Google Drive PD

The following link leads to my Google Slides presentation on signing into and navigating Google Drive.

goo.gl/phyiCH

Room 10 Mihis 2016

Students talking about their families and backgrounds through our native Maori language.

Maths planning

Maths is a subject that I am passionate about and is my favourite to teach. In order to both engage and extend my students I use formative assessment to target their learning. Below is an example of a planning template I have used to support this

Maths Planning   2015   Room 10 Term 2 Week 1  Focus for the week—Multiplication refer to NZ Planning bk. Student Profile—Strategies as below (see Learning Intentions)
Warm Up		Warm Up	Kahoot test!	Kahoot test!	Kahoot test!	Kahoot test!
		Introduction	9:00-9:05 Ordering fractions	Ordering fractions	Ordering fractions	Ordering fractions		Talk moves
Groups	Group members	Learning Intention	Monday	Tuesday	Wednesday	Thursday
Octogons Group	Willow Leila Lily Jorja	Knowledge See planning folder from ‘reading decimals with tenths’. ‘Knowledge check’	9:05-9:25 Mangahigh	Teacher Algebra - Rearranging equations.	Mangahigh	Stage 7 Number knowledge - Multiplication 4B	Problem Solving
		Strategy Introduction to algebra	9:25-9:50 Teacher 4 x 4 challenge reflection	Follow up	Stage 7 Number knowledge - Multiplication 4B	Mangahigh		Problem Solving
Rectangles Group	Emma Sammy Ben Nathan Issei Jackson	Knowledge See planning folder from ‘reading decimals with tenths’. ‘Knowledge check’	Teacher 9:05-9:25 ‘reading decimals with tenths’. Cards using 5s and 10s. Then 4s, 6s and 9s	Mangahigh	Stage 6 Number knowledge - Multiplication	Mangahigh		Problem Solving
		Strategy Using 5 and 10 times table facts.	9:25-9:50 Follow up	Teacher ‘reading decimals with tenths’. Cards using 5s and 10s. Then 4s, 6s and 9s	Mangahigh	Stage 6 Number knowledge - Multiplication		Problem Solving
TriangleGroup	Harry James Lee Jemima Brandon Joel David	Knowledge See planning folder from ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 ‘Knowledge check’	9:05-9:25 Mangahigh	Stage 6 Number knowledge - Multiplication	Teacher – ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 26 - 9 34-6	Mangahigh		Problem Solving
		Strategy Solve subtraction problems going back through a 10, partitioning rather than counting back	9:25-9:50 Stage 6 Number knowledge - Multiplication	Mangahigh	Follow up 32 - 8 75-6 84-9 12-5 65-12 87-14 Show your working!	Teacher – ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16		Problem Solving

Sent from group activity: Mangahigh on chromebooks and computers.

Circles Group	Isabella James Leask Kayla Charlotte Casey Abby Emily	Knowledge See planning folder from ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 ‘Knowledge check’	9:05-9:25 Stage 5 measurement	Mangahigh	Mangahigh	Teacher – ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 26 - 9 34-6	Problem Solving
		Strategy Solve subtraction problems going back through a 10, partitioning rather than counting back	9:25-9:50 Mangahigh	Stage 5 measurement	Teacher – ‘Knowing the number of 10s in 3 digit numbers eg 163 = 16 26 - 9 34-6	Follow up 32 - 8 75-6 84-9 12-5 65-12 87-14 Show your working!	Problem Solving

Sent from group activity: Mangahigh on chromebooks and computers.

Classrooms walkthrough

For our first Learning Community Meeting of Term 2, staff walked through the classes and were inspired  by the visual learning journey that is currently reflected across Whenuapai School thus far. 

As teachers, it is often difficult to readily visit other areas outside of our teams or buddy classes, so making connections and taking time to visit and share ideas is vital to celebrate what a great learning community we are, as well as glean inspiration from each other. And what a visual feast it was! Many tips and ideas were discussed and it was great to view how different teachers visually present students learning processes, as well as promote positive classrooms and learning culture.

I particularly liked:

ASD Professional Development Post 1

Effective Pedagogy - Effective Evidence of Achievement - A4L Learning Community Meeting 25.5.16

Checking in our Target Students - We are now 1/4 of the way through the year. Have we managed to accelerate their learning? Language they speak at home? Who speaks what language? Learning Maps - What is their back story?

Special Needs students -

Category 1 - using assistive technology for learning, fm system, voice activated software, computers - achieve at or above standard

Category 2 - won't move off Level 1 - ORS

Category 3 - differentiated programmes - ALIM, special programmes

How can we strengthen our culturally responsive practice in terms of our target students?

Different modes relating to whanau - students have wider access to family - might get to know parents, grandparents, aunties etc, hui for parents to come to, with food, going to visit the marae, inviting parents/whanau into the school to observe, meet, chat, inviting Maori families for sharing of learning, what can we see in the classroom that is inclusive of Maori?.....

Tataiako Summary - Maori learners achieving educational success as Maori

Ako - Practice in the classroom and beyond

Wananga - Communication, problem solving, innovation

Whanaungatanga - Relationships (students, school - wide, community) with high expectations

Tangata Whenuatanga - Place-based, socio-cultural awareness and knowledge

Manaakitanga - Values, integrity, trust, sincerity, equity

Accelerated Learning - Have I managed to accelerate the learning of my students?

What worked? What was powerful for them? Helped them move?

• Inquiry Learning for the whole day- Students involved in a project for the whole day, going through a process of learning, not just for a specific time. Students were tangibly engaged. Creating art by following clear success criteria, completing a project that all could succeed. Writing a statement of art - to share their artwork and choices. Writing for purpose. Target students thoroughly enjoy the choice and feeling of success and achievement.
• Using symbols for 'remember to's' - put in book and assess at the end of the session.
• Used past learning experiences for scaffolding not for re-teaching. Teaching is the next step on. Knowing the gaps - being aware as the teacher of the children's needs, as you teach for the next step you scaffold through the gap, don't hang around in the gap because the teaching point is for the acceleration, not the remediation.
• Passion Projects - student ownership of what they want to learn. Scaffolding through the process.
• Providing multiple opportunities in different forms for modelling, experience etc.

Effective Pedagogy - Effective Evidence of Achievement

ESOL Learning progressions

Pge 4 and 5 - breaks things down.

Pge 8 and 9 - Terms and definitions

Student speak learning progressions

Stepping Stones for e-asttle rubric.

Pose Pause Pounce Bounce

No hands up - wait for the pause - teaching your students a culture of learning.

Posing the question - waiting for the response - throw the question to someone else to add to - bounce around the class (to someone directed).

eg. "How would you solve....?"  ________ answers. "_______ can you add anything?"  Bounce around the room to gain thinking, critical thinking development.

Setting protocol in your class around discussions.

Locus of control - who do we want to do the thinking? The ones talking are doing the thinking, so how can we encourage all to be thinking. Who is going to have to answer the question? So sets expectation that we are all thinkers and all learners at once.

Growing an idea:

You cannot say the first thought that pops into your head, you have to grow the thought into a better one, and then when you share you have to share the first thought and then what you added it to.

Self and Peer assessment

Video of students giving peer feedback - face with labels for success criteria  for each part. Face for the idea.

Students draw parts of the face as they see the success criteria. eg. draw an eye for an opinion, draw another eye for giving a reason why....

Clear simple success criteria is needed for peer assessment to work.

Model the learning - peer feedback process

"Remember to's...."

• Highlighting evidence
• Students accessing against the criteria and having control of the pen (not the teacher) - kids take ownership. If they have a very clear picture of what the learning looks like due to exemplars and teacher modelling, then they own the process on their own work - making improvements etc.
• Code the success criteria - symbols
• Leadership and Assessment Folder - practical suggestions for self and peer assessment.