Staff Meeting - Sharing The Planet

Staff Meeting - Sharing The Planet

Reflection - Week 5 Term 1

This week was one of the busiest weeks that I have had since starting at Berkley.

Two nights this week I had First Aid Training from 3:15pm until 8pm. This meant that there was no time outside of school for me to do extra planning etc. I feel that in terms of preparation for Week 6 I am behind where I would like to be and that I am going to have to catchup throughout the week.

The school server was down for half of the weekend also meaning that I was unable to access my emails, Google Docs (planning) or update my blogs. These days we rely so much on technology and this event has reminded me that it is so important to always have a back up plan.

On Friday I was out of class for the first full day since starting the year. I found myself worrying about what my class were doing and how they were getting on all throughout the day. I tried my best to plan so that the reliever had a good outline and idea of what I had in mind for the students to do.

My Friday was spent up in Auckland at Takapuna Normal School for the PYP New Zealand Network Auckland Induction Day. This was a great insight into how the PYP works at different schools and gave me some helpful ideas and activities to use for the Units of Inquiry. It was really good to network with some other PYP teachers who were new to the curriculum as well and hear their thoughts.

I am looking forward to a very busy Week 6!

PYP New Zealand Network Auckland Induction Day - Friday 4th March 2016

The PYP is all about inquiry. Starting point is the students' current understanding and the goal is to turn their experiences into new thinking. It is all about relevancy rather than quantity.

PYP is a framework to NZC.

Wonderwalls

Embrace questioning to help promote inquiry.
What questions do you have? No question is a stupid question.

Be Like Bill Task - Who We Are Activity. Using Learner Profile, Attitudes and Transdisciplinary Skills.

IB PYP Background

• Founded 1968 in Geneva, Switzerland
• Primary Years Programme (3-12), Middle Years Programme (11-16), Diploma Programme (16-18)
• PYP and Middle (Trans dis - subjects incorporated), Diploma (dis - one subject, next subject)

The Learner Profile is the only part that is the same across the three programmes.

Learner Profile

• 10 attributes of the profile.
• Front of most PYP documents.
• Promote attributes in child speak. Make it living with the students rather than just something that sits on the wall.

Ways to Promote the Learner Profile:

• Use deliberate acts of teaching e.g. principled - holding the door open for someone. Cards/Certificates for each attribute of the learner profile.
• Photos and what they think each attribute means (each person has to put their idea on the sheet with each attribute). In Room 8 we are... 10 photos showing each attribute placed below - part of class agreement.

Useful sites:

• pypattitudes.com
• thepedagogs.com (stickers)
• teacherspaidteachers
• inquiryschools.net
• Harvard Project Zero - Visible Thinking
• freeology - graphic organisers

Written Curriculum - page 10

• Plan with all teachers using PYP planner
• Summative task and evaluation
• Assessment - Formative and Summative

Knowledge - page 11

Shift Happens: Bringing Education into the 21st Century

Transdisciplinary Themes:

• These form your UOI.
• Use the key words in the descriptor to help you create a central idea.

Activities:

• Matching themes to their explanation
• Quiz using examples (the occ website)

Concepts - page 15

• PYP is a concept driven curriculum.
• Teacher questions come out of concepts
• Can have pictures round the room.
• The key concepts are presented as a question and are a provocation for the students.

Page 67 (Links to Subject Areas - Language, Maths, Science, Social Studies)

Activities:

• Concepts and Pictures - e.g. Twitter - What are our responsibilities? Come up with questions that are related to this. Link pictures to each concept and come up with key questions.

TD Skills - page 21

• Create goals using these skills.
• Use the skills as a point of reflection - "What TD skills did I use and how did I use them?"
• Make the activities authentic.

Activities/Tasks:

• Friar Diagram
• Rating selves in terms of skills 1-5 (Hand Signals) e.g. Organisation today?
• 'One TD Skill that you used well to was...' cards for end of day.

Attitudes - page 24

• "The rat with two eyes and five ears sails the seven seas"
• Attitude tree.
• Modelling real life examples of these attitudes in action.

Activities:

• Six word stories
• Be like Bill
• Essential Agreement
• Explore people in the news/books/films/TV and look at the attitudes that they are using
• Action plans
• Keep a diary/journal of the of the attitudes in their lives - use padlet and link to class and independent blogs. 'My PYP attitude diary'.
• Fail up - setting a task for students in class that is too difficult for them and get them to realise that they are not always going to succeed.

Taking Action - page 25

Nickelback - If Everyone Cared

• Why do we take action? To make a difference.
• Activities that will lead to some sort of action - Direct action, Indirect action, Raise awareness, Educate people.
• Action is something that happens during the unit.
• Use action to assess what students know or have taken from the central idea.
• It is about students intrinsically choosing to take action themselves.

PYP Planner - page 37-40

• Bubble Planner (two pages planning, two pages reflection)
• 6 units per year

Activities that highlight the use of inquiry:

• Petals around the Rose - five dice and looking at dot patterns. get students to figure out what the point of the activity is, to question, make connections, come up with theories, observe, be curious, take risks, evaluated decisions, reflected.
• Fish bowl - some students are participants, others are observers
• Connect, Extend, Challenge
• Tony Ryan's Thinkers Keys - Homework, Quick writes
• De Bono's 6 Thinking hats

What is inquiry? - page 28-30

The Fairy Scientist

• Inquiries can last from a few minutes up to a few weeks.

Kath Murdoch

• Thinking for themselves
• Teach students about thinking
• Provoke curiosity and wonderment
• Facilitate learning
• Making connections
• Big Picture
• Learning Intentions
• Process - 'Learning how to learn'

Example Provocation - Team Assembly - Teacher argument role play, deconstruct with students

Kahoot Quiz on MTPYPH

First Aid Training – Wednesday 2nd-Thursday 3rd March 2016

Fear

Expectations

Appearing

Real

CPR

Stop

Think

Observe

Protect/Plan

Scene Assessment

 

Level of Response

Alert

Voice

Pain

Unresponsive

 

Help

 

Airway – Head tilt and chin lift

 

Breathing – Normal is 12-20 RPM

Monitor for 10 seconds

1 or none – start CPR

2 or more – don’t need CPR

 

30 compressions at 120 BPM

1/3 deep or minimum 5cm

Adult – 2 hands

1-8 years – 1 hand

Infant – 2 fingers

2 Breaths – Optional

Stop when the patient shows signs of life or you are physically unable to carry on

AED – Automated External Defibrallator (Located in the office)

Asthma

·      Inhalers – treat bronchial constrictions

·      Issues:

o   Not using soon enough – therefore drugs won’t reach into smaller airways

·      Spot it early and use a spacer – the spacer increases effienciency and allows the drug to get to where it needs to go.

·      When using a spacer sacrifice the first spray then do 3-5 breaths per spray

·      Keep using the inhaler until the asthma attack ends

Allergies

·      Allergic reactions affect airways and the blood stream

·      Causes low blood pressure, low fluid and food, low gas (airways blocked)

·      Epipens – treat broncial constrictions (expire every 1-2 years)

o   Remove blue/grey end

o   Hold in fist

o   Inject in thigh

o   Hold for 10 seconds

·      Treatments for stings:

o   Detergent and baking soda

o   Vinegar

o   Stingos

o   Clickit

o   Antihistermines

Cardiac Disease

·      GTN treatment (2 sprays) for Angina - narrowing of the arteries

     Angina – Chest pain, shortness of breath, nauceous

·      Ways to avoid Heart Disease:

o   Fish Oil

o   Flaxseed Oil

o   Grapeseed Extract

·      Use one Asprin/Disprin to treat chest pain – chew it and move around mouth (decreases the adhesion rate of platelets)

Recovery Position

·      Arm closest to you straight above head

·      Leg furtherest away from you bent – heel up close to bottom

·      Grab the patients thumb with your thumb and support head

·      Roll towards you

·      Place arm that is up under the head

·      Place knee and elbow down on the ground to support

Log Roll

·      Spinal Injury (in the event of a fall, slip or crash – sudden disalleration, unresponsive trauma – injured or knocked out, significant injury above the collar bone)

·      Need to have C Spine control (wide hands and hold jaw)

·      4 People –  1 person C Spine Control, crossed arms x3 people, 3^rd person holds hand under leg

How To Utilise Outdoor Gear

·      Bed Roll:

o   Split

o   Fire starter

o   Drag mat

o   Bouyancy aid

·      Pack Liner:

o   Shelter

o   Rain coat

o   Sleeping bag

o   Vapour barrier

o   Signal

o   Collect water (basin for burn/drinking water)

o   Something to read/distract

o   Stretcher

·      Pack:

o   Splint

o   Ground layer

o   Pillow

o   Splint for spine (Waist strap round head, arms through and pulled tight)

o   Stretcher (2 packs)

o   Carry a person

·      Survival Blanket

o   Burn (black smoke)

o   Shelter

o   Collect water

·      Raincoat:

o   Stretcher (2 coats)

o   Collect water

·      Tent Fly:

o   Splint

o   Padding

o   Shelter

o   Collect water

o   Ground layer

o   Stretcher

·      Beanie:

o   Pad for wound

o   Padding between splints

o   Cool burns

·      Socks:

o   Ties

o   Padding

o   Cool burns

Burns

·      30 minutes cooling (3x 10 minutes)

o   First 10 – cool with water (running water is best)

o   Second 10 – cool the burn only

o   Third 10 – cover and cool (use gladwrap to stop water absorption)

·      Continue to cover and cool until help arrives

·      Cut around and clothing that is stuck or melted

·      Remove anything constricting e.g. watches, belts

Burns Reporting

·      Cause

·      Size (percentage in terms of your palm)

·      Depth

o   Red/Inflammed/Pain – Superficial

o   Red/Inflammed/Pain/Blisters – Partial thickness

o   White/Waxy/No pain – Full thickness

o   Black/Charred/No pain – Full thickness

·      Location on body

Choking

·      If the airway is fully obstructed and there is no sund the patient has 2 minutes before they become unconcious

·      Can make noise:

o   Encourage to cough

o   Heel of hand – hit middle of back in between shoulder blades

·      Can’t make noise:

o   Reach under left arm – hold them down

o   5 back slaps

o   Place other arm under

o   Make fist and place in the CPR position on chest – 5 chest thrusts 1/3 deep

o   Repeat until the object is out or the patient collapses

o   If the patient collapses let them fall – it could dislodge the object

o   If unconcious and not breathing carry out STOP and CPR

·      Must see doctor after any form of choking and treatment by first aider

·      If a larger person use 2 people

·      If a taller person knock to knees

·      Baby/Infant – 5 and 5 but support the child with chin in hand, lay on arm, complete slaps and then roll over, complete chest thrusts

ANYTIME THERE IS A CHANGE GO BACK AND WORK YOUR WAY THROUGH THE STEPS AGAIN

ALL DRUGS WORK BEST EARLY

Mathematics - Observed by Matthew Cameron