Professional Development

Team Meeting Minutes Folder



CVC with Helen Jenkins 15.5.2017
Assessment

• phonological awareness screening. saying the sounds Rhyming

1. Rhyming
2. sentences into words
3. Words into syllables
4. Is the word short or long
5. Blending words
6. Segmenting words into sounds
7. Beginning Sounds
8. Final sounds
9. Middle sounds
10. Write these down

NITS TOD 27.4.17. Heather Bell

I must be able to demonstrate and justify why I have chosen my Inquiry Question. I will need data, attitude, disposition of learners that justifies why I think the targeted children need what I have identified to help them.

Self-reflecting on my confidence levels with knowing/using the Spiral of Inquiry model. Where do I stand on a confidence continuum, somewhere in the middle tbh.

What barriers are in place to me achieving, planning, evaluating SOI.
time; when can I fit this in. Schedule time, team meetings, collaborative docs, add recordings to my phone to upload to PTC/blog. involve the class, groups into reviewing our/my progress in

Focusing and Developing a Hunch. Review the summary boxes at the bottom of each page in the SOI document. This will provide a quick reminder of what I should be thinking about.

Data;

Is the talk Moves the genuine need of my target group. is there a more important focus for this small group.

iterative - to reiterate

focus on my teaching practice move.

data discussions observations - tasks artifacts - national tools

Making Learning Visible.  Teacher Observation, Learning Conversations, Self and Peer Assessment, Learning Stories . i need to go back and read the other three i did not cover in the group.

Listening to Student voice recording. confident and articulate. they knew where they are at and where they need to get to. they are giving each other really good peer feedback.

Using recordings or video vs written responses from children will generate more information. children are more reluctant to write about what they are doing or thinking. You will get better information from videoing them.

why are some kids still floundering if we are using sound pedagogical practices?

Teaching as Inquiry

This template offers you a place to start to devise your own Teaching as Inquiry question. You will notice that it expects the qu to cover scope, context and topic and an expected outcome to test with evidence:

If I use [insert relevant literacy tool/DIGITAL TOOL here] with [insert class level, subject, topic/focus here], to what extent does it help students learn?

In your lesson plan, you have to add at least ONE deliberate means for collecting student feedback. In your myportfolio page/collection, include: (a) the questions you asked, (b) how you deliberately collected the feedback, and (c) quote examples of what students had to say. This is part of your evidence for analysis and reflection.

Reflecting on Qualities of last years videos
They looked staged. Our question came after the video was completed. Did not know what I was doing and why. Did the video because I was told to. Managing the class while trying to get a video captured. Self conscious of own appearance, voice, etc.

Start thinking of the purpose and audience of videoing target children.

Coaching with Video Vignettes: Four Guided Noticing Strategies
STRATEGY 2: QUESTIONING It is rarely effective to simply tell a teacher what went wrong or point out a missed opportunity. If given the chance, they are often able to figure it out for themselves with the help of an extra set of eyes. Virtually all great coaches use questioning to shift the cognitive lift from observer to teacher. Video questioning is particularly useful in helping to generate accounts of the characteristics of ‘off-stage’ phenomena, that is, aspects of the work that are “invisibly buried in the routines of day-to-day activities” (Schubert, 2006).
TRY THIS: Some “go to” questioning prompts from video coaching projects at the Center for Education Policy Research include: • What made you decide to... • What were you thinking in that moment? • How did that match up to what you expected? • When you say X… what do you mean? • How do you think that went? • Tell me about your decision to...

STRATEGY 3: CODING AND COUNTING Education leaders rarely train teachers to “code” evidence, reserving such training for coaches and observers alone. In the Exploring Methods for Improving Teachers’ Mathematical Quality of Instruction projects at the Center for Education Policy Research, we train teachers, in addition to coaches, to for moments in a lesson video that correspond to a rubric. This allows teachers to internalize the dimensions of excellent instruction and share a common language with their coaches, thereby bringing more thoughtful reflection to the coaching conversation. Another way to code a video is to use a counting methodology. Counting allows teachers to quantify behavior that will help them draw conclusions about areas of practice. Coaches can ask: what percentage of students in your classroom answer questions in class? A class may seem very dynamic, but if only a few students are driving the action, a teacher can figure this out through guided counting.
TRY THIS: • Ask teachers to tag specific moments in a video clip to rubric indicators before a video observation or coaching conversation. • During a coaching conversation ask teachers to count details aligned with areas of your local rubric. For example: number of high-leverage questions, wait time between questions and answers, or number of student responses to questions.

STRATEGY 4: PIVOTAL PAUSING As a former teacher, I cannot count the number of times I wished to go back, freeze time, and do something differently in my classroom. Alas, this was not possible. “Pivotal Pausing” is a strategy whereby teachers freeze a video at important moments in the lesson. This helps the teacher to prioritize important events in a lesson, rather than responding to every single moment that could have been done differently. Teachers are their own harshest critics, and coaches can play a critical role in helping teachers avoid nitpicky tendencies and focus on what matters most.
TRY THIS: Play a pre-selected clip and ask teachers to press pause at a moment they consider pivotal. These moments might include missed opportunities for teaching and learning, or an event that triggered a series of distractions. Then, the coaching pair can discuss a future course of action when dealing with similar challenges. Of course, these strategies are not exhaustive. Be sure to share your best coaching practices with your colleagues, online educator forums, and with the Best Foot Forward team.



Shared Notes;

Will the use of Talk Moves in mathematics accelerate the progress of our tier two learners?

Brain Gym 4 MathsTeacher Only Day 10.3.2017

The following professional development links to PTC 1 and (working with other professional colleagues around learning; PTC 2, where I was participating responsibly in professional learning around brain gym exercises.

What I will take from this PD and put into practice?

1. Modelling the left and right brain exercises to students at the beginning of the day or when students attention is waning.

• 16 Match: First thing this morning I took the class through the hand on belly button exercise while looking left and right. Reflection: The children who struggle to concentrate struggled with this exercise. Next step: Is to work on Shontayne, Jesse.H, Alexie, Dominique and I,Claudius. 

PLACE:

My notes: 

The Mid Field:

Nervous System Functions:

the Balance - 5 Steps to Success:

Auditory Processing Skills
Place: drink some water for brain and body to function. It lubricates the lungs assisting the lungs to do its job. Drinking water reduces stress. Drink/sip water regularly across the day. Let the water swirl around the mouth.

Brain Buttons: warms up the body/eyes for reading. crossing the midline for reading helps the mind use both sides of the brain understand the reading. tracking the eyes from left to right following a smiley face.
Cross Crawl; linking left and right brain to improve hand/eye coordination will improve handwriting, story writing as well as reading. 1, 2, 3, 4 movement.

thinking Cap; unroll the ears cartilage while pulling the ear gently.
Neck movement is really good for listening skills.


asymmetrical tonic reflex. therapy for children. You will see this disfunction in children who have difficulty with handwriting. their handwriting will angle down from top right to lower left while they will start further and further away from the margin.

Holding your fingertips on the prefrontal cortex helps draw blood into the frontal lobes. This moves the brain into higher order thinking.

skip across crawl, cross crawl,

Thoughts, ideas and actions from NITS TOD 10 March


Brain Gym youtube with adults, with kids,  with music,  TED Talk,

Stretching/rocking to the right, up and forwards was easiest for me personally.


Goal: to use the Brain Gym movements confidently when I teach maths.



Flip Chute Math instructional. from the same lady a fractions activity using lego .

Soft Schools.com. interactive blends games.