tag:blogger.com,1999:blog-38705340766732667342024-02-21T04:32:05.213+13:00Ashley's professional blogKia Ora, Welcome!
My name is Ashley Schellingerhout, and this is my blog.Ashleyhttp://www.blogger.com/profile/13220703375067249002noreply@blogger.comBlogger271125tag:blogger.com,1999:blog-3870534076673266734.post-80887313623299573332020-08-06T16:47:00.002+12:002023-05-19T10:53:33.860+12:00PB4L - reviewing the triangle<div>I have wanted to do this session with my staff for sooo long, but we never had the time during staff meetings. </div><div><br /></div><div>In the holidays we had an hour session (the school also had no wi-fi at the time), which meant we had to do something paper-based. </div><div><br /></div><div>Finally my chance! </div><div><br /></div><div>Firstly I asked teachers to draw the three-tiered triangle, and write in whatever they knew about PB4L, wherever they thought it went. </div><div>Some new teachers barely knew about the triangle, let alone the information that went in the triangle, but that was okay. </div><div>Teachers who have been working with PB4L for a few years knew a bit more.</div><div><br /></div><div>After about ten minutes, I shared my giant blank triangle and asked people to share with the group any piece of information they knew about, and where they thought it went. </div><div><br /></div><div>Slowly but surely, people started sharing information they knew and I filled in the giant triangle as we went. With each piece of information (E.g. Tier 1 works for 80% of kids), I would add on to the thought and further explain (E.g. yes it does, but also you need 80% buy in from the adults for PB4L to work in your school). </div><div><br /></div><div>We continued sharing and discussion, sharing and discussing, until we got to this triangle!</div><div>For a non-educator, non-PB4L person this might not mean anything or make sense - but for us as a school, it was a lot! </div><div><br /></div><div>Every staff member either learnt lots of new information (mostly the beginning teachers), or were able to make connections with different pieces of information they kinda knew about but hadn't connected together (mostly experienced teachers). </div><div><br /></div><div>For a lot of staff, there were things we do in our school they never realised were PB4L. We were able to teach/revise a lot of little things as well (that normally wouldn't get covered in a standard PB4L Meeting), such as WHO is involved with each level, WHO is responsible for supervising/implementing each level. </div><div><br /></div><div>We also could review how students shouldn't be labeled as "a Tier 2 student" or "Tier 3 student", but rather they are "showing Tier 2 behaviours in X context". </div><div class="separator" style="clear: both;"><a href="https://1.bp.blogspot.com/-RolP9ZW1Nzk/XyuJo_A7YBI/AAAAAAAAJd4/9cHY2d7nHAAZyZZGhF89mRDLHlxtoQBZQCLcBGAsYHQ/s2048/20200803_110950.jpg" style="display: block; padding: 1em 0px;"><img border="0" data-original-height="1536" data-original-width="2048" height="200" src="https://1.bp.blogspot.com/-RolP9ZW1Nzk/XyuJo_A7YBI/AAAAAAAAJd4/9cHY2d7nHAAZyZZGhF89mRDLHlxtoQBZQCLcBGAsYHQ/w200-h200/20200803_110950.jpg" width="200" /></a></div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-3870534076673266734.post-44230680500352616912020-06-16T14:06:00.003+12:002020-06-16T14:07:23.594+12:00PB4L Achievements 2019-2020<div>I have been the PB4L Team Leader at my school since Jan 2019. That's a year and a half... </div><div>So what have we achieved in this time? And where to next?</div><div><b><br /></b></div><div><b><font size="6">2019.</font></b></div><div><div><b>- High SET score</b></div><div><b>- BoQ done for the first time</b></div></div><div><b>- EBS done for the first time</b></div><div><b>- myself and Lou attended PB4L conference in 2019</b></div><div><b>- yellow posters redone</b></div><div><div><b>- staff handbook created</b></div><div><b>- student handbook created - to be used for newcomers club.</b></div></div><div><b>- school wide matrix renewed/updated annually</b></div><div><b>- Termly data reported every term. </b></div><div><b>- Team member of the week - prizes by Rhonda.</b></div><div><b>- first TIPS completed at Tamaki</b></div><div><b>- house leaders elected by student nomination.</b></div><div><b>- restorative practise trainings with Lou</b></div><div><b>- PB4L wall created in school office</b></div><div><b><br /></b></div><div><b><font size="6">2020.</font> </b></div><b>- house leaders elected by student nomination - set up routines for collecting/counting tokens, lunchtime sport etc.</b><div><b>- Officially moved to Tier 2 - access to $10,000 grant to use for PB4L purposes.</b><div><b>- Tier 2 team set up and started training with Linda<br /></b><div><b>- having a teacher aide on the PB4L team in 2020 for the first time</b></div><div><div><b>- PB4L wall redone/updated </b></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-U8G23zHog7g/XuglscHcZ4I/AAAAAAAAJGE/lnH6ykVewqkfhSu45D8SenQ8Nf5UbTFaACK4BGAsYHg/s3264/IMG-2194.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3264" data-original-width="2448" height="320" src="https://1.bp.blogspot.com/-U8G23zHog7g/XuglscHcZ4I/AAAAAAAAJGE/lnH6ykVewqkfhSu45D8SenQ8Nf5UbTFaACK4BGAsYHg/s320/IMG-2194.JPG" /></a></div><b><br /></b></div><div><b>- Team member of the week - prizes, certificates to the winner each week</b></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-tXfNeCegzhg/XugmUcNVPdI/AAAAAAAAJGo/7pg6FdgsJ5E5HtOzsAimnCeOx_f2suYTgCK4BGAsYHg/s3264/IMG-2196.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3264" data-original-width="2448" height="320" src="https://1.bp.blogspot.com/-tXfNeCegzhg/XugmUcNVPdI/AAAAAAAAJGo/7pg6FdgsJ5E5HtOzsAimnCeOx_f2suYTgCK4BGAsYHg/s320/IMG-2196.JPG" /></a></div><b><br /></b></div><div><b>- <a href="https://docs.google.com/document/d/1YQjVzYj9oXTKcNKBTzEPZJ00pdhmgCwpsofKL4pMpiI/edit?usp=sharing">school wide matrix renewed/updated annually</a> (with new school values)</b></div><div><b><a href="https://docs.google.com/drawings/d/1sAemEI1GpD7Snp6TNsIViU7_CD0lhkbo0fNb1rgp-9Y/edit?usp=sharing">- behaviour flow chart updated annually, and again specifically for COVID Level 3 and 2. </a></b></div><div><b>- Ashley and Lou both cluster coaches in 2020 </b></div><div><b>- Termly data reported every term. Annual comparisons (2019-2020) done and shared with staff at beginning of year. </b></div><div><b>- resources shared - sparklers, well-being resources during/after lockdown, etc. </b></div><div><b>- Digital Badge Ed </b></div><div><b>- Tier 1 team was supposed to attend PB4L conference (paid for out of PB4L budget) - however conference was cancelled due to COVID-19</b></div><div><b>- acknowledgements for certificate and badges for the first time</b></div><div><b><br /></b></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-0NPerogKvDo/XugnFP0u31I/AAAAAAAAJHo/ldJLJ_E73UcuxqY_K1YSRtsCRnx5kCROACK4BGAsYHg/s1095/Certificate%2BBonus%2BToken%2BPoints%2BCard.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="793" data-original-width="1095" src="https://1.bp.blogspot.com/-0NPerogKvDo/XugnFP0u31I/AAAAAAAAJHo/ldJLJ_E73UcuxqY_K1YSRtsCRnx5kCROACK4BGAsYHg/s320/Certificate%2BBonus%2BToken%2BPoints%2BCard.png" width="320" /></a></div><b><br /></b></div><div><b>- <a href="https://drive.google.com/drive/folders/1PIRJcqaV-spAJUE2TCFLItwyFI4zH2Pj?usp=sharing">PB4L during lockdown</a> (t shirt challenge, movie challenge)</b></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-d_2t6aqvfiw/XugnwhT9I9I/AAAAAAAAJIA/oKbbxxDy1OoBRs3AU9ZxPf9M8rwQb8gWwCK4BGAsYHg/s960/photo%2Bchallenge%2Bweek%2B2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" src="https://1.bp.blogspot.com/-d_2t6aqvfiw/XugnwhT9I9I/AAAAAAAAJIA/oKbbxxDy1OoBRs3AU9ZxPf9M8rwQb8gWwCK4BGAsYHg/s320/photo%2Bchallenge%2Bweek%2B2.png" width="320" /></a></div><b><br /></b></div><div><b>- new house points signage</b></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-8_5NGCpDiRQ/Xugn8XZ02tI/AAAAAAAAJIY/1Sm_SLEzp8ktOs2ZgC6bK3LOsNUh4FZXgCK4BGAsYHg/s189/Screen%2BShot%2B2020-06-16%2Bat%2B2.01.02%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="189" data-original-width="181" src="https://1.bp.blogspot.com/-8_5NGCpDiRQ/Xugn8XZ02tI/AAAAAAAAJIY/1Sm_SLEzp8ktOs2ZgC6bK3LOsNUh4FZXgCK4BGAsYHg/Screen%2BShot%2B2020-06-16%2Bat%2B2.01.02%2BPM.png" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-vz69iEWpyVY/Xugn8yNoL2I/AAAAAAAAJIc/Nwt04a9QE08ubshBb69mkGsu19JovCXQwCK4BGAsYHg/s228/Screen%2BShot%2B2020-06-16%2Bat%2B2.00.58%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="228" data-original-width="196" src="https://1.bp.blogspot.com/-vz69iEWpyVY/Xugn8yNoL2I/AAAAAAAAJIc/Nwt04a9QE08ubshBb69mkGsu19JovCXQwCK4BGAsYHg/Screen%2BShot%2B2020-06-16%2Bat%2B2.00.58%2BPM.png" /></a></div><b><br /></b></div><div><b>- changed school values</b></div><div>School values in 2019</div><div>- Rangimarie</div><div>- Tukumarie</div><div>- Ako</div><div>- Whanaungatanga</div><div>- Manaakitanga</div><div><br /></div><div>School values in 2020</div><div>- Ako</div><div>- Whanaungatanga</div><div>- Manaakitanga</div><div>- Mana Tangata</div><div>- Kaitiakitanga</div><div><br /></div><div> Teachers were also given support from Whaea Lee about what each of these mean in Maori context, to support and extend teachers understanding of what these words mean.</div><div><br /></div><div><b>- permanent signage</b></div></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-kuYdXvpnmms/XuglbItDbnI/AAAAAAAAJE8/jMHHUtGG-CwqBaGHskIRNRbawkMGuSa2QCK4BGAsYHg/s3264/IMG-2202.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-kuYdXvpnmms/XuglbItDbnI/AAAAAAAAJE8/jMHHUtGG-CwqBaGHskIRNRbawkMGuSa2QCK4BGAsYHg/s320/IMG-2202.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-4uE2rdXysMY/Xuglbt1R-mI/AAAAAAAAJFA/oT4KT3km3_MvGBimjsDAbZiChbAxRB9rQCK4BGAsYHg/s3264/IMG-2200.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-4uE2rdXysMY/Xuglbt1R-mI/AAAAAAAAJFA/oT4KT3km3_MvGBimjsDAbZiChbAxRB9rQCK4BGAsYHg/s320/IMG-2200.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-yqDfR7UUrTc/XuglcAZ19_I/AAAAAAAAJFE/W1lVtATswMEioo3yXk5xUUIUOekoNU-HQCK4BGAsYHg/s3264/IMG-2201.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-yqDfR7UUrTc/XuglcAZ19_I/AAAAAAAAJFE/W1lVtATswMEioo3yXk5xUUIUOekoNU-HQCK4BGAsYHg/s320/IMG-2201.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-W3Nilrw-UOE/XuglcuFq96I/AAAAAAAAJFI/jGabXVpCrKI4NORdawMQosvKX6UQ4u6lQCK4BGAsYHg/s3264/IMG-2203.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-W3Nilrw-UOE/XuglcuFq96I/AAAAAAAAJFI/jGabXVpCrKI4NORdawMQosvKX6UQ4u6lQCK4BGAsYHg/s320/IMG-2203.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-72H7RpVSusU/XugldH_D_-I/AAAAAAAAJFM/gOTKO_7owE0UldSZDsxYUaXg3VtZwOXCgCK4BGAsYHg/s3264/IMG-2193.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-72H7RpVSusU/XugldH_D_-I/AAAAAAAAJFM/gOTKO_7owE0UldSZDsxYUaXg3VtZwOXCgCK4BGAsYHg/s320/IMG-2193.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-x96mJX_QnLk/XugleZHt11I/AAAAAAAAJFU/NK3ysvf2ISQ8zgd0Lj9KktBu6sCFBPfnwCK4BGAsYHg/s3264/IMG-2195.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-x96mJX_QnLk/XugleZHt11I/AAAAAAAAJFU/NK3ysvf2ISQ8zgd0Lj9KktBu6sCFBPfnwCK4BGAsYHg/s320/IMG-2195.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-XYG-SAHRWg0/XuglfTLnUcI/AAAAAAAAJFc/oXaJLs5t45YOXhljVcLuV28xISlzZ4R9wCK4BGAsYHg/s3264/IMG-2197.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-XYG-SAHRWg0/XuglfTLnUcI/AAAAAAAAJFc/oXaJLs5t45YOXhljVcLuV28xISlzZ4R9wCK4BGAsYHg/s320/IMG-2197.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Svbcj4gcQ6Q/Xuglf4UroVI/AAAAAAAAJFg/aKD99ze1kUQNj6qO1GvLKAqRstkGIoP2ACK4BGAsYHg/s3264/IMG-2198.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-Svbcj4gcQ6Q/Xuglf4UroVI/AAAAAAAAJFg/aKD99ze1kUQNj6qO1GvLKAqRstkGIoP2ACK4BGAsYHg/s320/IMG-2198.JPG" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-xMUYUJ0GVew/Xuglgd_3bFI/AAAAAAAAJFk/eKcyt6IUce4P6BdsRNtc2eqnl2WDzQXYACK4BGAsYHg/s3264/IMG-2199.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-xMUYUJ0GVew/Xuglgd_3bFI/AAAAAAAAJFk/eKcyt6IUce4P6BdsRNtc2eqnl2WDzQXYACK4BGAsYHg/s320/IMG-2199.JPG" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><b>Where to next? (Aim: by end of 2020).</b></div><div class="separator" style="clear: both; text-align: left;"> - finish staff/PB4l handbook/student handbook, get these printed by the end of Term 3. </div><div class="separator" style="clear: both; text-align: left;">- school value displays at front of school and by Tripoli road. </div><div class="separator" style="clear: both; text-align: left;">- ensure budget is set aside for 2021 (Tier 1 team to all attend PB4L conference)</div></div><div><b><br /></b></div><div><b><br /></b></div></div><div><br /></div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-28264091830489382672020-05-13T14:39:00.002+12:002020-05-13T14:45:33.694+12:00Things to celebrate during lockdown learning<div style="text-align: center;">During this lockdown period, my planning has had to get a little creative to stay interesting and interactive for students. After nearly 8 weeks of video-call and email contact only with my kids, I'm glad to say the relationship I have with students is doing well. Some of them I see and talk to for at least 3 hours everyday, and some I haven't spoken to at all. That's just the way it is.. </div><div style="text-align: center;"><br /></div><div style="text-align: center;"><b>There has been a lot to celebrate. </b></div><div style="text-align: center;"><b>My students have blogged more than ever before. </b></div><div style="text-align: center;">This is partly due to the fact things I would have preferred to do in a book (especially maths), are now being done online. Time that would have been spent doing more tactile or physical things (such as art, PE, programmes running within the school etc), are now being filled with digital-based learning. Another reason is because I have broken my planning up into more bite-sized pieces (so less of a mental load for students), so these can be blogged bit by bit rather than one big thing at the end of the project. </div><div style="text-align: center;"><br /></div><div style="text-align: center;"><b>They have made some really cool CREATE tasks. </b></div><div style="text-align: center;">For various lessons, students have had to make things. Not all the kids make it every time, some never make anything. But the things I am getting back, are really awesome. </div><div style="text-align: center;"><br /></div><div style="text-align: center;">One student's pancake tutorial (was related to an instructional writing task)</div><div><div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vTuYBEJdZboM3dq0RDxWjDaqE_oG5HdVQRqKSbxqdAOkWR0H-2-gyDAurplLTuCPMtnR_zzILygGxsN/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div>
<div style="text-align: center;"><br /></div><div style="text-align: center;">Same task - different child.</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dykX0pLP2HUFzOCP7I8R_ikrx7x2tbRDLPLPu0GFoHeT_52NCyszMRh-dL5w8MPdHa_68Xlv6svUdDHbsfTgg' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Same task, different child again.</div><div class="separator" style="clear: both; text-align: center;">
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzxjX2fkPNbzYKIRBFIvrfbW7AVf7gjSK2vWXsk_1xg8ocYO7q0yCS8X01u_iRk6brqww4Z_n0RjB0a8ofpog' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">For their technology project, they were asked to make something 'steampunk' inspired. </div><div class="separator" style="clear: both; text-align: center;">One kid made a rocket-pack out of stuff she found at home.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-i6wpzyHGLGw/Xrtce5UKM7I/AAAAAAAAIRA/0zwXBT-RUGonlV_C7CCTJGcTQVN7lKcUwCK4BGAsYHg/PIXECT-20200508185526.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" src="https://1.bp.blogspot.com/-i6wpzyHGLGw/Xrtce5UKM7I/AAAAAAAAIRA/0zwXBT-RUGonlV_C7CCTJGcTQVN7lKcUwCK4BGAsYHg/s320/PIXECT-20200508185526.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">For reading, we have been looking at various texts related to WW1 (prompted by ANZAC day of course). After learning about trenches/tunnels/no man's land/aerial attacks/ceasefires etc, one child, completely unprompted, made his own version of the Western Front in a game he likes to play. He built trenches, put up blockades in no man's land, put in tanks etc. He even tried to build tunnels underneath no man's land, but was limited by the games formatting so couldn't finish this. </div><div class="separator" style="clear: both; text-align: center;">I was blown away, and as a class we spent ages playing Combat in his Western Front arena. </div><div class="separator" style="clear: both; text-align: center;">Amazing. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-WL88gGz5NqM/XrtdarDOpPI/AAAAAAAAIRY/TbGsprD68okMLOxr6n_uBeRVhuCaqkTygCK4BGAsYHg/wesley%2Bcombat.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2448" data-original-width="3264" src="https://1.bp.blogspot.com/-WL88gGz5NqM/XrtdarDOpPI/AAAAAAAAIRY/TbGsprD68okMLOxr6n_uBeRVhuCaqkTygCK4BGAsYHg/s320/wesley%2Bcombat.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div style="text-align: center;"><iframe height="480" src="https://drive.google.com/file/d/1Y4FI0PxlZOr9Z7S-cPn0-BzB9Wc50xEY/preview" width="640"></iframe></div><div style="text-align: center;"><b><br /></b></div><div style="text-align: center;"><b>Some students, via online-learning, have 100% attendance and 100% work completion. </b></div><div style="text-align: center;">Which is crazy, considering there is no way for me to <i>make</i> them to any of it. If they choose not to come online that day, I can't do anything about it. I can't magically turn their computer on and make them talk to me. I can't make them complete the task, blog it and share their blog in the submission form. They are just doing that on their own. It's been awesome.</div><div style="text-align: center;"><br /></div><div style="text-align: center;"><b>We have found ways to help each other out and make it work.</b></div><div style="text-align: center;">Where normally, I would have drawn a picture on the whiteboard or sat down next to a student and written something on their maths book, we have had to get creative. </div><div style="text-align: center;">A lot of the time, it looked like me working out the problem on a piece of paper, then holding up that piece up paper to my laptop camera for the kid to see how to solve it.. not ideal but it worked. Just took a long time.. </div><div style="text-align: center;">Later I figured out how to share an online-whiteboard with the kids so they could work together to draw/whatever to solve a hard problem. This evolved further into having individual whiteboards for certain kids, because kid A wouldn't stop drawing on kids B's work, or maybe kid C was 5 questions ahead of kids A and B and couldn't concentrate with the others talking. </div><div style="text-align: center;">Having individual whiteboards worked really well for the kids - gave them space and time to work things out, but was really hard for me to manage (trying to be on 10 whiteboards at the same time, all the kids at different points solving different questions). </div><div style="text-align: center;">But, it was better than nothing. </div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-IlHbVwKPT6E/XrtfAiqySkI/AAAAAAAAITQ/9MvcXcWnp08uZdkGUlxbCfedXnZon0LaQCK4BGAsYHg/Screen%2BShot%2B2020-05-13%2Bat%2B1.03.27%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="489" data-original-width="1079" height="290" src="https://1.bp.blogspot.com/-IlHbVwKPT6E/XrtfAiqySkI/AAAAAAAAITQ/9MvcXcWnp08uZdkGUlxbCfedXnZon0LaQCK4BGAsYHg/w640-h290/Screen%2BShot%2B2020-05-13%2Bat%2B1.03.27%2BPM.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-Fx9Kh0GAp6k/XrtfBBkiunI/AAAAAAAAITU/sNISuaZHR9kJiuo5Qi4Z-y8Y0AXmz7nuACK4BGAsYHg/Screen%2BShot%2B2020-05-13%2Bat%2B12.53.32%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="555" data-original-width="1098" height="324" src="https://1.bp.blogspot.com/-Fx9Kh0GAp6k/XrtfBBkiunI/AAAAAAAAITU/sNISuaZHR9kJiuo5Qi4Z-y8Y0AXmz7nuACK4BGAsYHg/w640-h324/Screen%2BShot%2B2020-05-13%2Bat%2B12.53.32%2BPM.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-9CPBncp7jl8/XrtfD5mYpTI/AAAAAAAAITk/TeNUjSMJrAMtdVpfFDIUuZOqTAh2yxo2QCK4BGAsYHg/Screen%2BShot%2B2020-05-13%2Bat%2B12.43.42%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="466" data-original-width="1334" height="224" src="https://1.bp.blogspot.com/-9CPBncp7jl8/XrtfD5mYpTI/AAAAAAAAITk/TeNUjSMJrAMtdVpfFDIUuZOqTAh2yxo2QCK4BGAsYHg/w640-h224/Screen%2BShot%2B2020-05-13%2Bat%2B12.43.42%2BPM.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-72LMabTGucs/XrtfFJ9KEeI/AAAAAAAAITs/1AGfx4C9ZS8VAGFvwnPC5_pNmCGaRuc9QCK4BGAsYHg/Screen%2BShot%2B2020-05-13%2Bat%2B12.33.53%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="667" data-original-width="985" height="434" src="https://1.bp.blogspot.com/-72LMabTGucs/XrtfFJ9KEeI/AAAAAAAAITs/1AGfx4C9ZS8VAGFvwnPC5_pNmCGaRuc9QCK4BGAsYHg/w640-h434/Screen%2BShot%2B2020-05-13%2Bat%2B12.33.53%2BPM.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-3870534076673266734.post-30018761207115113122019-09-06T17:31:00.000+12:002019-09-06T17:31:08.016+12:00DMIC Lessons Week 8This week we had two lessons - one on Tuesday and the other on Wednesday, where both groups (each group is half the class) solved the same problem on each day.<br />
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I mixed up the groupings so they were very mixed and students were grouped with people they aren't normally with. While the first group solved the problem, the first group worked independently on skills-based basic facts drills/practising, and then they swapped. Not following the DMIC protocol, I didn't get the first group to share back before inviting the second group down. So the first group solved it (didn't share back), then the second group solved the problem, then ALL the children sat together and we took turns to present together.<br />
I was really pleased with how this maths went this week, as it got more complex each day and most of the class was able to grasp the big ideas that were being presented to them.<br />
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My personal goal was to facilitate more discussion/practise with the small group before they got up to present, so that their presentation went better and I didn't have to intervene while they presented.<br />
On Tuesday, only one group presented and then I facilitated the second headphones price with the whole class (this was due to time constraints).<br />
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On Wednesday, a different group shared each of the four 'shops' price solutions then I lead a discussion about how percentages/fractions are the same (half is 50%, quarter 25%, etc) and students could understand what I was talking about.<br />
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Overall I was really pleased with how changing the groups, and only sharing back once at the end (when both halves of the class solved the same problem). I found the discussion was a lot easier because we weren't limited by the number of kids, kids confidence levels, spoken English ability (or lack of), etc. It ran much smoother.<br />
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This was Tuesday's question -<br />
"<span style="font-family: Arial; font-size: 12pt; font-weight: 700; white-space: pre-wrap;">Miss Ashley is buying a fathers day present for her dad. She looks at two headphones at different shops. The first headphones are $19.99 with 15% off, and the second are $24.99 with 25% off. Which will be cheaper?"</span><br />
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This was Wednesdays question<br />
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<span style="font-family: Arial; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Miss Ashley is looking to buy a new TV for her house. She went to different stores, but needs help to figure out which is the best deal. </span></div>
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<span style="font-family: Arial; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">The Warehouse has a TV for $199.99 and has ¼ off the price. Noel Leeming has a TV for $199.99 with 20% off. Harvey Norman has one for $229.99 with half off. An online store has a TV for $249.99 with 30% off. </span></div>
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<span style="font-family: Arial; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Which one will be the cheapest and by how much?</span></div>
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Our solving/sharing together..<br />
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Finding 10% first, then halving it to get 5%. Then subtracting to get the sale price.</div>
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Rounding to the nearest whole number to make it easier for themselves.</div>
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Students were able to use place value knowledge to find quarter - they knew quarter of 20 was 5, so they knew that quarter of 200 was 50.</div>
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Three lots of 10% makes 30%. Then subtracting to get sale price.</div>
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two lots of 10% makes 20%. Then subtracting to get the sale price of $160.</div>
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Using place value to find half. </div>
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Difference between most expensive TV and cheapest TV.</div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-12598890981285086842019-09-02T17:40:00.000+12:002019-09-06T17:40:56.185+12:00PB4L Conference - TakeawaysFor teachers/readers of this blog, I understand that reading notes from a conference when you weren't there, usually makes absolutely no sense at all. So here are a few things you can take away and use straight away, without any context..<br />
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<li>Read<a href="https://www.heysigmund.com/anxiety-children-metaphor-put-shoes-right-beside/"> this article about anxiety in children.</a> It is a real, on-going issue with serious consequences for children that affect them daily. We should all be conscious of childhood anxiety and depression. <a href="https://ashleyschellingerhout.blogspot.com/2019/08/pb4l-conference-workshop-using-pb4l-sw.html">See my notes about it here. </a></li>
<li><a href="https://sparklers.org.nz/">Sparklers </a> - pre-made activities to help facilitate social and emotional development of children "Sparklers is a free wellbeing toolkit full of fun and simple activities to help tamariki learn about their own mental health and wellbeing. Sparklers actively teaches tamariki how to manage big emotions, draw upon their strengths, connect with others and be ready for learning."</li>
<li>I didn't get this link from this conference, but I still have the tab open and its awesome, so will share it anyway. <a href="https://www.controlaltachieve.com/2019/01/google-art.html">Really cool digital art activities.</a></li>
<li>This image and its explanation are probably the most fundamental mind-shift from this conference. R<a href="https://ashleyschellingerhout.blogspot.com/2019/08/pb4l-conference-2019-keynote-george.html">ead more here.</a><img src="https://1.bp.blogspot.com/-WBAXbfQ9g_0/XWmxUaQOOxI/AAAAAAAAHYw/sinOycsTGS04SY689-znmLJVkKYfBzl9QCLcBGAs/s640/IMG_8457.jpeg" /></li>
</ol>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-88424915574083423542019-08-31T13:32:00.001+12:002019-09-06T17:09:38.511+12:00PB4L Conference - Workshop - "Using PB4L SW to support students who are chronically anxious"<a href="https://1.bp.blogspot.com/-W73G4UfJr10/XXHp_pvph9I/AAAAAAAAHeE/zAzavYLKNmkgyYkR8S9ELmXIsBfPocpdACLcBGAs/s1600/Screen%2BShot%2B2019-09-06%2Bat%2B5.08.37%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="518" data-original-width="943" height="350" src="https://1.bp.blogspot.com/-W73G4UfJr10/XXHp_pvph9I/AAAAAAAAHeE/zAzavYLKNmkgyYkR8S9ELmXIsBfPocpdACLcBGAs/s640/Screen%2BShot%2B2019-09-06%2Bat%2B5.08.37%2BPM.png" width="640" /></a><br />
<b><br /></b>
<b>USING PB4L SCHOOL-WIDE TO SUPPORT STUDENTS WHO ARE CHRONICALLY
ANXIOUS </b><br />
High levels of chronic anxiety among children and young people have been shown to have
a detrimental effect on both learning and social behaviour. This workshop looks at the
effects of anxiety on students’ neurophysiology, and the role anxiety plays in maintaining
challenging behaviour. It will also examine the practical challenges of supporting anxious
children in schools and suggest ways in which PB4L School-Wide systems and practices can
be used to improve outcomes for these students; to facilitate learning, reduce challenging
behaviour and build resilience.
FACILITATORS: John Ford and Leah Vennell, PB4L School-Wide Practitioners<br />
<br />
<b>What does anxiety look like for students?</b><br />
- crying<br />
- anger<br />
- sore tummy<br />
- defiance/non-compliance<br />
- work avoidance<br />
- don't want to come to school<br />
- isolating themselves<br />
- self harm<br />
<br />
<b>What sets them off? (What are the triggers)</b><br />
- public speaking<br />
- change of routines<br />
- family expectations and personal expectations<br />
- own self-efficacy<br />
- home life/trauma<br />
These can be historically or contextually driven.<br />
<br />
Kids have differing levels of resilience as well...<br />
<br />
<b>3 key contentions..</b><br />
1. NZ has high levels of chronic anxiety<br />
2. Anxiety have impacts on learning and behaviour- Rewards can be punishments, and punishments can be rewards when you are anxious.<br />
3. Good implementation of PB4L Tier 1 can help reduce anxiety as it is routine driven.<br />
<br />
<span style="font-size: large;"><i>What must the world look like</i></span> for this to be a rewarding option? (from the anxious child's point of view).<br />
<br />
<b>Make things predictable. </b><br />
- use visual timetable on whiteboard<br />
- explain to kids if something might change and why<br />
- restate PB4L expectations<br />
- set and follow routines (PE on Monday, assembly every Friday, eat morning tea sitting here etc).<br />
<br />
<b>Give kids control (or at least a sense of it)</b><br />
- give them the opportunity to take a break (hand up if you need a 1 minute break etc).<br />
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<b>The dentist example</b></div>
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<b><span style="font-size: x-large;"><a href="https://www.heysigmund.com/anxiety-children-metaphor-put-shoes-right-beside/">Read this example</a></span></b></div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-33602648088743993612019-08-31T11:43:00.002+12:002019-08-31T11:43:54.412+12:00PB4L Conference - Keynote/Workshop - Nathan Wallis <b>Introducing the Structure of your Brain</b><br />
You will learn about the structure of your brain and how this impacts on everything you say and
do. To understand how this structure comes about means re-examining your early life and the first
1000 days.<br />
<br />
<b>Working with the Adolescent Brain/ Learning in the Brain</b><br />
During adolescence part of your teenage brain “shuts for renovations”. This
is the part of the brain responsible for controlling the teenager’s moods, for
understanding consequences and for thinking about the well-being of others.
So whilst you can’t expect lots of those behaviours during adolescence, there
are ways that you can enhance and maximise the times when they can. We
will also look at what learning looks like in the brain and how your practice can
work with or against it.<br />
<br />
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During the teenage years, children's amygdala doesn't work as an adults does, so they would see these 6 faces differently than an adult would. They would see the first one as neutral, and the other 5 as angry. Clearly to an adult that is not true, but that's how the adolescent brain sees it. This is the cause of most teenager/parent conflict. The teenager perceives anger where it might not be a reality, they respond with anger or defiance, the parent blames the grumpy teenager, etc.</div>
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Interesting to learn about the affects of alcohol and marijuana on the teenage brain. </div>
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Marijuana has no permanent affect on the adult brain if taken as an adult - if taken as a teenager, it can cause their IQ to drop by 8 points. That is the only long-term impact. The other thing about weed is that it has NO causal relationships in research (meaning there is no research that proves smoking weed causes depression, causes anxiety, causes whatever. no research whatsoever). There are correlations, such as between depression and smoking weed. However studies have found that in fact, the opposite is true. People who are already depressed are more likely to smoke weed because they want to soothe their depression. But again, weed didn't cause that depression. </div>
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Nathan said that 100% of all money spent on alcohol is caused by teenage drinking. For example police call outs, prison sentences, domestic abuse etc, is not caused by the permanent affects of alcohol on the adult brain. In fact, it is caused by damage done to the teenage brain by alcohol. He also said that the modern adult male brain can take up to 8 units of alcohol per hour without doing any permanent damage to the brain. Women have a lower tolerance, presumably because men have been drinking larger amounts of alcohol for a far longer period of time (thousands of years), so have developed the receptors for it that women have not. </div>
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NZs binge drinking culture is largely to blame. In France, the number of drinks a person can have in one night before considered by their peers to have gone to far, is 3. In NZ, its 13. Thats crazy! </div>
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Watch this for a short version of this talk - </div>
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<iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="360" src="https://player.vimeo.com/video/254211823" width="640"></iframe>
<a href="https://vimeo.com/254211823">Nathan Wallis - The Development of the Teenage Brain</a> from <a href="https://vimeo.com/user67969075">Hagley College</a> on <a href="https://vimeo.com/">Vimeo</a>.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-30449235882140251272019-08-31T11:33:00.001+12:002019-08-31T11:33:18.305+12:00PB4L Conference - Keynote - Sonja MacFarlane<b>Dr Sonja Lee Macfarlane Associate Professor, University of Canterbury
Positive education for learning: Te pikinga ake o te mātauranga</b><br />
<i>The phrase ‘positive behaviour for learning’ conjures up notions of happiness, success, fun, and
wellbeing – all of which are the types of educational experiences and outcomes that families want
for their children. As the indigenous people of Aotearoa New Zealand, many Māori would argue
that education settings must create learning cultures that foster these positive notions, and
not be bereft of the cultural values that resonate for Māori. Māori children come into this world
adorned with gifts and potential; qualities that are handed down to them by their ancestors. It is
incumbent upon adults who are responsible for their care to provide contexts for engagement
and learning that enable a strong sense of self-worth, belonging and identity to flourish. It is
argued that education settings must reflect the notion that everyone belongs, everyone has a
place, everyone has a voice, everyone has aspirations, and everyone can contribute. This requires
educators to minimise and/or remove any potential and actual barriers that might obstruct this
vision so that positive behaviour, and a positive sense of self are able to flourish. This presentation
will explore notions of ‘positive education for learning’ from a kaupapa Māori position.</i><br />
<i><br /></i>
<i><b><br /></b></i>
<i><b>Masons 3 goals</b></i><br />
<br />
<ul>
<li><i>to live as Maori</i></li>
<li><i>to actively participate as citizens of the world</i></li>
<li><i>To enjoy good health and a high standard a living</i></li>
</ul>
<div>
<i>Pastoral care is so important. </i></div>
<div>
<i><br /></i></div>
<div>
<i><b>Look up - </b></i></div>
<i>Ministry of Education Wellbeing guidelines - green book - need to review as a school. </i><br />
<i><b> - te huia grid</b> by Sonja</i><br />
<i><br /></i><br />
<i><b>Think about</b></i>
<i>how are we implementing ToW principles (partnership etc) in everyday school culture?</i><br />
<i><br /></i>
<i><br /></i>
<b>Sonja shared her new frameworks..</b><br /><br />
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<i><br /></i>
<i>Humanity/Maanakitanga. </i><br />
<i>Kaitiakitanga/Guardianship. </i><br />
<i><br /></i>
<i>find later </i><br />
<i><b> - te huia grid</b></i><br />
<i>poutama #1 (He poutama tino rangatiratanga) - what it might look like</i><br />
<i>poutama #2 - what it might feel like</i><br />
<i>poutama #3 - </i><br />
<i><br /></i>
<i><br /></i>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-8354081445619696092019-08-31T11:31:00.001+12:002019-08-31T11:31:55.205+12:00PB4L Conference 2019 - Keynote - George Sugai <b>School Climate, Culture, & Local Context: Catch ‘em at the Door</b><br />
<i>Interest in the social, emotional, and behavioral well-being of students, educators, and family
members has grown internationally. As a result, attention on understanding and improving school
and classroom climate and student and educator relationships has increased. The purpose of this
presentation is to highlight the importance of tiered systems of support, like PB4L, in contributing
to teaching and learning environments that are respectful, responsible, and safe and develop
positive supportive relationships and academic and social behavior success for all students.</i><br />
<i><a href="https://www.pbis.org/Common/Cms/files/pbisresources/PB4L%20Keynote%2030%20Aug%202019%20HAND.pdf">Slidedeck</a></i><br />
<i><br /></i>
<i><br /></i>
<i><br /></i>
<b>Why PB4L in 2019?</b><br />
<br />
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When we have all this...</div>
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Sometimes it looks a bit like this..</div>
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And it needs to be decluttered. PB4L is a framework to simplify all these.</div>
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<b>Message 1) </b></div>
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Kids need to feel safe in order to live.. but this is not an accident, it is purposeful school actions that make kids feel safe.</div>
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Can every single kid in our school identify an adult or another student who they can talk to and feel safe with? </div>
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<b>Message 2)</b></div>
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Kids are more likely to be in schools with lower rates of bullying, if they have a adult to talk to. </div>
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PB4l teaches positive relationships building. That, reduces bullying. </div>
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<b>Message 3) </b></div>
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Kids come to school with risk factors. We can't take them away, but we can encourage 'protective factors'. PB4L encourages all of these.</div>
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What is PB4L?</div>
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If adults are not doing the systems, students can not do the practises. </div>
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You can't have practises without the continuum, and you can't have the continuum without the framework. If you implement practises into a continuum, and that continuum sits within a framework, it will work. </div>
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1) Outcomes are the starting point for the implementation of the framework. </div>
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2) next is data. is this needed? where/how/how often/what are they trying to achieve? what would you have them do instead?</div>
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3) practises. align practises with desired outcomes.</div>
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4) what can adults do to deliver the intervention?</div>
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<b><span style="font-size: x-large;">PB4L IS FOR ORGANISING ADULTS.</span></b></div>
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If you are doing PB4L well, you will have...</div>
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<a href="https://1.bp.blogspot.com/-JSyqaxEzsYY/XWhoWy--uII/AAAAAAAAHW4/666vqE5xWg81mqsvR0ForDJ9T-yFGTdIgCLcBGAs/s1600/Screen%2BShot%2B2019-08-30%2Bat%2B12.05.36%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="304" data-original-width="554" height="218" src="https://1.bp.blogspot.com/-JSyqaxEzsYY/XWhoWy--uII/AAAAAAAAHW4/666vqE5xWg81mqsvR0ForDJ9T-yFGTdIgCLcBGAs/s400/Screen%2BShot%2B2019-08-30%2Bat%2B12.05.36%2BPM.png" width="400" /></a></div>
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<b>THIS IS IT - KEY IDEA.</b></div>
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If you want 5) to happen, you have to deliver 4) correctly. However, 4) won't be effective if 3) is not happening. Kids need to respect and respond to you. You can't do 3) if you don't do 2). you have to engage them and get to know them. Your school systems (1) need to be set up in a way that 2, 3, 4 and 5 can happen. If 1) is not happening, the rest won't be effective. </div>
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<b>Essentially, all of this is about developing positive school climate. </b></div>
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School climate is perception based. </div>
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Note: always need to check that what you want people to see/feel is what they are feeling/seeing. Check you are all aligned. </div>
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<b>In order to improve outcomes for students, time needs to be spent with adults. The teachers and adults within the school, the systems adults do need to be effective.</b></div>
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<b>The work the adults need to do...</b></div>
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<b><i>PINK ONES ARE THE MOST CRUCIAL ONES.</i></b></div>
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Integration of initiatives such as restorative practise under the PB4l umbrella. Any initiative that you are doing needs to be under the PB4L umbrella (E.g. bullying programmes, mana enhancement etc).</div>
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"Local content expertise" refers to someone in the school that knows how to implement PB4L. </div>
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As you move "up" the triangle (into tier 2/3), you need more data, more time spent teaching kids, more adults on board to implement systems, etc. MORE, not less. </div>
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Tier 3 is not a solid triangle. It is many, individualised plans for individual students based on their needs. </div>
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There are NO Tier 2 or Tier 3 students. There are students with tier 2 NEEDS> </div>
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<span style="font-size: x-large;"><i><b><u>LABEL NEEDS,</u></b></i><b> NOT PEOPLE.</b></span></div>
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<b>We all need tier 3 support in certain areas. </b></div>
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<b>Activity - write what you need minimal support with, medium support and high need. </b></div>
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Example of the tier 2 intervention as intensified Tier 1 - alarm clock in the morning is tier 1. two or three alarms is tier 2, asking your partner to wake you up after you sleep through all 3 alarms is tier 3.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-77410907609593083952019-08-31T11:31:00.000+12:002019-08-31T11:31:22.584+12:00PB4L Conference - Workshop 1 "Classroom Problem Solving: The initial step in the tier two process"<b>CLASSROOM PROBLEM SOLVING: THE INITIAL STEP IN THE TIER TWO PROCESS </b><br />
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<i>When</i> <i>data indicates that students need more than Tier 1 supports, the next step involves teachers
supporting teachers through the classroom problem solving process. This work is primarily done
through Classroom Practices Teams where teachers collaborate to address low level problem
behaviour by: analysing data, examining their own practice, striving to understand the reasons for
problem behaviour, and identifying strategies for changing it.
This workshop will unpack the main aspects of the Classroom Practices Team’s role, including how
they can co-construct simple functional behaviour support plans, and explore the materials available
to support this process.
FACILITATORS: Marcus Gough and Wendy Morgan, School-Wide Practitioners</i></div>
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<b>How this works in schools</b></div>
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1) classroom teachers identify issues based on their own data, complete FBA form and bring to team meeting. including strengths and interests of children - <i>2 minutes max</i></div>
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2) Discuss the replacement behaviour - 1<i> minute max</i></div>
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3) Team members suggest strategies - 4<i> minutes max - Teacher who is having this problem behaviour, stop talking and listen, write everything down. This is so they can't be dismissive/negative about the suggestions. </i></div>
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4) Monitor and following up - <i>2 minutes max. Teacher selects one of the strategies they are willing to try. Follow up at the next meeting how that strategy went. Team leader/pb4l coach check in during this interim period, maybe suggest something else. </i><br />
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<div style="-webkit-text-stroke-width: 0px; color: black; font-family: Times; font-size: medium; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">
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<div style="-webkit-text-stroke-width: 0px; color: black; font-family: Times; font-size: medium; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">
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In the book - teacher behaviour self-assessment. </div>
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page 106 in the school-wide tier 2 implementation manual.</div>
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<b>teachers need to reflect on their own practise. sometimes they can actually be causing bad behaviour.</b></div>
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<b><br /></b></div>
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<b>"teaching for positive behaviour" booklet - </b></div>
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<b><br /></b></div>
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<b>Tier 1 - strategies for managing minor and major behaviour.</b></div>
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<b><br /></b></div>
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<b>ask practitioner for sorting cards/strategy cards. </b></div>
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<i><br /></i></div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-3870534076673266734.post-15814635057926816792019-08-19T13:24:00.000+12:002019-08-30T13:24:56.065+12:00DMIC Mentoring 19/8/19<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: arial; font-size: 16px; font-weight: 700; white-space: pre-wrap;">Miss Ashley wants to buy a new heater because her house is really cold in winter. She looks up the specials at different shops and tries to buy the cheapest heater she can find. The Warehouse have a heater that is $69.99 but it is on sale for 30% off. Kmart has a heater for $45.00, but it is only 10% off. Which heater cheaper and by how much?</span></div>
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We selected one group to present the 'first part' of their solution, which was finding 10% of $45. All the groups did this first, as 10% is easier to find than 30%.</div>
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Their explanation started off well, but one group member wrote something that wasn't on the group paper and the rest of the group didn't know what to say about or how to explain it. We had to help out a little bit so help them explain that 10% of $45 is $4.50.</div>
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<a href="https://1.bp.blogspot.com/-3rVl63Ovv1g/XVsM6DRzijI/AAAAAAAAHTE/8m9-aF5vZ20YwKa7fkeDsyMgCeu0CJhHgCLcBGAs/s1600/IMG-8276.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://1.bp.blogspot.com/-3rVl63Ovv1g/XVsM6DRzijI/AAAAAAAAHTE/8m9-aF5vZ20YwKa7fkeDsyMgCeu0CJhHgCLcBGAs/s400/IMG-8276.JPG" width="400" /></a></div>
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We were running out of time, so instead of a second group presenting the 'other part', I got up and facilitated it with the group. The way I wrote out the 3 lots of 10% (therefore 3 lots of 6.99) helped the students to understand where the 30% went. </div>
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Again we restated the key idea in the same written way to help them connect between the two parts.</div>
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Together we worked out what 20% would be, as a way of practising the skill we had just learnt (adding 10%'s together until you get to 20 or 30%)</div>
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To challenge the children who really understood it, I made up another heater situation that was $84.99 at Bunnings but it was 40% off. And the students helped me to solve (i.e. they said it out loud, all I did was write it down). In the end we compared the three prices and were able to find out which heater was cheaper. </div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-89616537144306540132019-07-31T13:43:00.002+12:002019-07-31T13:43:29.046+12:00Oral language activity (science based)<div class="separator" style="clear: both; text-align: center;">
Last week we learnt about how animals are classified based on their characteristics. </div>
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We learnt about different kingdoms, and how within a kingdom the organisms are split into different groups. </div>
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We learnt some mnemonics to help us remember the classification system as well. </div>
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We read long texts about each class of the animal kingdom, learnt lots of new words and found out what key characteristics of each class. </div>
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The following day I gave the kids pictures of various animals and asked them to sort the pictures into the classes. </div>
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They sorted themselves into boys and girls (their own idea). The two groups had slight differences in their pictures.<br />
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Firstly I got the groups to stand up and go and look (not touch) the other groups pictures. </div>
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They started talking to each other about what differences they could see. Essentially saying how the other group was wrong, but they were using the words and ideas they had learnt. A big discussion was around if turtles are reptiles or amphibians, and where the hippo should go.</div>
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Firstly we reestablished the characteristics that define each class.<br />
What make a bird a bird? beak, two legs, lays eggs etc.<br />
What makes a mammal a mammal? skin/fur, warm blooded, has live babies and gives them milk.<br />
What makes a reptile a reptile? cold blooded, lays eggs, etc.<br />
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All the ideas/answers for this came from the kids memory - they didn't even need to go and read their books.<br />
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Next we talked a lot about where each animal went and why. For example, the snake is a reptile because it has scales, lays eggs etc. The lion is a mammal because it has fur/skin, has live babies and feeds them milk etc. We used the technical words we had learnt from the reading in context, in new sentences and related them back to a concept the kids understand (animals). Talking aloud and discussing why each animal went where was really effective in getting the kids to use their new words and some technical words as well (E.g. mammary glands).<br />
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We had to move some of the pictures around into the right places, but the talk was awesome.<br />
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I highly recommend this as an oral language activity, as it is very effective in getting kids to review the ideas and vocabulary they had learnt. They are so focused on physically moving around the pictures they don't even realise the rich conversations they are having.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-8885150118831809222019-07-31T13:30:00.000+12:002019-07-31T13:30:53.729+12:00Animal descriptions/language features<div class="separator" style="clear: both; text-align: center;">
After learning about language features, we applied it to our inquiry topic which is about animals and the environment. I gave each student a picture with an animal on it, and they had to write at least 1 language feature or describing word about that animal on the paper. Then after 30 seconds (ish), we rotated the papers. For every student to write on every paper took about 20 minutes. The students were engaged the whole time, as they had something different to think about every 30 seconds, and had an attainable goal of only writing 1 thing about each animal. </div>
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We did get some similes for some of the animals, but I would like to go back and add more onomatopoeia and alliterations which are easy language features to do.</div>
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I can see some connections to the habitat information from the day before as well. </div>
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These brainstorms will be used in writing poetry about habitats and animals. </div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-16530249118996691612019-07-31T13:25:00.002+12:002019-07-31T13:25:58.279+12:00Language features<div class="separator" style="clear: both; text-align: center;">
Today we did a sorting activity about language features. </div>
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I have observed in the students writing that they don't use language features. I knew many of the year 4's wouldn't know anything about them.</div>
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We did a brainstorm - what language features do you know about? Without any help from me, they came up with similies and metaphors. The rest I had to suggest because nobody came up with them. I asked how many people knew what that was and wrote the number beneath the feature. </div>
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Only 4 students knew what a simile was. </div>
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only 5 knew what a metaphor was. </div>
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only 1 knew what a hyperbole was. </div>
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nobody knew what an idiom or personification was.</div>
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We talked about what each one was, and I gave an example. </div>
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I handed out the tiny papers that had examples of language features on them.</div>
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Students talked to each other and tried to figure out which language feature they had on their piece of paper.</div>
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Then we made lists - </div>
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We read through them all and agree/disagreed if each one belonged there. Some had to be moved, and some we agree could belong in more than one category (for example, an idiom is sometimes a hyperbole as well). </div>
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By the end 3/4 of the class could remember what each language feature was. </div>
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We definitely need to review these and apply the knowledge so the kids remember it.</div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-62877247480791439392019-07-31T13:20:00.005+12:002019-07-31T13:20:57.159+12:00Sorting, brainstorming, collecting<div class="separator" style="clear: both; text-align: center;">
For our inquiry unit, we have been learning about environment/animals/evolution etc. </div>
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This week we introduced habitats. The kids knew the word from different journal articles they had read, and knew it meant 'home'.</div>
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When I asked them what kinds of habitats they knew about, they easily came up with some ideas. They didn't know a lot about each one, which animals lived where and why.</div>
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I had some printed pictures of different habitats ready and we did a bus stop activity where students moved from paper to paper, with time to write down any ideas they had about each one. </div>
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The things they wrote were describing words (e.g. colours, shapes they could see), animals they thought lived there or anything else they knew about it. </div>
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After they had shared all their ideas, I assigned one habitat per group and they used Google to help them get more specific words to use.</div>
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<a href="https://1.bp.blogspot.com/-9cb0BoF4KNc/XT_JIJEifXI/AAAAAAAAHMI/2gimndWAqZcJ3Lb3G2fEWZZdj1_goDU2wCLcBGAs/s1600/IMG_8162.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="640" src="https://1.bp.blogspot.com/-9cb0BoF4KNc/XT_JIJEifXI/AAAAAAAAHMI/2gimndWAqZcJ3Lb3G2fEWZZdj1_goDU2wCLcBGAs/s640/IMG_8162.jpg" width="480" /></a></div>
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Later in the week we are going to use these brainstorms to create poetry about habitats.</div>
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Next week, we are going to make dioramas of a chosen habitat, and again these brainstorms will be used to help the kids make it rich and realistic. </div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-57121345819994730642019-07-31T13:16:00.002+12:002019-07-31T13:16:41.132+12:00DMIC observation<div class="separator" style="clear: both; text-align: center;">
Today I had my latest observation/mentoring session from Don.</div>
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We are learning the DMIC way of teaching maths.</div>
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Today for the session, I had my lower half of the class working on this problem. </div>
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The following 4 photos are the 4 groups attempts to solve the problem.</div>
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<a href="https://1.bp.blogspot.com/-9AxO0rrmi7M/XT_IumDSJGI/AAAAAAAAHKs/y0p1anznnZYoXyf6WzohkVScMSh9GYdpACEwYBhgL/s1600/IMG_8126.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://1.bp.blogspot.com/-9AxO0rrmi7M/XT_IumDSJGI/AAAAAAAAHKs/y0p1anznnZYoXyf6WzohkVScMSh9GYdpACEwYBhgL/s640/IMG_8126.jpg" width="640" /></a></div>
This groups first attempt is the crossed out bit in the bottom left hand corner. They shared equally between Josh and Mele, but got stuck when they realised that Josh had $4 and Mele had $5. Knowing that they should have the same amount, they crossed this out and tried again next to it. The resilience here is awesome. They used the same strategy on the right hand side to solve the second part of the question.<br />
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<a href="https://1.bp.blogspot.com/-sKxSrXxyVD8/XT_Iu3ppG3I/AAAAAAAAHKw/pJ52DWVViigkff-XGVb5vaucxjGpUoLHgCEwYBhgL/s1600/IMG_8127.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://1.bp.blogspot.com/-sKxSrXxyVD8/XT_Iu3ppG3I/AAAAAAAAHKw/pJ52DWVViigkff-XGVb5vaucxjGpUoLHgCEwYBhgL/s640/IMG_8127.jpg" width="640" /></a></div>
I liked this groups approach to the second part of the question. You can see in the bottom left hand corner, one group member started drawing 17 stick people. The group then discussed and decided that's not what the 17 means, so decided to cross it out. Above this they drew 4 people and equally shared the 17 people as best they could. (Note the first stick person has $5, whereas the others have $4).<br />
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<a href="https://1.bp.blogspot.com/-E44coi_bwSw/XT_IwDW4-II/AAAAAAAAHK0/ioOKl7W_qW0wNyvuxUMJhV0OWqT_46P_gCEwYBhgL/s1600/IMG_8128.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://1.bp.blogspot.com/-E44coi_bwSw/XT_IwDW4-II/AAAAAAAAHK0/ioOKl7W_qW0wNyvuxUMJhV0OWqT_46P_gCEwYBhgL/s640/IMG_8128.jpg" width="640" /></a></div>
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This group first split the $9, into 3 lots of $9. They gave $2 to each smiley face, and then split the last $3 into 3x $1. They gave $1 to each smiley face, leaving $1 left over which they split into 2x 50c, and then shared these. </div>
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For the second part of the question, they drew the 4 faces, but didn't get far enough to solve this part.</div>
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<a href="https://1.bp.blogspot.com/-FQrW4KzP6d0/XT_Iw_LS8UI/AAAAAAAAHK4/unUNrHXIm5ASaMfcvzl8saidO1uoioIQwCEwYBhgL/s1600/IMG_8129.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://1.bp.blogspot.com/-FQrW4KzP6d0/XT_Iw_LS8UI/AAAAAAAAHK4/unUNrHXIm5ASaMfcvzl8saidO1uoioIQwCEwYBhgL/s640/IMG_8129.jpg" width="640" /></a></div>
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This group started breaking up the $9 and $17 into smaller numbers which were more manageable, but weren't really sure what to do with them. </div>
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<a href="https://1.bp.blogspot.com/-pCiug8M7rpg/XT_ItMKC4JI/AAAAAAAAHKc/_F1DcyS9IlsdXdfe_r5E2NM-369lg3NnQCEwYBhgL/s1600/IMG_8123.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://1.bp.blogspot.com/-pCiug8M7rpg/XT_ItMKC4JI/AAAAAAAAHKc/_F1DcyS9IlsdXdfe_r5E2NM-369lg3NnQCEwYBhgL/s320/IMG_8123.jpg" width="320" /></a></div>
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This is how the group (with the pink smiley faces on their paper) shared their explanation. It was awesome to see typically quiet students being able to stand in front of the class and clearly explain part of the problem. This is a big social phobia for some kids, so for them to do this so confidently was a huge achievement. </div>
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At this point Don encouraged me to sort of take over a little, and facilitate the second groups sharing. I had asked the second group (the ones that wrote in green felt) to share the second part (1/4 of $17). Because of time factors, and considering how long the kids take to present, it was better for me to do it.<br />
I asked the same child (call him J) who drew the above diagram, to draw 4 circles to represent the 4 people. Then we stopped and talked (altogether) about how we could try the same thing the pink group did, and split the $17 into a number that is more easily divisible into 4 groups. So they came up with 4x4=16, and I asked 'J' to write the number 4 in each box. Next we talked about how we could split the leftover $1. We had established with the pink group that half of $1 is 50c, so now we needed to work out quarter of $1. The students offered different answers - 10c, 15c etc. We checked these using skip counting and repeated addition, but they didn't add up to 100 cents. Finally we got 25 cents. So each person gets 4.25.<br />
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<a href="https://1.bp.blogspot.com/-AyA5uWHC3IA/XT_ItLa7sHI/AAAAAAAAHKg/mkvhSBaul7MkprmJg_YnFTjURTM1cLfTACEwYBhgL/s1600/IMG_8124.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://1.bp.blogspot.com/-AyA5uWHC3IA/XT_ItLa7sHI/AAAAAAAAHKg/mkvhSBaul7MkprmJg_YnFTjURTM1cLfTACEwYBhgL/s320/IMG_8124.jpg" width="320" /></a></div>
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Our connect and generalise was driven by me - at first I thought maybe if we can just understand the fractions of $1, that would be awesome for today. So we did that. </div>
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We had established through our problem solving that 1/2 was 50c, 1/4 was 25c and $1 = 100 cents. </div>
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I challenge the kids to think what might 1/5 of $1 be.. </div>
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eventually we figured out 20c. Same for 1/10. </div>
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So I made it even harder, what might 1/20 be..</div>
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At this stage I circled the 1/2and 1/4, and circled the 1/5 and 1/10, and asked them to think about halves and doubles. This helped them to see that if 1/10 of $1 was 10, 1/20 would be 5c, because 5 is half of 10. </div>
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<a href="https://1.bp.blogspot.com/-phiXDKOeztc/XT_Iutq4m9I/AAAAAAAAHKo/owf4YCnnG38LHQDkxH9N07CDcjEqtf3NgCEwYBhgL/s1600/IMG_8125.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://1.bp.blogspot.com/-phiXDKOeztc/XT_Iutq4m9I/AAAAAAAAHKo/owf4YCnnG38LHQDkxH9N07CDcjEqtf3NgCEwYBhgL/s320/IMG_8125.jpg" width="320" /></a></div>
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Then one student offered her ideas that we could use times tables. I never thought this group would have realised that. I was quite happy with them realising the fractions of $1. So we looked for patterns and were able to record the times tables that went with each one. </div>
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Overall it was a really good lesson. </div>
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Things for me to work on </div>
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- facilitating as a group instead of a 2nd or 3rd group presenting. It kept the kids engaged way more and we spent less time waiting for kids to draw stick people.</div>
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- sitting with the group before they present and rehearsing what they are going to say. Don modelled this with the pink group, who were able to present really well because they had practised with an adult. Don revoiced some of what they said (E.g. "we split the other 3 and got 50c" became "we split the last $3 into $1, $1 and $1, then gave $1 to each person and split the last $1 into two, so they got 50c). I had always been hesitant to do this, as I felt it took away from the kids thinking by revoicing and making them rehearse. But it worked really well, so this is something I will try.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-90060705216406254712019-07-31T12:54:00.001+12:002019-07-31T12:54:48.814+12:00PENZ Meeting 15/5/19<div class="separator" style="clear: both; text-align: center;">
This year I am participating in the Primary PENZ (Physical Education New Zealand) professional development. I feel that as a school, we do not have a good PE programme - to clarify, we have a very good sport programme, but PE and sport are not the same thing. PE is about skill development, movement and body awareness whereas sport is playing a game of rugby, netball etc. </div>
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This is something we can improve on.</div>
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At our PENZ meetings, which happen twice a term, we discuss issues faced by our schools and how they can be addressed. We learn new games/activities, and how to adapt these for inclusion, different aged children, lack of resources/space etc. </div>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-24313467485144172192019-07-29T16:33:00.000+12:002019-07-30T16:33:23.720+12:00PB4L Restorative Practice<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-U8qk31wQH9k/XT_ITHTTkCI/AAAAAAAAHKM/7IR0h1iX1PwobyS2BlCdI0r9glzGNADIgCLcBGAs/s1600/IMG_8163.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://1.bp.blogspot.com/-U8qk31wQH9k/XT_ITHTTkCI/AAAAAAAAHKM/7IR0h1iX1PwobyS2BlCdI0r9glzGNADIgCLcBGAs/s640/IMG_8163.jpg" width="640" /></a></div>
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<b>not</b> what rules did you break?<br />
<b>instead ask</b> what happened?<br />
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<b>not</b> who caused this?<br />
<b>instead ask</b> who has been affected by it?<br />
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<b>not</b> what is the punishment?<br />
<b>instead ask</b> how can we make it right?<br />
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<b>not</b> take a privilege away from them<br />
<b>instead </b>provide a way for the child to make amends, including making themselves feel better.<br />
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<b>Staff strengths</b><br />
- calmness<br />
- explain impact of behaviour<br />
- step back/detach/don't react based on your own emotions<br />
- listening<br />
-validate feelings<br />
-acknowledge our mistakes<br />
-asking for support (teachers/SLT)<br />
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<b>Working towards</b><br />
- being observed on our restorative practice<br />
- handling issues on my own<br />
- relationships with students repaired (Absolam, 2015)Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-6872341476590532122019-03-21T13:44:00.002+13:002019-03-21T13:44:37.545+13:00PB4L Cluster meeting 21/3/19<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">PB4L Cluster meeting 21/3/19</span></div>
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<span style="background-color: transparent; color: #222222; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Dates for other meetings</span></div>
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<span style="background-color: transparent; color: #222222; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Term 2-13.6.19 - hosting.</span></div>
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<span style="background-color: transparent; color: #222222; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Term 3-5.9.19</span></div>
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<span style="background-color: transparent; color: #222222; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Term 4-31.10.19</span></div>
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<span style="background-color: white; color: #222222; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">PB4L Conference</span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">, which will be held in Auckland on August 30</span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 6.6pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: super; white-space: pre-wrap; white-space: pre;">th</span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> and 31</span><span style="background-color: white; color: #222222; font-family: Arial; font-size: 6.6pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: super; white-space: pre-wrap; white-space: pre;">st</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Checking in 9.30-10.20</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Things to think about…</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Do teachers know how to check/read/understand their own class data?? (Rather than being given whole class data)</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Is our reward system working? What can we add as an individual level, or even at the top level to make students care more? Get student voice. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Do the kids value the reward? Do we need to change it (i..e NOT pizza lunch?). Get students to run surveys.</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Reward system </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="384" src="https://docs.google.com/drawings/u/0/d/sXdqo1rEBNt6RohKs_D5skQ/image?w=509&h=384&rev=393&ac=1&parent=13Y8Q7bQtCsIKaNNWqWWf9GBYmipIOfkeTuzWfMhbWyM" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="509" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">10.20 - school tour. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="400" src="https://lh4.googleusercontent.com/VtytVr6MIcMevcjKndBEvDEbMv808ZoJkHedh-8bnMS5Vk_Eg4cEpX13FzlTS6htVA1QXY_625OtzvYAVBo908TW16hTlAvGyinSrkmK9DcNlEm_db8LvTACrJbdCcDqMtpZWlyV" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="532" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="399" src="https://lh4.googleusercontent.com/qLkvLpisXrhxAxPmjOEra40iSYCQ5yOKbR80XClHJNsZpeCfC3yjx6MIiI6U3PjaE74f0AGxAlLMRYziOLVqw6DSprq7uYbrWSxOzX7B8LY2zQGLwPlgVRH-y3WSyYA00F8ulsaS" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="531" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="357" src="https://lh4.googleusercontent.com/aFZATVCtPI5RAfXb07hAQF29oNloAuB13xQvJGT7YM2ca3eyIk_URvgc3GBveXLdlv9PjKzIhDiQnyZpOJFSJRJ-ngdAVzPr6FyMCVNNVPmenvhMcWjhPOq3uLMlLnR6K7iKJskw" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="475" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="364" src="https://lh3.googleusercontent.com/-8sjbSF6GT9tHVgS6H692k7Fbt8Mc1GyIGDXxJNOeMji_VvEPdwWqnsU4e2mrYuwHSF9yqFEhNjyWMesd0RDoDUBs4idpCiN4vMknJy3Fxz74Zc-ujt8JBzt9YmJVdw28XCf3AHw" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="484" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="356" src="https://lh5.googleusercontent.com/d0bSCghCbmVE_ZPLdGtMUVX2X3ZCM7e7IHFoV9KrO1dsztWf1oFrV6TW0KSUOahc48mtEmWk0bRlueMB381IiY7_vVowDiKidYhYzPYdTAGils-gbo5QLob-_x2Sz8MLbhmneuJH" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="474" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="397" src="https://lh4.googleusercontent.com/uu9Kfp7k4eyq-QXVmxbCqeLZkhlnV2wkJh7rYAl9-yUKdpiD__rH4d0xpVUAzJo8JJol8n3xWsBVkAqSLJXZeV8NXTmqk2678SVZhNG65VsgzlPZ5UG5OHXJsfJ7l-0THRSSSCyi" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="528" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="394" src="https://lh6.googleusercontent.com/RIIgmNAmoY2BEB7lghzWWhS06guSutGnhimkWVc9I4TVEes_swgeY_mEocuRYiF9iTaZDk7B0QIz5sPPEIQBuhXZIfPQNvkyHntVZxxB5p3-Guwvakn-4sDE3U3IsL6Le-AtBv2W" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="525" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Data discussions</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Linda thinking about doing a ‘booster’ course for new PB4L team members who didn’t do training. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">SET - gives you overall implementation </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">The Wellbeing survey - perception from student/community</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline; white-space: pre;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Teacher aide and office staff should be able to record student data on E-tap. WHEN. WHAT. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="300" src="https://lh3.googleusercontent.com/BmrRotK6h1FEmDB6TxG2rdzVlS10Wiihg_SZKCCcldpuUiRG0ImxYcLVLyzw1x5pn0fxIWPatH49Q1RRx9UpRQtsKOawC4IVxH8obLOS7fr7V67SULUjCg94fNZ4yFA5q3jnMnPL" style="border: none; transform: rotate(0rad);" width="400" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><img height="400" src="https://lh6.googleusercontent.com/lwe4mH42sNMGrd1Sri8EEWmrSb9RoOSrv3WSPj-ZoGBmE5ar3WfF2obYNEkDqCLTjn3HIinUj5ZhE1b9LfmWyKJh85kOYdHpcNrNirSaSHCXeRIctNPvLtf_zYmeaw6-N-5fa-F8" style="border: none; transform: rotate(0rad);" width="300" /></span></div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-4148756008228711322018-11-14T19:55:00.003+13:002018-11-14T20:08:03.043+13:00CoL Inquiry 2018 - takeaways for teachers<div style="text-align: center;">
Here is some 'takeaways for teachers' that have emerged from my CoL Inquiry from 2018. </div>
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Please keep in mind that my Inquiry focused on 3 specific students. </div>
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Any comments about Autism, what worked/didn't work were specific to my 3 students and may or may not work for your lovelies.<br />
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Also this is not about key competency development - that depends on the individual child and their needs. I can only advise you to <b>focus first on the key competencies, and</b> <b>develop the holistic child</b>, rather than only trying to raise their achievement levels.<br />
This is more about what I tried and what worked/didn't work for my additional needs students that I focused my inquiry on.</div>
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<b>Would love to hear some feedback in the comments! </b></div>
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<b>(What else would you like to know? Does anything need further elaboration?)</b></div>
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<iframe allowfullscreen="true" frameborder="0" height="369" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vQ7HUlCXXwcf6jhxswMuFAX6agxn8LMfdOw-kCLlXU7oz2tI2-IihnoeT4mcTzi2A2HrtzeDhmDrPcO/embed?start=false&loop=false&delayms=10000" webkitallowfullscreen="true" width="600"></iframe></div>
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-3870534076673266734.post-80153976782489077882018-11-12T13:04:00.003+13:002018-11-12T13:11:01.925+13:00End of year CoL Inquiry summary (Nov 2018)<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>1.<span style="white-space: pre;"> </span>Summarise the challenge of student learning you focused on in this inquiry.</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">I chose achievement objective #5 which is to “improve the achievement of students with additional needs in the learning areas of English/key competencies using language symbols and text”. I took this achievement challenge almost word for word but added “in a mainstream context” to create my inquiry focus. The other teachers who had focused on this inquiry had been Somerville teachers and I wanted to show that this is still an issue we face in mainstream classes (in a very different way, but both should be acknowledged). </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b><br /></b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>2.<span style="white-space: pre;"> </span>Describe how and why you first selected this challenge of student learning at the beginning of your inquiry.</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">I selected this inquiry because I knew I had some additional needs students in my class this year. Two had joined our school mid/late of last year and I had requested to keep them for 2018 as I knew I could make progress with them. I had another student who I have taught for 3 years (2016-2018) who has additional needs, who I felt I had not done enough for. I decided to focus on these three students within the context of my 27 students in a mainstream classroom as their needs are common in mainstream classrooms, but not all teachers know how to best deal with/foster their needs.</span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>3.<span style="white-space: pre;"> </span>Describe the tools/measures/approaches you used to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools.</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">At first I chose a learning goal AND a key competency to focus on for each student (I later changed this). I identified and analysed their current academic progress, what I had done/was currently doing to try and meet each students needs and set goals for where they should be/what they should be doing (non-academic goals) by the end of the year. Of course these goals included academic shift (specifically in reading) for all 3 students, but they had major goals that were key competency based as well. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Things considered when setting goals were - current behaviours (desired and undesired), triggers/reasons for those behaviours, social norms for the boys age (10-11 years old) and what was realistic/achievement for one student who is Autistic. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>4.<span style="white-space: pre;"> </span>Summarise your key findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence.</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">My analyse of the 3 boys I felt was sufficient for the challenge. I recognised very early on that the data I would be collecting would be very qualification, as their goals were very socially-orientated and therefore hard to document (e.g. being able to speak in front of a group). I initially didn’t/couldn’t think of ways to get quantitative data so therefore alter on, had nothing to compare to from Term 1. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Upon reflection, having had all 3 students at least for 1 term in 2017 (if not longer), I felt I was not meeting ALL their needs. I had designed specific learning activities and goals for 2 of the students who had very low academic ability (for various reasons), but had not attempted to address their key competency/social needs. For the third student, his needs had changed drastically since last year so although nothing was done for him last year, it was not needed as much then. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b><br /></b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>5.<span style="white-space: pre;"> </span>Describe the main hypotheses you developed about factors that might contribute to this problem of student learning (e.g. particular features of teaching or out of school practices that were not as effective as they might be).</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">As I did not have a specific tool to implement or programme to run, it was hard to define what I was actually doing. At first I had an academic goal AND a key competency focus for each student, meaning I was trying to DO and collect evidence for 6 things, every week. This became really hard and I wasn’t very successful. As I was feeling overwhelmed by what I was trying to do, in my early reflections I often talked about the boys behaviours rather than what I did, or actually talking about the teaching/learning aspect. Once I recognised that I wasn’t doing it right, and rejigged my inquiry plan a little, things became much clearer. I had one key competency focus for each student, and that was it. Instead of trying to focus on academic and key competency, I had to only focus on key competency, and the academic (hopefully) would rise on its own. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">The main idea behind this achievement challenge was that if students were better able to communicate (through the use of key competencies), their learning would improve. For my 3 students, their 3 challenges were different, but suited their individual needs specifically. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Ryan - his identified key competency was managing self. Ryan never completed work, and quite often didn’t start it because he couldn’t manage his own time, resources, or work load. He struggled to be in the right place at the right time and was never on task. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Kian - his was managing self as well, but more about staying on task and not distracting others than right/wrong place/time. He typically started things, could open up the work, but would never complete anything. His ongoing negative behaviours meant he missed out on opportunities within the school which frustrated him immensely. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Paul - as an ESOL student, Paul usually did not actively participate in group or whole class activities. Although some would claim ‘he doesn’t understand’ what is going on, I felt that he could and his issue was more about confidence and being willing to try and take a risk. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b><br /></b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>6.<span style="white-space: pre;"> </span>Explain why you hypothesised that these factors would contribute to the student learning problem. Give reasons and refer to professional readings, colleagues and experts you consulted etc.</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">I just felt that this was the one thing holding these boys back - if they could manage their behaviour they could get on with the learning. If they could participate more without feeling scared to share, he would learn from others more.</span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b><br /></b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>7.<span style="white-space: pre;"> </span>Explain how you tested your hypothesis about factors that might contribute to the problem of student learning e.g. observations of teaching, student voice about out of school practices</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">As a school we did student voice about our own teaching practices in Term 1. My results were very conflicting (I.e. the thing they identified I was really good at, was the same thing that I needed to work on). I reflected a lot and tried to observe my own teaching - how many times did I speak to these 3 boys? In positive or negative ways? What was the tone of what was said? How did I make them feel? What was the cause of their negative behaviour? Is there anything I did to cause it? </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">At first I tried something simple like giving Paul specific tasks to do with a trusted friend, such as taking messages around the school. I wanted to give him confidence to speak to other adults in the school (apart from me). I would give him a very simple message such as “do you need more paint?” and he would go with his friend to ask different teachers. If he freaked out, the friends job was to remind him what to say, not say it for him. After a few days where he took different simple messages around, he began bringing back replies that he had memorised. The friends that went with him reported back on if he did speak/who it was and Paul reported back if it was scary/okay/good. This improved with time as he got more confident so I knew his key competency selection was accurate. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b><br /></b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>8.<span style="white-space: pre;"> </span>Summarise your key findings about possible causes of the problem of student learning identified in the profiling phase i.e. present your baseline data and evidence about teaching and other factors that affect student learning</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Again, very qualitative but causes of their learning issues depended on who they were, their needs, and what their goal was. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b><br /></b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>9.<span style="white-space: pre;"> </span>Describe in detail the intervention you designed to address the student learning problem i.e. exactly what did you plan to change? Be specific about actions, timelines etc.</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">There was no specific programme or intervention as other people have. Each student had one key competency to focus on, and we tried out different tasks/tools/activities to try and build up that key competency in each student. Sometimes the action to be tried out lasted one day, one week, or sometimes intermittently (on and off) depending who the child was, what the action was, and how they reacted. Observations were noted weekly per student, and testing of two students (Kian and Paul) was done once or twice a term depending on needs. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>10.<span style="white-space: pre;"> </span>Explain in detail your theories about why that intervention would positively impact on the problem of student learning (i.e. explain the causal chain you theorised).</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Students with additional needs, both in special schools and mainstream schools, often struggle with communication. In the mainstream environment, this can be made even more difficult by large class sizes, noise levels of those class sizes, as well as the ever heavy demands of the curriculum etc. For my three boys, I felt that if they could work on their one chosen key competency, they would be better able to navigate the classroom environment, hopefully being more settled and ready and able to learn. For each of the 3 students this looked different. For Ryan, who is autistic/add/odd, his KC goal was managing self. So was Kians, but for different reasons and in different ways. Ryan often got overwhelmed by the classroom environment and seldom completed any work (set tasks or free-choice tasks).His goal around Managing-self was more focused on him being able to set up his own day, pre-schedule brain breaks (or take these when he needed without interrupting the whole class), choose rewards that were fair, and make independent choices about his learning. For Kian, his managing self was more about staying on task, making good choices about where to sit and who to sit/work with, setting attainable academic goals for each day and him being able to see his own progress and have a positive self-efficacy. For Paul, he is ESOL and so didn’t contribute to class or group discussions. He had enough English to understand the gist of what was happening most of the time, and had friends to translate instructions/tasks into his first language to help him. I wanted him to be confident to share his ideas and speak in front of the class without fear of teasing. His goal, participating and contributing, started with things like taking notes to other teachers and asking adults questions. We built this up by always having a friend with him who could help him if he got stuck. Later, it changed to getting him to speak to a different buddy (different classmates everyday) in 1-1 situations, then either getting the buddy to share his ideas, or if he felt confident enough, him to share his buddies. We continued challenging him by getting himself and Kian to join a mixed-ability reading group (previously they had been their own reading group as they are both on the colour wheel). In this group, we read stories (usually level 3, or a high level 2) aloud so Kian and Paul could follow along and read what they could, but when they couldn’t, they could listen and still get the meaning of the story. They were expected to participate in the conversation about the text at the same level as the more capable readers, and after the first few times of being overwhelmed, could do so adequately. Ryan was involved in the same way with mixed-ability groups, however he took much longer to be an active part of the group discussion than the other two as he often wasn’t ready and able to deal with the social situation of a reading group at the particular time that the reading group was happening. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>11.<span style="white-space: pre;"> </span>Describe in detail the sources of information you drew on to design your intervention (e.g. readings, courses, people).</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">I did academic readings about autism, ADHD, ODD etc (blog post link - https://ashleyschellingerhout.blogspot.com/2018/04/learning-more-about-autism-add-adhd-and.html) , got help from Donna (https://ashleyschellingerhout.blogspot.com/2018/04/meeting-with-donna.html and https://ashleyschellingerhout.blogspot.com/2018/05/visual-strategies-for-learning-donna-col.html), and attended a workshop at the University of Auckland about learning differences (https://ashleyschellingerhout.blogspot.com/2018/08/learning-difference-workshop-university_6.html, https://ashleyschellingerhout.blogspot.com/2018/08/learning-difference-workshop-university_31.html, and https://ashleyschellingerhout.blogspot.com/2018/08/learning-difference-workshop-university.html). I was also able to draw on expertise from junior teachers and TESSOL trained teachers to help me with Kian and Paul’s. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>12.<span style="white-space: pre;"> </span>Give specific examples of how you monitored the effectiveness of your intervention and made adaptations as you went along</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b> </b>As previously stated, my ‘intervention’ as such was an ongoing, ever-changing process. It wasn’t one thing designed to be done over a whole year - or rather, yes each child’s key competency stayed the same, but the way to improve that key competency changed daily/weekly. One specific example of the ever-changing process was Ryan’s tent. I had read in the academic readings about autism that children found comfort in having a quiet, dark place to go where they could calm and re equalise. I recognised that this would be really beneficial for Ryan as when he is worked up, he often hides under tables and chairs, and makes forts out of them. I got a teepee type tent and set it up in the corner of the classroom. We talked about what it was for, we agreed on its purpose and how it would be used. It worked really well for the first two days and then on and after the third day, he began using it not for the purpose we had agreed it was for. I put it away, and explained why. It had stopped working. A few weeks later, he asked if he could get it out again and use it if he agreed to use it correctly etc. We did, and it worked. He took himself to the tent to calm down and as a reward when work had been completed. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Another example is the ear muffs. Again, I had read in the readings that overstimulation, particularly with bright lights and loud noises can trigger stress in Autistic children. I bought him ear muffs, and again it worked very well for the first few times he wore them, and after a while he would wear them at inappropriate times or in an inappropriate way. As with the tent, I took them away. They were always physically in the classroom and in fact were in a place where he could see them, but he knew he wasn’t allowed to use them as a toy or at certain times. One day he randomly came and asked me if he could wear them to help him do his work, I agreed and gave them another chance. They worked well again. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Often, and particularly with Ryan, the things I tried worked some days and not others, and we would try them again later or wait for him to be ready enough for it to work. Often the ‘thing’ we were trying out had to be adapted slightly as it wasn’t quite right. Sometimes they didn’t work at all, so were scrapped (such as Ryan’s visual timetable, which he used once and didn’t even follow). It was all part of the learning process. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>13.<span style="white-space: pre;"> </span>Summarise evidence about key changes in teaching and other factors that influence student learning.</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">The biggest change in myself was how I saw, spoke to and responded to Ryan. I really developed my understanding of Autism (and ADHD, ODD) and hence changed these things. As previously stated, I learnt not to say ‘no’. I had do hugely adapt my teaching programme, again differently for each student. Ryan’s adaptations included time, topic, choices, creativity, location, and reward. Paul’s adaptations were more learning based, and setting him up in situations with people he trusts to encourage him to talk. Kian’s again were more learning based, but also setting him up for success in as many small ways as possible. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>14.<span style="white-space: pre;"> </span>Summarise evidence about key shifts in the problem of student learning</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Obviously I can talk about shift in the students learning levels, particularly reading, as the achievement challenge talked about English. For Paul this also includes his Oral language improvement. The biggest change for all the 3 students is their shift in their chosen key competency. Kian’s ability to manage himself and his own learning is HUGELY different. Paul’s confidence in talking in front of groups, participating in group conversations and whole class conversations is literally chalk-and-cheese compared to how he was in the beginning of the year. Ryan’s journey towards managing himself will be an ongoing journey, but he has made HUGE improvements. All 3 students have made huge shifts in their focussing key competency, but also in their reading level (particularly Kian and Paul). </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>15.<span style="white-space: pre;"> </span>Write an overall evaluation of your intervention in terms of the causal chain you had theorised. i.e. To what extent was the intervention successful in changing factors such as teaching? To what extent were those changes in teaching effective in changing patterns of student learning?</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">I think the focus on key competencies was hugely successful, but there are many other factors to consider as well. For example, a lot of Paul’s success around his key competency (participating and contributing) was impacted by his level of known English words and confidence using them. Had I tried to push him in this way last year when he first arrived, it wouldn’t have worked at all. He had to be ready enough, confident enough to try, and have enough English to participate in the first place. As for Kian and Ryan, (managing self) they had to be in a place where they as individuals recognised that this was a need worth addressing. If I had just tried to change them on my own, nothing would have happened. They both needed to see for themselves why it was important and be willing to try the things I suggested. As I have said throughout all these questions, my inquiry was very complex and therefore hard to explain the causal chain. It was not as simple as I did x-therefore Y, sometimes things worked and sometimes they didn’t. It depended on many things including child readiness, mood, confidence, experience, time/place/context etc. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>16.<span style="white-space: pre;"> </span>Write a reflection on your own professional learning through this inquiry cycle</b></span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">A major thing I have learnt to consider this year (that had previously not been as issue for me) is the appropriateness of the content of an inquiry, for the context it is being shared in. What I mean by that is that I found it incredibly difficult to share a lot of what happened for my students, particularly Ryan, due to privacy/confidentiality for himself, his family, other agencies involved etc. It made it very difficult to report what was actually happening for him, and some of the biggest changes for him I couldn’t talk about. If this inquiry was only being shared in-school, I could have shared slightly more information. However since it was cluster-wide and made public via my blog, I was limited by what I could say and what was appropriate to share. If I was to do a CoL inquiry again, I wouldn’t choose to do something as personal as this because this aspect made it very difficult. Having a group of students and doing something not as personal, such as a focus on reading or maths learning development, would have been easier to report on. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">I have learnt a lot about myself - I knew that I was ready and able to challenge myself to do academic readings, to try things out, to be prepared to fail, etc. I have learnt that children need to be ready for the inquiry, and be part of it. It is not something with ‘to’ them, rather ‘with’ them. </span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-7000527109606335722018-11-08T12:00:00.001+13:002018-11-12T13:40:55.277+13:00Manaiakalani Writing Moderation - 8th November 2018<h2 style="height: 0px;">
<a href="https://docs.google.com/presentation/d/1lLM-Ceqs64qs8HY1faw_Kte9eAua1Ec-rHx1KaAj0Sc/edit?usp=sharing">Link to slideshow.</a></h2>
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<span id="docs-internal-guid-b6e4a9d4-7fff-87a4-cc38-3960f2dfbbc8"><span id="docs-internal-guid-0f3cc96f-7fff-a29f-664e-7c16a0c34e4f"><span style="font-family: "arial"; font-size: 13pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="color: purple;">Things to consider while marking...</span></span></span></span></div>
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<span style="color: #1c1c1c; font-family: "arial"; font-size: 13pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">How do I mark a script that seems off topic?</span></div>
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<span style="color: #333333; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">The topic outlined on the prompt (for example, ‘being a good friend’) is intended as a springboard for writing, rather than a tightly defined focus. Take this into account when scoring the ‘ideas’ element: ideas can be loosely related to the topic and still be considered relevant.</span></div>
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<span style="font-family: "arial"; vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-b26b9ef9-7fff-c537-15ba-aaa12757f661"><span style="color: #1c1c1c; font-size: 13pt; font-weight: 700; vertical-align: baseline;">How do I mark a script that seems to be off purpose?</span></span></span></div>
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<span style="font-family: "arial"; vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-b26b9ef9-7fff-c537-15ba-aaa12757f661"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;">The purpose for the writing (to explain, persuade, narrate, describe or recount) is the focus of the ‘structure and language’ element. It is not the focus of any other element. If the student has been asked to describe a photograph of two dogs playing on the beach, but actually narrates a story about a dog, this will be reflected in the category score for ‘structure and language’.</span></span></span></div>
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<span style="color: #333333;"><span style="font-size: 11pt;"><br class="Apple-interchange-newline" /></span></span><span style="color: purple;"><span style="font-size: 17.3333px;"><b> Our moderation of a given text. </b></span></span></div>
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<a href="https://2.bp.blogspot.com/-leBke8jnGlg/W-Nrmy6c_cI/AAAAAAAAF2s/Hvi3RIVpGcEKtwGSEyG_XHltj6DYNlIRwCLcBGAs/s1600/Screen%2BShot%2B2018-11-08%2Bat%2B11.47.36%2BAM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="483" data-original-width="872" height="353" src="https://2.bp.blogspot.com/-leBke8jnGlg/W-Nrmy6c_cI/AAAAAAAAF2s/Hvi3RIVpGcEKtwGSEyG_XHltj6DYNlIRwCLcBGAs/s640/Screen%2BShot%2B2018-11-08%2Bat%2B11.47.36%2BAM.png" width="640" /></a></div>
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<span style="font-family: "arial"; vertical-align: baseline; white-space: pre-wrap;"><span style="color: purple; font-size: large;"><b>Discussions</b></span></span></h2>
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<span style="color: purple; font-family: "arial";"><span style="font-size: 17.3333px; white-space: pre-wrap;"><b>Should there be a R0 for the rubric?</b></span></span></div>
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<span style="color: purple; font-family: "arial";"><span style="font-size: 17.3333px; white-space: pre-wrap;"><b>Yes, for - </b></span></span></div>
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<span style="color: purple; font-family: "arial";"><span style="font-size: 17.3333px; white-space: pre-wrap;"><b>Ideas - 0</b></span></span></div>
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<span style="color: purple; font-family: "arial";"><span style="font-size: 17.3333px; white-space: pre-wrap;"><b>S/L - 1 (no, because R1 says 'or absent' which means R0).</b></span></span></div>
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<span style="color: purple; font-family: "arial";"><span style="font-size: 17.3333px; white-space: pre-wrap;"><b>Org - 0</b></span></span></div>
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<span style="color: purple; font-family: "arial";"><span style="font-size: 17.3333px; white-space: pre-wrap;"><b>Vocab - 0</b></span></span></div>
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<span style="color: purple; font-family: "arial";"><span style="font-size: 17.3333px; white-space: pre-wrap;"><b>S/S - 0</b></span></span></div>
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<span style="color: purple; font-family: "arial";"><span style="font-size: 17.3333px; white-space: pre-wrap;"><b>Punct - 1 (no, because R1 says 'little or no punctuation' which means R0). </b></span></span></div>
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<span style="color: purple; font-family: "arial";"><span style="font-size: 17.3333px; white-space: pre-wrap;"><b>Spelling - 0</b></span></span></div>
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<span style="font-family: "arial"; vertical-align: baseline; white-space: pre-wrap;"><span style="color: purple;"><span style="font-size: 17.3333px;"><b>- if there are ALL 1's, they should go into E-asttle. </b></span></span></span></div>
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<span style="font-family: "arial"; vertical-align: baseline; white-space: pre-wrap;"><span style="color: purple;"><span style="font-size: 17.3333px;"><b>- if there are any number of 0's, they should go into the year 1-3 Manaiakalani spreadsheet.</b></span></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-19405173295576387432018-11-02T21:30:00.000+13:002018-11-12T13:40:37.163+13:00CoL - End of Inquiry - Student Voice (Term 4, Week 3).<div style="text-align: center;">
This week I wanted to get some student voice around the changes achieved by my inquiry. Ryan was away (for an extended period of time), so I could only interview Kian and Paul. </div>
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<span style="font-family: Arial; font-weight: 700; text-align: start; white-space: pre-wrap;"><span style="font-size: large;">How have you changed since you started at this school?</span></span></h2>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>Paul - </b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">How have you changed since you started at this school?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Good - cause I can talk to my friends. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">I can read the hard books - I can spell the word and try to say it. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">I have more friends then last year - when people talk to me I can understand them</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">I am more happy and confident then last year (</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>He then l</i></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>isted 2 people who were his friends last year, and then about 20 who are his friends now, names removed for privacy). </i></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">I like school more now than last year. I d</span><span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">o more stuff - road patrol, PE teams, helping with milk, Fruit monitor. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">"Last year when you asked me a question, i would just be quiet because I didn’t even know. Now when you ask me, I answer."</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">"Last year i was too scared to say something."</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">"I was scared people will talk about me, like tease me, like I can’t speak English properly"</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>Kian -</b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> </span><span style="font-family: Arial; font-size: 14.6667px; font-weight: 700; white-space: pre-wrap;">How have you changed since you started at this school?</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">I'm way less naughty, </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">I’m trying to not be naughty</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">I learnt to just walk away. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">I'm happy that people think good things of me </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>(rather than people including teachers only thinking of him as a 'naughty' kid).</i></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><span id="docs-internal-guid-eb47c146-7fff-c49e-ce7d-cfded5089466"></span></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">"Nan told me she was proud of me for trying to stop being naughty"</span></div>
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<span style="color: #0b5394;"><span style="background-color: transparent; font-family: Arial; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"><span style="font-family: Arial;"><span style="white-space: pre-wrap;"><b>My thoughts - I was so delighted that in their own way, by themselves, each boy could recognise how they had changed. For Paul especially, he is a completely different person now than he was last year. He is confident, out-going, and involved in everything that happens in the classroom and school. He is recognised by others (students and teachers) for the kind gestures he makes and how he goes out of his way to interact with, be friends with, help and defend other students. Kian could see in himself, like myself and many others do, that he is "way less naughty" as he puts it. In my words, he is managing himself. He even mentioned a strategy that has helped him be "less naughty", and that was "I learnt to just walk away". I also loved that he mentioned how his nan was proud of him, as I have told him many times as well. He sees the change in himself, and it makes him happy that others see it too. </b></span></span></span></span></div>
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<span style="color: #0b5394;"><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"><span style="font-family: Arial;"><span style="white-space: pre-wrap;"><br /></span></span></span></span></div>
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<span style="font-size: large;"><span style="font-family: Arial;"><span style="white-space: pre-wrap;"><b>How has your learning changed this year? </b></span></span></span></h2>
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<b id="docs-internal-guid-00b57810-7fff-1775-b2c1-81d744980aae" style="font-weight: normal;">We talked at length here about how they are in two reading groups - one group where we read level appropriate colour wheel books, and the other, where they are put in mixed ability groups and expected to listen/follow along with a Level 3 text and participate in the discussion about the text. </b></div>
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<b>Is being in the mixed group helpful for your reading learning?</b></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Paul - "Yeah, if there’s words you don’t know so they can read it and help you." </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">"</span><span style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;">I just stop and listen and follow the words”</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Kian - "Sometimes, sometimes they talk too much and its hard for us to talk."</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><span style="font-size: 14.6667px;">“sometimes I get lost but then I just listen and find the word and then I can do it again”</span></span></div>
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<span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">Paul - "Might learn faster” if we do both the mixed group and the other group. </span></div>
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<span style="color: #0b5394;"><b>My thoughts - Both boys could about how the two reading groups are very different, but both boys could see that both groups had value. They knew how to be a part of the more complex group, </b></span><span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">“sometimes I get lost but then I just listen and find the word and then I can do it again”. </span></span><span style="color: #0b5394;"><b style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;">They both know they have moved up reading levels and could tell me what level they were at now. Their confidence to participate in the mixed-ability group has grown hugely, and although they usually can't read the entire text (</b><span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>particularly</b></span></span><b style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;"> as fast as the rest of the group reads it), they know they can listen and follow along and still talk about it afterwards. None of the other group members (not Kian and Paul, the other members from the class) ever say anything bad about these two not being able to read it, but accept what they offer and include them the best they can into the conversation. In fact sometimes other members request me to put Kian or Paul in their group. </b></span></div>
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<span style="color: #0b5394;"><b style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;">At first I found it a bit </b><span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>disappointing</b></span></span><b style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;"> that the two boys only talked about their reading, but upon reflection I found that this was the biggest area of change for them, and the area where they get the most 1:1 or small group attention, as their needs vs. the rest of the class are much greater in reading than in other learning areas (E.g. in maths, Paul can mostly keep up with the regular classroom targeted at Level 3 of the </b><span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>curriculum</b></span></span><b style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;">). </b></span></div>
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<span style="font-family: Arial; font-size: large; font-weight: 700; white-space: pre-wrap;">How have I helped you this year?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Kian - "taught me how to read properly, teaching me not to cause fights in the classroom, not to swear in class, telling me to move away from L*** so I have to do the work (believe in me)."</span></div>
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<span id="docs-internal-guid-f35d75b6-7fff-4de5-2c22-441686ff44bd"></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Paul - "how to spell, tell me to take books home and read it, sound out the words and spell it, telling us how to say it properly (not ‘do the fruit’, ‘we are going to deliver the fruit’)"</span></div>
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<span style="color: #0b5394; font-family: Arial;"><b style="font-size: 14.6667px; white-space: pre-wrap;">My thoughts - again, at first I was a little disappointed with their answers as they only really talked about reading. I felt I had helped them with so much more than just reading, but they could only see that one thing.. I thought about it more later and realised that for both of them, being able to read and knowing "how to spell", how to "sound out the words" and "say it properly" was the biggest thing holding them both back from successfully </b><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>participating</b></span><b style="font-size: 14.6667px; white-space: pre-wrap;"> in classroom norms, </b><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>particularly</b></span><b style="font-size: 14.6667px; white-space: pre-wrap;"> for Paul with his ESOL background. From my point of view, helping them with that one thing (essentially, teaching them words/how to read) was for them, the gateway that opened up all the other avenues of learning that </b><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>occurred</b></span><b style="font-size: 14.6667px; white-space: pre-wrap;"> this year. </b></span></div>
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<span style="color: #0b5394; font-family: Arial;"><b style="font-size: 14.6667px; white-space: pre-wrap;">For Kian, having the confidence to read and </b><span style="font-size: 14.6667px; white-space: pre-wrap;"><b>participate</b></span><b style="font-size: 14.6667px; white-space: pre-wrap;"> in learning helped grow his confidence in himself, he stopped telling himself he was dumb, and he began to take risks and try new things. He believed in himself. He wanted to do better and be better. And he did.</b></span></div>
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<span style="color: #0b5394; font-family: Arial;"><b style="font-size: 14.6667px; white-space: pre-wrap;">For Paul, as he mentioned in the first question, last year he didn't have the words to express himself. Now he does. For him as well, having the words helped him gain confidence to then be able to participate and contribute, to relate to others, to build friendships, to talk in group discussions, to talk to me, to think critically, to be a leader and a good friend. </b></span></div>
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<span style="color: #0b5394; font-family: Arial;"><b style="font-size: 14.6667px; white-space: pre-wrap;">At the end of the day, teaching these two words/how to read, gave them the tools to achieve everything else.</b></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-60286214837013495992018-10-18T18:10:00.000+13:002018-10-31T14:30:38.631+13:00CoL Meeting - October 18th 2018<i>New Zealand separated from Gondwana around 65 million years ago. Due to the geographical isolation and a lack of ground-dwelling predators, our birds evolved unique characteristics. Flight was not required to escape predators, so birds such as the kiwk, takehe, and (now extinct) moa adapted to these conditions by developing a large body size and loss of flight. </i><br />
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<b>How to read this...</b><br />
- identifying complex meaning-carrying vocabulary<br />
- extracting key ideas/concepts/notions/knowledge parts<br />
- grammatical analysis<br />
<b>With that all together, what are the meaning-making demands??</b><br />
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things to think about<br />
- kids might know the words, but they know them in a specific context, are they transferring the meaning of that word into this new context?<br />
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STOP AND THINK THEN GO AGAIN. STOP AND THINK THEN GO AGAIN.<br />
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Kids get a specific idea of what 'reading' is, and quite often that is reading the whole text QUICKLY, and being better at reading is being at a higher level. They often don't want to use visuals, stop and ask questions, stop and think, etc. We need to change their idea of what reading is..<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3870534076673266734.post-85329984339598367152018-09-28T22:00:00.000+12:002018-11-12T13:48:41.976+13:00CoL Update (Term 3, Week 10)<div class="separator" style="clear: both; text-align: center;">
This week was our Ako Evening, where students get to share what they have learnt throughout the term. Our inquiry was around natural disasters.</div>
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Each student in the class (additional needs or not..) is expected to make something ("create") to share on the night. </div>
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Kian and Paul immediately formed groups with their classmates and began creating. Ryan chose to work on his own, but still completed his creation. </div>
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<a href="https://4.bp.blogspot.com/-qAiWG4wotE8/W9wBO483sHI/AAAAAAAAFx8/QeZ5RpxLHKIYItGdZNZTgnUnyxgccZGaACLcBGAs/s1600/IMG_3252.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://4.bp.blogspot.com/-qAiWG4wotE8/W9wBO483sHI/AAAAAAAAFx8/QeZ5RpxLHKIYItGdZNZTgnUnyxgccZGaACLcBGAs/s320/IMG_3252.JPG" width="320" /></a></div>
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Then on the day, the had to present to their classmates/teachers, and after school, to their families. </div>
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Ryan presenting the tsunami artwork to our DP. </div>
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Paul and some of his group members showing their volcano.</div>
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Kian and his buddies tsunami.</div>
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Paul presenting to his schoolmates.</div>
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Paul presenting Kian's work to a teacher (Yes, he presented SOMEBODY ELSE'S work, just because he wanted to/could, and did a great job of it too!). </div>
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Ryan presenting the artwork to some junior students.</div>
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Ryan then decided it was too noisy inside and wanted to be the greeter. Fair enough!</div>
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Again, Paul presenting a 3rd 'creation' (he didn't make this, but presented it with confidence to our guests). </div>
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It was SO AWESOME to see all 3 boys get involved in the learning and sharing. I was very impressed that Ryan identified it was getting too much for him, and came up with his own solution as to how he could be involved, but remove himself a little. Managing self anyone?</div>
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Kian completed his work and presented it with pride to his family member that came in the afternoon. He could explain his tsunami, what causes them etc in his own words with confidence. </div>
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Paul and his group made their volcano and could present it. What blew me away was that Paul presented at least 3 other groups creations to guests. He knew the information in his head and had the confidence to just walk over and start talking about tsunamis/volcanoes/earthquakes/etc. He definitely is participating and contributing! </div>
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