Gretchen's learning

Our school report showed out school norm tracks below national norm, though it starts fairly close to the national norm at Year 3 the gap then widens. It's important to note we have students sitting above the norm and that these students need to be catered well for also - how are we extending these students to ensure they make further progress over their year. Some areas that are 'hot spots' for Years 4-6 are fractions, statistics and place value.  It's important the students are offered opportunities to work with materials and have maths problems presented to them in relevant contexts to them. We talked about the numeracy project books   which are a valuable resource, but maybe we're sticking to book 5 and not using the other resources.  I will take a stocktake of our books and ensure each room has the appropriate books here. Another thing we talked about was the importance of critical thinking and the students being able to solve word problems and also recogni...

Having the opportunity to teach Reading Recovery again has been great. My training tutor, Robyn Dillon, was good at reminding us about 'slow learning' and this is something I value about having 30 minutes to focus on one child's learning during Reading Recovery lessons. The structures of Reading Recovery help me order my thoughts and focus my teaching. There's also the expectation that we go deep into Marie Clay's texts and discuss our practice - which our OPD sessions are for. Apparently Auckland has the highest rate of referred students from Reading Recovery - these are students who do not complete RR successfully and are referred on to services such as an RT Lit.  A goal from the tutors is to decrease the rate of referred students. Our focus for today's session was how we can get more information during the observation survey when children are scoring very low.  The message here was to use emergent Ready to Read (level 2) for early running records. Old ...

-understanding what has been identified as effective practice (via Woolf Fisher data). -Recognise - amplify - turbocharge.  Teacher needs to be purposeful, 'have a why', be selective - just because it's in 'turbocharge' column, will not necessarily mean it's more engaging or better, just that it is using the affordances of digital technology. -very interested to find out more about Engage

Where am I now: own practice: improved wait time, more scripted lessons and planning infront of me, importance of questions, importance of basics right - social norms.  school-wide: interested in cross overs in Circle Time, Mantle of Expert, tier 2 interventions.  How to increase collaborative practice school wide? Goals - how can I best support new teachers - key first/next steps rather than wave of info.  Where else in our school setting can we improve dialogue/use pedagogical strategies? (i.e. staff meetings, with whānau) https://www.edutopia.org/article/what-productive-talk-looks-elementary-grades Thoughts for 2020: Oral language curriculum progressions? Should we be using the term 'talanoa' with our 'basic' discussion norms?  Or are we mis-using the term? TLIF team - cycle 3 to start term 1 so will schedule a meeting to share our planning template, expectations, resources and support

1. session with Heidi and Justine about Child Protection - gave us clarity around the process, reminder of how long the process can take - i.e. sometimes it seems there is nothing being done but you should be expecting cogs to be turning and something to be happening even if it's not visible immediately - clients confidentiality is important. As we discussed yesterday with Karen - a focus is for us to be objective and describe behaviours/changes we can see and/or hear. 2. Seesaw - Michelle introduced Seesaw for Skills - basics.  Alongside using Seesaw to record learning and share with whānau, we also talked about cybersmart teaching such as ask people before you take their photo.  All this will need to be taught to the children and some of it will be in our class matrices for using devices. Introduction to Seesaw for Skills. >As admin, we will need to ensure new students are getting enrolled into Seesaw, google accounts etc asap. >Add to my 'to do list' to updat...

Toolkit slides Use templates i.e. have our EOTC review forms in our school template gallery for future use Maybe teachers could gather student voice via Forms to contribute towards report writing - e.g. reflecting on goals set, something they're proud of learning in maths etc. nice feature in Forms where you can import questions from other forms using sections a good feature - can customise then so if you answer no, it will take you to section x, if you answer yes you'll go to section y etc. Can add results to existing sheet so have pages of results over time (will do this for TLIF) If want to filter responses can do this from sheet. Kerry suggested using forms to gather student voice on how easy it is to navigate class site. Other ways to gather student voice are Flipgrid and Screencastify Form below is a copy of example Kerry kindly shared.  Great to include Te Reo in forms :) Loading…

We have a great resource available to us for our own rewindable learning which is the folders of recordings and resources from past Manaiakalani online toolkits . Today - in prep for being in room 2 and wanting to upskill myself with some digital resources to use with the students - I watched Getting Smart with Screencasify. I'm assuming students in room 2 have used Screencastify with Cam during their digital facilitation but am aware I may need to set this up with them. check permissions on students screencastify folders (make public) Can switch recording between tabs can flip camera so if recording writing on paper it'll be right way round annotation tools available in browser and desktop mode - e.g. spotlight - good for highlighting things in a tutorial  My next step - to teach students to use Screencastify and use it to record their thinking solving a maths problem.