Maths Observation

Observation in Nikki's class - place value

Similar to what I am teaching - refined questioning and resources

Make - number cards to 100 so they can be given a number on a square rather then two cards.

After seeing this I am reassured about how I am teaching I just need to...

Rethink planning - more space to move students around in groups rather then being stuck in groups.

Highlight the students I am working with so everyone is covered

more independent games that are worthwhile

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

ALL Staff Meeting

https://docs.google.com/presentation/d/1pV41S8VjW2WwYeVBtW3ErrsVh7UishyqZjgBsotNw3U/edit?ts=5992905a#slide=id.p

2017 PBL Network Meeting

https://docs.google.com/document/d/1cxQSXOsKU0ZQ9XUGF4d87RAIxAfHv9iJyV9M4r0cNQ4/edit?ts=5992789e

2017 PBL Network Meeting

60 months

From Children’s Language Development from 6 months to 8 years http://www.earlyyearscareers.com/eyc/learning-and-development/childrens-language-development-6-months-8-years/ Some teaching points? Can the children in my target group do these highlighted things? Can use many descriptive words spontaneously (both adjectives and adverbs) *Knows common opposites: big-little, hard-soft, heave-light, etc *Able to count to ten *Speech should be completely intelligible *Should have all vowels and the following consonants; m,p,b,h,w,k,g,t,d,n,ng,y *Should be able to repeat sentences (containing up to 9 words) *Should be able to define common objects in terms of use (hat, shoe, chair) *Should be able to follow three commands given without interruptions *Should understand and use simple concepts of time such as ‘morning’, ‘afternoon’, ‘night’, ‘later’, ‘after’, ‘tomorrow’, ‘yesterday’ and ‘soon’ *Should be using long sentences and some complex sentences *Speech on the whole, should be grammatically correct

6 years

*In addition to the above consonants these should be mastered: f, v, sh, zh, th, *Speech should be completely intelligible *Should be able to tell a story connected to a picture, seeing relationships between objects and experiences

Marzano's Academic Language

Can I simplify the Marzano steps to learning new vocab so that we can use it in class

Academic Language:

Introducing topic vocabulary - to coincide with Wa Kitea

Theme: Performance, activities include:

• Making puppets
• Puppet theatre
• Play Big Book (The Ant and the Grasshoppers)
• Dress ups
• Ipads - making videos of performances

Vocab introduction (brainstorm and general discussion around meaning)

Choose vocab to focus on - Audience

Tell your partner what the word audience means?

Think, Pair, Share (use talk moves language - do you agree? Can you add to that for me?

Draw what the word Audience means to you…

Repeat steps 2 and 3 for another word -  script

Use the words in conversations, writing, descriptions

Words become a part of our vocab

“I enjoyed it when the audience watched our performance” Lilly

“I could see that the people on stage were using a script” Danny

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?

Using a theme in Wa Kitea

Presentation

Challenges

• Making sure that themes don’t get too arts and craftsy
• Finding activities that are not too over the top and too expensive to maintain

Positives

• More focused, excited groups
• Oral language is more focussed around a theme and extended through thinking about different ideas
• Not getting the same outcomes each week
• More parent involvement
• Can include topic areas that often find hard to fit in - science,technology
• Great for writing - gives them something exciting to write about