life long learning. As the video we watched (Above and Beyond) stated-"We've only just begun" My quotation at Teacher's Only day was- "If you do what you've always done, you will get what you've always gotten. Be the change you wish to see."