Maths PLD
MAKING RICH TASKS
How do I make it Rich? Here's a task - solve it anyway you want.
Modify
Ask the answer- I have the answer, what is the question? The answer is 8 e.g 2 + 6 = etc... Also two lines drawn on the page - ask "which one is longer?" Explain it / prove it
Conjecture = 6 + 3 =10, am I right prove it?
The task must have multiple access points (differing levels) to make it a rich task.
Rich tasks shows what children can do or what they are reverting back to.
Do one of these lessons once a week - could link it to class hotspot
At the end of the lesson - get the children to show how they solved it (to ensure that it builds in a logical sequence, as you move around note on monitor sheet who solved it using counting 1-1, counting on, using multiplicative strategies etc...)
Monitoring Tool - use National Standards Mathematics sheet to help with thinking/strategy
Using equipment/resources in maths
(Te Toi Tupu - Julia Tong)
Effective Pedagogy in Mathematics
Chapter 9
9. Tools and representations Research findings Effective teachers draw on a range of representations and tools to support their students’ mathematical development. These include the number system itself, algebraic symbolism, graphs, diagrams, models, equations, notations, images, analogies, metaphors, stories, textbooks, and technology. Such tools provide vehicles for representation, communication, reflection, and argumentation. They are most effective when they cease to be external aids, instead becoming integral parts of students’ mathematical reasoning. As tools become increasingly invested with meaning, they become increasingly useful for furthering learning. Thinking with tools If tools are to offer students “thinking spaces”, helping them to organize their mathematical reasoning and support their sensemaking, teachers must ensure that the tools they select are used effectively. With the help of an appropriate tool, students can think through a problem or test an idea that their teacher has modelled. For example, ten-frame activities can be used to help students visualize number relationships (e.g., how far a number is from 10) or how a number can be partitioned. Effective teachers take care when using tools, particularly predesigned, “concrete” materials such as number lines or ten-frames, to ensure that all students make the intended mathematical sense of them. They do this by explaining how the model is being used, how it represents the ideas under discussion, and how it links to operations, concepts, and symbolic representations. Communicating with tools Tools, both representations and virtual manipulatives, are helpful for communicating ideas and thinking that are otherwise difficult to describe, talk about, or write about. Tools do not have to be readymade; effective teachers acknowledge the value of students generating and using their own representations, whether these be inventednotations or graphical, pictorial, tabular, or geometric representations. For example, students can take statistical data and create their own pictorial representations to tell stories well before they acquire formal graphing tools. As they use tools to communicate their ideas, students develop and clarify their own thinking at the same time that they provide their teachers with insight into that thinking. New technologies An increasing array of technological tools is available for use in mathematics classrooms. These include calculator and computer applications, presentation technologies such as the interactive whiteboard, mobile technologies such as clickers and data loggers, and the Internet. These dynamic graphical, numerical, and visual applications provide new opportunities for teachers and students to explore and represent mathematical concepts. With guidance from teachers, technology can support independent inquiry and shared knowledge building. When used for mathematical investigations and modelling activities, technological tools can link the student with the real world, making mathematics more accessible and relevant. Teachers need to make informed decisions about when and how they use technology to support learning. Effective teachers take time to share with their students the reasoning behind these decisions; they also require them to monitor their own use (including overuse or underuse) of technology. Given the pace of change, teachers need ongoing professional development so that they can use new technologies in ways that advance the mathematical thinking of their students. Suggested readings:
- Really have to explain the purpose of the equipment and how it is used.
- using equipment ties into the 6 B's of learning - use bits and bobs to get unstuck.
NZ Maths - equipment animations
http://nzmaths.co.nz/equipment-animations
Shows how to use the equipment for number knowledge and strategies.
Age doesn't matter - when teaching a new concept children need to use equipment.
Key Messages
- Equipment is used at all levels.
- Important to support students to make connections between equipment.
- Equipment is used to develop / model initial understanding of concepts and to support explanations.
- Consider how the same equipment can be used to model different concepts.
Sevenplus Reading Programme - Helen Jenkins
Chuck Marriott
Struggling readers - helps support decoding.
8 -13 years old, one to two years behind. Need some letter sound knowledge.
Not stident with severe learning difficult
Intervention programme - about 10 weeks. This takes place of the guided reading with teacher.
Major diagraphs = r controlled vowels e.g. er ir ur ar or
15-20 minute per lesson
Boys enjoying the programme.
$40 - single user licence
Explicit teaching - tell / show / do together
For struggling kids sometimes reading on not a good strategy
Racing into Reading and Writing - Helen Jenkins
Reading and writing is all about LITERACY
Ebbinghaus Forgetting Curve - when we are working with these hardest teach kids, we have to work around getting the same message to these children regularly - developing those brain pathways!!
Teacher aides - need the power to swap children around so that they don't miss out on the daily insistent, explicit and consistent teaching. If you have children away - can pull a different child in for a second session.
Make sure that someone is hearing these children read - if not a home, then at school - teacher, teacher aide, parent or a buddy reader. Powerful learning comes when children are teaching/working with other children, tell/show your buddy how you do that.
add photos in here
Sounds chart - ensure that the sounds are produced correctly:
Yellow words are good ones to start with because they are' stretchy' and are easier to make/hear.
Can use whisper phones.Unvoiced sounds don't vibrate.
This resource is designed for students who do not get underway quickly with learning in reading and writing. These students may present with low phonological awareness skills and may also have difficulty retaining letters and words for automaticity. These students may otherwise be intelligent, normally developing students - research shows the early phonemic awareness is a key indicator to success in literacy not intelligence.
This programme is a combination of different things:
*Phonological Awareness - the awareness of sound structure of words e.g. rhymes, syllables, phonemes.
*Phonemic Awareness - the realisation that the spoken word you hear come apart into small pieces of sound.
*Phonics - the ability to attach the sounds you can hear to letters and letter combinations.
*Symbol imaginary -
Symbol Imagery - comes from the work of Nancy Bell.
Teachers can use parts of the above into the guided reading lesson e.g. alphabet and letter work (using alphabet mat and concrete objects. Symbol imaginary work with sight words.
Reading, writing and phonological awareness go together to strengthen each other.
A group of three children - 4 times a week. Three children work best.
Phonological awareness programmes - these need to be taken outside of the classroom (quiet space so that the children have to really listen and identify the individual sounds).
Assessment - reallly important to record the children's answers - especially if incorrect. Gives information about what they are using.
1. Letter Names (write down what they say e.g. for 'b' they say 'p'. For sounds if they say 'mi' for 'm'. Teacher aide to feedback to the teacher. (remember this is for struggling kids only).
2.Letter sounds
3. High frequency words (again - write down what they e.g. 'is' for 'said' because this shows that they are using partial visual info. Use // to show pauses here - shows that the children haven't taken the word to automaticity.
when writing words record about formation e.g. arrow pointing up next to letter 'f' to show that they are writing from the bottom up. If they self-correct use 'SC'.
etc.... follow assessment sheet
80% of success in literacy is directly related to phonological awareness but we don't test for this at school entry. - Phonological Awareness Screening Test
Need entry and exit data - phonological awareness assessment, letter names and sounds, reading and writing CVC and four phoneme words, high frequency reading words and Burt.
On CRT day teachers need to go and sit in on the programme to see what is happening.
Children not having to use imagery like we did. Instead of describing something to a person and them having to get that picture in there head - now we google it and show it.
Aim to get through a big chunk of the book each day (won't get through the whole thing.Children on programme for 10 weeks. WORK AT A GOOD PACE!
All junior rooms must have a teacher set of magnetic alphabet letters!
MOE requirements for dyslexia testing - at high school (for reader writer) just need to show what interventions have been put in place over the child's learning journey.
Helen Jenkins - Explicit Teaching of Reading within the Colour Wheel
We need to safe guard our literacy time - remember the Eppinghouse Curve of Forgetting - our struggling kids need to have at least four guided reading session per week to ensure they are actually learning.
- Symbol Imagery - link video here
- Tell them what you are doing, teach explicitly -showing them ( say - watch me do it), then hands on activities.
- Ready to Read books - you may have to do more telling or read to them to give them the language.
- Book choice - Tim's costume - look at the language in the book - could use this as a quick shared session with a green group. You can model the complex sentence structures e.g. "too busy said Dad."
What to teach at each level in terms of HFW's and PHONICS:
- Emergent - sight words and alphabet sounds
- Red - words are made up of letters, letters represent sounds, continuing building sight words and teacher modelling first sound of tricky words.
- Yellow - beginning sounds of tricky words and by the end of yellow sounding through CVC words.
- Blue - HFW's to automaticity and diagraphs.
- Green - blends
- Emergent - have to feed in HFW's to build up a good base ( make sure it is linked to the text ). A lot of work with C.A.P etc.. can be done during the big book session. Choose one HFW a day. Give them the magnetic letters (at end of story) ask them to find the word 'on' by putting finger under the word. Watch me make the word. Mix it up and get them to make the word 'on'. If they get it wrong - direct them to the book so they are starting to check for themselves that it is right (monitoring of learning/student agency). Then mix and fix again - children need to say the letters e.g. 'o' 'n' on and run finger underneath it saying the word. Then get them to write the words on a white board. This is a good time to help with letter corrections. Be explicit e.g. the word 'on' is made up of the letters 'o' 'n'.
- Can use the alphabet mat and 'concrete' toys. Important for these children to use the same objects each day for a week or two. Choose 8 letters each week/fortnight. You listen to the word 'bug' what can you hear at the beginning of the word.
- Can't teach everything so need to be very selective about the skills you teach each day
- At the beginning of Yellow you are expecting the children to make the first sound of unknown words.
- At the end of Yellow - children should be sounding through CVC words.
- By Yellow also - you are saying - what did you do to help you. Should be recognising the difference between 'lake' and 'river' and how they know.
- We are learning to always make the sound of a tricky word - "what would you expect to say at the beginning of this word?" "Can you see something that ...?" If they don't have the vocab to get the word then TELL THEM and move on.
- For kids who are struggling with CVC - segmenting and blending - see video
- Blue - need to have taken a large number of sight words to automaticity. Need to start working on phrasing so you can start teaching reading for fluency.
- Fluency - video link. Model then echo. Start with very short phrases e.g. 'said Jack'. Pick an easy book to start with (they have to know the HFW's or else they won't be able to read with fluency). Explain that phrasing allows you to predict (if they aren't phrasing then they aren't predicting). Text says I went - children start thinking 'went where'. Need to explicitly point this out to children.
- Green - have to start reading contractions / reading words with capital letters e.g. And/and
- Green - blends - do this on the run. Ensure that it is linked to meaning in the story (at sentence level).
- Important after teaching session that the children go away and read the book straight
Heather Bell - Spiral of Inquiry
Team Leader Day
Scanning
Two key questions: These drive the inquiry/they underpin everything we do!
What's going on for learners?
How do we know?
We need to stop going in with a preconceived idea (need to flip this). Gather evidence first and then look at what the evidence tells us. Use data from students, parents etc...
Part one
Intro to Spiral of Inquiry
4 key differences:
- Shift from student voice to developing learner agency
- Develop collective professional agency
- Grounded in emerging knowledge from learning sciences
- Focused on changing the experience of learners
*Book - John Hattie's VISIBLE LEARNING FOR TEACHERS
*Readings - NITS Resources
Notes from today - collective notes from group
How successful has your previous teacher inquiry work been in helping you to make changes in your practice?
Common themes across answers - thematic analysis approach used for this (use highlighters to highlight words that have the same theme). Data is only as good as the story behind this.
Use this approach at team level to gain the 'big picture' view.
Growth mindset - teachers and students
Personal growth and student
Engagement and motivation
Research - 21st century learners, new research
Enjoyment - personal growth from this - positivity
Shift in practice
Achievement - shift in student achievement
Reflective practice - how my teaching affects student achievement
Interesting that target student were the focus but they were only mentioned once.
What did you get out of doing this activity? Thematic analysis
Makes you go back and look deeply at a statement
People look at certain words
Relates back to preconceived ideas - unpack layers and process
Everyone sees things differently and this allows you to
Could be used to collate student voice, parent input
Student/staff /teams could do this together
Videoing - it is the teacher’s decision which part of the video they share.
Barriers to Video feedback/positive
Relationships - Don’t value person’s opinion giving you feedback
business of the class - time constraints - need to set time week 6 viewing video
follow up bring back the next video
best method of communicating? Check in with cluster. Develop collective professional agency
We would be sharing our journeys. After a couple of sessions need to get together and debrief. At the moment we are still scanning. Videoing is part of the scanning. We are focusing on getting the process started. Leave preconceived ideas at home. Process to support ongoing PD for this year. Could be linked to Raewyn Gainsford PD. Doesn’t matter if you don’t capture the teacher’s voice.
NITS UNCONFERENCE -HEATHER BELL
Key Note - Heather Bell
4 Key Differences of the Spiral of Inquiry Model compared to the original 'Timperley Model'
Please see Power Point presentation below looking at Learner Agency / Professional Collaborative Agency /Link to Growth Mindsets Work
Power Point
Bill Gates TED talk about teachers not getting feedback
Youtube Clip
Scanning - refer to book on page 9 of "A framework for transforming learning in schools: Innovation and the spiral of inquiry."
When deciding what you want to focus on you need to look at what is easy to manage that gives you high leverage opposed to hard to manage and low leverage.
BREAKOUT ONE: Maree Stark
Trevor Bond (Core Education) - ULearn 2015
Building question askers - not question answers
Question askers - think, find information, solve problems, create and innovate
Sometimes children don't have the vocabulary for asking good questions
'Thinking is asking questions in your head/ thinking is talking without speaking
Need to take the learning opportunities that children provide by stopping what we are doing and answer their questions - have a master class (the engagement is right there)!!!
Teachers need to take away the negative signals - celebrate them asking questions.
State of Confusion - where thinking is derived from.
Put questions on the wondering wall - however if you put them up there then you need to follow through with it.
Re-direct those children who came out with random questions -with "What steps (thinking) did you take to get to that statement.
Google - Trevor Bond Waka for his website and video clips
More refined search for children e.g. on google bar type in tree frogs' at beginning use speech marks -
"tree frogs" then press enter
then type "new zealand tree frogs"
BREAKOUT TWO: Megan Brookes
Blooms on its ear - pyramid flipped for difital learning
Video, Harry Potter clip showing the stages - https://www.youtube.com/watch?v=TI4kZb0vLiY
Video, finding Nemo clips - https://www.youtube.com/watch?v=huNCPMLHoaQ
BREAKOUT TWO: The Genius Hour
Master, create, learn, innovate, produce, serving a purpose (making it bigger than themselves)
Video - Kid President
One hour per week
student learning on own to a certain degree
Sim to slove problem,serve audience
Can teach/learn as a group to start with
1. Planning Phase - process diary/ write down could be on blog / generating questions when from what they
know already. Children choose how they want to presnt it
2.Pitch it! - put ideas forward
3. The hard yards - action, make it happen!
4. Celebrate and share it.
Children need a learning goal and a performance goal
Set a class goal each session about what realistically needs to be completed
Hot spot teaching of children developing skills in the session
Whole class teaching of skills that children need e.g. developing questions / researching etc...
Don't have to assess it - it's about learning to learn/key comptenencies. Teachers can use this process to
gather qualitative data. Relates to NZC - key competencies/values and core curriculum areas.
Key Note - Lorraine Williamson Principal of Opunake Primary School
Moore's Law
Wendy Hawkins - Let them be scientists
Science Hub - fantastic resource
Use Youtube - Mark Kelly (astronaut) videos to show children what real scientists do:
Need to spend a lot more time on the observing stage and wondering what... if / how / why etc...
Virtual open science day - work was set up on the virtual network - children used Explain Everything for a lot of the work
Called it CSI - cool science investigations
Royal Society for Science - teachers working with scientists for 6 months plus leadership training - with the expectation that they will lead learning and change for science within the school.
NRICH Website - for STEM (technology ideas etc...)
STEM WORKS - http://stem-works.com/
The hour of code - look this up
Design challenge with pallets from RD 1
Water wall - built by children as a STEM challenge
Collaborative learning groups across the age groups
Collaborative Notes - from the day
Collaborative Notes - from the day
James Anderson - Growth Mindsets
How do you help your children behave more intelligently?
Success equals achieving a goal that requires effort.
Intelligence - behaving in a way that brings about success - that's being smart. You have to behave in a smart way.
If we think of successful people as sports stars etc... we are creating a gap between them and us.
We see them as different and create a fixed mindset gap!! The greatness gap.
Good Will Hunting clip
The greatness gap - what's your excuse?
With kids the slight head start get capitalized on e.g music
None of us are born able!!!
Lewis Terman - genetic studies of genius. Study of 1500 exceptionally superior children. Follow up study was called Terman study of regrets.
On an easy task natural ability will get you through every time.
Teachers have to be driving instructors, it's more about the process
When we ascribe abilities to people we are recreating the greatness gap.
Instead of saying they are ...... we need to be saying how did they?
Joshua Foer - Moon waking with Einstein
Memory - being originally aware, using a strategy or connection to help them remember. Take the thing you are trying to remember and attach it to a structure.
Simon Reinhard clip - memory sports. Com
We often approach memory or the ability of memorizing with a fixed mindset.
Always ask how was it done?
SUCCESS IS NOT DIRECTLY RELATED TO IQ.
IQ CAN CHANGE! !!!!!
Changing your brain - .black CAB LONDON story.
Norman Doidge - the brain that changes itself. THE middle is quite debs, skip it. Chapter 7 can also skip this ha ha wink wink.
Lady who lost speech and brain rewired itself around the injury to enable her to talk again.
Intelligence is not what you are it's what you do!!!
Talent/natural ability - is it always evident when they start school e.g. would you know Leonardo in your class?
Often what separates people is the number if hours practice you put in on your own!!!!!
No one starts really good. No one sees you until you are .... we miss the back opportunity to tell the story behind the success!!! E. G The Susan Boyle story.
Telling the narrative is so important!!!
I worked half my life to be an overnight success!
Practice is it really enough - yes but we need purposeful practice most people rehearse what they already know.
Rehearsal is not the same as purposeful practice.
Goldilocks zone - not too hard and not too easy.
You have to show enough mistakes to show that you are in the goldilocks zone.
It takes a long time to get from really bad to really good
Canadian hockey team world champions photo - birth dates story
Mozart letter - people make a great mistake who think my art come easily to me.
Talent is not the cause of something but the result.
If you want your children to be talented you have to teach them to be talented.
Benjamin Bloom - quote
Memory - being originally aware, using a strategy or connection to help them remember. Take the thing you are trying to remember and attach it to a structure.
Intelligence is not what you are it's what you do!!!
What any person in the world can learn, almost all persons can learn if provided with appropriate prior and current conditions of learning.
Opportunity matters!!!
Mindset - teachers children to engage with this journey
The difference between fixed mindsets and growth mindsets is the word YET!!!!
THE NARRATIVE HAS TO CHANGE OVER TIME - what's next in outgrowth opposed to we haven't done everything it yet.
Robust and enduring - when unpacking this for staff and children, being able to endure the process.
For some children effort means not being ( not being smart).
No one in the world has a fixed or growth mindset- we are all shades of grey. It also varies depending on the topic.
If you fail often enough you develop a fixed mindset.
Belief in your ability is actually more about your understanding - teaching them the understanding about the process, teaching them purposeful practice.
Carol Dweck clip about the power of yet.
Process praise - the journey not the end product - how did you get there? The power of the future.
Mistakes - themselves are not good thing it's the response to it - e. g. This shows me what I need to learn!!!!
Be careful about pinterest mindset sayings you really need to unpack the message they are giving.
In class:
Planning each term for unpacking this - robust and enduring
Nathan Mikaere Wallis
THE DEVELOPING BRAIN: TRAUMA INFORMED PRACTICE
The last years has seen more knowledge about the brain than in last 300 years.
The human brain can be moulded by the environment in which it lives. Genes are only half the equation. Human brains adapt to their environment.
The first 1000 days from conception is a vital data gathering time.
Transcription genes e.g. eye color, height. These account for 30%. Small opportunity to adjust to these transcription genes.
Most money and resources should be aimed at the younger years e.g.0~3.
Important babies with one constant parent for first three years - it is only one of the risk factors though.
Brain no.4 ~ frontal cortex fully developed around 27 years. Woman 18-22 and men 22-32. Gender and birth order play a part in this.
Brain 1 survival, brain 2 cerebellum movement brain. 1 and 2 called reptilian brain. Brain 3 limbic area, social and emotional. Brain 4 - thinking, learning and language.
Crucial relationship between brain 1 and 4. Brain 1 is in charge! !
Brain spends first three years working out how much of brain 4 is needed.
As one increases, the other declines and vice versa. Brainstem-cortex.
To really be using your cortex, your brainstem needs to be calm.
Meditation - first ten minutes of the day doing this. Can call this amidila calming exercise. Google - mindfulness for this.
Greeting children at door has a very calming effect on children.
Greeting children at door has a very calming effect on children.
Plasticity - essential thing that makes us human. More plasticity means the faster you learn and the faster you heal.
Plasticity not just about biology. These 4 things reduce plasticity:
Coffee
Alcohol
Tobacco
Sugar
Cortical
Limbic
Mid brain
Brainstem
Cortex - executive function
Limbic - self esteem/dispositions/emtional connection
Mid brain - rhythmic patterning/lateralisation
Brainstem - calm the HPA Axis (highway of stress axis)
Dyad!!!! Dyadic relationship calms brainstem.
If we have child with stressful first three years they must have a DYADIC RELATIONSHIP! !!!!
Safety
Predictably
Transitions
Touch
Sensory pathways
Autonomy
Water and Kai
Predictably
Transitions
Touch
Sensory pathways
Autonomy
Water and Kai
Of chn hungry or tired behavior deteriorates. You need to be sipping water every 7 minutes to keep brain hydrated.
*Look up Nathan's thesis on creative genius.
Better for children to have teacher for longer.
PREDICATABILITY - important for calming brainstem.
Transition to school - recommend to parents to bring them into school at weekend. Allows them to get familiar with physical environment.
Transition to school - recommend to parents to bring them into school at weekend. Allows them to get familiar with physical environment.
Men have larger emotional brains - more likely to be overwhelmed by their emotions.
Women better set up to deal with their emotions.
BIOLOGY OF COMFORT
Vagus nerve - Major artery that connects brain and heart. Vagual tone effects calming effect. Good tone means that your cortex recovers quite quickly. MEDITATION can help improve Vagual tone. Can be improved throughout life but largely determined by the age of two. Can't over indulge children in the first 18 months of life.
Vagus nerve - Major artery that connects brain and heart. Vagual tone effects calming effect. Good tone means that your cortex recovers quite quickly. MEDITATION can help improve Vagual tone. Can be improved throughout life but largely determined by the age of two. Can't over indulge children in the first 18 months of life.
Punishing children with diminished frontal cortex only reinforces cycle. Need to help them develop empathy and understanding!!!!!!
Restorative justice session really helps to do this!!! In the first session this won't bring frontal cortex on line but over time this will evolve. Sometimes we aay consequences but this is just punishment in disguise.
Research shows clearly that punishment does NOT work. Fundamental development of cortex is tgat Dyadic relationship - never withdrawal the relationship!
Talk to child about how the other person feels and how they think the relationship can be restored/how can you fix it?
RHYTHMIC PATTERNING
This needs to be put in from the environment. This movement helps put child's brain into brain no. 3.
Rhythmic patterning helps to calm brain - and stay settled e.g rocking on swiss ball/jumping on trampoline. Swings are brilliant for this.
In new Zealand not enough emphasis on social and emotional development. Too much on cognitive.
Boys more ready and able to learn around 7 years.
Learning to read early has no advantage as they even out with peers around 8 years.
Dispositions =attitudes and beliefs.
National Radio talk about depositions - download this.
How does this impact on boys who are not ready to learn - does more harm than good especially on their dispositions.
Positive disposition - help children to develop this e.g. no reading homework for Oli - read to him!!!!
ZONE of promixal development - children working with what is the very next step. It is the difference between what I can do with and without help.
If
Resilience - vital social and emotional aspect of learning!
If
Resilience - vital social and emotional aspect of learning!
Teachers are not eliminators where by we eliminate behaviors we are there to teach them. It is arrogant to try and eliminate these behaviors that children have grown up with. Are we eliminators or teachers???
NAMING EMOTIONS
just by naming the emotion children are feeling it brings the amidila back I to a better balance. With young children you need to name emotion and validate how they are feeling.
just by naming the emotion children are feeling it brings the amidila back I to a better balance. With young children you need to name emotion and validate how they are feeling.
REFRAMING- making life story coherent.
Gail Gillon
Gail Gillon - Reading course
Phonological awareness assessments at 5 give you the strongest indication of reading success at 6.
Children who don't have these skills will struggle with reading and spelling.
Year one 65% achieve National Standard for Reading - this increases in Year 2.
5 key factors to reading success.
Teachers often focus on phonics - jolly phonics but not phonological awareness.
Biggest problem with dyslexia is the processing of phonological awareness!!
Interventions have to focus on phonological processing / awareness. It is the most critical area!!
Early Reading success is core to educational success!! Relates so strongly to how children see and view themselves.
If you don't address underlying phonological issues the child is never going to read successfully.
Most critical area phonemes!!! For example "find a word that starts with 'm'.
Phoneme level is not as natural as others therefore we have to be more specific.
Children with speech problems are 4 to 5 times more likely to struggle with literacy.
Listen to children are they consistent or inconsistent in speech problems.
Connect this to writing inquiry children as both have speech problems.
You have to work on this to help both spelling and speech.
With these children when marking spelling you need to assess by phonemes not by spelling words.
If they don't have phonological awareness literacy success won't be there.
Transfer from P.A to reading gives indication of success of phonological awareness intervention.
www.newzealandphonologicalawarenessdatabase.com/Karyn_App/oakwood/about.php
Login mcneil
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Get children to go online and do tests. Can mark as you go or computer does it and can give you xcel spreadsheet.
God way to screen a large number of children.
Don't get same results if phoneme level not taught explicitly. Direct sharp and intensive. Small frequent bursts.
Really important to integrate P.A teaching with letter identification!!!
Integration of syllables, rime, blending and segmenting etc.. better than teaching one at a time in a linear fashion. All research showing working at phoneme level e.g. segmenting blending and how it relates to print is crucial. Need to build automaticity in identifying the change in sounds e.g. fan to fin - second letter change and fin to bin, first letter change.
Tent
Sent
Bent
Bend
Send
Sand
Band
Stand
Hand
Show me - game and explain what changed. A good game to help develop awareness of vowels. Start with cc a day then move on to more complex words.
Card game called 'scrabble slam ' can be used to play this.
Children with phonological awareness did significantly better with decoding words.
* Auditory processing difficulty - trouble with background noise and the ability to make sense of auditory signal, discriminating sounds.
* classroom program /Leadership
¤Remember to cue children in at writing and reading times as to what skills from phonics/spelling etc... they can use to help them make connections and ensure transfer of skills.
¤ when using Yolanda Soryl stage 4 work - play lost sounds ( changing phonemes) and put into context by putting words in a sentence. Shows children how skills transfer to writing. Use phoneme boxes to visually show manipulation of sounds before they write it.
¤ Use theme words (building vocabulary) as phonological awareness activity e.g. handout page - 9
Prompt sheet for parents
Teacher resources
☆LOOK at transferring phonenme / spelling focus in big books/ instructional books- are we all looking for these opportunities?
☆Lenare - phonological awareness program; are we using this as well as we could be. Testing of phonological awareness?????
☆Take team through phonological awareness test for them to check with inquiry children.
☆ As a team explore effective feedback around writing inquiry LG /SOS / optimum learning model / building sudden agency /feedback / self assessment
☆when looking at junior school program's with Kerry - look at what we currently do.
Sheenagh Cameron - Ideas to motivate students to write
Children start writing using key word 1 - 2 minutes. Then get children to circle their best word and read it to a buddy.
1st time watch
2nd time take notes on sequence Each time try to add a new word essay. God. Dray- squirrels nest
Use children's notes as an example. Talk about strengths.
Second day watched video again and revised notes and improve on them.
On the side is detail icons.
For this video chn had to write a letter to their mum telling them about the amazing day you have had - they can write from the squirrel or hawks view.
Dear Mum
You'll never believe the lucky escape I had today. Making my way across the forest floor, I could sense it's presence before the Hawks shadow descended over me. At first, I didn't know which way to run. Then I felt the air from its powerful wings at the back of me.
A few weeks later use the same clip and take a snap shot e.g the hawk peering into tree - use as a moment in time. Write about what you saw,heard, felt etc....
Whistleless 2010 video clip
Narrative for kids
Go to writingbook.com for lesson plan of this - resources section.
Don't always have to write a whole story. Can concentrate on sentences.
Great for writing sentences about metaphors.
Can use TED talks and show with out audio and get them to write the script.
Use imovie to write and make a book trailer.
Write a review e.g gaming review or movie reviews.
Watch a small clip of sport
Poetry
Memories 
Use phrase what do notice about this poem? Memories questions the structure etc...
Happiness and sadness poems.
Good idea when introducing new writing genre show an exemplar and get children to re-write the exemplar. Provides chance to use language and structure - scaffold.
Using Books
Play video but make children visualize don't show them the clip. 'Teeth'
Then go back and watch the clip.
Storyline on line - retelling books. Developing language features etc..
Character descriptions - Mrs Twit
Moment in time - using the hungry caterpillar.
Use songs -this one is for year 5 up.
Could get the children to write a letter about this one.
For more songs
WRITING LISTS
On front of pink sticky - write wardrobe, list all things in there then select one to write about.
Writing about eating special lollipop
Use icons to help scaffold it.
GUY CLAXTON
Tolerance for uncertainty- Guy referred to David Perkins work
Split screen teaching e.g. using treaty of waitangi for teaching empathy
Craftsmanship - desire to produce the best they can, loving the work/process
We learn huge amounts by doing - thinkering
Personal reading - 'When self comes to mind'.
Most people get their best ideas when relaxed.
Learners need to be like water move around rocks - finding those gaps as opportunities for learning. Intelligence is not fixed.
Make a sign beware learnertics at work.
Discuss getting stuck good but staying stuck not.
Use could be language refer to Peter Johnson books.
Build in reflection time ability to be self aware. Setting targets for improving her own intelligence.
Children @ SPS should be writing their own reports alongside teachers, authentic context for learning/writing and reflection.
Need to be thinking as I am teaching how I can strengthen the above in my lessons.
Where to from here:
- On learning wall celebrate the joy of the struggle.
- Talk about uncertainty - working with the uncomfortable feelings
- Explore what a good leaner does. Unpack learning dispositions e.g. how to get unstuck.
- Make up learning grams that celebrate the joy of the struggle and learning dispositions.
- Certificates for assembly that reflect the above
- Reflections at the end of learning/ day that focus on the joy of the struggle and celebrate the best fix up.
- When planning look for opportunities to strengthen learning dispositions - use spilt screen teaching.
- Keep building and layering of learning dispositions and the language of learning e.g questioing may start in literacy only then move it to math etc... or managing distractions.
6.
Leadership:
- How do we get parents on board - having conversations about learning to learn with parents, deeper conversations with parents around what children will need to survive in this complex and fast changing world. Parents need to understand the concept of The Joy of the Struggle, growth mindsets and the value of hard work
- Using props like empathy specs - seeing the world through the eyes of others. Look at developing symbols and props for others- serious play
- Introduce spilt screen teaching via spelling e.g looking for what we know already and Helens spelling strategy.
CAROL DWECK
Use Michael Jordan story for reference to growth mindsets for children
Messages about what we value
Praise process not intelligence
Praise process not intelligence
Don't always have to praise - encourage, appreciate and admire the process/struggle
Use mistakes as springboard for learning in the class
Use term/grade 'not yet' this signals they are on a learning journey. Also says I believe you have what it takes.
Chn get message every time you take on something hard and learn your brain gets stronger and you become a better learner.
Use mistakes as springboard for learning in the class
Use term/grade 'not yet' this signals they are on a learning journey. Also says I believe you have what it takes.
In growth mindsets hard is interesting
and easy is boring!!!!
Chn have most fixed mindsets in maths
Chn can have both fixed and growth mindsets
Mindsets are the most powerful determiner for success
We have to teach a growth mindsets
Need to develop deep seated growth mindsets.
Talk with children as you teach where else they can use this strategy or learning disposition. Discuss how they can take this growth mindset to the next level.
Growth mindsets and praise - article http://www.usnews.com/news/articles/2015/11/23/teachers-parents-often-misuse-growth-mindset-research-carol-dweck-says
- Talk to class about how brain works - it is a learning muscle that gets stronger with hard work and sometimes having to struggle getting things wrong. Have picture for reference (google image of bbrain - brain+muscle+cartoon).
- Explore how we build that muscle - linked to what good learners do. You can grow your brain and become a better learner. Today we have 5 hrs to grow our brains today. You struggles and mistakes help me as the teacher learn to be a better teacher.
- Use the bucket analogy - the brain is not like bucket you don't fill it it's
a muscle and you have to work it to build it.
- If you can do it quickly then its probably too easy and you are not learning - link this to reading rotations and SRL maths goals
- Learning survey - what does a good learner look, sound and feel like.
- Link the 'not yet' statement to the one I already use 'let's see how much you know already'. Don't expect to be a rock star overnight. You took on a hard task there ...Who had the best fix up today?
- Show more draft work and process e.g put up photos from getting ourselves unstuck art work
- Talk to children about learning spelling words from spelling cards in story writing books
- Adding on to displays not only Learning Goals but how we learned or struggled.
- At times you need fast thinking and at times slow thinking. Teach children the difference
Leadership -
- Use of videoed lessons to improve teaching.
- Encourage staff trialling new innovations, praise process, struggles etc...
- You tube clips on Carol and Guy
- Peer observation sheets need to be more targeted - e.g.
- Showing videos at staff meeting
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