Halberg Inclusion Training

Presentation Link

This afternoon the team from Halberg Inclusion Training came in to show us some activities for P.E that is inclusive for all learners. I enjoyed the activities as it encourage successful opportunity and collaboration. I liked how the instructor showed us how we can introduce the lesson before going through the main activity. Then how we can extend or adapt the activity to make it more exciting.

PTS Standard 2, PTS Standard 4

Probe testing observation

SO WHAT? Observation notes

9.30 am: LC: introduced the text in the Probe text. 

LC: “read this to yourself first then go through the questions - remember all of the answers are in the text. Go back through, find the key words in the text for the answers and we’ll go back through the test”

LC: then reads through the questions and the student answers the questions. 

LC: “can you tell me more?”

LC repeats the question more clearly if student has answered incorrectly. 

9.43 am: one the L completed all questions. LC then went back to question 2 in which the L struggled to answer. 

9.44am: LC then introduced a new text and had the L repeat the same thing again before asking questions. 

9.50am: test complete and L seemed to have done well on the second test. 

Now what? What are my next learning steps after my observation

I work with learners who are on the PM colour wheel. When I next work in a new habitat, I’d request for the mid/high learners so I can put what I’ve learnt into practice. I can go back to my observation notes for support on how to do the test. 

Questions I may have?

Q: When you asked if she could tell you more, what was that for? 

A: L wasn’t giving enough info - answers were in the book. 

Q: Are the answers already loaded on the sheet you are filling in?

A: There is an answer book. 

Q: When you had the learner read the second story, was it because she didn’t do well on the first one?

A: You have to get minimum 70% but she only had 60%. If she answered the 2nd correctly then she would’ve passed. 

Q: What level was she at which level did she start with and where is she now?

A: Using fiction testing data set 8. Tested set 9 for non-fiction but she struggled. However she did well on se 8 for fiction so she’ll remain set 8. 

Comments if any:

Groups are created by fiction levels. 

I’d most probably observe the process of marking and deciding whether to move the learner up a level or down, or remain at the same level. 

Thank you for allowing me to observe this testing process. I’d like to observe another. 

PTS Standard 2

iExperience SOI reflection - ELL

ELL planning link

What has been going well?

This was a great opportunity for the learners to learn the common vocab at our school, and understand how they can apply it in their everyday practice.

The learners have been engaged in this lesson as there are so many students who are passionate in improving their vocabulary skills.

For the first week we focused on the common vocabulary in OrmPS (or at school) which then transferred into week 2 where the children applied their knowledge in role plays.

What have you noticed?

The students were quite surprised about this lesson, as it was something different than what they're use to doing for iExperience. Instead of doing arts, social science, or science we solely focused on building our vocabulary, and confidence in speaking (Learning Languages).

What would you do differently?

I would adapt my use of materials. Creating visual prompts can take some time, so I tried to make the plan user friendly. I would incorporate physical items as well as visual prompts. I'd also have the learners write their work in their iExperience books to keep a record instead of using whiteboards.

PTS Standard 3, PTS Standard 4, PTS Standard 5, PTS Standard 6

Kohia Centre - ESOL: practical ideas

Julie launches her presentation by expressing the idea of creating real experiences to hook into the students learning. 

Julie explains that English is one of the hardest languages to learn. Used the following examples:

Plural: “what is the plural of feet? Sheep?”

Homophones/Homonyms: Bear, bare and beer. The bear in the woods, bare bum and the beer drink.

Slang: Swimming togs etc. 

Idioms (which English students love): students come from a home environment where Enlgish may be really structured. Therefore students could feel too insecure to speak the language in the class. 

Julie suggests to get your L’s to make their own sheets, or get them to work in a group to write their own dialogue/play incorporatie the idioms. Then present and challenge others. 

Rotation activities:

Marmite Mighty

Weet Bix Kids

Clothing and seasons/Me, myself and I

Construct a shopping Mall/Supermarket isle. 

My House, My Castle/ Design a Body

Games

These activities are helpful to teach ESOL's NZ culture and language. 

Html to resources: http://tinyurl.com/y38ht9js

We went through a variety of activities to build the children’s language vocabulary such as:

• Word association
• Comic-strip writing
• Character building profiles. 

Another fruit for thought:

Revisit the Challenges we are facing

• Adaption of Learning Tasks.
• Effective use of teacher aides in the classroom. 
• Varying the level of assistance. 
• discussion/ sharing ideas/ suggested solutions.

PTS Standard 2, PTS Standard 4, PTS Standard 6

Flipgrid Update

Personal SOI PLC

 Each week the students have a Big Book to read and retell.
This is where I have used the Digital Tool: Flipgrid.

From when we first launched the program in our literacy lessons, only 40% of the students were competent in using this tool.
However, from week 2 we are now at 80% which is a huge achievement!

- click on the Flipgrid image to see the students responses.

Reflection:
How did it make a different to your iDevelop workshops?
The students are engaged in using the digital tools and I have noticed that they remain on task.

Did it make an impact? How do you know?
It has made an impact in my literacy group, as I students who are not confident in sharing their ideas amongst their groups are most confident to share their ideas on Flipgrid.

What do you still need to work on?
I know there are more tips and tricks on Flipgrid and I feel I still have more to learn about the program.
I'd like to become more tech savvy on Flipgrid.

PTS standard 2, PTS standard 4, PTS standard 5

Space Camp Presentation with Mr Subash

This term the students in Moutere have been showing a lot of curiosity around space. 

So today we had a special visit from Mr Subash Chand. Mr Chand is a Maths teacher at Ormiston Senior College who recently attended Space Camp.
Mr Chand is here with us today to share some of his experiences at Space Camp. Everybody was engaged with his stories, had plentiful questions for him at the end of the presentation, and are keen to try out some of the experiments shown.
PTS 5

Flipgrid

Flipgrid is a digital source that you can use in your classroom setting.

I have recently launched this tool in my literacy group, and have noticed the kids are already engaged in it.
My literacy group are capable at using their oral language to demonstrate their understandings. Therefore this tool is really useful to incorporate in my follow up activities, as the students will have the opportunity to record and share their understandings.

Teacher guide for flipgrid

PTS Standard 2, PTS Standard 4, PTS Standard 5

Flat Bush 7's

This blog post consists of notes that I have taken in each workshop at Flat Bush 7's.

This was a great experience to be apart of as it was interesting to see what the other schools in our community are doing.

Notes: Charlotte begins her presentation about not feeling Maori enough. Not feeling Maori enough  - Started off with Whakapapa.

Her journey of education. Early 90’s of whanau attending cultural things like Tangi’s ect. The attitudes of people children in Mainstream schools.

The exhaustion of students switching between their cultures at home and at school.

Use daily challenges rather than “I say, you say” planned teaching. I.e. NZ’s longest Maori place name.

Used Maslow hierarchy - Identity significance and incorporates Kapa Haka cultural needs.

Kahikatea- one is strong but your collective together.

Exposure to Te reo doesn’t need to be explicit - celebrating Maori Success. www.ara.ac.nz - website.

How we learn in Te Ao Maori - tuakana/teina

My journey: Kindergarten, Primary school, Intermediate, College, Employment, University, Teaching Career.

Notes: Nick starts off with acknowledging the Manawhenua - Nga Tai.

Discusses the core features of what you have taught - STEAM or STEM. “if you looked at social Science, what are some of the Key Features?”.

Discussed a problem in which he was approached by Fonterra about. Recycle and repurpose.

Resource: Tinkercad.

Prototyping, testing and reiterating.

Presentation a problem which stated “Plastic pollution is a critical worldwide problem”.

Uses the Maori concept of Matauranga and the Model created in Stamford.

Discusses a Maori model and incorporating his aspect with it. For example a Pepeha - Maunga - environmental issues - Moana ect.

What would you want to see in a high quality lesson? What is good teaching and what does it look like? Poorly worded questions can improve.

Physically forming the curriculum doesn’t help the learning. Identifying what you want to enhance and base it off relationships and classroom culture.

A problem at OrmPS - we have visitors come through to our school - who is presenting to them? Why? How do we incorporate student voice to OrmPS? Research the local area of Flatbush.

Note: Ezra: ePedagogy Co-ordinator

Firstly he uses a QR code doc for people who want to ask questions - for those who are too shy to raise their hands.

Enabling students to become digital citizens to understand the rights and responsibilities of inhabiting cyberspace.

Capable learners supporting non-competent learners on digital technology. ePassport is to ease the transition for Y7 students - dedicating an hour a week for the students per term.

eBadge - which is presented of their eReport, using a live report. Tiered eBadges to show progressions - Organisation-where students learn to label and organise their work/files. Cyber safety-Interland/themed games about cyber safety. The quiz will also give certificates to demonstrate what you have achieved - then receive those incentives such as eBadge.

It should be an ongoing thing not just something you’ve achieved then go against later on.

Notes: discusses eBadges (similar to MHJC) which are based off the school values.

Sylvie has found that students who use paper rarely share their work, however if they use Google Classroom, they’re more okay.

App:

• explain everything

Use a daily task or an issues.

• Sketchbook app

L’s use to learn about layers and prepare them for highschool tools such as Adobe-photoshop.

Can be used to build the confidence in your digital skills.

• Assembly

Has basic shapes and templates for students to use. Used for creating logos during inquiry based learning. Look at resolution on screen then what it’d look like on print.

Go through the process with the learners to ensure they get a sense of accomplishments.

“Influence of perspective”.

Get students to think that drawing is a way of developing ideas.

Sets the students with a task then adds a twist.

PTS Standard 1, PTS Standard 4, PTS Standard 5

Moutere's PB4L

The name of our habitat is "Moutere" which means "Island" in Maori.

This has been a project that I have been working on for our habitat to enhance our PB4L.

Each students name is on a picture of a coconut. If the student has been demonstrating positive behaviour for their learning, then we advise the students to move their names up on the tree.
If the students are misbehaving or not following habitat expectations, then they would be advised to move their coconuts down.







There is a message behind each step and that is explained more in depth to the students when launching the PB4L model. However, there are also picture prompts and explanations presented to the students to remind them of what each step represents. 

Each step defined below:
Flying High - I am working at my full potential
Climbing Up - I am trying to better myself
Ready To Learn - I am focused and ready to learn
Drifting Away - I need to focus and get back to being ready to learn
Stormy Seas - I need to stop and think about my choices. I will have a consequence
Shipwrecked - Talk to parents. I will have a consequence

The students are really engaged in this model and has been actively used on a daily basis.

PTS Standard 3, PTS Standard 4

The Beauty of Mathematics: PMA

Number Talks

with Sue Pine

This workshop was a helpful workshop as my team and I are incorporating number talks in our daily maths lessons. Sue Pine first showed us demonstrations of what it would look like in a classroom, then she did a number talk session with us. Throughout the session she gave useful tips which flared a few questions in my head. 

As we are in an ILE I wondered how we would deliver the number talks session within 15 minutes to 80 odd students who retain a wide range of maths abilities. Sue advised that it'd be best to split the students into their year level groups and the problems should be at that year level. 

Sue Pine also advised that the equations should be thought out thoroughly and teachers should have an ideal strategy in mind. The strategy focus should then be carried over to the following maths lessons. 

After this session my team and I had a lot to reflect back on during our weDesign. We have discussed to incorporate these ideologies from Sue Pine's number talk session into our lessons.

PTS Standard 2, PTS Standard 4

Fun language experience - Proof Leak Bag

Monday Fun Language Experience - Week 8

Proof Leak Bag

I got the idea of Fun Language Experiences from a fellow colleague here at OrmPS. Our literacy group does hands on activities on Mondays to spark an idea for our recount writing. The kids response to this idea has been awesome and they look forward to it every week. Throughout the lesson we are exploring ideas and creating predictions on what might happen, or thinking about what is happening in the moment.

 

After our language experience, we join together as a whole group and plan out our recount. It's a great idea to take pictures in the moment also as it'll remind the learners of what we did during that time. 

One day we are planning our recount first. Then the next day we'll form one together as a whole class, in which I'd have printed for the learners to use as a reference/guide.

I have found that doing a new experience every week encourages and supports the children's ideas during writing. 

PTS Standard 6 PTS Standard 4

Morning Provocations and Challenges

Image: I balanced the giant cube block on three small cube pieces. After that, the students were curious as to how that was possible and then thought about what kind of structure they could come up with themselves.

In the mornings we have a variety of materials set up for the learners to explore.
I have found this to be a great time to engage in extra activities with the children. Each time I work with the kids I create a new challenge for them. The children love this and I believe it's a great way to show that we as learning coaches have a fun/young side as well! It is also a great way to build positive relationships with the children as I have had students who I don't usually work with come up to me with new ideas for new challenges during our time of provocations.

PTS standard 3, PTS standard 4

iExperience: Maori Arts and Craft

Over the next 3 weeks the learners will be experiencing a variety of arts and craft in the Maori culture. Today we begun our journey with learning how to make a poi. I decided to start the lesson off with the history behind the poi, which resulted positively as the children showed interest and curiosity as to how it was used in the past.
It was my first time teaching this sort of thing and I took a lot of new ideas away from it.

I assumed that making a poi could be done in one lesson, however I quickly learnt that it would take a bit longer. Prepping the students and materials can take some time, so next time i'd consider breaking my lessons into chunks.

For example: one lesson can be about the history of the poi, the next is prepping the groups and materials. Then lastly making the poi's.

I intended for the group to learn the Rakau also, but now I have realised that one week should be focused on one area of the arts and craft.

PTS standard 4, PTS standard 5, PTS standard 1

 

https://docs.google.com/file/d/1vSYi00AMzN1WWXF_3-DSzSxvJ5UaoiEXiDEW9415wR0/edit

ELT Rotation - Phonics Workshop

Phonics Session: 

Today we had ELT rotation workshops set up for the Learning Coaches. They consisted of different topics such as Phonics, Narrative Assessments, Blogging and GEG Level 1 & 2.

I admired the robot tool in which one of the staff members shared with us. She demonstrated how it works and its effectiveness to the learners.
When working with CVC words the LC and students break it down and say it in a robot voice. Once completed, then the learner feeds the CVC word to the robot through its mouth.
This tool would be useful for my learners as they really enjoy learning with the use of materials and physical activity. Lastly, it is a fun and engaging way to learn phonics and CVC words effectively for the students.

Attached PTS Standard 2 PTS Standard 5