Pluto: Tailored class placement software

What? 
For ELT today we learnt how to use Pluto to place our learners into classes for 2019.

So what?
When filling the information, we had to include their gender, behaviour, reading & writing ability, relationships, ethnicity & passion.

Now what?
I will complete the class placements for my learners for 2019 using the Pluto software.

iExplore

What?
For ELT today we had PD on  ideas for planning suitable iExplore workshops for our learners.

So what?
First we spoke about what an inquiry is. Then we discussed our starting point which is our handbook.
Next we discussed some ideas that we may use in our iExplore. Thereafter we spoke about recording learners thinking. We also learnt about some tools and display ideas that we could use with our learners during iExplore. Finally we spoke about ways in which we can connect our iExplore to our learning model.

Now what?
I would use some of the ideas that I gained from this PD session on iExplore when designing iExplore workshops for my learners.

Spiral of inquiry: New Learning

What?

For ELT we did some new learning to help us in our spiral of inquiry.

So what?

My new learning was about using the literacy hub & progressions to help learners to improve in their writing. My planning was based on skills that learners had to learn from the literacy hub, then practice and prove to me.

Now what?

After the learners prove to me that they use the skills learnt from the literacy hub in their writing, they update their literacy progressions.

Netball PD

What? 

For ELT we learnt how to coach netball some PD to help us to become a foundation netball coach.

So what?

We did a targeted programme aligned to the New Zealand coach pathway. As a prerequisite we had to know the netball rules as well as NetballSmart which is growing physical capacity. I did the Year 3-4 coaching module to receive the foundation coach award.

Now what?

I will use this knowledge to help the learners to improve in their netball skills.

Home learning Grid

What?
For ELT today we discussed what we as a school could do to create a home learning grid that would work with our learners.

So what?
First we had a look at Lillico's homework grid. Then we discussed factors impinging on 'traditional' homework. Next we spoke about parent's views on homework. Thereafter we discussed the why and what about the homework grid. After that we discussed the recommended cells in Lillico's grid. Finally we came up ideas that we would like on our school grid.


Now what?
I am looking forward to trialling out the grid that we roll out at the start of term 4.

How to create a professional blog and site

What?
I worked together with another learning coach, James Morrow, to help the new learning coaches at our school to set up their professional blog and professional learning pathway.

So what?
First we helped them to create their professional blog and showed them how to do a blog post. We also showed them how to add labels on it so that it links to the professional teaching standards which can be found on their professional learning pathway.

Then we helped them to create their professional learning pathway using Google sites. They created five pages. The first page was the 'home page' on which they will write something about themselves. The next page was the 'I am capable page' to which they embedded our school's strategic leadership plan as well as their goal document. On the following page which was the  'I am collaborative page' they embedded our school's spiral of inquiry which is based on literacy this year. The following page that they created was  'I am connected page' on which they inserted an image of the Standards for the Teaching Profession and inserted a link to the professional blog. The last page that we helped them to create was the  'I am Curious page' on which they embedded our Professional learning design for 2018.

Now what?
The learning coaches will post regularly on their professional blogs and their professional learning pathways and if they require help, I will assist them.

Literacy progressions

What?

The learners can learn, practise and prove their capabilities for each Literacy Progression using our fantastic Literacy Hub!

So what?
On this super site, the learners will find a treasure trove of excellent resources to guide them on their learning journey.


When the learners start working on a new Literacy Progression, they highlight it in green to show they are growing their learning in this area.
Now what?

As soon as a I feel they are capable on a Literacy Progression, I will highlight it in pink for the learner.

I will also date and initial the Learning Progression to show the learner's capabilities.

Spiral of inquiry

What?

The SOI encourages us to collaboratively adopt a curiosity mindset to identify what is going on for learners and to develop some hunches about what is leading to the current situation, before deciding what to do about it.

So what?

We worked in habitats to work out what is working well so we can build on it, and what is not working so well so we can make changes. Click on this link to view what our habitat came up with to personalise writing with our learners.

Now what?

Now that we have finished the scanning phase, we will look at the next stage which is the focussing stage and then develop a hunch.

Coding & Robotics

What?

For our Flatbush 7 teacher only day I chose a breakout on coding & robotics.

So what?

Students use their decomposition skills to break down simple non-computerised tasks into precise step-by-step instructions. Some of the things I learnt were:

• Bluebots - mapping & fractions
• Spheros - picture coding, block coding, text coding

Now what?

I will try to use some robotics & coding in my teaching practice

Graduate Diploma in TESSOL

What? 

Graduate Diploma in TESSOL

So what? 

I did the following papers when I completed my studies in The Graduate Diploma in TESSOL:

• TESSOL: Language Learning Needs (EDPROFST 227) 

Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced.

• TESSOL: Language Learning through Tasks (EDPROFST 372)

Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences.

• TESSOL: Language Learning in the New Zealand Context (EDPROFST 373)

The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning.

• TESSOL: Language Focused Curriculum (EDPROFST 374)

Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching.

• Introduction to Bilingual Education (EDPROFST 226)

An introduction to bilingualism and bilingual education. Examines key principles of programme development and strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary.

• TESSOL Assessment (EDPROFST 375)

We analysed the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds.

• Bilingual Education: Curriculum and Pedagogy (EDPROFST 377)

Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre.

• Introduction to Samoan Language for Teaching (EDPROFST 220)

Focus on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language.

Now what?

I will use whatever I learnt in my studies to help me in teaching my emergent bilingual learners.

Tech Time

What?
For ELT today we had a PD session on keyboard shortcuts.

So what?
I learnt that to display the keyboard shortcut in Google Drive I need to press Command+/.

The shortcut for filmstrip is:

The shortcut for selection is:

The shortcut for navigation is:

The shortcut for menus is:

Now what?

I will use these shortcuts to help me to navigate faster in future.

STAR and PAT test

What? 

For ELT today we worked in groups to analyse the STAR and PAT test data so that we could come up with responsive interventions.

So what?

We analysed the STAR  reading test data for the year 3 learners in the following categories:

Word recognition

Sentence comprehension

Paragraph comprehension

Vocabulary

For each category we identified which learners were critical and who were the learners in the safe zone.

For PAT we analysed Reading comprehension, Reading vocabulary and Maths dat for our Year 4 learners. We named the learners who were achieving at above average (stanine 7-9) and those who were achieving below average (stanine 1-3). We then created a summary of what the results indicate, what considerations we need to make to our literacy programmes and some responsive interventions that could take place. We had to also decide when and how we will share results with parents and learners.

Now what?

For the STAR reading test we need to think about what considerations we need to make in our literacy programme and what interventions need to take place.

For the PAT test data we need to comment on the achievement of our Maori and Pacific learners compared with achievement levels in our learning habitat. We have to also comment on any trends demonstrated in our learning habitat’s results that indicate gender achievement differences.

Assessment

What?
For ELT today we looked at assessments that we did last year and discussed what needs to be changed when assessing our learners this year.

So what?
First we discussed the 7 principles of learning which are:

• Make learning central, encourage engagement, and be where

      learners come to understand themselves as learners

• Ensure that learning is social and often collaborative
• Be highly attuned to learners’ motivations and the importance of

      emotions

• Be acutely sensitive to individual differences including in prior

      knowledge

• Be demanding for each learner but without excessive overload
• Use assessments consistent with its aims, with strong emphasis on

      formative feedback

• Promote horizontal connectedness across activities and subjects, in-and out-of-school

Then we discussed: 

What are our Non-Negotiables?

What assessment do we use to group and inform teaching?

Does assessment look different for our target learners?

What do we do once assessment is complete? 

Finally we discussed what narrative assessments are, some of the things that we can use as evidence, what needs to be in a narrative assessment and looked at some examples of narrative assessments from previous years.

Now what?
As a school we need to look at what assessments did not work for us and needs to be changed.

English Language Learner Support Programme

What?
For ELT today we learnt about English Language Learner Support Programmes

So what?
Some programmes provided are Patch Play, Foundation topic, Quick 60 and in habitat support.Patch

Play is:

• a resource to support the development of oral language skills. It can be used with individuals or groups
• designed for learners who are developing the skill to utter one word - through to sentences.
• learners working on one quilt building up knowledge of vocabulary
• generally used with learners in Years 1 and 2.
• learners using the resource for around 2- 3 months by doing short 20-30 min sessions, 3 times a week.

Foundation topic:

• Talk to Learn is a practical Oral Language programme for use in Junior classes to develop oral language skills. 
• Designed by Deputy principal and 2 speech language therapists.

Quick 60 :Researched and Designed by Dr Sandra Iversen - NZ.

• Suitable for learners in years 1-6 who have little literacy knowledge. 
• 60 lessons. 
• Learners have their progress tracked as both formative and summative. 
• Habitat reading levels are collected every term.
• Basic skills required to become competent readers and spellers.
• Intervention programme for at-risk learners.

Now what?

• On the timetable as a habitat we need to assign where the ELA is to be
• This support needs to be included in our design each week.
• The ELA needs to know the specific learners they are working with.
• The LC is to work with ELL with the greatest need, the ELA can support those learners with less needs.

Maths hub & Mathletics

What? 

For ELT this week we went over the Maths Hub and Mathletics.

So what?

The Maths hub is linked directly to the Maths progressions which also links to the curriculum. After conferencing with a learner we can highlight the progression they are working on. There is a colour key for updating the progressions. Grey is for learners working collaboratively with others, Green is for group sessions, Orange is for learners working independently and Black is for what learners are able to do by themselves which the learning coach dates and initials.

Ormiston Primary School home expectation is that the learners complete 1000 points a week on their Mathletics tasks.

Now what?

For Mathletics I need to ensure that all learners are able to log into their accounts and understand their dashboard. I also need to set weekly tasks and check progress. 

Now what?

Meet the learning coach

What?
For ELT today our habitat created a presentation for our Meet the LC evening next Tuesday.

So What?
First we will introduce ourselves. Then we we will talk about what our day and design looks like. Thereafter we will inform the parents about the importance of waste-free lunches. Next we will let the parents know about the use of devices and our school as well as habitat site. After that we will talk about home-learning. Finally we will let the parents know what PB4L is all about.

Now what?
I am looking forward to meeting the parents and sharing this presentation with them for a successful year ahead.

Developing an effective writing programme

What? 

Developing an effective writing programme by Sheena Cameron and Louise Dempsey held at the Alexandra Park Event centre in Auckland on 24 January 2018

So what?

- There are three types of lessons - mini lessons, quick writes, writing lessons.

- Editing involves proofreading - spelling, punctuation, grammar, meaning & re-crafting - improving the content of the writing.

- Teaching approaches in a balanced writing programme - modelled writing, shared writing, guided writing, independent writing.

-  Grouping for writing - mixed ability and same level

-  Forms of writing - common text types

-  Other forms of writing - recording events, hypothesising, inviting a response, requesting, humour, entertaining, finding out, summarising, commenting.

- Different experiences - do something, view something, listen to something.

- Ways to organise writing - discussion, describe it, list, criteria, talking frames, picture plans, brainstorms, symbols, T-charts, Y- charts, planning sheets.

- Suggested lesson sequence - lesson introduction, independent writing, lesson wrap-up.

- The lesson should have a clear criteria and challenge - visual, memorable & measurable.

Now what?

I am going to introduce the idea of self check and partner check in my writing programme with the use of 2 medals (achievements) and a mission (next steps).

Herrmann Brain Dominance Instrument

                                       

What?
The Herrmann Brain Dominance Instrument (HBDI) is a 120-question, highly validated diagnostic survey. Your answers indicate your thinking style preferences.

So what?
The whole brain model has 4 parts

• A - logical, analytical, fact based, quantitative - left mode
• B - organised, sequential, planned, detailed - left mode
• C - holistic, intuitive, integrating, synthesising - right mode
• D - interpersonal, feeling based, kinesthetic, emotional - right mode

Our 4 different selves are: rational self, safekeeping self, feeling self and experimental self.

After doing the survey I realised that I fall in the left mode which is the blue and green - upper and lower left quadrant - rational self and safekeeping self. My highest score was green which indicates that I am practical and my second highest was blue which indicates that I am rational.

Now what?

After doing the survey it made me realise that I need to develop my experimental self by taking more risks and my feeling self by being more expressive.