More than just ordering books per term.
Can order books more than once a term.
Can find online resources on "Resources for Learning" - always useful to go to High Interest Topics.
AnyQuestions - website. Like a chat room. Librarians won't give them answers, but will help them find the information they want. Will teach them about how to research. Suggested to do this as a class demonstration.
EPIC - website. has links to educational websites for research. Most useful website: Britannica School Primary, has lots of info, can be printed, listened to, favourited, definitions can be given (without going onto another page). Images and video are available.
Digital NZ - can search for images that represent them
Papers Past - Whole range of papers that have not been publish. 1800's to 1940's
The above can all be found on the Services to Schools page on the National Library webpage.
Creating Readers tab is very useful as well. Not there to teach children to read, but give them opportunities to read.
Read Aloud brochures - available in many different languages - when talking to parents get them to help promote reading for fun with the children.
Also can use NRL magazines to get the reading culture across the school
There is a whole range of maths stories that are actual stories.
Can do meetings at the National Library and then get tour afterwards
Tuesday, July 29, 2014
Monday, July 28, 2014
Kids Power PD
3 Powers kids have all the time:
Brain Power
Body Power
Voice Power
Powers to teach:
Stay Aware - are children aware of what is going on? How can we make them more aware?
Stop Power - Legs balanced (one behind other), hands out, but arms bent "Please stop" and if not effective: "I said stop!" a bit louder/firmer
Move Away Power - move to safe place/person - Calmness helps adults to help you. "Excuse me, I need help."
Get Help Power (see above)
Rubbish Bin Power - For all the bad words we don't like having said to us.
Bullying is a constant, repetitive behaviour. Children at our ages (year 0-2) don't have a concept of what that is.
Non-verbal checkins - two thumbs up/down/ one up/down. Good way to check chd and see if there are major changes (e.g. two up to two down).
Incident charts - allowing teachers to share/see what has been going on. Some chd come back and behave poorly because of something that happened in the playground.
Brain Power
Body Power
Voice Power
Powers to teach:
Stay Aware - are children aware of what is going on? How can we make them more aware?
Stop Power - Legs balanced (one behind other), hands out, but arms bent "Please stop" and if not effective: "I said stop!" a bit louder/firmer
Move Away Power - move to safe place/person - Calmness helps adults to help you. "Excuse me, I need help."
Get Help Power (see above)
Rubbish Bin Power - For all the bad words we don't like having said to us.
Bullying is a constant, repetitive behaviour. Children at our ages (year 0-2) don't have a concept of what that is.
Non-verbal checkins - two thumbs up/down/ one up/down. Good way to check chd and see if there are major changes (e.g. two up to two down).
Incident charts - allowing teachers to share/see what has been going on. Some chd come back and behave poorly because of something that happened in the playground.
Tuesday, June 3, 2014
Using the iPads to Teach and Learn
In our Busy Bee meeting today we talked about using the iPads to teach. Here is an activity I made for children to use. You could also use this as an activity I with the teacher. Here it is:
Wednesday, May 21, 2014
Karen Boyes PD Day 2
Strategies that could be used from Classroom observations
- giving chd opportunity to do it by themselves and in their own way
- think pair share - can often miss out on the think part by rushing - make sure to give time for this
- giving an example and then challenging chd to do their own that's different
- keep one, pass the rest on
5 Dimensions to HOM
1) Explore meanings
2) Expanding Capacities
3) Increasing Alertness
4) Extending Values
5) Building Commitment
Tuesday, May 20, 2014
Karen Boyes PD Session 1
What has changed in the last 5-10 years that has been major?
Smartphones, tablets, Internet (speed) etc
What is thinking?
Lots of different ideas - Defn from Dennis the Menace: when your mouth stays shut and your head keeps talking to itself.
Think Pair Share
What is it about your students that makes you think they need to learn how to think?
What do you see them doing?
What do you hear them saying?
How are they feeling?
How would you like them to be because of your teaching and learning?
Documenting progress in the classroom
- very connected to Reggio
Mindfulness
Does not mean: being on auto pilot
Does mean: becoming aware
Mindfulness of HOM
labelling the HOM
Transferring use from previous situation
enjoying the benefits
sequencing their use
evaluate their effectiveness
applying it elsewhere
consciously committing to improving
Smartphones, tablets, Internet (speed) etc
What is thinking?
Lots of different ideas - Defn from Dennis the Menace: when your mouth stays shut and your head keeps talking to itself.
Think Pair Share
What is it about your students that makes you think they need to learn how to think?
What do you see them doing?
What do you hear them saying?
How are they feeling?
How would you like them to be because of your teaching and learning?
Documenting progress in the classroom
- very connected to Reggio
Mindfulness
Does not mean: being on auto pilot
Does mean: becoming aware
Mindfulness of HOM
labelling the HOM
Transferring use from previous situation
enjoying the benefits
sequencing their use
evaluate their effectiveness
applying it elsewhere
consciously committing to improving
Karen Boyes Observation
Started with a poem about what a habit is.
Talked about what the habits are.
Look inside your head - before you move. Chd had to move to sit in a circle on the mat. Took some coaxing but they were able to sort the problem out.
Talked about sign language - how would you make a sign language for magic? For brain? Taught chd how to sign "I have a magic brain."
Had chd fold an A4 paper like a hot dog bun. Made a magic booklet. Looks like an "m."
Had partners choose to be an apple and an orange.
Chd drew a squiggle on their booklet. Swapped with partners and had to turn squiggle into something else. Many drew ice cream (Karen had used that as an example), but some variation. Repeated this with different shape. More variation the second time.
Afterwards, asked chd to partner up and come up with five things that help learning and five things that aren't good for learning.
Talked about what the habits are.
Look inside your head - before you move. Chd had to move to sit in a circle on the mat. Took some coaxing but they were able to sort the problem out.
Talked about sign language - how would you make a sign language for magic? For brain? Taught chd how to sign "I have a magic brain."
Had chd fold an A4 paper like a hot dog bun. Made a magic booklet. Looks like an "m."
Had partners choose to be an apple and an orange.
Chd drew a squiggle on their booklet. Swapped with partners and had to turn squiggle into something else. Many drew ice cream (Karen had used that as an example), but some variation. Repeated this with different shape. More variation the second time.
Afterwards, asked chd to partner up and come up with five things that help learning and five things that aren't good for learning.
Wednesday, April 9, 2014
Activboard Training
There are pre-made activities in the resource browser. These are good warmups.
Same goes for templates.
Cloze activity. To make a cloze activity fast, right click on a word (after cutting and pasting) and click extract text. Which will pull the word out. Then you can use the paint bucket tool to colour the word the same as the background. Make the words bigger or smaller to stop the smart kids from matching the size of the box to the word.
Colour reveal - can be used for many things. Two backgrounds, text matches one, so when it's moved you can see what it is. Eg. Fox in blue, es in red on red background reveals foxes on yellow background.
There are four layers in a flipchart. Annotations on top, objects in the middle, empty bottom and background, which is always fixed at the very bottom. The object browser can help show what is on the page and where it is (the level).
You can take pictures of a video as it is playing so you can order pictures afterwards (sequence the story).
To embed Youtube video, go to insert-link-embed HTML (and put code from YouTube in).
Active Expression
To Register a hub: Go to voting browser, Click on clipboard and then device registration. Instructions go on the screen.
Can paste word answers into flipchart AND check who did it and how long it took.
Can assign devices by name, need an excel spreadsheet with names.
Can find results in voting browsers from the whole flipchart/page.
ActiView
Can use this to show chd things (e.g. something on the ground/desk) so they don't have to crawl around. Demonstrating art. Everyone can see all at once. Fiddle around with it to see what it can do.
Same goes for templates.
Cloze activity. To make a cloze activity fast, right click on a word (after cutting and pasting) and click extract text. Which will pull the word out. Then you can use the paint bucket tool to colour the word the same as the background. Make the words bigger or smaller to stop the smart kids from matching the size of the box to the word.
Colour reveal - can be used for many things. Two backgrounds, text matches one, so when it's moved you can see what it is. Eg. Fox in blue, es in red on red background reveals foxes on yellow background.
There are four layers in a flipchart. Annotations on top, objects in the middle, empty bottom and background, which is always fixed at the very bottom. The object browser can help show what is on the page and where it is (the level).
You can take pictures of a video as it is playing so you can order pictures afterwards (sequence the story).
To embed Youtube video, go to insert-link-embed HTML (and put code from YouTube in).
Active Expression
To Register a hub: Go to voting browser, Click on clipboard and then device registration. Instructions go on the screen.
Can paste word answers into flipchart AND check who did it and how long it took.
Can assign devices by name, need an excel spreadsheet with names.
Can find results in voting browsers from the whole flipchart/page.
ActiView
Can use this to show chd things (e.g. something on the ground/desk) so they don't have to crawl around. Demonstrating art. Everyone can see all at once. Fiddle around with it to see what it can do.
Thursday, January 30, 2014
Teacher Only Week 2014 - Day 4
Presentations from Teachers Matter Conference
Starters I could use:
- "Just like me" - say statement, children who agree stand up and say "Just like me"
- Clock - make a clock, write your own name at 12, then go around and ask others: are you free at....? Can say at times of the day: Buddy up with your 3 o'clock buddy.
Perceptions:
What we see, how we see ourselves
- need to respect children of the 21st century - they grew up differently than us.
Thinking maps
- powerful graphic structure
- circle maps - colour code different types of information
- bubble map - similar to circle maps, but info but into bubbles, don't give template, could be double bubble
- tree map - topic on top, different branches for sub categories below, can also use colour coding
Philosphy for Children
- community of learning where people support each other and discuss issues that are relevant to the classroom.
- Inquiry develops the four Cs: collaborative, critical, caring and creative
- sit in circle, use talking stick (etc) and give questions chd need to discuss
Starters I could use:
- "Just like me" - say statement, children who agree stand up and say "Just like me"
- Clock - make a clock, write your own name at 12, then go around and ask others: are you free at....? Can say at times of the day: Buddy up with your 3 o'clock buddy.
Perceptions:
What we see, how we see ourselves
- need to respect children of the 21st century - they grew up differently than us.
Thinking maps
- powerful graphic structure
- circle maps - colour code different types of information
- bubble map - similar to circle maps, but info but into bubbles, don't give template, could be double bubble
- tree map - topic on top, different branches for sub categories below, can also use colour coding
Philosphy for Children
- community of learning where people support each other and discuss issues that are relevant to the classroom.
- Inquiry develops the four Cs: collaborative, critical, caring and creative
- sit in circle, use talking stick (etc) and give questions chd need to discuss
Tuesday, January 28, 2014
Teacher Only Week 2014 - Day 2
Reggio Emilia @ Rowandale
TED Talk - Gever Tully (Tinkering School)
"The lack of unstructured play for youngsters is associated with less enthusiasm for learning, diminished creativity, and poorer social skills." Madelie Levine, Teacher Your Children Well
Children don't have spatial awareness because they are so safe today.
Get stuff out and let kids have a go. (Suggestion: overhead projector and screen).
Amiable School - everyone is happy, everyone is engaged
Teachers role is to explore, not to have the answer - get in beside them and be excited, ask the questions that extend their learning
Use blogs to document the journey, not the product. Show the process.
"Go Play" - powerful words - make play an important part of the day, not the reward.
(Suggestion: wood with screws, screwdrivers, etc).
It's not inquiry if: 1) Students know what result they're "supposed" to get. 2) The questions and steps are predetermined for them. 3) The teachers is working harder than the students.
Don't for forget the power of "yet.." E.g. "I'm not good at math.... yet"
Using HOM in the Classroom
Why use the HOMs in the class - Make language everyday and automatic, encourage children to think about why they are doing something, Allow children to practise using the language, children and you become familiar with HOM language, Annotated displays links learning with HOMs.
Can incorporate HOM into WALTS
e.g. WALT make it right be using sticks to show tens and ones in two-digits numbers
WALT work together to follow a recipe
WALT create and innovate an environment where a dinosaur could live
WALT make it right by editing our work for capital letters and full stops.
WALT use our past knowledge to solve subtraction problems with a number line.
WALT work with others to make a vehicle.
WALT to create and innovate to design a house.
WALT use our past knowledge to predict what will happen next.
Ideas to incorporate HOM areas in the classroom:
e.g. parking lot area with post-it notes for children to write questions on to revisit later.
- Past knowledge with object/picture with questions to help language and relationships (e.g. picture of the day/week).
- we assume they know how to listen, could actively teach chd how to listen (w/ empathy)
- C3B4 Me (poster)
Challenge: have a specific area of the room related to HOM (perhaps HOM of the week).
Maths @ Rowandale
Headwork: Video/song, counting by 2s
W/U: look at strategy that will benefit the whole class
I-Can sheets need to be in front of the books - updated when assessments are done
Environment: - interactive displays, activity boxes, child made charts/posters, numbers, symbols, words, number formation posters
Diagnostic Questions - see Google Drive for copious amounts of examples of these.
Treasure
What is treasure? (used activ expressions - answered questions on them - went to excel sheet)
Writing @ Rowandale
We changed writing 5 times last year - we don't stick with things that aren't working.
The way we do it is the best way Mark's seen taught.
I-Can sheet at the front of the book - keep it up to date, WALTs can come off of these (possibly need to split them up).
RAS Alert
- Reticular Activating System
- flight or fight mechanism
- focus our attention
- context-based and filters out unnecessary stimuli to focus on the job at hand
Assignment for Thursday Trip
- 5 min presentation, 5 mins questions
- Explore the five best ideas and how they will work in the classroom.
- One idea each that will be tried in your own room and explored further.
TED Talk - Gever Tully (Tinkering School)
"The lack of unstructured play for youngsters is associated with less enthusiasm for learning, diminished creativity, and poorer social skills." Madelie Levine, Teacher Your Children Well
Children don't have spatial awareness because they are so safe today.
Get stuff out and let kids have a go. (Suggestion: overhead projector and screen).
Amiable School - everyone is happy, everyone is engaged
Teachers role is to explore, not to have the answer - get in beside them and be excited, ask the questions that extend their learning
Use blogs to document the journey, not the product. Show the process.
"Go Play" - powerful words - make play an important part of the day, not the reward.
(Suggestion: wood with screws, screwdrivers, etc).
It's not inquiry if: 1) Students know what result they're "supposed" to get. 2) The questions and steps are predetermined for them. 3) The teachers is working harder than the students.
Don't for forget the power of "yet.." E.g. "I'm not good at math.... yet"
Using HOM in the Classroom
Why use the HOMs in the class - Make language everyday and automatic, encourage children to think about why they are doing something, Allow children to practise using the language, children and you become familiar with HOM language, Annotated displays links learning with HOMs.
Can incorporate HOM into WALTS
e.g. WALT make it right be using sticks to show tens and ones in two-digits numbers
WALT work together to follow a recipe
WALT create and innovate an environment where a dinosaur could live
WALT make it right by editing our work for capital letters and full stops.
WALT use our past knowledge to solve subtraction problems with a number line.
WALT work with others to make a vehicle.
WALT to create and innovate to design a house.
WALT use our past knowledge to predict what will happen next.
Ideas to incorporate HOM areas in the classroom:
e.g. parking lot area with post-it notes for children to write questions on to revisit later.
- Past knowledge with object/picture with questions to help language and relationships (e.g. picture of the day/week).
- we assume they know how to listen, could actively teach chd how to listen (w/ empathy)
- C3B4 Me (poster)
Challenge: have a specific area of the room related to HOM (perhaps HOM of the week).
Maths @ Rowandale
Headwork: Video/song, counting by 2s
W/U: look at strategy that will benefit the whole class
I-Can sheets need to be in front of the books - updated when assessments are done
Environment: - interactive displays, activity boxes, child made charts/posters, numbers, symbols, words, number formation posters
Diagnostic Questions - see Google Drive for copious amounts of examples of these.
Treasure
What is treasure? (used activ expressions - answered questions on them - went to excel sheet)
Writing @ Rowandale
We changed writing 5 times last year - we don't stick with things that aren't working.
The way we do it is the best way Mark's seen taught.
I-Can sheet at the front of the book - keep it up to date, WALTs can come off of these (possibly need to split them up).
RAS Alert
- Reticular Activating System
- flight or fight mechanism
- focus our attention
- context-based and filters out unnecessary stimuli to focus on the job at hand
Assignment for Thursday Trip
- 5 min presentation, 5 mins questions
- Explore the five best ideas and how they will work in the classroom.
- One idea each that will be tried in your own room and explored further.
Teacher Only Week 2014 - Day 1
Branding etc Talk
First task to do this year is to name your class - WITH the children. They need to own it. Suggestion: Put children into groups to come up with ideas and then share as a class - so there aren't too many ideas on the board. Blind vote - :)
Make sure to have: Name (aspirational, age appropriate, positive, etc), secret handshake, motto,
Base the whole room on successful thinking, use the Think Aloud strategy copiously and make it visible.
Need to speak "Learnish" - instead of think, pair, share, -> analyze, pair, share OR Compare, pair, share.
Relationships - essential. Need to spend time building and maintaining these will all children. Good challenge with difficult children: say 3 positive things to the child by the end of the day.
Music is great way to get children to do things.
Ted Talk
Rita Peirson (sp?)
The value and importance of human connections - relationships
"You were chosen to be in my class, because you were the best students and I was the best teacher ..." we need to show the rest how to be the best.
Habits of Minds
Remember to give chd reason why they are doing something
16 Habits
"Who dares to teach must never cease to learn" - John Cotton Dana
Knowledge is not enough - it's about teaching children what to do when the answer is not apparent.
Classroom Talk
Bright, colourful, welcoming, things out on tables
- children's work/voice
- language(s)
- colour, bright
- nature
- clutter free
- designated areas
- interactive displays
- branding
- age appropriate
- up-to-date learning/relevant
Professional
Be a role model - your children will become you, so be mindful of how you act.
Doing all aspects of your job in a timely manner with a positive attitude and by asking for help if you require it. Showing initiative.
Behaviour System
4 Levels - Rainbow, Sun, Cloud, Storm Cloud
Procedures - Be very clear and practice (7x is what Ange does) e.g. Stand up, walk quietly to the mat, sit down where you're not touching anyone.
First task to do this year is to name your class - WITH the children. They need to own it. Suggestion: Put children into groups to come up with ideas and then share as a class - so there aren't too many ideas on the board. Blind vote - :)
Make sure to have: Name (aspirational, age appropriate, positive, etc), secret handshake, motto,
Base the whole room on successful thinking, use the Think Aloud strategy copiously and make it visible.
Need to speak "Learnish" - instead of think, pair, share, -> analyze, pair, share OR Compare, pair, share.
Relationships - essential. Need to spend time building and maintaining these will all children. Good challenge with difficult children: say 3 positive things to the child by the end of the day.
Music is great way to get children to do things.
Ted Talk
Rita Peirson (sp?)
The value and importance of human connections - relationships
"You were chosen to be in my class, because you were the best students and I was the best teacher ..." we need to show the rest how to be the best.
Habits of Minds
Remember to give chd reason why they are doing something
16 Habits
"Who dares to teach must never cease to learn" - John Cotton Dana
Knowledge is not enough - it's about teaching children what to do when the answer is not apparent.
Classroom Talk
Bright, colourful, welcoming, things out on tables
- children's work/voice
- language(s)
- colour, bright
- nature
- clutter free
- designated areas
- interactive displays
- branding
- age appropriate
- up-to-date learning/relevant
Professional
Be a role model - your children will become you, so be mindful of how you act.
Doing all aspects of your job in a timely manner with a positive attitude and by asking for help if you require it. Showing initiative.
Behaviour System
4 Levels - Rainbow, Sun, Cloud, Storm Cloud
Procedures - Be very clear and practice (7x is what Ange does) e.g. Stand up, walk quietly to the mat, sit down where you're not touching anyone.
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