PD Term 1 Professional readings and workshops attended
NZEI Workshop for beginning teachers 24/1/13
• How to keep a PRT folder
• What to do for first week
IPad Training 28/1/13
• Apps to use-story maker
• Page-send: showing work on the big screen and editing
• Movie maker-trailers • Waiting for reflector.
Reading: Reaching Reluctant Students. Mike Marlowe Accessed via http://www.torey-hayden.com/research.htm 14/2/13
• Build community: field trips, cooking, art
• Sense of joy daily
-cooking
-A-Ok BOX (Acts of Kindness)
Reading: Interventions in Elective Mutism-Torey L Hayden accessed viahttp://www.torey-hayden.com/research.htm 14/2/13 •
PRT Training Day with Nadia 6/3/2013 • Planning ideas-put guided reading in modelling book
• Sites/resources
-reading eggs
-study ladder
• Discipline ideas
-pegs so they can move up and down (praise the positive)
• PRT release not primarily for planning-assessments etc.
• Keeping up to date with recording reflections
• Not using PRT release for planning.
• Seeking and planning more observations of me and of others.
Maths PD with Dinah 11/04/13 • Don’t underestimate children
• How to get a snapshot at where they are-mini gloss
• Use of 10’s frames in teaching manipulating numbers.
• I didn’t’ know their strategy stage…is diff from knowledge stage. • Take Gloss snapshots to gain understanding
• Work more with materials
• START GROUPS TERM 2.
Sheena Cameron
Sheen Cameron & Louise Dempsey The Writing Book Workshop
Palmerston North 29/10/13
Items talked about
• Print rich environment, everything on the walls needs to be named, framed and explained.
• Positive emotional environment for writers, not knocking them back over spelling
• “Riskometer” idea –students show how much risk they have taken in that lesson
Chapter 3 Planning for writing last
• Often best to plan after you have your topic etc so you can look for authentic contexts to write within
• “Author focus” choose to focus on one author, their writing, writing in their style
• 3 lesson types: mini lessons, Quick writes, Writing lessons
Skill Toolkit
• Mini-lesson: groups on Ipad, paper etcx
• Show skill-they practise it
• Checklist for writing ie: success criteria
• Pair activity for punctuation-child taps the full stops, makes sure they are in right place.
• Crying full stops/when not partnered with a capital letter: “I can hear some crying in your book”
Chapter 5 Writing lessons
• Quick write activity
• Eg: A moment in time (around a photo) I heard, I saw, I felt, I wondered, can do this half way through a book eg: Fantastic Mr Fox when his tale gets shot off.
• Self check-does it make sense
• Upgrade one word-partner activity (child can choose whether they replace it or not)
• Titles-get students to write two or three-they can go around class with a tally sheet and ask their classmates what they think
• Describe it: A quick write over a picture/labelling. Model the type of writing expected
3 Part Writing lesson plan
1. Lesson introduction
2. Independent writing (guided)
3. Lesson wrap up
1. Lesson introduction
A drama activity beforehand eg. In the jungle, images, writing notebook (notes of summer sounds around garden)
Brainstorm
Video clips: “video literacy”
Success criteria: students need ownership of this. Maybe just 3 things,
Challenge criteria: for more able kids
Look at an exemplar together/another piece of writing and see what they’ve done well.
2. Independent writing (guided)
Kids don’t have to plan every piece of writing, if they are to plan they are to do it well.
Cycle of Independence
I plan, I write, Self Check, Partner Check, Breather
Self check: read your writing in your quiet voice, can you find 3 silly mistakes. Choose one thing for them to focus on-“your focus is to underline your not sure words and fix up 3”
Partner check: 2 medals and a mission. 2 stars and a wish
Breather: Kids put their book in an agreed place and students go have a breather (ipad activity, free writing) they don’t come and queue up
3. Lesson wrap up-be brave and make sure you do it!
Photo of a book through phone and up through projector
2 positives, 1 improvement
Pause: students look at own writing
-highlight it if you’ve done it well
-change it if its incorrect.
____________________________________________________________________________
SO WHAT:
• Implement challenge criteria in all success criterias given as a way to extend students
• Focus on having a lesson wrap up, picture of students work instead of whole class reading aloud.
Palmerston North 29/10/13
Items talked about
• Print rich environment, everything on the walls needs to be named, framed and explained.
• Positive emotional environment for writers, not knocking them back over spelling
• “Riskometer” idea –students show how much risk they have taken in that lesson
Chapter 3 Planning for writing last
• Often best to plan after you have your topic etc so you can look for authentic contexts to write within
• “Author focus” choose to focus on one author, their writing, writing in their style
• 3 lesson types: mini lessons, Quick writes, Writing lessons
Skill Toolkit
• Mini-lesson: groups on Ipad, paper etcx
• Show skill-they practise it
• Checklist for writing ie: success criteria
• Pair activity for punctuation-child taps the full stops, makes sure they are in right place.
• Crying full stops/when not partnered with a capital letter: “I can hear some crying in your book”
Chapter 5 Writing lessons
• Quick write activity
• Eg: A moment in time (around a photo) I heard, I saw, I felt, I wondered, can do this half way through a book eg: Fantastic Mr Fox when his tale gets shot off.
• Self check-does it make sense
• Upgrade one word-partner activity (child can choose whether they replace it or not)
• Titles-get students to write two or three-they can go around class with a tally sheet and ask their classmates what they think
• Describe it: A quick write over a picture/labelling. Model the type of writing expected
3 Part Writing lesson plan
1. Lesson introduction
2. Independent writing (guided)
3. Lesson wrap up
1. Lesson introduction
A drama activity beforehand eg. In the jungle, images, writing notebook (notes of summer sounds around garden)
Brainstorm
Video clips: “video literacy”
Success criteria: students need ownership of this. Maybe just 3 things,
Challenge criteria: for more able kids
Look at an exemplar together/another piece of writing and see what they’ve done well.
2. Independent writing (guided)
Kids don’t have to plan every piece of writing, if they are to plan they are to do it well.
Cycle of Independence
I plan, I write, Self Check, Partner Check, Breather
Self check: read your writing in your quiet voice, can you find 3 silly mistakes. Choose one thing for them to focus on-“your focus is to underline your not sure words and fix up 3”
Partner check: 2 medals and a mission. 2 stars and a wish
Breather: Kids put their book in an agreed place and students go have a breather (ipad activity, free writing) they don’t come and queue up
3. Lesson wrap up-be brave and make sure you do it!
Photo of a book through phone and up through projector
2 positives, 1 improvement
Pause: students look at own writing
-highlight it if you’ve done it well
-change it if its incorrect.
____________________________________________________________________________
SO WHAT:
• Implement challenge criteria in all success criterias given as a way to extend students
• Focus on having a lesson wrap up, picture of students work instead of whole class reading aloud.
15th April Lyn Ross-E learning/Class blogs
Today we looked at our class blogs as well as focusing on the use of our student's blogs. We added trackers to our Blogs to see where our visitors were coming from.
Areas of application
I think the first few weeks of term we will re-evaluate what good blogs look like and what use we will be using ours for. I need to research some type of written blog contract/expectations for the students to sign into.
Areas of application
- Need to have "Blog protocol" with the students as to their blogs. An agreement that lays out what is expected of them and that they are for presenting their learning and thinking.
- Can now use Picassa to make better photo displays for the blog, including murals of several photos.
- We played with Vocaroo to record captions for pictures that we put up on our blog
I think the first few weeks of term we will re-evaluate what good blogs look like and what use we will be using ours for. I need to research some type of written blog contract/expectations for the students to sign into.
"Maths Talk Matters: Me Korero Pāngarau" Te Toi Tupu
Palmerston North 1/5/14
A great Symposium today from Te Toi Tupu. One of the Highlights was the Key note speaker Dr Roberta Hunter who spoke especially on the need to connect with culture within our classrooms and the use of "talk moves" to help facilitate child discussion. Examples of these are saying things like "what did you hear them say?" , "is that what you said?"
Phoebe Fabricus also gave a fantastic insight into creating passionate maths learners by introducing us to some hands on practical maths tasks such as having photos of famous landmarks and getting children to make them to scale/thinking about the different shapes etc.
There was also a reminder to use ScreenCasts to promote higher order thinking skills especially self-reflection.
Areas of application
Phoebe Fabricus also gave a fantastic insight into creating passionate maths learners by introducing us to some hands on practical maths tasks such as having photos of famous landmarks and getting children to make them to scale/thinking about the different shapes etc.
There was also a reminder to use ScreenCasts to promote higher order thinking skills especially self-reflection.
Areas of application
- Need to really think about mixed ability grouping-how does this work in our current way of doing maths teaching by stages?
- Open questioning-not giving the students the answer and not telling them what strategy to use.
- Differentation of 3 questions. EG: 8 X 7, 8 X 17, 88 X 7
- Planning well-we should know where the question is going to, what are the possible side lines of thinking, what strategies may come up in the talking.
- Using class data, having played around on Excel today I can definitely look at our data and see if there is an area we are struggling in.
- When writing our daily problems using all sorts of language: find the product of, what is the sum of, what is the quotient, what are the factors.
- Having a set of criteria for "safe" discussion that you co-construct with the group.