Tuesday, May 3, 2016
Professional Learning and Development of Personal Professional Practice Criteria and Indicators
Criteria 4. demonstrate commitment to ongoing professional learning and development of personal professional practice Indicators i. identify professional learning goals in consultation with colleagues ii. participate responsively in professional learning opportunities within the learning community iii. initiate learning opportunities to advance personal professional knowledge and skills
Professional Learning And Development - Minutes 2017
https://docs.google.com/document/d/142g7S7Njp4n3jLgCNDJhLQmAt_nFDRz8YbG67WYooVY/edit
ALL 2016...Teacher Voice recorded as part of my lead teacher role in 2016 ....
https://docs.google.com/document/d/16QLTIV8l2SEBhVzb93sMZ6bRVZ6tTTh4uiXIcLd0Q_s/edit
ALL 2017
chttps://drive.google.com/drive/u/0/folders/0B5D6HzyqBRcgWEhlM0hyZGM3dGcSunday, September 18, 2016
Sheena Cameron Course - Feedback
Shannen, Helen and Jenny attended the Sheena Cameron Oral Language Course last week...14th September. Today they reported back on what was the course was about. Barrier games ...using ice block sticks/pizza game etc (in templates) Oral presentations - give the audience a job Rounds or Circle time - Something that starts with the letter T ... Watching video short clip without looking ...share then watch what really happened in it. Ideas for oral presentations (chapter 6) - talking strips for Juniors Would you rather questions..... Weather reports 5 minute wait time when you ask a question. See powerpoint made following the course
Wednesday, July 20, 2016
The Magic Caterpillar PD - July 2016
1 Day Course: With Barbara Brann (The Magic Caterpillar)
Child Readiness: School Readiness
“School entry involves a key transition for all children. The transition is not just to school butfrom home, childcare, preschool and kindergarten.
readiness does not reside just in the child, but in schools’ readiness to support the needs of each child, because children enter school with marked differences in the cognitive, and literacy-related skills, non-cognitive and social skills needed for success in the school environment. These initial differences are predictive of later academic and occupational success.
This is partly because skills develop cumulatively, so that those acquired early form a sound basis for later skills development.” (p1)
Policy Brief No 10 Rethinking School Readiness. www.rch.org.au/ppolicybriefs.cfm
CURRICULUM READY
Being ‘curriculum ready’ is more than being ‘school ready’.
Readiness for learning to read and write is more complex than simply being ready for school.
CURRICULUM READY
Being ‘curriculum ready’ is more than being ‘school ready’.
Readiness for learning to read and write is more complex than simply being ready for school.
Being ready to read and write not only means that the child is well preparedfor the demands of school, but that the child has mastered the underpinning,foundation skills upon which reading and writing are based.
Preparation for literacy, therefore, involves the development of specific essential skills and understandings that form a solid basis for reading and writing skills which will be acquired later.
That is, they have
The Building Blocks for Literacy
What happens to children who are not curriculum ready?
and
How do they become ready?
Answer:
• Teachers can dismiss the concept of readiness, ignore it or teach a structured programme in the order given and at the specified pace to meet required curriculum and accountability outcomes, whether or not the child is ready to learn it ( the game of “coming ready or not”).
Teachers can wait for it happen through maturity.
OR
• Teachers can explicitly teach the underpinning skills to ensure ‘curriculum readiness’.
Why do we need a programme of foundation skills?
Unfortunately now….
•not all children have formal
pre-school experience
•prior-to-school centres differ in philosophy and practice
So we cannot assume that all children are “curriculum” ready..
Where children appear to be on a negative trajectory, the earlier the intervention, the greater the chance of altering the course of the trajectory towards more positive outcomes.
However, given the existing orientation towards a tertiary, rather than a preventative intervention, in most instances, the problems have become severe and entrenched before attempts are made to redress the situation.”
School Readiness Discussion Paper 1 NSW Parenting Centre Feb 2003 ISSN 1447-9230
Life trajectories for children become increasingly difficult to change as differences in skills and abilities become entrenched and initial differences between school ready and school unready children are amplified.
“Later attempts to compensate forunreadiness are less effective…”
Policy Brief No 10 Rethinking School Readiness. www.rch.org.au/ppolicybriefs.cfm
DISCREPANCY IN TESTING FOR ‘READINESS’.
Prior-to-school ‘readiness’ assessments:
o social and emotional readiness,
o ability to regulate their own behaviour
o how children relate to others
o name writing
BUT they provide limited information about understandings, concepts and skills needed for learning at school.
School-entry assessments:
o phonics - letter recognition and letter-to-sound knowledge
o name writing
o counting and shape recognition
BUT often neither assesses underpinning concepts and skills necessary for curriculum readiness:
• language of learning
• print awareness
• phonemic awareness
• visual perception
• gross motor skills
• fine motor dexterity
WHAT IS THE MAGIC CATERPILLAR’S BUILDING BLOCKS TO LITERACY?
AN ANALYSIS OF SKILLS AND UNDERSTANDINGS NEEDED FOR SUCCESSFUL LITERACY DEVELOPMENT ACROSS 5 DOMAINS
Around 360 subskills are identified.
How is this framework different from other programs currently operating in schools?
This framework:
•provides an integrated analysis of the foundation skills that underpin literacy and learning across the 5 key domains that lead to successful literacy acquisition
•recommends that they be in place before expecting higher level reading and writing skills to develop effectively
•
•recommends explicit teaching of skills needed for literacy - leaves nothing to ‘osmosis’
•uses student’s learning needs as the basis for all planning and teaching.
This framework:
•Covers 5 domains of learning divided into 36 subskills over 4 levels of increasing difficulty
•is organized so that subskills in the 5 domains increase in difficulty and complexity as students move through the levels
•
•has been structured so that subskills in the 5 domains are connected and inter-related so that students are not taught skills in isolation from context or from each other
•provides a check list for teachers to ensure that no skills or concepts are overlooked or left to ‘osmosis’
•
•provides a selection of suggested activities which teachers can use, or from which they can glean ideas to create their own activities to teach the outcomes.
•
•acknowledges the professionalism of teachers to determine what is best teaching practice for their students.
This framework:
is based on experiential learning:
§Young children learn best when they are actively engaged in the learning process.
§Children like to “do” learning.
§Children learn through first-hand experiences that are guided by a teacher or parent who talks to them using the language of the experience.
§The experience is taken in through the senses and sent to the brain to be “interpreted”.
§The senses of sight, hearing and touch, and the proprioceptive muscle sense are therefore, all crucial to the child’s early learning.
This framework:
is based on experiential learning:
§Young children learn best when they are actively engaged in the learning process.
§Children like to “do” learning.
§Children learn through first-hand experiences that are guided by a teacher or parent who talks to them using the language of the experience.
§The experience is taken in through the senses and sent to the brain to be “interpreted”.
§The senses of sight, hearing and touch, and the proprioceptive muscle sense are therefore, all crucial to the child’s early learning.
What is it not?
•a programme based on a particular method
•a formal reading programme
• a formal writing programme
• a phonics programme
• a selection of unrelated activities
• a prescribed routine of activities
• a “one-size-fits-all” day by day programme
It does NOT assume that all students are ready to learn the same thing at the same time at the same pace
•Four Levels:
–Entry Level: Suitable for prior-to-school and Early Learning Centres
–Beginning Level: The bridge between early learning and school.
–Skills Level: The level at which connections among the aspects of literacy are made.
–Application Level: When skills and understandings are applied independently to literacy tasks.
What is included?
•A chart of student outcomes / indicators for each skill
–across 5 domains
– encompassing 4 levels
–3 stages in each level
•Activity cards – one for each outcome
–teaching ideas
–not compulsory nor exclusive
–outcome check
•Resource suggestions for the activity cards
–ideas and suggestions
–some activity sheets
–not exclusive
•Theories, References and Application Guidelines.
•Evaluation / Outcome Check Sheets
•Training DVD
OUTCOMES / INDICATORS
•Learning Outcomes – what the students need to learn (different from what I intend to teach or cover)
•Learning Outcomes – the sequence guides your planning, teaching and activities.
•Indicator Outcome checks - observable and measurable - can the child do it?
•Make sure the students can achieve the outcome before moving on.
BUT don’t get bogged down in tiny steps
PROGRAMMING
•This is your literacy programmecheck list and guide – listening, speaking, reading and writing - and some of your maths.
•Put to one side everything you are already doing and using – don’t throw anything away because you will be able to use it – maybe differently, for a different outcome or in a different order or time
•Keep your daily plan – this will be able to be adjusted to incorporate the outcomes on the framework
•How you teach them and the resources you use are your choice but it essential that you use the cards initially.
•The framework of outcomes needs to be integrated into your daily routines, play and activity based learning and explicit teaching times.
Talking:
Talk to process learning, talk to get needs met, talk to share experiences, talk of play, talk to manage in the classroom, talk to agree, disagree and object, talk to tell stories, talking for performance, talk for recount, talk to describe, talk to build vocabulary…
Talk to process learning, talk to get needs met, talk to share experiences, talk of play, talk to manage in the classroom, talk to agree, disagree and object, talk to tell stories, talking for performance, talk for recount, talk to describe, talk to build vocabulary…
Phonemic awareness before phonics
What is Phonemic Awareness?
•The ability to work with the sounds of language
•
•No letters
•
•Spoken words consist of sounds in sequence – the sequence is what gives meaning
What is the difference between phonemic awareness and phonics?
•Phoneme = sound made on speech
•Phonemes do not exist in isolation
•Phonics = short forgrapho-phonics (letter to sound relationships)
•NB this is different fromphono-graphics (sound-to letter relationships)
•Phonemic awareness = an understanding that spoken language consists of particular sounds
Can we teach about sounds through letters? No!
•Many programmes start with sound to letter relationships
•This assumes an understanding that words are made up of sounds
•This assumes that students know how to listen for sounds in words
•Often teach only sounds in the initial position of words
•Many children believe that there are only 26 sounds and they are only used to start words! (44 sounds)
Rhyme and not rhyme before word families
Segmenting and blending sounds in words before initial sounds.
Phonemes in words (listen for the sound /t/ in any position) before connection to letters.
Sounds in a given position (Listen for /t/) before initial sounds.
Completion and Substitution before
spelling
Print concepts, “literate cultural capital” and correct letter formation before story writing.
•Entry Level introduces students to the world of print: books, environmental print, reading and writing.
•Beginning Levelteaches students about how to use print to locate information.
•Skills Level connects letters, sounds and words
•Application Levelapplies information to reading and writing skills.
Creating and Extracting Meaning
The ability to listen to stories read, to create meaning from pictures, to recognise patterns in language and to join in repeated lines in the text. At Skills Level students identify texts suitable for different purposes, use intonation to convey meaning and Application Level students participate in activities that cover the four roles of the reader.
oPredicting
•The ability to hypothesise and predict when reading. Prediction and hypothesis testing are crucial elements for meaning. These involve the ability to use the title and the pictures to create the context and to predict what might come next. Later the students use letter-to-sound information to assist prediction.
•The students are taught to pose questions about the text. By reading for the answers to them, the students are able to test their predictions.
§Print Skills
–concept of word, letter, sentence, sound-to-letter and letter-to-sound, emergent reading
–telling stories, oral recount, prediction
–participation in shared reading and writing
Visual Skills and Visual Motor integration before letter and word recognition
Where do the Levels fit? Entry Level
Designed to introduce the most basic skills and understandings that underpin literacy acquisition across the 5 domains and to ensure that they are in place before formal literacy skills are taught.
•basic Standard English receptive language skills and the ability to use language to get needs met in the classroom situation.
•listening skills and visual perception skills.
•gross and fine motor skills.
•introduces language and uses of written texts.
Some children come to school with many of these skills in place.
•Should take around one term (10 weeks) to complete but is often faster – the student’s learning needs guides the time needed
•Children who are ESL learners will develop English skills through the use of the activities at this level.
Where do the Levels fit? Beginning Level
This is the bridge between basic understandings about what literacy is all about and the skills themselves. This isbeginning of formal literacy.
THE MOST IMPORTANT – DO NOT LEAVE ANYTHING OUT AT THIS LEVEL
•phonemic awareness – before ‘phonics’ (sound to letter)
•visual discrimination expertise before letter recognition.
•fine motor control of writing implement before letter formation.
•concepts of ‘word’, letter’, ‘sentence’, ‘punctuation’, 1:1 correspondence, connection between reading and writing.
Work with these outcomes when Entry Level Skills are in place across all domains.
•should take around one term to complete but might vary depending on the child.
Monday, May 30, 2016
Numeracy
Today Helen shared at Staff Meeting a selection of books from the school library which could link in with Maths teaching in the classroom. For example, 'Counting on Frank' and "War and Peas" are two such books. She is planning on compiling a list of books to have as reference in the future.
Prior to the start of the 2017 school year I attended a Combined Otorohanga Primary schools professional development day. Below is the feedback following the day.............
COPs Professional Development
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