Thursday, 19 April 2018
Today I went to a training meeting at the University of Auckland about how to be a good associate teacher. I'm excited to be getting a student teacher this term!
My notes -
The most important stuff to do with your student teacher
1. read the brief
2. modelling and explaining by thinking aloud – making the implicit explicit. Explaining how you got that to happen (e.g. routines)
How will you ensure that your own planning clearly reflects children’s different learning needs (academic, personal and social)?
· Meeting with SENCO/principal to discuss how children’s needs are met
· Discussing IBP/IEPs, why they are necessary
How will you provide evidence of and access to, your longer and shorter term planning?
· Sharing docs with them (view only)/photocopies.
What evidence of differentiated planning (groups and individuals) will you practice/demonstrate for your student teacher?
· Getting students to change the tumble/group box – explaining why you are changing it and what is informing your decision making
· Modelling the think aloud of your decision making process for your student teacher (e.g. I want you to move to the front of the mat because…)
· Explaining – this is why I am doing this, this is how it connects to my planning and assessments etc.
How will you share aspects of your planning and preparation for teaching and learning with your student teaching?
· Think alouds.
When will you discuss the planning process with your student teacher?
· Giving them a timeline – 24hrs, a week beforehand etc. Make sure you check in.
· Show them BT planning so they know how detailed it should be.
· Be tough.
· Follow school expectations.
What is your understanding of the key elements that should be evident in effective teaching practice?
How will you help your student teacher develop effective teacher practice?
How will the student teacher know that their teaching has been effective?
· Did the kids learn anything?
· If they didn’t and it was a unsuccessful lesson, can they themselves say how to make it better?
How will you promote and support your student teacher in planning, teaching and assessment (across a range of learning areas) with individual, multiple groups and whole class situations?
· Do the basics first – get to know the teacher, get to know the kids before jumping into planning/teacher. However there might not be time for them…
· SHOW them how to do assessments, even if it’s not in your schedule. Explain the purpose of it, why your school does that certain assessment and what happens with the data. Show them how it connects to the curriculum, long term planning etc.
· Discuss if you have ability groups or mixed groups and WHY.
· Learn how to group effectively for ability groups. Get good at that before going to mixed grouping etc.
· Show them how to make an OTJ.
· Any reflection should cause a change in practice. ‘Why am I behaving in this way’, ‘What is the impact’, ‘What can I change’.
Practicum – www.practicum-hub.auckland.ac.nz
Tuesday, 17 April 2018
This year I presented at the EdTechTeam - GAFE conference. I presented about the same topic as I did last year, in fact using the same presentation/Google Drawing (of course I updated it!).
I found that I didn't prepare much as I had confidence in myself that I knew the content of my presentation inside and out. When it came time to present, I started confidently and my audience of approx 30-35 people were really engaged, asked really good questions and all said they learnt something at the end, so yay!
It is definitely worth presenting at this conference as 1) I get to share my knowledge and 2) it means I get to go for free and learn off others.
I highly recommend it to other teachers for next year!
— Michael Davidson (@michaelteacher) April 16, 2018
Before they keynote even started...Read more here -
What is the climax of my story? What is my conflict? Where will I end up?
At the end of the day, our job is about learning. We need to innovate. It is our job.
Enemies of innovation - fear, time, curriculum.
Our weapons - vision, community, stories.
There are people who watch things happen, people who make things happen, and people who say 'oh what happened?'. Which one will you be?
Stop teaching. Be brave effort to start a learning community and remember to be part of it. #edtechteam #googlesummit18 pic.twitter.com/oQ0fBwB7Gk
— Jacque Allen (@jacquea) April 16, 2018
Stop teaching. Be brave effort to start a learning community and remember to be part of it. #edtechteam #googlesummit18 pic.twitter.com/oQ0fBwB7Gk— Jacque Allen (@jacquea) April 16, 2018
After speaking at length about how amazing the NZ curriculum is, he pointed this out...
The NZ curriculum is split into 3 parts - values, key comps and learning areas. They take up about 16-17 pages EACH in the curriculum document. Yet, you can either download the entire curriculum, or the learning areas. In fact, the learning areas in 3 different ways. But you can't get the values or key comps on their own.. so in fact, are they equal? Apparently not...
Concept-based curriculum and instruction from EDtalks on Vimeo.
Are you teaching WHAT, WHO or WHY?
Behaviour vs. Skills - which one are you born with and which do you develop? Which therefore should be the teachers focus?
How do these relate to content knowledge?
Why do we only ever plan for C -
When we plan we get out the curriculum documents... we look only at learning areas. Sometimes we put key competencies in to 'check a box' but is not the driver of learning decisions.
Challenge - go through your planning and highlight using 3 colours, any skill, any behaviour, or any content knowledge. Are they equal?
Bring up a piece of planning - my example here. There is ZERO key competencies, values, skills and behaviours. Only content... So what is being valued?
Are we planning for vision? The NZC vision? What about school vision?
Are we planning for...?
- Checks personal comprehension for instruction and material. Requests further information if needed. Tells the teacher what they don't understand
- Seeks reasons for aspects of the work at hand.
- Plans a general strategy before starting.
- Anticipates and predicts possible outcomes.
- Checks teacher's work for errors; offers corrections.
- Offers or seeks links between: different activities and ideas; different topics or subjects; schoolwork and personal life
- Searches for weaknesses in their own understandings; checks the consistency of their explanations across different situations.
- Suggests new activities and alternative procedures.
- Challenges the text or an answer the teacher sanctions as correct.
- Offers ideas, new insights and alternative explanation
- Justifies opinions.
- Reacts and refers to comments of other students.
From: The Project for Enhancing Effective Learning (PEEL) PEELweb.org
Link to slideshow
Monday, 16 April 2018
"Literacy, innovation and equity are not add-ons, they are the business of education now!"
don't wait for your school to change - lead the change.
The relevant teacher...
- Knows their role is different than it was in the past.
- Has gotten over themselves and their content. (asks themselves, is this knowledge important outside the classroom?)
- Not afraid of access to information (not asking their students Google-able information - they don't need you for that).
- Allowing students to use their devices on their exams (keeps working at school aligned with working as an adult).
- Meeting students where their at (not just learning wise, but socially as well - meeting students on Youtube, Twitter etc).
- Know a bit about branding and design - creating themselves as artists
- Reading books (E.g. Drive by Daniel Pink).
- Incorporate autonomy, mastery and purpose into their programme.
- Putting ownership of learning back to students.
- Encourage students to be their own finder and meaning maker - not relying on teacher to answer every question. (see video)
- Can think of something that they could get rid of from their programme.
- Embrace the 'side-quest'.
- Are no longer accepting junk, because they know something about design.
- Have super powers - can take ANYTHING, and use it for learning.
- Embrace interruptions (E.g. field trips, guest speakers etc).
When teachers say 'my students are addicted to technology', they aren't. They are just choosing technology over the thing we went them to choose.
How am I being relevant?
I like that I include opportunities for students to create - not a specific thing to create, but create whatever they want to show their learning with whoever they want to show it with. They have choices.
How do you stay relevant?
Be a learner.
Growth and change.
It might be uncomfortable to be the relevant teacher, but it will never be more uncomfortable than being a student who has an irrelevant teacher.
Tips for writing
- colour code on your plan - red is death, blue is a good step, green is beginning and end.
- make sure each question is required
- maybe when modelling, start by using a video. It will help the kids understand the setting and hook them into the reading/clicking.
- Don't forget when you die, or at the end, to put in a 'you died, would you like to try again' section.
- grounding in personalised learning
- key words - customised pathways, student ownerships, application, personal connections, competency-based-progressions
- thoughts as we go - competency based progressions imply that our 'normal' system is hidden and not competency based, I disagree. how can you have 30 kids all doing different things at different times in the same single-cell classroom, wouldn't you be limited physically by the space?
- my questions - what if you are in a single-cell class, does it run the same? how would you plan for this with 30 kids? what about other timetable-y things like kiwi-can, kiwi-sport, library, music etc, those would interrupt wouldn't they? they can learn wherever they are, but will still be judged/assessed/reported on based on their age. how does that work?
- the groups questions about PLE
- questions and fears - 5 whys.
- case studies and concepts
- why personalised learning matters
- 5 why protocol - E.g.
- answering unanswered questions
- this isn't a tool to purchase, its about mindsets..
- next steps
Extra learning - 5 why protocol, Google Slides Audience Tools (Q&A).
Wednesday, 11 April 2018
- Don't use stuff without adapting to your students. E.g. downloading from Twinkl/TpT. Graphic organisers should be designed around students, not lessons designed around resources.
Ashley - agree, they must not have wings.
Fleur - agree,because of body shape.
Fleur - agree, because I have watched lots of cowboy and indian movies.
Ashley - agree, I know about snakes.
Fleur - agree, they are evergreen.
Pre, during & post activity.
half the class have pictures, the other half have words and you need to match them up.
Barrier games - read more info here
Guess who - for describing words.
Tuesday, 10 April 2018
My school bought a copy of this book as recommended by our RTLB Georgia.
My DP gave it to me to look at so I could get some ideas for Ryan.
I took photos of anything I thought was important, inspiring, challenging or relevant to me. That way I could give the book to another teacher.
I took a photo of this because it resonated strongly. This week and last, I have been trying so many things with Ryan and none seem to be working. This reminded me that its never going to be that easy..
I thought it was interesting that girls and boys with ASD present differently. I didn't know that before.
Ryan also has ODD, and I suspect other students in my class do as well. Before this year I had never heard of it...
This sentence was huge for me after the week I've had - 'doesn't mean they're acting out on purpose'. I need to remind myself that and not take Ryan's behaviour as a personal attack on my teaching or leadership ability.
Tips to use in the future..
This sentence stood out to me from this section; "students on the spectrum often don't realise you are speaking to them if you don't include their name". I purposefully will use Ryan's name every time I address him and see if it makes a difference...
Number 9 is so true lol.
This was so relevant. Some of these I already have in place as part of normal classroom practice, such as having a set way and location for students to line up when we are going somewhere. I also often ask Ryan to be the leader of the line so he has a set position in the line. He likes to walk next to me instead of actually 'leading' the line but its better than him playing at the back soo whatever. The organisation tip I implemented straight away, by giving him his own 'box' where all of his books will go (rather than the books being in seperate maths/reading group boxes). We'll see how that goes.
This was hugely relevant as well. In my own humble opinion, Ryan acts up 99% of the time when we are outside of the classroom, and only 50% of the time in the classroom. Every time we are Kiwi-Can, Kiwi-Sport, assemblies or music something will happen with him. The changing environments bullet point talks about this. All staff know about him and often check with me (via a 'look' and/or quietly asking me whats up) about his behaviour. I'm not sure what it is that causes these upsets, because he knows when we will be going (these times are consistent throughout the year) and he knows what to expect/what is expected of him. Ryan does not get any teacher assistant/aide time at all, so this point was not relevant for me.
There are 2 things from this page that connected and stood out. Ryan's mum is really on board with his learning, realistic about his behaviour and understanding when the school or myself approaches her to talk about him. She's really good. Eating for Ryan is also an issue, but not because of smells or noise as suggested. After talking to his mum about it, I understand now that his 'Miss I'm hungry can I get something from my bag' at 9.15am and 10am is not him trying to avoid work. He actually eats breakfast before 7am due to mums work schedule, and by 10am he genuinely is hungry. Now that I understand this properly, I do let him eat something in the first block as a break.
These are good tips. Ryan does have people he regularly asks for help and seems to have 'rotated' these students all on his own. I think I do need to give him some visual tools to help him though.
This is like a goal sheet they suggested. This was also suggested for Kian by his RTLB last year, but we never implemented it. I'll give it a go.
I have never used a timer for Ryan, but might try it out using some of these tips.
I really struggle with this. Ryan's 'special interest' at the moment is playing Online Launchpad on his netbook (which he is really good at by the way). However.. He does it all the time, when he should be doing his work. Normal protocol says I should take his netbook off him, as he is not using it appropriately. But this says I can't. When his 'special interest' is his main learning tool, that already has its own rules applying to it, how can I then treat it differently?
I am the first two. I'm trying for the others..
This might be less relevant for me as his teacher, but I know that he has issues with sleep so its good to reflect on anyway. Maybe I could have a sheet he could wrap himself in (Point 15.) as part of his 'calming' corner.