CoL meeting - 26th July 2018

Our job is not to tell, but to influence with good reflective practice.

Term 3 is the best term - no testing, no report writing.
we need to
- deliver the curriculum really well
- make sure its visible
- have high expectations

We are letting kids 'dumb down' their own language. 

- When kids don't understand what to do, the learning, or they misbehave, how do we speak to them? how do we speak to them when it matters? Do we speak to them in the 'language of success' or in 'dumbed down' English?

- We should be treating our children, no matter their age, like when they are learning languages for the first term (E.g. 0-5 year olds). Don't reprimand them all the time, just rephrase it and say it back to them in the correct way.

- We are forgetting their heritage and roots; expectations of White Sunday and other cultural oracy. They CAN do it, but we aren't expecting them too. 

- Build into planning that vocab needs to be revisited.

Challenge - 

literacy planning should be designed to have as many experiences of reading/writing/listening/speaking/thinking/viewing or presenting. 

Colouring does none of these. 

High value activity that do this. 

Link to Rebecca's slideshow

So it worked for Jimmy, but not for Rosie? Yes, we can think about

DON'T ONLY THINK ABOUT - why did the dolphins end up in a different place?
THINK ABOUT - What will cause learning under the water?


*students need to listen and respond to each other, not just have parallel conversations*

What am I going to refine?

I need to do more frequent, small format data collection E.g. timing how long and often Ryan sits in a reading group, how long he stays on task, how many times Paul will say something in reading group.