Weekly Update # 11

3 May 2019

Rāmere, te 3 o Haratua

Rōpū Taunaki Ako/Learning Support Group

This term will have a focus on types of Learning Disabilities. It can be confusing to know what a child is dealing with and how we can assist them. The first step is awareness and the second is understanding. Then we can know how we can assist them to be their very best.

The next step in the creation of the Learner Support Register is currently being assembled. This next step will provide a register for us to compile names, needs, strategies used, agencies if required and a faster, smoother transition between schools in the future. A strong connection with the Ministry of Education is also developing, where we will be able to reach assistance points faster, and more accurately according to need for our students. The Learner Support team have been working on compiling and updating a large list of local and nationally relevant contacts for services/providers. This term’s focus for the Learner Support co-ordinator (Leanne) is to make successful connections with each of these service providers.

Rōpū Tuhituhi/Writing Group

At our final Kāhui Ako Leaders meeting at the end of Term 1 we discussed the format for our #2 moderation meeting in Term 2. Narrative writing was selected with students having an element of choice and agency by selecting their own photo prompt from the examples given. Alternatively teachers could also make the selection. Once we have information of the preferred prompt chosen by the majority of students, we will then select a range of samples on this prompt from across the schools. Our thinking behind providing the photos for selection is so we can see the progression in writing across curriculum levels, of a given idea.

Please contact Sandy Blackburn if you have any queries or would like to use the templates I have created for Wainui School.

Photo prompts enlarged

  • Task descriptor – ‘Every picture tells a story. Use your imagination to narrate (tell) a story about the photo.
  • One photo to be selected by either student(s) or teachers from the 3 examples below.
  • No time limits have been set – up to individual teachers. (can be noted in task descriptor.)
  • Time can be given to discuss the prompt, class brainstorm etc
  • Word banks, brainstorms can be used, but noted in task descriptor.

Samples submitted for moderation by Monday 10th June

  • No names or year levels
  • Task descriptor at top with photo included
  • Samples can be hand written and scanned or written digitally
  • Writing can be edited for spelling – (encoding will not be assessed)

LPF aspects to be marked against:

  • Creating text for Literary Purposes
  • Vocabulary knowledge
  • Text structure

Rōpū Pāngarau/Maths Group

This group will continue the discussion about the maths LPFs. We will also discuss and work on the pathways inherent in the 2020 Digital Curriculum. Linda will share some resources with the group. These resources, and more, will be made available to the whole community as we shift our focus from solely looking at the LPFs, to the digital curriculum.

Rōpū Te Reo Me Tikanga Māori

Top tip for normalising te reo Māori:

Using kemu/games throughout the day

Games are a fun way to include te reo Māori in your daily routines. Regular use can reinforce te reo Māori and show students that it is a ‘normal’ part of who we are.

Some quick and easy games/kemu:

  1. Continuous tag using “Pepa, kutikuti, toka” rather than “paper, scissors, rock”
  2. Simon Says using Māori words such as actions or touching parts of the body, i.e. Simon says, “Touch your mahunga/upoko (Head)” or Simon says, “e oma (Run)”
  3. Whakaropiropi ai (Link) is a hand battle game. I find it best to do as a whole class in a big circle.

Caller/Kaea: “Whaka-ropi-ropi ai”

(Phonetically – Faka-rdoar-pee-rdoar-pee eye)

Players: “Ae”

(Phonetically – Eye)

Caller/Kaea: “Tēnei mea te hōmai”

(Phonetically – Teh-neigh meh-a teh hore-my)

Caller/Kaea: “Hōmai!”

(Phonetically – Hore-my)

On the final “Hōmai”, caller and players throw down on of the hand moves below. Anyone who has the same move as the caller is out. Game continues until one person is left and crowned the toa/winner

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Pānui ngaio/Professional Reading

Excerpts taken from Learners with Special Needs in Aotearoa New Zealand. 3rd Ed. 2005. D.Fraser, R.Moltzen & k.Ryba. Teaching for Inclusion in Education and Community: Maximum participation, not independence

In the past emphasis has been placed on developing the students ability to perform tasks without assistance. The rationale for segregating students with intellectual disabilities was based upon the belief that they needed special support and resources in order to become as independent as possible before they could participate. In contrast, inclusive education favours the concept of interdependence and which students help and support one another and the learning. This is good preparation for adult life, where the formation of independent relationships is an important part of community living. Interactive teaching methods such as cooperative learning and peer tutoring have gained popularity as methods of increasing interdependence and acceptance of one another.

Current practice – interdependence as reality: learners maximally participate in activities and environments through plant support networks and personal interdependencies. Most individuals in [out in the real world] environments have access to support networks of formal and informal interdependencies with other individuals. It is logical therefore to extend this concept of interdependence into educational settings.

The aim is to promote maximum participation in learning through the selection of tasks and teaching methods that will ensure that a significant part of the task of subject can be performed independently by the learner [not all of the task, as interdependence or shared learning experiences support the Leander’s needs].

Options:

  1. Adapt – can I use materials already in our natural environment (classroom)
  2. Mastery with assistance – who can mostly likely help from in our natural environment? – fellow student? Group? Adult not teacher?
  3. Mastery of a group of students – can I pair? Can I provide an ‘expert student’? Can I provide a model for students to see/follow? From within our natural environment.
  4. Mastery using local help – who is in our community who can help? Grandma? Local businessman? A phone call to who? An email to the museum?

More minds working together can do far more exciting things than the teacher telling them the answer.

Ngaio pukapuka kōrero/Professional Development

We had the awesome pleasure to host Sylvia Duckworth at Orewa College.

sketchnoting

Sometimes in life, when you really look forward to something, the reality is a disappointment. Not so with this workshop. It was informative, relaxing. inspiring and engaging. Sylvia not only let us into her sketchnoting world in easy incremental steps, she also shared a wealth of resources with us through her website.

So why sketchnote?

The first thing we found was that it increased our focus. You are thinking about the essence of what someone is saying, and then how you can develop an icon to represent their words. Next was obviously the creativity that it unleashes. Not only are you thinking creatively, you are also producing something that is pleasing to look at. It gave us time to pause, reflect and process. And finally, and probably most surprisingly, it had a real calming effect. We found that we got lost in the moment.

The ways we could use Sketchnoting in the classroom:

  1. Meaningful and creative planning for essays or creative writing
  2. Character profiles
  3. Selfie Sketchnotes as an introduction to the year
  4. Making thoughtful notes
  5. Storyboards for films
  6. Planning for static image
  7. Legitimate doodling

The list could go on and on. In terms of teacher-use of sketchnoting, we use our whiteboards for a wrap up of lessons, or to give ‘big picture’ ideas. Now we can do it in a far more visual way.

IMG_0430

And finally, we enjoyed the networking that comes from a day of professional development. We had Sylvia from Canada, a number of primary and secondary teachers representing a variety of curriculum areas from our community. We had people from our neighbouring Kāhui Ako. We had three people from AUT. And even a visitor from Christchurch. And we all found benefit and links to our sphere of influence.

Final thoughts: Go on, catch the #sketchnotefever!

IMG_0415

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/

UPCOMING:

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