Associate Teacher Meeting Notes

Associate teacher meeting notes

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

Asia NZ PD

Disruptors- things that change the way we interact

• Internet- ability to connect
• Work and trade is globalized
• Aging- life expectancy is rising
• Accelerated technoloical change
• Mobile internet
• Automation of work
• Rapid Urbanisation
• Happening mostly in China and asian countries
• People moving from rural areas into the cities is pulling them out of poverty
• Rapid rise of the middle class in Asia Pasific- more so than any other country
• With economic growth comes cultural influence
• Since Asia will be the largest source of economic growth it is safe to say they will begin impacting more of the cultures worldwide
• Currently- 12% new zealanders at asian descent
• Global Competency
• A push to create an inclusive practises
• Openess to different cultures
• Interacting with people of other cultures
• Start with what is in your own culture
• For children to be culturally competent they need to first understand their own culture

Why will asia matter to our students

• Global competency
• Rapid rise of middle class in asia
• Cultural diversity in new zealand
• Jobs and future careers

What can we do to improve

• Incorporate asian culture, history, and language
• Recognising the diverse parts of asian culture to connect to student interest
• Help students recognise the importance of asian cultures
• Infusing and blending asian content into study
• Using members of the community to help engage students

What Asia New Zealand Offers

• Teacher trips to Asia
• Indonesia Cultural Connections
• Stay with a homestay teacher and go to school with them
• Working to decide ways to link up classes in Indonesia and New Zealand
• Building relationships with Sister Schools
• Events
• Online teaching resources
• Country Maps
• Fund school events for students
• School consultations and presentations

asianz.org.nz

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

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.

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

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?