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Deep Learning PLD July 2020

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Activating Deep Learning The Future of Learning: 1. Navigate the Disruption:  Not everyone has the same experience during schooling through lockdown, however it can be broken down into three phases; the unsettled zone, learning zone and growth zone.  2. Reflect on Lessons Learned: It is important to reflect on lessons learned focussing particularly on Safety and Operations, Well-Being and Learning. Well-being is the bridge between safety and learning. Decisions should be filtered through the lens of equity, well-being and quality learning. What did we learn about our students? What did we learn about our families? Who has learnt well during this phase? Why? Who has struggled? Why? How did technology help/hinder? 3. Emerging Discoveries: Students who thrived demonstrated competencies of: -critical thinking -resilience -independence as learners -self regulation -cognitive flexibility -perseverance  4. Reimagining: What knowledge, skills and attributes do o
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Observation of Science 2nd June 2020

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Tuesday 2nd June 2020 Year 7/8 Class Experiment: Testing eggs in different liquids What I will incorporate: Scientific diagram rules enlarged on the wall, very clear to see. The rules were also printed and glued into the the front of each students science book. Students are reminded to check the rules before and after drawing their diagrams.  Always referring back to the steps in science: prediction, investigation, observation, diagram and explanation. Sentence starters and oral examples from teacher and students practice with a buddy. E.g. I think this happened because... I observed that when... When some students share back their sentences, the teacher gave feedback regarding what they did well and scaffolds them to be more specific adding detail and scientific vocabulary. Also, sometimes she would ask if the rest of the class agreed or disagreed with the statements made and why. Success criteria discussed with students before they do each task. E.g. "What do I
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Observations and Collaboration 4th March 2020

Observation - Wednesday 4th March 2020 9:00am Year 8 classroom - Writing session Sheena Cameron Success Criteria - writing must include a hook, how the character feels, four adjectives, what the character sees etc. Small group with teacher - learning what makes a sentence. Mixed ability group? Asking students ideas. Doing an example as a group. - capital letters - full stops - words Looking into the different types of words (verbs, nouns, pronouns, adverbs, prepositions ect.) Interactive - using posters on the wall. Getting the student to use the resources provided for them. Writing on the whiteboard table - all students can see. They write in their books. creating a google slide with each students sentences so they can all look and analyse looking for clauses which makes it a complex sentence. Types of sentences - simple, complex and compound. Rest of class working independently on their contracts which includes writing, math and reading. They have Must Do's an
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Reciprocal Reading - RTLB Support 2020

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Reciprocal Reading through RTLB What have I learnt? Reciprocal reading is a technique used to improve students comprehension and also their involvement. This reading comprehension strategy encourages students to develop their reading skills when it comes to being an effective reader. Naturally and automatically, effective readers predict, clarify, question and summarise what they are reading. However, students need to be taught how to do that and the more the do it, the more natural it will become. Reciprocal reading has also had a massive impact on student engagement in only the short time frame we have been doing it in class. I'm looking forward to it continuing and seeing the students become effective and enthusiastic  readers.  Reciprocal Reading consists of four strategies: 1. Predicting 2. Clarifying 3. Questioning 4. Summarising  The clarifiers can use different resources, such as, dictionaries, atlas's, Google and thesauruses to define unknown words for
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Times Tables Intervention - Term 4

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Times Tables Intervention  Year 7 Team Term 4 2019 During one of our Year 7 team meetings we discussed that many of our learners do not know their basic facts and that this is having an impact on their mathematical progress.  We decided as a team that we would run a ‘short’ basic facts intervention during Term 4. Each Year 7 team member picked a small group of students (most who are achieving below the expected curriculum level) to work on their basic facts with.  Group sizes depended on teacher selection, but it seemed to be between 4-6 children per class. Each teacher gathered some pre-data from their small group, which was a timed basic fact test (1 minute to see how many out of 20 could be done). The teaching took place over a few weeks and then post-data has been gathered.  The post-data is the same timed basic fact test that was done at the beginning of the intervention. Here is the information we gained from the intervention: Engagement:   Most of the c
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Guided Reading RTLB Support

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Guided Reading RTLB Support in Class Over Term 4, an RTLB teacher and I are working together to improve the reading of a small target group in the class. She is also teaching me different strategies and tools that I can then implement next year.  What I have learnt? Modelling books can be very effective and successful if it is prepared beforehand. Use a range of reading within the group e.g. aloud, in head, with a buddy, paragraph by paragraph. Comprehension questions can be written by students on a post-it note or larger sheet of paper and attached to modelling book. The teacher can also write their answers (or the students can) making sure to include their initials. Take notes of students using or not using certain strategies. All of the information in the modelling book can be used for assessment and reports. Sheena Cameron has loads of tools to use that cover the reading strategies. The students can create their own templates and complete tasks. These can then be pho
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PD - Kathryn Berkett

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Working with those who are Over-Sensitised Friday 19th July 2019 What did I learn? Complex behaviour requires simple interventions because we need to work with the lower parts of the brain. This includes the four R's; Relationships, Repetition, Routine, and Rhythm. The lower brain needs to be happy and safe to allow the upper brain to engage.  Lower Brain = Brainstem/Limbic (Survival/Emotional) -Survival tasks -Impulsive -Irrational -Selfish -"Two year old" capacity -Doesn't think of how things will affect others. Upper Brain = Cortex (Managing) -Over-rides impulses -Plans -Sequences -Manages time -Abstract -Empathises The first thousand years are crucial as this is when the foundation is built, even before a baby is born. 86 Billion cells need to form to create a newborn baby. This is done through production, migration and differentiation. This is a chemical process which is why it is so important to not mix with any other chemicals
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