Archive | February, 2014

Staff Meeting 11/ 02/ 2014

10 Feb

Staff Meeting 11/ 02/ 2014

 

Sarah Martin

 

Stonefields is more worried about quality of learning rather than achievement of learning. Progress is what they are looking for, not achievement. We need to be honest with one another about how a child is progressing, not where they are sitting, but how far they have moved or what programmes are they involved in to keep them aiming to reach the target and where they need to be.

 

Over the last few years, Stonefields has made significant shift in literacy (reading) and numeracy. We need to keep progressing and moving forward.

 

Learning capacity:

 

James Nottingham

The Learning Pit

It’s about welcoming error and being excited about being stuck and to try and move/ get out of the pit (the difficult situation). We use the seven learner qualities to get out of the ‘Pit’ and once we get out of it it is called a ‘Breakthrough’, then we move onto another Pit.

We need to be able to connect ‘the Pit’ and the seven qualities together for our learners, so they know how to use them correctly and well to move forward and understand better while becoming unstuck in their learning.

Knowing what to do when you don’t know what to do.

 

Our learners- we never call children students here, we call them learners. More positive and it signifies the core purpose of our education system/ school.

 

At Stonefields we want children to see what progress looks like and know where they are sitting.

Sarah has an expectation that the children know what learning progression they are on in every area of learning. It allows them to take ownership of what they need to learn and where they are in their learning. We need to make sure the children we are teaching know what they are working on and use the learning progressions in our teaching.

 

Real problems, real learning.

Is the learning purposeful and a context that actually means something to the children (real life situations). It means learning is more engaging and they get more out of their learning.

Learning capacity is about using the learning qualities in our teaching and to make teaching relevant and engaging for our learners.

Resources found on the staff Hub site- vision resources.

 

It is important to get children to justify their answers. It allows them to use the learning process and to think deeper and use the thinking process in all areas at home and at school.

 

We need to have a hook and make sure that learning is engaging for all learners. We need to make sure that learning is targeted and personalised for different children as every child learns differently and are engaged by different teaching strategies and learning experiences.

 

Learning progressions allow children to track their own progress and be motivated to move and progress in their learning. They get to see that they are progressing and this is positive and the children WANT to keep progressing. The children are in charge of their own learning. Clear to the children where they are sitting and highlighting where they are sitting and having their target to get to. They can work alongside other children, teachers and independently to reach their next progression. It is not a checklist moving down the list of progressions list to ‘tick it off’ , but they can move across the continuum and build up and move on in one area. Concept planning also shows a continuum of where learners are and how they need to progress.

 

Use the learning progressions as your WALHT… The planning is there for you to use and it is clear to the learners what they are working on and how it connects to the progressions- can it help the learners move up. Modelling books are used as evidence and can be looked back upon for the learners.

 

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29th Jan 2014- Neil McKay- Dyslexia

10 Feb

What’s it like to be stuck?

 

Activity:

As a pair- one person cannot say the letter ‘S’ in their discussion when sharing with their buddy about the weekend. Second person could not say the letter ‘E’ to share about their weekend.

 

Individual written piece: No nouns- when you come to a noun you cannot write them but they must be written backwards.

Topic: what you did in the weekend.

 

This weekend nayR and I went to the aiuH maD. It was an amazing tramp with beautiful sights. The esuoh was finished and set up.

 

What did you do to get over the problems and complete the task?

Write the word out full and correct, then change it around- Helen.

I started spelling the word out loud with the last letters first written down and working backwards to complete it- Alicia.

We ‘dumb’ down our language, and do not take the risk to stretch our learning- Neil.

 

We need the children to take risks, make positive steps in their learning.

 

Total Teaching-

 

Need to change the mindset we have of our learners and what achievement is. Teaching needs to be more personalised for every learner.

 

We can be over praising of children. We need to watch out for over praising as it means children only want to be praised and cannot deal with failure when it comes. They do not like taking risks and can believe if it takes effort it means they are likely to fail.

We should be praising the “tangible”- what we can work on/ build on and get better at.

Enthusiasm, effort, strategy, interest, process, grit, motivation and improvement- these are the areas we need to recognise within children for them to excel in learning and in life.

 

TES- Resource: Teachers put on resources and information about important ideas/ strategies that teachers need.

 

Feed forward: is a better approach to use when assessing children rather than feed back. Not a negative way to think of what children are doing or not too positive. Gives the children something for their next step learning. Children benefit more from peer assessment. It also allows each child to look deeper at what they are doing when assessing their peers. They can reflect on the learning outcomes and they can see if their work/ task is completed well.

Idea: 2 stars and a wish. 2 (stars) features that worked well. The (wish) area to work on.

e.g. I liked the way you….,  I wish you had used another source to back up your evidence…

Can do this in peers.

 

We need to concentrate on building ALL learners (even our extremely talented learners). If a child is not making progress, even small amounts, they are stuck- they need to be pushed and challenged in their learning to build their knowledge and understanding.

 

Notice and adjust- notice if something is not working, make the change and adjust the work. We need to make an impact on our learners. This will allow learners to be challenged in their thinking and be more engaged in their learning.

 

Resource: Letters and sounds- Phonic programme. Wonderful resource for decoding and encoding.

(Free)

 

Different brains have different brain patterns. They work differently in their brain activity.

We need to place by abilities rather than by levels of achievement.

 

Activity:

recieve

science

I before E, except after C, when the sound is E.

When two vows go walking, the first one does the talking.  

 

Anything we remember has some emotional connection to us and this allows us to remember it better and understand it better.

 

Light scribe pen- amazing tool. Records the speaker when you write it on special paper. Can come back and place the pen on bullet point that was written.  The pen acts as a speaker to say what the speakers point was on that note/ bullet point.

 

Blooms Taxonomy- refer to. The steps involved (the levels) are wonderful to follow. Remembering, understanding and applying are the less important steps in this model for children to use in their thinking but for in depth learning the children need to analyse, evaluate and create in their learning to gain a better understanding of an idea.

(found on site: Blooms Taxonomy)

 

Category

 

Example and Key Words (verbs)

Knowledge: Recall data or information.

Examples: Recite a policy. Quote prices from memory to a customer. Know the safety rules. Define a term.

Key Words: arranges, defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

 

Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one’s own words.

Examples: Rewrites the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.

Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

 

Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

Examples: Use a manual to calculate an employee’s vacation time. Apply laws of statistics to evaluate the reliability of a written test.

Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

 

Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.

Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

 

Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.

Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

 

Evaluation: Make judgments about the value of ideas or materials.

Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.

Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

 

– See more at: http://www.nwlink.com/~donclark/hrd/bloom.html#sthash.mExojnLJ.dpuf

 

http://www.nwlink.com/~donclark/hrd/ahold/revised_taxonomy.jpg– table

 

DVD: Watched: Devils Dirt (YouTube)

In groups we have each a section to work on analysis, synthesis and evaluation.

 

My group (Helen, Anita and I) focused on:

Synthesis- Question: what happened next? (along the lines of this focus)

 

What were the influences on the girl to allow her to become possessed?

What was the visitors reason for coming to see the possessed girl?

 

There is eye stress that occurs in children when reading. When we read black ink on white it can be fuzzy and unfocused, which causes children to have difficulty when they read and they become unfocused. If you have a different colour background it is easier for children to read and follow. Blue is seen as the ‘best’ colour at the moment. These children are not Dyslexic, but struggle to read text.

 

Tips for helping struggling writers:

Adding lines (middle lines to show lower case letters) can be an easy fix to allow writing to be a more manageable size and shape.

Using highlighting to show half of lines- making letters a smaller size or to show the correct lines to write on.

 

Reciprocal reading- he recommends

 

Closing comment: No failure, only feedback!