Associate Teacher Meeting Notes

Associate teacher meeting notes

Notes re-written to help other teachers from the course attended at AUT

Wai Ako

Date: 31/8/17

Staff PD: Wai Ako - Learning Songs, PD with Roimata Smail

Everyone has trouble with pronunciation of Te Reo Maori - fear of getting it wrong is what holds a lot of people / teachers back.

Resource created to help teachers teach children and get words right.

You can’t learn Te Reo  just by learning individual words - red, white, dog etc.

Songs to teach different aspect of Te Reo.

Te Reo Maori Curriculum has 8 levels to be taught at Years 1-13.  Two levels to be taught at primary school.

Would need to learn about 6 songs a year to cover the curriculum over the course of primary school, which works out about 1 ½ songs a term.

To incorporate it into your classroom, try adding the Ata Marie song and using the greetings at roll time.

Website:  Waiako.com

Contains the songs, notes for teachers, links to MoE lesson plans, how to incorporate it into your classroom routine, how to review learning and peer assessment.

How can the whole school and community support the learning of Te Reo?  You may find there are people in the community who are able to support you in school.

Team meeting PBL Notes

https://docs.google.com/document/d/1iHtrbms53bDV6NF9uZlrmfdNqyOMoqQnD0lhT_WDuQA/edit

CRP Cultural Resonsiveness

CRP presentation

Thinkings:

What an awesome day lots of great questions and really made me question my own practice

On the Surface Practice VS Real Cultural Responsiveness

I think we are all good at doing the things that are on the surface - saying the words and singing the songs. But there is so much more to consider and in considering this think about how our actions involve or push away our maori families. What it really left me thinking is:

Are there things that I could be doing in my classroom that fit well within Maori culture that would make a difference to ALL of my learners?

- Being respectful of where we have come from - our whakapapa. As a New Zealander this is really important to me but how can I include the whakapapa of the families in our classroom?

- The idea that the village raises the child. So how can I include my whanau more in the things that we do in class? How can I make sure everyone especially my Maori parents feel good about coming into class and being a part of our learning?

- How can I use Maori language in a way that it just becomes a part of what we do and how we talk? And does that result in better outcomes?

Effective Maths PD

24 May

Effective maths

Focus place value

Forwards backwards 1 10 100… crown with these on head  1 2 3 4 (+10) 15 25… (-10).... 35 25…

Using a 100 chart to visualise

Effective pedagogy in maths (pink book??)

After the game/warm up.. Using this time to think and to use… why are we doing this??

Number knowledge:

Basic facts

Place value

Forwards backwards

Number identity

Strategy:

Add sub’

mult div

Fract prop

PLENARY!

Make time for reflecting at the end...

Using digital tools up on projector

Whole class

10 whole warm up

30 Work out:  groups..

20 plenary

Or

Flexible groups

10 Warm up

45 groups / 1 teacher 2 independent 3 independent… (2) sessions

5 min warm down

Why warm up??

Engage / Fill gaps / Front load / connections / integration / re-visit other lessons

Using language…

Do they know the right language? Do I know the right language to their level?

Getting them to notice and discuss  numbers what is the odd one out?? T / F

MATHS STARTERS!! On web site link being sent to us

Interactive 100 board

Guess the counters in the cup… estimation…

Expectations?

What can they do now?

What do they find difficult?

Misconceptions might they have?

Nz maths  / curriculum elaborations (choose your level)

Achieve content ( will give you the basic)

Support resources

Cards / ordering numbers   1st card biggest wins...

How clear do you have their learning goals??

Having the big learning goal… out visually to see…

Staff meeting Tuesday 16/05/17

Maths Testing

Testing needs to be ongoing - as you teach a unit of work with a group you can test that module and add that information on to Edge

- I have tested 2 modules but I have not put them onto edge - need to do more testing. This links well to the work that I have been doing with Susan with the groups

- some modules will not be done until later in the year when we do some of the other maths areas


website with some help on how to take the test and what each level looks like

http://www2.nzmaths.co.nz/Numeracy/ONPD/Intro/01.aspx

I also found this one which makes it easy to find activities for stages 1-4 
https://nzmaths.co.nz/number-knowledge-lessons

I really like this one as I think the activities are set out really easily - I just think I need to go back now and do more testing so that I can see where more of the gaps are


Reading Testing

Watched PM testing video on a level 11. The sequence of this test was different to what I have been doing - useful training before next week.

I have been doing too much of a read through giving them information about the text. Whereas in the video they were only looking at the cover and talking it through. Then the student is to read the book through to themselves and retell the story - I have not been doing this stage so it is something that I have learnt. We talked a lot about what to record of their retell and I like the idea of taking some notes for each one instead of writing down every word. Then they read you the story.

As with most of these things we all saw the way the teacher was doing the running record differently

But it has made me see that i need to change a few things in the way I am taking the test so that I am consistent with the rest of the team.

Maths observation and follow ups

https://docs.google.com/document/d/1fkENRX_2MrppQTI3Bm9pDY4XvieCwNvxY2DKIM2yq04/edit?ts=5914af4b

This was a good exercise but I wanted Susan to see more that I have been finding hard - so we talked through using more of the assessment and how my groups might change more frequently to fill in small gaps for different students

Going forward it does  give me more confidence that I am on the right track with my maths programme. Using the new task boards has meant greater independence during Maths time and it was great that Susan reinforced that these are on the right track

Talk Moves - video

https://www.teachingchannel.org/videos/student-participation-strategy

love the revising idea - permission to change your mind. When you are confronted with new information you should change your thinking

Also love the I'm thinking the same as you symbol that the class were doing to eachother


This one has the turn and talk added in and I really like that as an added dimention

Staff Meeting Maths and Reading

Linda Maths, Vanessa Reading

Video Jill Eggleton, about guided reading re-affirmed what I am doing for guided reading. Raised questions about how many groups we see on a day. Done as the video you cannot see each group every day (some people see this as essential) I am seeing the improvement that I want to see as I am doing it. Brings into light the need for quality independent activities.

Linda's maths was not at our level but some good sites to visit for the kids.

Teacher Inquiry

Reading - Inquiry Learning Networks and Spiral of Inquiry

Article provides a framework for teacher inquiry and gives an outline for why collaborative approach to teacher inquiry is important.

A framework for changing the experience of learners through new learning and new actions

The cycle involves six stages some of which I think have been done when we look towards our Inquiry this year. 
- scanning
- focusing
- developing a hunch 
- Engaging in new professional learning
- Taking new action
- Checking that a big enough difference has been made, and then re-engaging to consider what is next.

As I consider this towards my Inquiry into Wa Kitea I think I need to consider the first three steps as they were done last year and  into the lead up to starting play based learning - what can I measure as the need to bring in play based learning? How can I use the data that I have to show that Wa Kitea has made a difference in their learning?


I know that Susan is doing a lot of study on Play Based learning so looking forward I will need my own plan towards my new professional learning

How will I show that I have made a difference and show it by obtaining valued outcomes for learners?

Team meeting minutes

15th February

Present: Susan, Aubrey, Rosanne, Amy, Melissa

Absent:

Room: 13

Health and Safety:

Agenda:

• School assembly certificates -same is last year, teacher will call out what their children will be getting a certificate for
• Eg: Wendy says “Oliver and Evie from room 13” and teacher stands and reads what the students got the certificate for
• Do we want to have a Team assembly fortnightly? Introduce new children, give out certificates, singing etc.
• Fridays before lunch fortnightly in room 13 12:15-12:30 (even weeks starting week 4)
• Class description-a copy in the yellow folder
• JAM testing should be done throughout the year
• Susan will come to rm 9 and 11 to help facilitate
• Can do during CRT
• Reading data-just reminder data in Edge by the end of this month
• Glenys will instruct once edge has been set up to put data in
• Not an expectation to running record for every child, every month.
• Test children you think are concern or ready to move levels
• Birthday reports

                      -Wendy has marked where the children’s reports are due throughout the year. Try to get General comments done during the term holidays before they are due

• Tiritiri Team blog-all team notices and learning can be put up on this site
• Wa Kitea - Rosanne suggest Mon-Wednesday only as struggling to fit Maths in with PMP and swimming etc in the afternoons
• We will try Wa Kitea 9-10am (Monday -Thursday) and use 10-10:30 for phonics or handwriting or a maths group until swimming has finished (will review this after swimming)  
• Teachers, children and parents are seeing the positives of having Wa kitea. We are hoping once the children become more familiar with the programme, it will run smoothly
• Literacy groups for Susan to take on Fridays  1.35-2.30 -three children each from Room 9 and 11 (might need to move this to the mornings as children are too tired in the afternoons)  

Group 1  (1.35-2pm) lower end

Room 9	Room 11
Danny Lilly Paige	John Luke Finley

Group 2 ( 2.05-2.30pm) high flyers

Room 9	Room 11
Zachary Maia Jaime	Lydia Corey Denham

• Long Bay beach Trip (playground area)  
• The leaving time has been changed to 10.30am to cater for the school visits
• Susan will do a letter home to explain for the change of time and upload it to the team blog
• Add adults to sand activities ratio 1:3 (2 activities)
• Trip letter
• Parent helpers confirmation
• Reminder
• Possible activities (please add to the list for discussion)

• Sand castles
• Scatter ball
• Shell pictures
• Treasure hunt
• Bubbles
• Parachute??

Timetable for the day

10.30am	Leave school	Parent helpers
10:45	Morning tea	Room 9 Sarah Lorigan (Olivia) Amanda Cook (Finlay) Gina Park (Danny) Ange Taft (Caleb) Room 14 Bee (Eli) Kelly (Sophia) Kaye (Mikayla) Mayuki(Ryoga)
11.00	Sandcastles/shells In class groups all on beach-cone the area
12:00	Parachute(Amy) Sack Races (Aubrey) Ball games (Rosanne)
12.30/12:45	Lunch
1:00	Playground
1:45	Roll Call
2pm	Leave beach

• Staff picnic 24th Feb-between site 4 and 5                       

Message from the leadership team:

• Learner powers  RRICC
• Strategic plan
• Organisation-Responsibilities

Professional development:

• Matific training with Inba

Any other business:

Next meeting:

• When need to next week to discuss Long Bay Beach trip otherwise 1 March 2017