STP 3

STP 3   Professional Relationships

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

Engage in reciprocal, collaborative learning-focused relationships with:

– learners, families and whānau

– teaching colleagues, support staff and other professionals

– agencies, groups and individuals in the community.

• Communicate effectively with others.

• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

• Communicate clear and accurate assessment for learning and achievement information.

Math Session 4 Bruce Moody

Math session with Bruce Moody

5/9/2017

Room 1

Doubles

Facts to 5

5 and using a model

Relating fingers to model of blocks

Fishing storying - 7 fish give Abdi 5 how many fish have I got?

Then change story but keep numbers - I have $5 in this pocket and $2 in this pocket how much do I have? I spent $2 how much left?

ConnectEd Open Meeting 24 August 2017

Stuart Kelly
Deputy principal Aorere College
Google Educator, Innovator, English and Digital teacher
Ed Tech Team member
Google Lessons for Classroom

The World is your Classroom ... Literally
How might we engage people?
Food brings people together, happiness ...
The best conversations happen around food.

Think big act small
What comes with a device is pedagogy and agency

New Zealanders we are awesome, we are high ability, but we don't show it to the world enough.

Celebrate your failures

Junior Chat

Teach nz
Paula Jamieson ipads in the classroom.
Oral language in the 
Sonic pic
Stem
Scratch

LINC - ED Tracking - ConnectED 2017

Tracking Priority Learners Easily

Presenter: Glenys Williams

Glenys Williams is a Senior Education Consultant at LINC-ED. She is passionate about digitally connecting teachers, students and parents to build partnerships for learning. She works with school leadership teams to implement LINC-ED and maximise the use of its features.

Description

Glenys talked about her experiences how schools are using tools built in to LINC-Ed to target and track different groups of learners/ students within a school or classroom and communicate their learning and progress to different audiences. Glenys demonstrated how Linc-Ed can be used to share snapshots

of learning for "priority learners using different apps (google docs, videos of student reflections using chatterpix, thinglink)

Today I learnt how to create "specific groups" by using Auto groups tool. You can share groups and add target flags. So for example I can track my Māori students and follow their progress in reading, writing and maths and so on. 
Progress of students can be communicated to other teachers to comment on 
or to parents. You can track a range of patterns and trends. Follow national standards progress over time. Parents can continue to follow their child's progress even when they move to a new school as long as the new school is 
a LINC-ED school. Digital reporting is the way to go ending a paper reporting. However you can still print off information should it be required.
I now know that in the menu

red locks are for internal information only and green locks are for parents to view. Also in menu you can check out visitors to see who has been visiting your classroom site. 

New information is being added continually to LINC-ED site. Help section is very quick in responding to questions. I recommend the site as user friendly.

ConnectED July 2017

21 July 2017

The conference opened with speakers from the following Sponsors: Pb Technology and LINC-ED  


Keynote Speaker: Nathan Mikaere-Wallis

Ka Tikaka o Ka Roro

The Fascinating Brain

Nathan talks about the importance of brain development in the first 3 years of life. It is considered that it is the most important time of a child's life because in this time how the brain develops will influence their entire life span. Nathan goes on to say that the brain is designed as a tool for interacting with other brains and there is research to support that intelligence is not based on genetics but rather how a child is nurtured and initial relationships formed.

Epigenetics: Professor Flynn: The Flyn Effect: 

Intelligence comes from the first 1000 days of life. Nathan says it is possible to gauge the level of intelligence a child will have by the words spoken by the mother. A baby has to attach and attune to someone (usually the mother as the primary caregiver) for language to be established. By the time a baby is 1 they are gathering data developing a complex brain. Babies need to attune to one person for the brain to develop. The initial relationship is the most important. Intelligence is not driven by genetics but by many factors babies are introduce to in their early days of life through social and emotional growth, nurture, language and the environment.


Research strongly suggests that Home Based Care is the way to go with a new born baby for their first year. Babies develop a dyad with their primary and secondary caregiver. With rostered care (daycare) data has shown a significant rise in cortisol activity in the brain patterns of babies causing unsettled behaviour. 

The Frontal Cortex or the 4th brain is your intelligence. Frontal cortex development depends on the quality relationship the baby establishes in the first year of life. First born children are the ones who gain the most intelligence because they receive the most quality time. The more children there are in a family the more likely the youngest child will not have had the same amount of quality time as the eldest child.

Maturity comes to girls earlier than boys. For girls it is between 18 and 20years of age and for boys to reach maturity it is between 26 and 32years of age. Well that explains a lot. 

Perry's Neurosequential Model 
Limbic system is the parenting brain - the mammal brain otherwise known as the 3rd brain. According to Nathan this part of the brain is where your social and emotional skills are developed. He goes on to say that it is far more important for children to be exposed to play based learning developing children's interactive skills socially and emotionally. Children are not ready for formal learning until they 8 years old. I would agree. I have taught children that were not ready for school. I am of the belief that we need to consider changing the starting age for school. Making a change from 5years to 6years would be keeping in line with the rest of the world. What Nathan has been sharing all makes sense. The Government or Ministry really need to consider researched based evidence and take another look at national standards. They would have a better understanding of why children don't fit into boxes and the many factors surrounding low achievement for at risk students. 

Nathan pointed out a scale between factors of risk and resilience. 
The more positive factors build resilience the more likely there will be success for a child and more positive outcomes in life. The more at risk factors a child is exposed to will amount in low achievement and negative outcomes in life. 

Again, in Piaget stages of cognitive development children start to develop from the age of 6. Children begin to Plateau by the age of eight because thats when they are ready to learn. Early cognitive acquisition doesn't mean anything under the age of 7years because the limbic system needs need to be met. 
What matters for children under the age of 7 is emotional development knowing what their disposition of themselves is as a learner. 
Finally, "Meet the needs of the brain as it develops."