Gretchen's learning

 A part of Sharp reading PLD is the online learning. I've been working through Stage 3 and have just completed the unit 'Convince Me'. Key points:  this part of the lesson allows children to attend to meaning in sentences it's a quick, guided opportunity to collaboratively improve understanding and lift thinking and engagement it's a change of pace in the lesson - teacher adopts role of judge, it's quicker/timed and more of a game During 'Convince Me' the teacher selects one sentence from the text for the students to rework successfully within two minutes. The teacher is judge and prompts student thinking.  Prompts: Repeat a phrase/word from sentence Say the trigger (direct don't question) 'Got it' etc. to affirm that's enough, we can move on The limited prompts provides a constraint for the teacher so it's the students doing the thinking, not the teacher. The teacher motivates the students to 'dig deeper'. A helpful part of t...

 In preparation for our new student (E) enrolling next term, Beth (Speech Language Therapist), shared some excellent learning about Down syndrome, Makaton and Core Boards. Down syndrome: ( full presentation ) students with Down syndrome may take longer to acquire social skills, communication and thinking skills and physical skills (gross and fine motor) visual learning is helpful e.g. matching, selecting, naming Auditory memory and auditory processing delays mean we will need to increase our response time (wait time) and presenting information one step at a time Muscle hypotonia - lower muscle tone - avoid highly physical activity such as trampolines Due to differences in structure of ear, children are susceptible to frequent ear infections and children will have lower immunity so respiratory/sinus infections more frequent (maybe more absences) Gross motor skills - discourage 'W' sitting, foot stability in chairs important Positive reinforcement will be really important.  Beth...

After today's session with Hilton I feel really motivated about continuing working with the small group of Year 2-3 students on stage 3 Sharp Reading strategies. Before this session I had only worked with this group one time. I'd attempted explicit teaching of unpacking sentences and it was probably quite a confusing lesson for us all! Afterwards I was wondering if they were ready for stage 3 so today's session with Hilton was great timing. Explicit teaching - My explanation of the learning for the lesson and orientation to the book ( The King's Birthday) was fine. Hilton said at stage 3 you wouldn't normally do such a front load of the story from the pictures but it was appropriate for these learners. My modelling of unpacking sentences was ok too, though I need to remember to ask the students to look at the text while I unpack. Guided practice - this is where my first lesson fell over (well I didn't really do it) and what Hilton stepped in and modelled today....

Learning the  narratives of our land  and the history of where we are will be an important part of  renaming our school and working in partnership with Ngati Tamaoho.  For our own learning I'd suggest taking the time, if you haven't already, to watch Stories of Tainui . (links to video in article below). Spinoff Article  'This one was personal: Mihi Forbes on the new Tainui wars documentary' .  Other resources for learning/teaching Māori History: MoE is inviting us to test draft content for Aotearoa New Zealand's Histories and are seeking feedback by 31 May 2021 Matauranga resources Much of the Papakura was historically wetlands -The Science Learning Hub  shared  Repo (wetlands) - a context for learning    I think prioritising learning such as this will go some way towards making the 'identity, language, and culture of Māori students and adults evident in teaching and learning experiences'  Define the classroom culture -TKI ...

The focus of our last staff meeting was Te Tiriti. This is foundational knowledge for all living in NZ and our code of professional responsibility expects that we demonstrate a commitment to Te Tiriti o Waitangi based Aotearoa.    It's overwhelming - the systemic inequity and racism in our health, justice and education systems, intergenerational trauma, concepts of land ownership, economics - so much learning.   Brenda asked what we can do to mitigate racism in our education system and sustain the culture of Māori learners.  What can we do differently? Demonstrate equitable and inclusive teaching practices - i.e. dialogic pedagogy, circle time, working in metaphor/story,  strength based, UDL. We need to inquire into how we can remove barriers, build connections and relationships and elevate student voice. Audit the texts/resources  we are using at school and how we are using them - who's stories are reflected in these texts? Who's perspective are ...

 This session was hosted by our cluster's RTLBs who facilitate  Incredible Years Training (IYT). The programme  - it's American, it was developed it the 70s and 80s. It's a 'prescriptive programme' for children aged 3-8 years (maybe something to consider when sending Y4-6 teachers on this). There are 6 x full day sessions for classroom teachers. There is a pre-interview with teacher and facilitator. There are 2 classroom visits. Each session ends with self reflection and goal setting. Up to 16 attendees, school receives $1000 following second workshop.  Pyramid showing workshop progression from bottom to top - i.e. workshop 1 covers bottom layer.  US: and NZ: IYT seems like a supportive space for teachers. The emphasis is on positive language, being pro active, relationships, descriptive praise and feedback - things that work. It would be even better if it worked in with the 7 (?) best-practise, explicit strategies for responding to minor problem behaviour. It'...

 2 day workshop - introduction to leadership coaching.. This coaching framework is from Positive Psychology. Facilitators used tunnel image - the GRO (goal, reality, options) is the wider part of funnel - go wide, good to generate 5-6 options and the WTH (will, tactics, habbits) is the giving it a bit more direction, narrowing down. Coach - move from one place to another. 80/20 conversations - coach/coachee.  Coach uses rich generative questions, actively listens, builds on success, stretches.   Frame goal statements 'I am/I have' as if have done it, are doing it - past/present tense. Describe reality - ' 'description of reality' a favourite since Bill Rogers in the 90s  Options - 5-6 is ideal will/tactics/habbit - commiting to action, mapping things out Active listening and being strengths focussed is an important aspect. It was good to hear and think about how these conversations can be used in many settings and in many ways - e.g. with students, with coll...