Associate Teacher Course - Friday 22nd September 2017

Role of an Associate Teacher:
- Consistent, positive teacher role model
- Can communicate effectively with a variety of students
- Meet the university requirements
- Set up well from the very beginning
- Make time to give regular feedback
- Let the students make mistakes
- IDEA (3rd year) - Push all desks to the middle, before full control get the students to practice the set up of a class.
- Give specific feedback with 1 or 2 things to focus on.

Students:
- Planning to you 24 hours before teaching
- Follow your guidance - day to day or weekly planning
- Direct to Fraser & Hill textbook for planning
- Watch for downloading of planning - ensure it is relevant
- Encourage them to talk to you about any issues first - Can go to the liaison person with any issues also (Pip or Clark)
- Are they making progress to achieve the goals?
- If the have an evaluative lecturer coming in, make them do what they would normally do at that time. Don't put on a show. Demonstrate good solid teaching practice - Keep it simple. 40 minutes to an hour.
- Student Handbook - Minimum requirements. Work from last week backwards because time goes quickly.
- CUSP - Half a day of activities when it suits.
- Year 2 - Minimum of a weeks full control
- Written feedback - Google Docs - Feedback on what you have seen, Feed-forward, Student Reflection
- Planning - Make them go over the top first then you can ask them to slack off a bit if you see appropriate
- Don't be afraid to talk to them about outside influences if these are effecting their practicum
- Don't be afraid to be realistic in their report - Contact Clark if not sure
- School Camp - Still only classed as helpers
- What is Full Control? Taking on the role of the teacher - Can look different in each classroom
- Report Guidelines in the Handbook
- Recommend that they need more time if need be
- Students must make up the time if they are off for more than 3 days - Must have a medical certificate for three days or more off

End of Practicum - Students give feedback on AT (Can be used in PLJ)




What happens when things go wrong?
- Go to liaison person first
- Next Clark will work with AT and student
- Don't leave it until the end
- When students do fail a practicum they are able to appeal to redo
- Be honest with feedback and keep it simple and to the point

Coaching and Mentoring
- David Clutterbutt
- Powerful Questions - PRAIRIE

Professional Readings - Rethinking the Associate Teacher and Pre-service Teacher relationship

Exhibition Workshop - Monday 11th September 2017

- Possible issues thought about by Weds Week 10

- Silent discussion: (by end of Week 10)
- Loose themes on A3 paper
- Paper - Students write three themes and can't work with

- Groups decided over the holidays

- Individual SUPP Planners for each team saved in the Year 8 Exhibition Folder

- Speaker Series - Week 10/Week 1

- Front loading using Exhibition Site

- School Kit - The heART of the Matter

Cool Resource
- Student Volunteer Army

Staff Meeting - Numeracy - Tuesday 5th September 2017

IXL

How is this used in class?
How does this operate in my class?

Learning & Analytics
- Should mostly be working in the Year 7 & 8 sections of IXL but you are able to dip back into the other year levels to solidify learning in certain areas.
- Use the search bar to find specific areas of numeracy that you are looking for e.g. ordering fractions.
- Use IXL in groups - all students on laptops but working on the same problem.
- Can star certain tasks that you would like them to focus on.
- Use of real-time to keep track of how students are getting on.
- Can pull students down to look at trouble-spots (questions that they are not sure of). IXL automatically generates the group that need to work on each skill. Allows you to see gaps really quickly.
- Can show topics down the side rather than year levels.
- Set time for each day e.g. 10 mins - could be linked to class dojo points.

Reflection of POI Review with Andrea Muller - Monday 4th September 2017

Students need to feel actively connected to each unit - Active Learning.
Try to involve the local level and the use of primary sources to achieve this. Always try to find 2 versions of the same idea to gain perspective.

When planning a unit look at the key concepts and related concepts based on what you want the students to understand.
How are these linked? (key concept to key concept and also related concept to key concept)

Writing Lines of Inquiry:
1st Layer - Forms
2nd Layer - Uses
3rd Layer - Practices

HWOO - 1st unit in the odd year
- Common Sense Media - resources
- Culture Iceberg
- Creation of a virtual community

WWAIPAT - 3rd unit even year
- Provocation idea - Exploration of a place that is unknown to the students. Work through the lines of inquiry to do with this practical example and then apply them to other well-known explorations.

Possible Changes:
STP - even year
Biodiversity - Link to Camp Aongatete

STP - odd year
Finite resources - water context

Resource - Rainforest site FB