Staff Meeting - POI Review - Tuesday 29th October 2019

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.

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

LangSem 2019 - Saturday 22nd June 2019

LangSem 2019 – Saturday 22^nd 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

Staff Meeting - Empowering teachers to support our students - Tuesday 5th February 2019

Professional Development - Gail Loane - Tuesday 22nd January 2019

Developing Authorship in young writers

Staff Meeting - Education Council Code and Standards - Tuesday 18th September 2018

Interim professional standards - Linked to pay
In back of position description these have been aligned with the Education Council Standards

6 Standards - Evidence of these shown in PLJ

Writing Monitoring Meeting - Gail Loane - Thursday 6th September 2018

Leading Learning PD - Gail Loane - Wednesday 5th September 2018

Gail shared about a student that she has been working with recently and the journey that he has been on with his writing.

- Make connections
- What do they need?
- How do we help them to take the next step?

Ladder of Inference

Learning from your experience
- Stop using avoidance strategies such as blame, justification, denial and quitting
- Using 'I' Statements
- Notice the little moments - Call it as it happens - Deal with it
- This can be a good opportunity to share perspectives/clarify any misunderstandings and misinterpretations.
- This same strategy can be used with students - Gail mentioned about a school that has used this successfully.

How to facilitate Learning Conversations effectively with colleagues, student teachers, etc.

The Exhibition Online PD - Discussing student-led in-depth inquiry

Module 3, Learning Engagement 1

Student-led in-depth inquiry

1) Use the table below to brainstorm local issues (with/without global significance) that would fit under each one of the transdisciplinary themes.

2) Narrow your focus to one issue

3) Develop key concept questions about that issue

4) Think about actions that your students may come up with that would be related to the issues you’ve brainstormed.
The action component of the exhibition is student-generated, so you may be surprised with some of the ideas your students come up with.

Here is my original table:

As we focus on the same TD Theme and Central Idea across our school I have chosen to work on the same TD Theme as Rebecca, however I have tried to focus on a different local issue and generate some different questions.

Here are my ideas:

Staff Meeting - Tuesday 28th August 2018 - Dust, Polish, Shine

How do we accelerate learning at Berkley?

Staff Meeting - Accelerated Learning - Tuesday 26th June 2018

Professional Reading - Levelling the School Journal

Staff Meeting - PYP, Information Evening & Mid Year Reports

Staff Meeting - Gail Loane - The Child: The Heart of the Matter

Reading

Notes: