7. Demonstrate collaborative, Inclusive and Supportive Learning Environment

Tuesday, May 3, 2016

Collaborative, Inclusive, Supportive Leaning Environment Criteria and Indicators

Criteria 7. promote a collaborative, inclusive and supportive learning environment Indicators i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga ii. foster trust, respect and cooperation with and among ākonga

During Term 4 2016 I trialed Seesaw ... a communication app.  It was a huge success, with parents, caregivers and grandparents loving it.  They were able to view and comment on things that the children were doing in class and at school.  Unfortunately, price was prohibiting and we were unable to continue it in 2017.  Click on the link below to see how it was received by the community during the trial.

Seesaw trial link...........Seesaw trial link........

Sunday, November 6, 2016

GATE 7th November 2016

Are we providing high level of challenge for our more able students? What are these students needs? How do we know? All of our students should be in the learning pit at some stage in order to be learning. Questioning, putting students in a position where there is no right answer .... a cognitive wobble pace/acceleration/authentic context. A flexible approach / responsive/ in the moment / make adjustments all the time in response to student performance and need. Kaplan model builds on the Maker model. Kaplan has the prompts for when you're planning. The differentiator - combines Kaplan (depth and complexity) and Blooms taxonomy. Inquiry Learning Add in Past, Present and Future focus when beginning to plan an Inquiry Student / Home, School and community/National/Global dimension Critical thinking, creative thinking, ethical thinking .............become a learner in action Future focus themes - Research - Future focus - Agency Take one strategy/tool and implement it for the remainder of the year and see what impact it has.....

Sunday, October 9, 2016

Gifted and Talented

PL Meeting - Monday 10th October (First week of Term 4) Revisited the powerpoint from last PL Meeting GATE. Characteristics that are underpinning them as Gifted Students...... Learning Environment ........ 3 key elements - accelerating, problem finding and problem solving, making connections.... The degree of differentiation - mildly (10%) through to profoundly gifted.(1 in a million) A flexible approach to teaching in which the teacher plans and carries out varied approaches to content, process and product in anticipation of and in response to student differences in readiness, interests, and learning needs. (Carol Ann Tomlinson) Potential Barriers to increase differentiation - management, resources, Differentiation - wider,(enrichment) deeper (extension)or faster (acceleration) Questions? ........Blooms Pre-assessment - mind maps, standardised tests, observations, TKI .............. Pre-Assessment Options Technique Description Choral Response Students give an out loud response to a whole class question. This can give teachers an indication if most of the students understand a concept. Clothesline/Human Continuum Students line up across the room in a line that matches their level of understanding. The line begins with no understanding of the concept and follows through to advanced understanding at the other end of the room. Entrance Card Before teaching the new topic, students give a written response to a serious on topic related questions issued by the teacher. Exit Card Students respond in writing to a prompt or question given by the teacher at the end of the lesson. Fist of Five The whole class responds but holding up their hand showing a number of fingers – one finger means limited understanding, five fingers means advanced understanding. Four Corners Teachers place a label in each corner of the room that relates to four levels of understanding. The teacher then asks students to move to the corner that best represents their level. I do not know, but I do know A PowerPoint is shown/given to students (can be given in groups). Each slide has a different picture relating to the topic and students write what they do know in relation to that picture. Individual Response Boards Students use individual white boards to hold up their answer in response to a question given by the teacher. The students hold up their boards and the teacher circulates the class to see the answers. Journal/Free Write Students write what they already know about the topic for a lesson or a set period of time. KWL Chart A graphic organiser that has three columns • K= what they already know about the topic. • W = what they want to know about the topic. • L = at the end of the lesson, they record what they have learned about the topic. Matching This can be a kinaesthetic activity where students use dominoes or mixed up tables to match different terms with their meanings. Most Difficult First Students are given the five most difficult problems first to see if they need additional practice or instruction in the skill. Observation Students complete the task while the teacher observes them. The teacher could use a checklist to record the data gathered. Post Test as a Pre Test Students complete a test before the topic to assess if they need curriculum compacting. Maker Model (more standalone model) Kaplan (thematic based) (see tki - gifted and talented) Content Process Product Learning Environment Use a couple of these prompts in our next planning???? Flexibility for us to pick ones we want to try..... Differentiation toolbox handout eg....tic tac toe .......... ........go deeper.........extension eg Zoe Tour de France How do we differentiate Inquiry within an integrated curriculum? .................to be looked at at the next PL Meeting

Monday, August 22, 2016

Gifted and Talented Professional Learning

Meeting Held ---- Tuesday 23rd August 2016
with Viv Russell


Recapping ..............
Collecting Data / Data analysis

Potential and performance

On-going process of identifying and meeting needs.
Needs analysis informs provisions
Co-construction, shared responsibilities

Next steps.....
Twice exceptional students....2E
Collecting data

Focus on the strengths, minimise barriers

*TeacherVision website - Graphic organisers

*TKI - whole section on 2E (twice exceptional students)


*LASS Junior 8-11 - Lucid assessment system for schools
.....
visual memory
auditory short-term memory
phonic reading skills
Phonological processing ability
Visual short term memory
Visual and verbal sequencing

*Dyslexia potential NZ - resources for dyslexia

*E-learning strategies
text to speech etc

Data collation - get information in to Chris.  Make sure it's simple.
Next Meeting (Monday 29th August) - Are we differentiating for high challenge? (James Nottingham...The learning pit) Are children 'in the pit?'

Sunday, June 19, 2016

Gifted and Talented Meeting

Staff Meeting Monday 20th June
Looking at identifying needs so that we are in a better position to have those needs more visible and we can meet those needs in new ways.
  -recognise them/value them -develop their exceptional potential collaborative approach -co-construction ......... responsive to our children, parents and community
 *Concepts of giftedness

How will we identify them and their needs (inclusive of all stakeholders) what are we already providing ......building on good practices
Rubi Goldberg

Identification - looking at a continuum of need.
  

Sunday, May 15, 2016

GATE 16th May 2016

GATE/High Ability Students Professional Leaning – 16/5/16 (Meeting Number 3) *GATE id process – process around identification Reading by Ingrid Frengley-Vaipua and Brooke Trenwith… To i.d. or not to i.d…. that is the question. Te Toi tupu sample ID process flowchart used as a base for developing a Kio Kio id process. (refer staff shared drive under GATE) Domains: Academic Cultural Physical Creative Social/Personal Technological or Environmental GERRIC resource: … Gifted and Talented checklist for parents GERRIC resource ….Gifted and Talented checklist for teachers …one idea is to integrate these (ie the ones listed above) into the Kio Kio School ID chart OR….. Have an initial checklist and then use the above ones for those children who have been identified. Stanine 9 high ability students and then Stanine 8 – Academic high ability students Maureen Neihart and George Betts 2010 – Revised Profiles of the Gifted and Talented handout (plus article to go with it) Parent meeting soon to show them id processing tools etc

Sunday, May 15, 2016

GATE 11th April 2016

Draft definition - Community - Students Identification -ID of G&T students - ID of their needs ID tools Definition: Extension and Enrichment students at Kio Kio School are those who demonstrate or show the potential for outstanding performance in one or more of the following areas, when compared to others of similar age, culture, experience and environment. Domains: Academic; Creative; Social / Personal; Physical; Cultural; Technological/Environmental? ID tools: http://gifted.tki.org.nz/For-schools-and-teachers/Identification/Identification-tools/Informal-tools

Sunday, May 15, 2016

GATE

GATE – Viv Russell – Te Toi Tupu Rationale – why doing? Min Edu provided based on looking at data – while we have special needs etc, we are going along well with other stats, so need to cater for the other end (GATE) Strengths & needs analysis – e.g focus group of students today. Etc. Specific to school, linked to strategic aims etc. Define so that we all are talking about the same thing. Min Edu gifted and talented vision – recognise, value & empower them to develop their exceptional abilities. Equitable access to provisions 6-7 domains of giftedness recognised by Min Edu (leadership, emotional etc, not just academic) Concepts of giftedness Exceptional compared to same age peers Have certain learning characteristics that give them the potential to achieve outstanding performance Require different learning opportunities and may need emotional and social support May be asynchronies – e.g. reading at 15 year old level, but still only 6 with 6 year old experiences Some may be overly sensitive – e.g. to social injustices / world issues Giftedness = potential / talent = performance (potential realised). In the middle of this = developmental process. Inputs to developmental process = intrapersonal characteristics & environmental issues. GATE is a priority for the Ministry, and part of this = devpment of GATE on TKI. Handbooks to download (do this). Definition of GATE There is no set definition – it is how the school defines it. Example on TKI (secondary). Identification tools http://gifted.tki.org.nz/For-schools-and-teachers/Identification/Identification-tools Young students: http://gifted.tki.org.nz/content/download/498/2059/file/Young%20Gifted%20Learners%20-%20Identification%20Checklist.pdf Professional development models for teachers https://education.arts.unsw.edu.au/about-us/gerric/resources/pd-package/ Parent relationships – need a shared understanding of what it means to be gifted, and can work from there. Parents of special needs students (incl gifted) become very battle-weary with continually trying to re-state their case and fight for recognition and help. Gifted and talented is a ‘loaded’ name – perhaps use the term exceptional ability. How to achieve? Discussion around whether this would involve pull-out programmes or with other schools, e.g. accelerate programmes. GATE isn’t something that runs alongside, it is part of your programme. There is no formula – there are gifted students, and gifted students’ needs, and this looks different in all schools.