Learning Support Meetings - Senior Teacher involved in these meetings

Room 13:

Mathematics

• Race around the track and basic facts provided for parents to support at home
• maths club
• Touch base with student who is well below in  maths but is consistently late and misses maths lessons

Written language

• One student who is well below has had 6 weeks away from school so far this year - discussion has been had with this parent
• ESOL student who is well below is starting to move
• A couple of students who are below are making some slow progress

Reading

• A couple of below and well below students are due to ESOL levels
• Boy is above who can be hindered due to his chatting
• Girl above goes to another class for reading

Room 15:

Mathematics

• Students who are below are struggling due to lateness
• Some year 6's who are well below have grown in confidence in ability
• Extension activities for top kids for home learning - Life of Fred

Written Language

• Lower abilities are ESOL and students who are often away
• 4 part picture plan can be detrimental for one student in the lower group
• Moving across the curriculum for writing for the top writers
• Have editing experts and language experts
• Student agency

Reading

• Sharp reading programme started with lower readers
• Unpacking what a text means
•  top group go to room 14 for reading session

Building Student Agency in your Writing Programme

Presenter: Debbie Thorpe - Rototuna Primary School

Link to the Presentation

One way student agency can look in the classroom:

• Student choice
• Writing motivations
• Student planning and preparation- having something to say
• Explicit lessons- grown over the week.
• Student tracking/goal setting- taking charge of their learning
• Teacher roles
• Growing students range and self selection to write different text types.

Main points noticed..

student agency impacts

1. Student Choice of topic -for a purpose.
2. Student’s taking control of their learning
3. Student’s tracking their learning
4. Children do the learning/talking- active participants.
5. Student Progress is easily tracked/evidenced

Writing Motivations: (refer to panda lesson outline sheet)

Panda Video:

I wonder if all pandas are this playful?

This reminds me of . . .

Did you know facts shared

Records the wonderings on the board

Discuss what our purpose for writing could be

Group ideas using different colours

Student choice with planning - try to encourage structure

Explicit lessons

• Monday to Thursday
• See three flexible groups each day.
• Each 10-15 minute session builds on from the day before.
• Purpose of the lessons are to discover the new learning, collaborate and build understand together with the new learning and then take this new learning to independence.
• In the last session the goal and how we are going to know we have done this learning is written on their goal sheet.
• The following week the students may have another learning goal- or will be proving their learning.

Student tracking

• Build into your explicit lessons
• So what will this/could this look like?  
• Wait until the learning has been discovered before children are expected to track it..otherwise it will be tracked for you, not for them.  
• Give time to build what this looks like over the week.
• Give time to write in the goal and how to show this...this must be owned by the students.It needs to be in the students own words- and doesn’t have to be exactly the same for each student in the group.
• Give time each day for students to track their learning in their books.

An Assessment Tool to Make Life Easier

Presentator: Jade Milne - Hamilton Junior High School

Assessinator Tool

Benefits

• quicker marking assessments
• Can give students the achievement matrix that you have created
• Track student achievement
• quicker making OTJ's
• easier to write report comments
• able to track student achievement
• able to write report comments without books
• easy export option

Limitations:

• Department share classes
• limit of 3 classes for free
• only 45 students in each class

ConnectEd TOD Keynote: Marcus Akuhata-Brown

22nd July 2016

Connectiveness to people and place

• Connectiveness to place can inform and influence the contributions you want to make in that environment.
• Young people feeling isolated and afraid as they don't have connections
• Connectiveness beyond immediate contacts
• learning community could be the place people can go when a crisis hits
• young people need vision - an experience could sharpen their vision
• what are the mana enhancing actions that we can do?
• Conditioned by their environment - Glass lids of expectation
• Through the head condition of belief with our hearts - head and heart working together - power to change
• The further you move out of your comfort zone the more you grip
• people make a difference 

Professional Development - Leadership Day Exploring the Edges with Cheryl Doig

Link to the presentation 

Here so we can make a difference

Are you ready for exponential change? - Futurist Gerd Leonhard,

• Are you driving change or are you being driven by it?
• What can not be automated?  That will be important in the future.
• Humanity is what is important - this will be important in the future.  What is the teachers role in this?

• Communication and interaction skills will be important to teach in the future and less influence on pen and paper and writing etc.
• What are we unleashing on the world?
• The saying that if we always do what we've always done then we will always get what we've always got - not true anymore.  If we always do what we've always done - then we will end of going backwards as the world is moving so rapidly. 

Technology as a driver of educational change

• Cyberthon - Physical Education
• 3D printed medicine - Science
• The Levian Project - Literacy - World building
• What are the implications for learning and teaching?

School as a learning ecosystem - 

• fit for purpose
• adaptive
• agile
• complex
• contextual

The minute you stick your toe in the water the system has changed - unintended consequences.