Where to next as a teacher of PYP?
- Supporting students to make authentic connections with each Unit of Inquiry.
- Build my knowledge of our local environment and how I can use the resources available to us to support my students learning.
Tuesday, 29 October 2019
Wednesday, 18 September 2019
Dyslexia - Laughton King - Wednesday 18th September 2019
There is more than one way to teach children.
Western education system is incredibly linguistic (Language Institution) - this only works if language is a strength.
Dyslexia
- Not a learning or reading/writing problem.
- It is a teaching problem.
85% of Pakeha population are right sided (hand, eye, foot) - Use left frontal hemisphere for cognitive processing/active thinking
Other 15% are a mixture of left and right - Use right frontal hemisphere
The child who has the left foot and right eye & hand will be the most likely to stand out in classrooms as having learning difficulties.
Teaching to front part of brain (frontal hemisphere/cognitive processing) - very tiring.
THE BRAIN:
- Left brain - Language (listening, speaking, reading, writing, processing language, linguistic logic and memory)
- Right brain - Pictorial/Personality (Pictorial Thinking, Emotions, Artistic expression, practical logic, pictorial memory, spontaneity)
- Both sides working together all the time.
Given word - linguistic then pictorial
Given picture - pictorial then linguistic
Both sides work together but one side carries greater load than the other.
Women have 8 dedicated sites in the brain that can simultaneously handle language.
Men have 1 site dedicated to language.
Male and Female have very different brain make up.
Language Production
Female - 8000-16000 words - tuned to language brain
Male - 2-4000 words (average male teacher 6000 words) - tuned to pictorial brain - screens example
Girls pick up language much faster.
Why are boys and girls placed in the same classroom when they begin school? They learn very differently.
- Calling out ideas - Issue of hands up and losing thought/idea (screens) - this can lead to disengagement.
- Trouble forming inner dialogue - need to process out loud.
Intelligence is a situational factor.
"Hurry up" (Mining story) vs. "Run"
"In a hurry"
"Come here" vs. "Stand in front of me" or "I need to talk"
"No" Language vs. Specific expectation
Think about allocated spots for students - allow them to change if they are not comfortable.
Upper case and Lower case - Literal lower and upper case on desk
Direction of reading/writing - Venetians
Numerals, Numbers and Number Concepts
Metaphor
School/Teachers as petrol station - average learner as petrol car and dyslexic students as diesel cars. Teachers fill up students with petrol each day - diesel students don't run well on this.
Understand what is going on in the student's brain and teach to that.
Techniques - The What and How of teaching
- Visual Timetables/Picture Timeline on board
- Specific Action Instructions
- Assigned Seating
- Use of a device for support - help to access the brain and get on with other learning
- Support students to understand and make this a positive - they have to go through life this way
Use of sign language from birth.
Male Maori teachers work better with dyslexic students.
BE AWARE AND OPEN EYES TO THE SITUATION.
EMPOWER CHILDREN TO UNDERSTAND THEIR OWN WAY OF WORKING AND THEIR OWN STYLE.
Books
- Reaching The Reluctant Learner
- With, Not Against
Western education system is incredibly linguistic (Language Institution) - this only works if language is a strength.
Dyslexia
- Not a learning or reading/writing problem.
- It is a teaching problem.
85% of Pakeha population are right sided (hand, eye, foot) - Use left frontal hemisphere for cognitive processing/active thinking
Other 15% are a mixture of left and right - Use right frontal hemisphere
The child who has the left foot and right eye & hand will be the most likely to stand out in classrooms as having learning difficulties.
Teaching to front part of brain (frontal hemisphere/cognitive processing) - very tiring.
THE BRAIN:
- Left brain - Language (listening, speaking, reading, writing, processing language, linguistic logic and memory)
- Right brain - Pictorial/Personality (Pictorial Thinking, Emotions, Artistic expression, practical logic, pictorial memory, spontaneity)
- Both sides working together all the time.
Given word - linguistic then pictorial
Given picture - pictorial then linguistic
Both sides work together but one side carries greater load than the other.
Women have 8 dedicated sites in the brain that can simultaneously handle language.
Men have 1 site dedicated to language.
Male and Female have very different brain make up.
Language Production
Female - 8000-16000 words - tuned to language brain
Male - 2-4000 words (average male teacher 6000 words) - tuned to pictorial brain - screens example
Girls pick up language much faster.
Why are boys and girls placed in the same classroom when they begin school? They learn very differently.
- Calling out ideas - Issue of hands up and losing thought/idea (screens) - this can lead to disengagement.
- Trouble forming inner dialogue - need to process out loud.
Intelligence is a situational factor.
"Hurry up" (Mining story) vs. "Run"
"In a hurry"
"Come here" vs. "Stand in front of me" or "I need to talk"
"No" Language vs. Specific expectation
Think about allocated spots for students - allow them to change if they are not comfortable.
Upper case and Lower case - Literal lower and upper case on desk
Direction of reading/writing - Venetians
Numerals, Numbers and Number Concepts
Metaphor
School/Teachers as petrol station - average learner as petrol car and dyslexic students as diesel cars. Teachers fill up students with petrol each day - diesel students don't run well on this.
Understand what is going on in the student's brain and teach to that.
Techniques - The What and How of teaching
- Visual Timetables/Picture Timeline on board
- Specific Action Instructions
- Assigned Seating
- Use of a device for support - help to access the brain and get on with other learning
- Support students to understand and make this a positive - they have to go through life this way
Use of sign language from birth.
Male Maori teachers work better with dyslexic students.
BE AWARE AND OPEN EYES TO THE SITUATION.
EMPOWER CHILDREN TO UNDERSTAND THEIR OWN WAY OF WORKING AND THEIR OWN STYLE.
Books
- Reaching The Reluctant Learner
- With, Not Against
Saturday, 22 June 2019
LangSem 2019 - Saturday 22nd June 2019
LangSem 2019
– Saturday 22nd June 2019
Keynote Speaker - Juliet Kennedy
Book - Colouring
in the White Spaces by Ann Milne
-
Identify
the white spaces
-
Naming
the white spaces
-
Colouring
in the white spaces
Education
for Social Justice – Paulo Freire
Culturally
Sustaining Pedagogies – Django Paris
Translanguaging
Concept - Garcia
Formulaic
expressions as a base for developing language
Ways to
incorporate Te Reo Maori and other languages
-
Whakatauki
posters – interacting with these and making meaning
-
Myths
and Fairy tales from different languages/cultures
-
Waiata
and songs
-
Comparing
Maori cultures with other cultures
-
Translating
school concepts/values into language
-
Looking
after languages
Resources/Activities
-
Bird
calls activity
-
Quiz
- Can you guess the language being spoken?
-
City
soundscape activity
Language Immersion Session - Te Reo Maori
Games
-
Bus
stop game – 2 buses – say word/phrase in English and the first person to
respond in the language correctly gets to get off the bus. The team whose bus
is clear first wins.
Numbers
Games
-
Show
me… Whakaatuhia mai te… - Whole class then in pairs
-
What’s
missing? He aha e ngaro ana?
-
Maths
Bingo – 2 dice and game boards
-
What’s
your phone number? He aha to nama waea? – Sheet to record phone numbers in
partners
-
Dialogue
with script and phones – Whole class and then in pairs
-
Do
you have the phone number for…? Kei a koe te nama waea mo…? – Sheet with
certain numbers. Ask in pairs.
The
importance of knowing and understanding the culture.
Task-Based Language Teaching – Nathalie Bourneville
Task –
Question for each person – Find out who…
First
question to teach is – “How do you say?”
-
The
primary focus should be on meaning (semantic – meaning word-level /pragmatic – purposeful
meaning)
-
There
should be some kind of “gap”
-
After
pre-learning vocabulary/phrases - Learners should largely have to rely on their
own resources to complete the activity – Not providing the words and vocab all
the time for them to read – Getting them to think for themselves. Not reading
and repeating
-
There
is a clearly defined outcome other than the use of language
Students
could:
Interviewing
a partner
Introducing
a partner to the class
Play a
board game with different rules
Types of
task:
Ordering
and sorting
Listing
Problem solving
Comparing
Sharing
personal stories
Creative
tasks
FUTURE
LEARNING SOLUTIONS – free workshops in schools with a minimum of 3 teachers
Content and
Language Integrated Learning
Running different modules – another subject alongside
languages – task-based overarching tasks to end units. Co-teaching.
Nadine Malcolm
Food tech and Te Reo – end product Matariki lunch for
the staff using natural ingredients
Music and Te Reo – end product writing and performing
songs in Te Reo using guitars/ukelele
Danielle Le
Heron
Digital technology and French module – end product to
create a website in the target language
Drama/Dance and Language – Show/performance in a
target language
Anke Richmond
French and PE – end task students give directions for
an obstacle course in the target language
Elisa Garrido
Visual Arts/Drama and Language - Choose a Spanish
painter – given paper cup and make painter – perform puppet show (introducing/similar
to pepeha)
Suzette Ipsen
Fabrics/Textiles and French – Researching iconic
structures in France, colours, numbers, technology. End task students market
day or finding/locating apron in a pile of aprons by describing to a partner
Jeanne Gilbert
Purposeful – gives students a purpose for learning the
language
Rich experience
Friday, 31 May 2019
Tuesday, 5 February 2019
Tuesday, 22 January 2019
Professional Development - Gail Loane - Tuesday 22nd January 2019
Developing Authorship in young writers
Tuesday, 9 October 2018
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