Monday, May 20, 2019

PAT Learning with Cathie Johnson

Understanding PAT's - Cathie NZCER

Already differentiating to ensure kids are sitting the right test
Only choose a diffent test if at a completely differnt curriculum level
 If differentiating you need to drop 2 levels down to make a difference to the learner

Maths covers 2 levels of maths difficulty
Go up 2 in maths for high flyers/reading to get the biggest difference in

Each test covers a 'whole' curriculum level

Stanines - teachers don't need stanines only scaled scores
Scaled score has to come first - Only link scales/stanines in T1
Teachers need to know a certain page - LOOK!!

12 months of progress should be 8.3 scaled score

Not clean data when you have a high level of transience

In brackets is National reference data
Refer to image shown - referring maths data across 12 month
Image showing only girls - not enough movement 4.8 - highest score dropped off.
Same level of challenge needs to be there for everybody
Image showing only boys - more movement from the bottom and the top - the median didn't really change.
Maori boys - 8 -
Maori girls 5 - not moving as much as boys

We want data to tell stories

Upper quartile - is moving less that we'd expect ??
Use a computer adaptive paper for the lower and higher achievers as it maps their learning but you can't compare it to other students because it caters to them??

Report by group
open filter
choose what you want to see
only do inside one year






Thursday, May 16, 2019

Nathan Wallis

Most common type of trauma in kids is sexual abuse and domestic violence.

90's was about brains - due to brain scans - 300 years (in one decade) prior was only based on autopsies so not a lot of understanding of the brain function - trauma etc.

We're living in the age of the brain.

Early childhood is the most influential time which is why early childhood teachers are THE most important people (other than parents) in a child's development.

Particular focus today on anxiety and depression:
The human brain is genetically developed to work out in the first thousand days - 2 1/2 years of your life - to interact with the environment for the rest of your life. Brain is molded by the environment it encounters. That's what puts us at the top of the food chain, because we can adapt. (used camel as an example).

How brainy I am is to do with the first 1000 days - includes gestation.

Culture tell us to spend money on education during secondary years of a child's life.
Research tells us that you'e better off spending time with a child in their first thousand days.

Risk factors can be absorbed by resilience factors - tertiary education, musical instrument, grandparents, same teacher for two years etc.

Try to always find the resiliency factors - introduce another language (especially the language that you look like) 90% of Maori can't korero Maori - therefore its a risk factor as not validated in own culture. Musical instrument. Family of affiliation not just immediate family.

4 different brains in your head
Frontal cortex - 4th brain - does everything I can do but the dog can't! (blue brain of image - helmet)
4th brain average adult hood is 27 years old - 18-32 years - the frontal cortex is the brain you get your shit together with!
(National Standards were designed for first born girls!)
Statistically the problem boys are the boys who are not the first born - prison, suicide, reading recovery etc.
Zone of proximal development - the differnce of what you can do by yourself - successful 80% of the time. If it was the other way around your mental health would suffer. Example of maths grouping - mixed ability group can still find zone of proximal development - not a sense of fear or failure - as long as ZPD keeps you close to someone

7 genders not 2!! Due to makeup of 'xy' chromosones - could be 'xyx' 'xxy' etc.

Other brains
1. survival - brain stem
2. movement - reptilian - bulgy bit at the bottom - midbrain
3. emotional brain - mammal - middle part of the brain - limbic
4. Cortical

To get to brain number 4 you need to meet the needs of brains 1, 2 & 3.
Brain is biologically driven - see image


Intelligence is the ability to solve problems - if a child is creative between the ages of 2-7 they will be able to cope in a confined learning situation like NCEA because they have resilience.  Eg: if they build a lego bridge and it breaks they find alternative ways and keep trying and failing until they're happy with it. IF they only ever attempt things to get right and give up if they're wrong, that doesn't bode well for when they're older and are faced with conflict, emotional problems.

There is no advantage of early cognitive - the 4 year old is not just a little 7 year old.
We don't go out now at 53 and practice how to use a zimmer frame.

China - now play based under 7 to change from being a culture of copy cats to being creative.
They've built model centres in each of the city. The home of creativity, risky and resilient.



A 'good start' is not measurable after 8. Comparing playbased learning to school prepared learning.
It doesn't matter how clever they are not how cleaver they feel
Dispositions - are the set of attitudes, beliefs, behaviours and the whole character of a person.

Immerse kids in the 'grey' understanding there is no right or wrong - (theatre sports) 20 mins of 'play' every day for adults - unstructured, purposeless, not outcome based - just play!!

3 things you need to know

  • the significance of first 1000 days
  • the four different brains in your head
  • the relationship between brain number 1 and 4  survival brain (brainstem) and cortical brain


If the child is scared they can't learn. 10mins of mindfulness everyday is a great way to address the brainstem which will give them 50mins of cortex. Brings you into now and calms the amygdala - mitigates the trauma. Emotional brain doesn't understand time.




Brain Plasticity - always there allowing the brain to adapt and learn - natural condition of the brain
give bullies a caring nurturing role - related to brain plasticity but not sure how?
4 things that lower neuro plasticity - CATS - Caffeine, alcohol, tobacco and sugar - depends on your own genome - cell make up
2 things that make you more intelligent - caffeine & nicotine
Sugar does most damage - most of us will die of sugar - heart disease. It's because we don't have receptors in our brain for sugar - only for 300 years not thousands of years like the other CATS.
Social interaction helps your neuro plasticity - orgasm.

Brainstem:    Safety
Students who don't trust their teacher because they're unpredictable, shouting etc means kids don't learn - unpredictable environment. Dyadic relationship is the most important thing that influences the kids outcomes is the quality of the relationship with the teacher. This is why students should have the same teacher for longer than one year. Better to have the music teacher for maths and geography if the child has the relationship with the music teacher, regardless of the ability of the other teachers. Use an emotionally intelligent system when thinking about teachers for students. Address the teacher's issues when kids don't want to be in their classroom. Trust, love, understanding is born from a dyadic relationship (touch and predictability)

Midbrain: Movement - rythmic patterning















Traumatised kids chew gum or rock - a rhythmic pattern. It turns out that folk dancing was helping us to learn!! Brink in Kapa Haka. Bring movement and music back into the classroom - waiata every 25 mins. Mozart effect - metronome - set at the rate of the human heartbeat at resting. Have it playing that is humanely inaudible.


Limbic: Emotions - dispositions
What's good for Maori is good for everybody - Te Manaririki - information based on missionary diaries in the first 80 years of colonisation. Steiner model is now backed up by brain scans and research. We don't have to do much to talk up the dispositions of a pakeha but Maori don't have the same perception. We can't expect parents to talk up their children and their children's expectations of themselves. 5th generation of Maori are now moving up in education. Culture does matter. We are a part of the problem if we don't try to speak Te Reo. Silence is saying you are part of the problem. To be a part of the solution you can speak in Te Reo however you're able to . With one word you become part of the solution.

This will set up the frontal cortex to flourish!!!








Monday, April 29, 2019

TOD - 29th April - T2


Dr Melinda Webber
Optimising Māori success and potential
U-kai-po - Breast-feed-in the night - contentment - calm - arriving at 'your place'
Our tamariki should feel this when they arrive at school every day, we will treasure them, we will respect them, we will make them feel at home, we will preserve their mana.

What success will look like and how we will measure it!

We must celebrate the whakapapa of our students. Localised curriculum. Ensure that Maori students know they descend from greatness, that they have a future. Educational success as Maori. Maori ancestors held high as academic achievers. Exceptional ancestors not unedicable.

Stereotype Threat (Steele, 1997)
- is the fear of confirming negative stereotypes about the group to which one belongs - kids hear it every day even when we try and hide it.

Book - Whistling Vivaldi - 

Critical - whakamana - esteem - to support and enable maori students to flourish. Access of programmes of learning - maori world view, heroes etc.
Understanding of what Maori success - changing according to context - marae v classroom

Key Research Questions ...
How do Te Arawa define Maori student success?
In what ways do whanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?
How is mana enacted by Te Arawa students? To what effect?

Who inspires them (my students)  - ask them why and describe that person in 5 words - you will understand what success means to that student.

What are the qualities of success (Te Arawa)
Quality 1
Characteristics - A positive sense of Maori identity - a belief in and knowledge of one's self; strength of character, strength of personality; a strong will; boldness and a tendency to take risks. - Embedded achievement!

Application to school & work
  • Resilient to negative stereotypes
  • Positive self-concept
  • Some knowledge of language and protocols to successfully contribute/participate in Maori contexts
  • Connection to land and place (genealogy) Tamatekapua - Icon 

Quality 2
Successful Maori students are diligent and have an internal locus of control - desire for learning has to rest in their heart - relationships are critical here
Characteristics - Patience, commitment and a sacrifice of time and effort; an ability to overcome difficulties; resolute confidence often balanced with a quiet, unruffled calm.

Application to school and work
  • disciplined
  • self-motivated
  • attentive
  • focused

Quality 3
Successful Maori students learn how to nurture strong relationships
Characteristics - The ability to sustain relationships that are premised on a balance of assertiveness and warmth (manaaki) because this provides sustenance for the inner person. (manaakitanga) - acknowledging mana - we can't grow our own mana. Use knowledge to positively transform the lives of others.

Application to school and work
  • encouraging
  • willing to learn from others
  • willing to mentor others
  • aware of own strengths and weaknesses
Quality 4
Successful Maori students are curious and innovative 
Characteristics - AN ENQUIRING MIND WHICH PROBES, DRaWS CONCULSIONS AND MAKES ASSOCIATIONS; AN EXPLORATORY ORIENTATION THAT IS EXPLOITED IN SOCIAL AND ACADEMI

Application to school and work
  • courageous
  • competitive
  • curious
  • creative
Quality 5
Successful Maori students look after their wellbeing

Characteristics - Attention to physical, spiritual and mental health needs that are needed to flourish at school, affirming the inexplicable link between wellness and learning
Application to school and work
  • healthy
  • fit 
  • balanced
  • Resourceful
Quality 6
Successful Maori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals

Characteristics - An aptitude for things scholarly and a commitment to excellence are evident. An intrinsic desire to learn and an innate curiosity. (Academic back planning - what do you need to do to get there? Plant the seed) Author - Makereti (woman) Their success is their whanau's success - be a trailblazer)

Application to school and work
  • can apply themselves
  • driven
  • purposeful
  • aspirational

Quality 7
Successful Maori students possess humility

Characteristics - A quality which is often a cultural point of difference because it is about service to others, generosity of spirit and putting others before the self. (Didn't get their by yourself so shouldn't receive the 'award' on your own - how about a shout out to the people who helped - culturally approrapriate way to be acknowledged ...... PRIZEGIVING???  (Dr Hiko Hohepa)

Application to school and work
  • Puts others before self
  • Accept criticism
  • Work in service to others
  • Team player
Quality 8
Successful Maori students understand core Maori values

Characteristics - An ability to model the most meaningful qualities in Maori culture, portrayed by way of aroha, manaaki (care) and wairua (spirituality). (Moral compass)

Application to school and work
  • Manaakitanga - ability to care and be hospitable to others
  • Kotahitanga - ability to commit to a kaupapa/vision
  • Wairuatanga - moral compass and sense of social justice

Developmental condiditons
The Mana model - see photo - the bottom is the most critical - start from bottom up!
If you're going to write a pepeha - truly teach it, make kids feel belonging, pride, who walked before them, what do they know about them, what makes them important to them? 

Recommendations for Maori students - see photo

Recommendations for Whanau - see photo

Recommendations for Teachers and Schools - see photo

Recommendations for Iwi - see photo

Recommendations for Policy-Makers - see photo


Maori Identity is the most important aspect of the classrooms
Maori are the only group in the world who identify giftedness as a collective
Kids write their own book

m.webber@auckland.ac.nz





















Wednesday, April 3, 2019

Growth Coaching International Deanna April 2019

Where am I on the coaching continuum?
What puts me here?
What sits underneath coaching?

What is my takeout over the next 2 days?
How do I get the best out of my team and how do they get the best out of me?

It's ok to be in white space - 7 seconds
What else? Not anything else - open questions

Coaching example - How do I plan to do shared teaching with my BT
Introduction
Confidential
note taking
Tell me about your role and what's happening now?

Repeat back - key words
Talk to me more about .... - specific word or phrase identified

Talk to me about 'Practice'
Keep repeating what you're hearing so the person can reiterate.
(See book Pg 6 for further notes)










Tuesday, April 2, 2019

Seed Learning - Lisa Smith 2/4/2019

Spelling is a part of our curriculum we need to be aware of and there need to be definite times in reading and writing - decoding and encoding.

Reading and writing lessons are about the learning focus not to help kids but to teach and progress the learning.

Rhyme and syllables are critical to literacy

Using ROCKET cards to help
1 -
2 - what sound does that spell
3 - only use the letter K if there's an e or an i after it - learn 2 ways to spell a sound
4 - learn all the ways to spell a sound - if you hear an 'o' sound after a 'w' sound it will always be an 'a'.

With you - alongside you a couple of time
Preview - hear, see and do it before they talk with you
Review - after the lesson, send to practise and take to fluency and mastery

Sounds come first not letters, not what sound does an 'o' make.
Here's what 'fan' looks like using letters NOT here is the letter that makes 'that' sound

morpheme = meaning
Critical to recongnise chunks of meaning

Using sentence strips - (see photo)
Strip it
Order it
Replump it



Wednesday, February 27, 2019

2019 so far ....

The term has started!! 

There are a few changes this year with the leadership structure now including Lynda McKenzie out of the classroom. This is great for me as Lynda and I now get to work together and learn about each others team. It also enables us to have meetings of support for each other and as a whole leadership team. I'm really pleased she felt ready to do this in 2019 as I could see last year she was completely swamped by the work she was doing to keep up with being a classroom teacher and team leader, this was how I felt in 2017.

Another change has been our reorganisation of the Kauri Team. Edie has won an opportunity to study for two terms. This is a ......................??? Emily and Georgia are working together in Room 11 & 12 and Georgia is going to continue to support Emily as her mentor teacher for her final year as a PCT.
Kat Dixon is back from maternity leave to work in Room 9 with Kat Richmond as her hub colleague. Catherine Maunsell is working independently in Room 10, with some opportunities to work collaboratively in specific areas.

I will be teaching every Friday in Room 9 as Kat D is only working 4 days a week this year. I'm excited by this opportunity as I felt like a bit of a nothing when I worked in classes last year, because I was following the classroom teachers programme. I'm more invested in this role where I'm planning and delivering poetry lessons, have an accelerated reading group and running a digital technologies programme. It also enables me to get to know the students and experience teaching with Kat Richmond.

I'm in the process of setting up Hapara Teacher Dashboard student accounts again. This year, due to Lenva Shearing retiring, I've decided to use the technicians provided to help support me with my questions. I have a session booked tomorrow morning to get me started.

I have registered to go to GAFE again this year. I'm hoping to benefit from Hapara workshops and I want to finally get my Google Certified Educator Level 1 completed. 

Wednesday, January 30, 2019

Developing an Effective Writing Programme

Developing an Effective Writing Programme
Sheena Cameron and Louise Dempsey


Quick Write (lipogram pg 115)
Use a picture of something to write one sentence about that excludes a letter of the alphabet.


“Gorilla looks longingly at its chomped bamboo stick”


“Munch, Munch what a yummy stick I’m chomping on”
--------------------------------------------------------------------------------------------------------------------------------------------


Always discuss PURPOSE and AUDIENCE before writing.


Two toolkits - ‘What good writers know’ + ‘What good writers do’


Hamburger model - still relevant today - can be used broadly across many different writing genres.
You can then use this model at the end of a genre to assess what they now know. Type up a students story
and cut it up. Put the class into groups and give them a key and have them put it back together using the
hamburger model and the key you have provided for them.


Use stories as examples at the start/use shared reading to identify/notice features of the text type - what do
you notice in this story? Watch out for all the speech in this story as that is what we will be adding into our stories
today. Etc.


Don’t really need to focus on text types until level two of the curriculum (late year 2 beginning of year 3).


STRUCTURE of a short genre unit (3-4 weeks).
When looking at a new text type read an example on day one (shared reading) and maybe identify some features
of it. Next session write down the left size the ‘hamburger’ and identify the features, the next day on the right side
do ‘closer look’ and identify specific language features. The next day do an activity when there are loads of pieces
of writing around the room and they go around in a small group and identify the text features or do a T-chart.
This is the first week of introducing a new text type.
The second week they write one piece and go back one day at a time adding in/editing the parts they learnt in the
week before.
The next week have fun with some quick writes that use the skills they have learnt during these two weeks.


Punctuation is a courtesy we do for our reader - it helps our reader understand what we are trying to tell them.
Spelling - good routines - listen for the sounds, write it out, underline it, move on (or find it on a word card).
Editing - two parts (proofreading and re-crafting) - this MUST be modelled to them!! When you read a book you
can’t SEE the editing process so we must model this to them in our modelled writing.


Balanced writing programme


I do - modelled writing (one or two sentences is enough)
We do - Shared and Guided writing
You do - Independent writing


THE WRITING CLASSROOM
Establish a positive culture for writing
Put published writing in a clearfile in the library for everyone to read rather than on the wall where it won’t get read.
Use a riskometer for those who are struggling with taking risks - could use during reflection time.
Have a go and keep going - with spelling.


Grouping for writing:
“You can write, just have a go”
Work on routines and noise level.
Set super achievable goals at the start - write one sentence on your own.
Have a plan for where you are. If you just rove, then you will always end up with the lowest group! They will then
become dependent on you. Have a plan like with reading - where you are each day.
Do not try to see everyone! See one group. Every group has a day. Seeing 20 kids in 20mins is not good for
anyone.
Set your group up - rove around and praise/redirect some kids. Sit down with your group for 5mins and go around
each child spending time giving feedback and finding things to praise (the others in the group will then hear the
feedback and check it is in their writing too). Then go back and do a quick rove again - then back to group.


Mixed ability seating + similar ability grouping (pull them too you)
Or
Mixed ability seating and grouping


Try not to do too much feedback with groups - work on getting them to notice.
Capital letters (focus).
First child - go up and highlight the capital letter - ask ‘why did I highlight that’ - they then identify what they
did right. The child next door then fixed theirs too!!! The boy across the table didn’t correct his so get child
one to show him why her one was highlighted. This is building independence and allowing them to recognise
how to correct things themselves.


Struggling kids - don’t try to do too much. Just do lots of the same thing until they are super confident, then
add something else.


SET GROUPS:
  1. Set groups on set days
  2. Group for specific purpose (check in or longer session).
Writing groups goals - could use rubric and each group is working on a different part of it, Link-Ed goals,
writing book writing tools (organising ideas, words etc) - display on wall for everyone to see/kids to be reminded
what they are working on.


PLANNING
Plan based on what is going on in the rest of your curriculum areas and make it match. Don’t do a
long term plan and plan for the year - do it based on what you are learning at the time :)
Plan for short writing genres often.


WRITING LESSONS:
Three types of lessons - Mini lessons, Quick-writes, writing lessons


1. Lesson introduction (15mins - motivate + model) then need to leave feeling motivated and
ready to write.

2. Independent + guided writing (20mins - make sure you are getting better writing and not
naughtier kids).

3. Lesson wrap-up (10mins) you need to be comfortable with the fact that kids are not going to
be finished. Just enough done to be able to reflect on something. Use this time to scan over
each kids book and reassess where to for the next day. Kids review - have you achieved
what you set out to do today. Put one piece of writing up sometimes and review it.


Chunk the task:
Just write one paragraph.
Just write descriptive sentences.
Only sometimes do the full start to finish (plan, write, edit, publish).
“Todays chunk is to write the first two paragraphs”

Use Daily 5 time to help with any ‘research’ that needs to be done for writing. For the lower kids
this would be through the shared story and for the higher kids it could be read to self on the
chromebook.


Generating ideas for writing:
Curriculum > activating memories/experiences > Shared experience.
Relevant and real
Stem from language experience or a known topic
Real audience and purpose (write a letter to the principal)


Do something - View something - Listen to something




Note taking and videos - model how to take notes - model abbreviations, use whiteboards.
Watch once then watch again with note taking , pause video for technical words to be written down.
They could then share words from their note taking and that could become the classes ‘word wall’
for that piece of writing.


Listening to stories and poems - get the students to retell the intro, what do you notice about that intro
- what is in it?  Use the text but change the text or change the characters. Then do their own.


Drama - Zoom in/Zoom out activity. In pairs, one write the zoom in part and one write the zoom out
part. Each couple share their best description then each person write down one more from someone
else's sharing (this keeps them engaged and listening).
Before doing this the kids acted out the picture they were shown, moving around, what might is feel
like in this cave, look up and down and all around, act scared…???
This is good as it allows them to move, unlock imagination, lots of research around understanding
comprehension when you have been involved in something.


Talking - talk to your partner about what your first sentence is going to be. Use ‘would you rather..’
questions to get them engaged.


Choose your own topic - every Monday. Have a list in books of moments in time, could do weekend
writing if significant, also always have an image up so if they have nothing from weekend or from
their list they have no reason not to be motivated to write.


Clear Criteria and Challenge
Success criteria is the most important.
Visual - one or two words or a symbol.
Memorable - keep it visual and not too many goals (no more than 3).
Measurable


Checklist example
* write a sentence ‘A.’
* Spaces ‘draw a finger’
* Write words we know ‘have word card”
Check these off at the end of the lesson as their reflection (tick the spaces, circle the words from
the word card etc).


Repetition
Start with three sentences and an image to tell the story. Repeat this every single day until they
are confident and brave and taking risks.

Using an Exemplar:
Research proves that boys have success from exemplars being used.
After reading the exemplar..
Each child pick out a good sentence from the exemplar and discuss why it was good.
Put up new picture.
Write one really good sentence before they go off to write include an adverb.


Modelling:
Modelled writing and shared writing can be done in 5mins. If you need to model something that may
take time then have it pre written up. Modelling should be done to 30 or less kids. Consider if the lower
ones need to be there (could they work on publishing or something else as this modelling is not relevant
to them) or the higher level students (they could be continuing on with writing).
Make sure you do lots of ‘think aloud’ - talk through what you are doing as you write. Get the students
involved by helping with prefix/suffix, word endings, punctuation etc. Get the kids to do pair sharing to
come up with ‘better words’ etc.


Expectation when finished:
When finished - put your book open to the right page next to me and go and do….blah.


Have something that tells the class that they are with a group like a hat or crown.


Self-checks:
Read writing slowly and carefully in a quiet voice.
All writers make mistakes but good writers fix them up.
Keep your pen handy, ready to fix up.


When you have finished self check by...
Read your writing and spot three mistakes.
(start with this then move on to more details, then onto partner checks).


Partner checks:
Sit together so both can see the book.
Author holds the writing and reads it.
Partner is a respectful listener and stays focused.
Partner knows some prompts to help them give feedback - “I like….because…..” + circle two wow words.
Stack books on top of each other - Authors book on top.


LESSON WRAP UP:
Model and teach the self-check.
Or
Model and teach the partner-check
Or
Review one criteria


Then project some students work - put up a piece that is ok (not the best but not completely off task),
for lower ones it could just be a sentence or a small typed section.
Have a checklist and make sure you use each child's piece over the year.


Let’s see if we can find a good sentence starter...great...now let’s help make one good.
“Now you look at your writing and see if you can highlight two good sentences starters”


Do the next goal/success criteria in the same way.


ORGANISING IDEAS:
Ways to organise writing: Discussion, list, notes, criteria, talking frames, picture plans, symbols, t charts,
y charts, planning sheets.
Don’t use planning sheets too early - or else they tend to write their whole story in the sheet. Model how
to use these a few times before you use them in a lesson.


If you put a conjunction at the start of the sentence it must have a comma.


I heard the scratching of sharp talons against the bark.
I saw the glowing, beady eyes of death.
I felt my heart jump through my chest.
I wondered what life threatening moment tomorrow would bring.