Professional Development

ConnectEd workshop day 17th July 2015

Motivating writing through youtube

tandserson@rototunaprimary.school.nz

Tina Anderson - writing leader

Email her for the base planning using a youtube clip

Clips are for wondering and provoking

Always add 'for kids', look for time limit of around 3 minutes

Junior clips

How to brush you teeth properly

What does that make you think about?

What message did you get?

What would you like to share about what you watched?

Did you have any questions pop up when you were watching this?

Movie trailers show e.g. frozen and lego movies. What is a review?

Night Glow in Hamilton

Explain how something works - clip on youtube to show how blow up latex balloons are made.

Had balloons and did language play. Stretch and play with the balloon.

Then watch a clip on hot air balloons (also bought this across in reading time)

Writing about apps - look for clips on this as all kids have experienced apps.

Oil spills in the ocean

Orangutang clip - promote wonder

What do you know? Are you sure? Do you really know about that?

Why are they destroying all the forests?

What do you need to explore further?

What do you want your message to be?

Looked at whales Have facts prepared for after the clip - did you know . . . .

After this, So is this a good idea that they are kept in captivity?

Wonderings spot in their writing books, this could be a rotation on the task board

Fruit flies incident, look at some news clips and took it further

1080 and the possums - did you know facts, protected in Aussie and not in NZ

Sharing my Journey in Promoting Student Choice During Writing

Lynden Cook - Rototuna School

What do i want my writing to do?
Opening up the writing program for student choice

Effective literacy progress

Jeff Anderson texts

Concept of the pit -James Nottingham

Caro Dweck - growth mindset

Launch point - features around the genre focus

Learning of genre focus comes through during the reading sessions

Start of lesson - language play/challenge/motivation

Over the shoulder talk

Explict group teaching - setting goals with children

Progress check and sharing circle

Book collection system

Language play and challenge

Listen to the lost post tune write as many words as you can that relate to this stand. Now put these describing words into a sentence.

The last post sounds mmmmmm, mmmmmm, and mmmmmm.

The last post mmmm, mmmmm and mmmm, rings in my ears

Mmmm, mmmm and mmmm, the last post rings in my ears

Bolting along the grass, I could wait to woosh down the slide

What questions could you ask children in our school to find out what students would like painted to replace the four square

Over the shoulder talk

Asking students

What is your goal?

Can you show me an example?

Is that right? How do you know?

Asking students about decisions they have made to probe their thinking
How did you work out the spelling for that word?
What do you want this piece of writing to do?
How do you know this plan is finished?
How do you know this piece of writing is successful?

These question often lead into their next leaning goal.

Explicit group teaching
2-3 learning groups each day
Learning groups are fluid
Explicit learning group or consolidating learning

Progress check and sharing circle
Invite kids to come and share how they are going

Focus on goal writing, editing, proofreading
Box photo with tick boxes at the bottom and ladder to the side
My writing focus topic of writing and type of writing i am doing
Box underneath group goal and personal goal
Ticks planing with student name, writing, proofreading and then buddy share
Ladder highlight level and use code for independence on the ladder

Send writing books home to share.
Sharing circle share goal and get them to listen.


Book collection, green I've seen, red unseen and white box is children at risk that need to check in daily.

Supported by teaching in reading
Students deconstructed a school journal text into a plan
Children then went and created their own plan for their own similar themed text

Language play around an OHP - look at the below and then student given timeline, factual description due by Friday.
Factual description around a weed trimmer model - what do we notice in this model, also look at the paragraphs, what are they all about?
Students come up with success criteria for this focus, included is 'our own goal'

Student actions
Planning buddy checked - must include who is audience and what is the purpose?
Focused on goal
Writing, editing, proofreading
Buddy conference
Sharing

Planning
Sparks book
Links to:
Language play
Motivation
Challenge
Personal experience
Shared experience
Response to text
Curriculum focus

Keynote speaker - Dr Cheryl Doig

Https://goo.gl/uHUkak link for the slides to the presentation

3D printing

First 3D printed office being printed in Dubu

Are we changing fast enough and are we teaching our students what they need for this new world?

WYOD: wear your own device

Problems with education

Changes to teacher numbers

Aging work force

Teachers staying for shorter periods

Huge growth in international schools

Transparency

Personalisation

We are a much more blended space.

What is future focused:

Keeping the best of the past where it tightly links with the vaule we hold close.

continuously looking outwards for signals and trends. Creating feedback loops to explore blind spots, other points of view and possibilities.

How can the learning sciences inform the design of the 21st century learning environments - good reading

Learners at the center

Social nature of learning

Emotions are integral to learning

Effective teacher practice
Relationships between teacher and students and students to students
Flipped classroom
Students interaction
Self directed study
Accessibility of resources around the world

What will replace the teacher with technology in the future? What will we do in the future to ensure we are not replaced?

Facilities
Activists
Curators
Knowledge experts
Bridge builders
Role models
Innovators
Inquirers

PTC Workshop 2 – What is Evidence?

Now called the PTC – Practising teacher criteria

Thinking questions to use with PRT:

       What readings will you do to back up this?      

Where to next?    

Focus on what the impact will be for your learners

What will work for collecting evidence for this learning?

Am I doing in-depth inquiry?

What are the reasons for my shifts in my current reality?

Tataiako as a reference for working with ALL learners – not just Maori students.  (it is a values document)
Knowing/working with RTC helped identifying the ESSENCE of each one

Backwards mapping tool(s)

Using the PTC language   

Valuing the process and allocating time

One bundle of evidence can meet several PTC (holistic approach which is how we teach)

Not a tick box anymore OWNING the inquiry more IN-DEPTH

     Directing linking to actual PRACTICE

   Exploring SOURCES of evidence – making it manageable

Evidence to predict where goals for professional practise need to be.

Backward mapping Page 10 of workbook.  This can be used to tick off evidence to

check coverage of each of the PTC and Tataiako criteria’s. 

Copy for each of the team

A Teacher’s Voice – What is Evidence?  Reflections on the reading:

My thoughts:

Should have three main focuses:

Professional goal

Inquiry goal

School strategic goal

This bundle is over three years

Key points raised that need to be addressed 

So what?  Now what?

Reflections need to show the impact on students learning

What have you done that makes a difference?

Affirmation that what you are already doing is having an impact, or you can adapt to make sure it is having impact

Be Smart about the evidence you collect

Groups Responses:

    Every school is going to have to go through a process to say this is what it looks like in our school.  We will have to do this every year as staff changes so there is ownership and buy in from everyone.

     Review has to happen as new knowledge is gained in this

  Evidence of impact on learners – necessary and sufficient

Not just the teacher doing stuff

Improving student achievement

Other people’s perspectives included – triangulation processes, inquiry is action research, need other perspective because you can only see what you see, adds a voice on the impact you have had, helps you to reflect on the impact you have add
Johari Window

	I know	I don’t know
Others know	Open	Blind
Others don’t know	Closed	Potential

    Talk matching the action

      Not the things you’ve been doing for years, but the things you’ve been actioning

How might appraisal help us to know how our learners

are progressing and achieving valued outcomes?

Focus on student achievement (base line pre and post)

Inquiry based on assessment data

Modelling books – shows practice

Capturing student voice

Observation

Reflections (analysing, evaluating, generalising, next steps)

Teacher voice talking to evidence

Analysing of data and changes that have occurred

Social development information

Engagement data

Just writing a reflection about what you did is low level.  Cause and effective is the next level – the so what question is needs to be displayed.  I wonder what would happen if I did this with my best readers?  In other subject areas?

Reflection on how it affects student’s outcomes

Talking to photographs

Data only means something if you have a comparison

Differentiating the planning for different learners – thinking about for next time

Enjoyment is different to interest – children don’t always enjoy a task but doesn’t mean they are not interested.  This is where the learning happens. 

Not ‘did you enjoyed this lesson’, instead ‘what helped you to learn?’

Shared evidence in small groups:

Saw some great examples of how the appraisal process is working at Peachgrove Intermediate – Helen

Hold onto your evidence

over three years.

Reflections on the discussions we had in our small groups:

   Clearer as what is scificent and what is not.

Planning in times at staff meeting/syndicate meeting to do reflections and provide evidence 

Goal Setting

What am I going to need to

investigate?

What am I going to need to read?

A goal is an end point

No SLOTH goals! 

Somewhat vague

Lacks commitment

Open ended

Timid

Hard to achieve

They need to be ISMART goals

Inspiring

Specific

Measurable

Achievable

Result driven

Time bound

All goals should be ACE - Action, Clarity and Energy

By . . . . . . .

(timeframe)

I am/have . . . . .

(changed practice)

So that . . . . (student

outcomes/benefit)

Don’t say ‘I will’.  Write it as an intention/action

Example:

By the end of term 3, I have:

Talked 
Reread tataiako

and chosen 3 new strategies to try with S/W

   Planned and delivered the next inquiry unit with a bicultural

       Had discussions with my 4 focus students

My personal one

By the end of term 3 I have sufficiently supported my 4 focus students (Debbie, Tyla, Joshua and Oliver) so they can independently identify at least 5 parts of the Level 3 criteria for deeper features in their writing, so that students so they are aware of what they need to include in their work to achieve ‘at’ the writing standard.

By the start of term 3 I have provided my PRT with ideas and strategies she can apply in Room 12 so she is able to implemented restorative practise and developed her behaviour management philosophy so that I am able to meet the goals and needs of my PRT in the first 6 weeks.

Goals need:

Goal commitment even when things get tough

People need to choose our own goals

Goal setting demonstration webinar 1 Phase 1 check out

Appraisal conversation

What’s different from the last time we met?

R: Depth of thinking

Looking for reflections on the last interview

Looking for researching and discussing with others to make progress on gaps or goals that the appraisee has done.

What have they implemented?  Why have they chosen these things to implement?

Where can you show evidence of this focus in your planning?

Are other people coming in to observe/support with the goal?

Still more work required?  Did your focus kids make shifts?  Why do you think they didn’t shift?  What will you now try with these students?  Who/what could help you?

Create a step by step process for next stages – do you need to gather more data?

Create a timeline, when will you do each of these next steps

Create date when will we meet again

Pull out the backwards design model and discuss which PTC criteria you have met with that discussion

Professional Development Judy Dixon

four cards that describe my leadership style

Thankfulness

Caring

• I take an interest in others and listen deeply
• I look for ways to be considerate and helpful
• I am gentle and loving with anyone and anything placed in my care
• I give excellence to whatever i do
• I am passionate about my beliefs
• I take good care of myself

excellence

perseverance

The head, the heart and the hand of leadership

need a good balance

strong vision for my team and our school

Need to have a strong philosophy for me and my team

head has to be strong so the tail will follow

Heart has to be strong and forgiving

Hands needs to be feeding

Judy’s handout notes

Honor - I cultivate the virtues and talents i have been given

Keep the wondermint!  how to do that?

simplicity - Only keep what is useful and beautiful

NZ Teachers Council Workshops

19 May 2015

How can we get a staff to effectively provide evidence for the RTC without it being seen as ‘extra work’ and it being a befit for their teaching practise?

Tataiako – Research into this

What are the key components of an effective appraisal?

·         Shared conversations

·         Evidence of practise long term

·         Ownership of accomplishments (teachers)

·         Honest and evidence based

·         Trust model – relationships

·         Choice of presentation of evidence

·         Future focus goals

·         Linked to PD

·         Helps improve student achievement

·         Manageable

·         Extending current professional knowledge and understand

·         Who is the appraisal for?

·         Inquiry based

My goal:

By the end of this project I will have a clearer understanding of how to link evidence to the RTC so that I can support my team to do the same so they can feel more confident about completing this year’s appraisal.

Dual purposes of appraisal

How can we grow our team?

Professional growth:

Goal setting, inquiry into practise, career pathways

Accountability:

Renewal of practising, certificate, attestation

Underpinned by:

Self and joint responsibility and evaluative capability

Purpose and audience for Evidence:

Me:  My practise and the impact on my learners

My professional leader:  As a part of my appraisal

Teachers Council: Renewal of practicing certificate

Editing and Improving my Writing

Louise Dempsey

·        Dot stop – when you get here, go back and re-read.

·        Go back and edit some of my mistakes

·        I feel like an author and want to share my writing

In reading program:

How did the author show a time change?

How did the author make the writing more exciting?

Don’t fix all the mistakes- only correct the things that are the focus for the lessons.

Respond to the message before you respond to the criteria - Say something as the reader before you focus on the mistakes

Prompt kids to do a little more proof reading

Responding to the writing model – chapter 6 page 7

1.      I know what I am learning and why – Agreed criteria/goals for the lesson

2.      I can talk about my learning and successes

Feedback (marking) who should be giving it?

Dylan William – feedback clips youtube

Self and peer needs a lot of training

Book set up

Fold over edge for proof reading- more able writers

Goggle docs – children can write on the doc and add in comments using the highlighter – do as a whole class

Goggle doc’s - File, revision history to see what edits students have made

Codes

What codes do you use to edit writing

Skills toolkit for writing

Edit - Proofreading and re-crafting: (add, delete, changing and moving

There are three ways we can recraft our writing

1.      Adding

2.      Deleting

3.      Upgrading

4.      Moving

The writing lesson – Sequence

1.      Lesson introduction – clarity of intention

·        Motivate

·        Modelling

·        Agree on and unpack the criteria for the lesson – what do i want them to achieve at the end of the lesson – not the end of the week

·        Discussion

·        Remember criteria from yesterday – take something off when achieved it and then you can add something on

·        Exemplar – Boys responding extremely well to examples.  Borrow something from the example

·        Criteria not too long focus on key things to master

·        Group goals on cards to put up and move around when achieved

·        Include challenge – checkout a challenge stamp

·        Checklist with images from the adding detail ladder

2.      Independent writing (guided)

·        Plan – don’t have to plan every time

·        write

·        Self check – not all, fix up three

·        Partner check – audience, 2nd proofread, review criteria

·        Breather – publishing, handwriting, personal writing, writing games (teacher will be giving feedback)

·        Teacher should wonder around to do teacher sharing – wonder stops

·        Buzzy bee peg – i’m busy -  buzz off

·        Riskometer – model taking a risk, they take a risk and add their name when they’ve taken a risk – or Mr Potato head is looking for . . . . .add name if they do it.

·        Target card – write 5 sentences with reward if they got it

·        What’s the routine if I have finished?

Writing groups:

·        Visually sharing what each group are working on

·        Seniors working on toolkit areas

Self Checking

·        Read their writing slowly and carefully, using a quiet voice

·        Spot careless mistakes.  All writers make mistakes

·        Keep pen hardy so they can spot mistakes.  What mistakes do you usually make?  Look out for these when you proofread

·        Can you spot three mistakes?  What did you find?  That was clever.

·        Editing area?  Editing eyes from the website

·        Read writing onto ipad and play it back

·        Editing fan for lower readers

·        Tap when you hear an end of a sentence

Partner Checking

·        Partners sit together so they can both see the writing

·        Author holds the writing and usually reads to the partner

·        Partner is a respectful listener and stays focused on the writing

·        Find example of writing focus/criteria

·        Sentence starters for feedback and feedback

·        Start with and then move onto

·        Routines

·        Finding success

·        Finding improvements

·        Examples - I like . . . . . because

·        Circle two descriptive words

·        Circle two wow words

·        Full stops and capital letters

·        Circle 3 descriptive words

·        Feed forward/upgrade ideas:

·        Upgrade one word

·        Upgrade Two verbs

·        Upgrade 1 sentence

·        Writing buddies stick together from groups

·        Two stars and a wish little boxes find

3. Lesson wrap up

·        Stop lesson to make time for a lesson wrap up

·        Come together to review

·        Have a person to share their writing visually – goggle drive

·        Take a photo of the writing and put on the whiteboard – make it interactive

·        Read the writing – review one of the criteria – eg sentence starter.  High light one we like.  Is there one you could improve on?  Have a look at your writing highlight two of yours that you like.  Which one could you improve?  Let’s change it.

·        Checklists – Have I Remembered:

§  A title

§  A sentence etc

·           Highlight check list – highlight on checklist and then find at least two examples in their writing

·           Year 7/8 checklist

§  Important information

§  Describe the scenery

§  Describe the sounds

Prompting Proofreading

·        Give descent teacher written feedback based on the responding to writing model – based on the 4 steps

·        Reminders rather than corrections

·        Encourage self corrections

·        Build confidence and accuracy

·        Sp = check this line for spelling

·        P = check this line for a punctuation error and correct it

·        ? This bit doesn’t make sense

Step 1 – write the words can you fix up ______

Step 2 – put sp and then image for how to correct the spelling mistake as a prompt

Eye picture = Look for that word

D =  dictionary

Ear picture = listen to sounds or chunks and try again

C = write the word into the computer

Step 3 Sp

Games

The jelly bean game

After proof reading, students pair up and review ther writing together – not swapping books.  If the partner spots a mistake they take a jelly bean,  Goal: do not lose any jellybeans

Diction race page 107

Proofwriting page 119

ConnectEd Workshops 30 April 2015

Workshop:  10 Strategic Trends for 2015

Check out

·         Forbes 100

·         10 trends for core Education

·         Horizon Report

·         Wee video

Interesting

·         Children are becoming more literate in more than one device

·         Children bringing phones to school as device two – problems as children can go on using 3G meaning they can bypass firewalls

·         Younger children have issues as they have no computer mouse skills

10 Strategic Trends

·         The internet of things

·         3D printing

·         Advanced pervasive invisible analytics

·         Context-rich system – embedding intelligence and analytics

·         Smart machines

·         Cloud/client architecture – in the cloud

·         Software-defined infrastructure and applications

·         Web-scale IT

·         Risk based security and self-protection

Reflections from our 4r's Professional Development meeting

Feb 2015

1. everyone working on the same page towards a common goal - embedding the 4 R’s into our student’s and school to expose the hidden curriculum of the 4 R’s
2. Highlights importance of DAT’s to achieve student success and learning. Underpin successful student learning, classroom management, and student achievement - we can and do use the 4 R’s to develop the potential of all the learners in the school community
3. the 4 R’s are about personal bag of tool - enable you to be flexible, accepting, self challenging, successful
4. understanding 4R’s and how to model them before we can teach them and expect the student’s to follow them