Developing an Effective Writing Programme PT 2

Suggested wrap-up sequence
1. Project the student's work
2. The student reads their writing. teacher/students give positive
    feedback.
3. The teacher chooses one thing from the checklist to review in
     the student's writing (stars and a wish)
4. Students review the same thing in their writing and make 
    improvements if necessary (stars and a wish).

Organising Ideas

Ways to organise ideas

• discussion
• list or notes
• Success criteria
• talking frames-speak in sentences before writing in sentences
• picture plans - put a timer on to do a quick sketch
• brainstorms
• symbols- adding detail
• T charts/ Y charts 
• Planning sheets- can use post it's as part of their planning

(Images are very good for at-risk writers)

Mini Lesson

Words: Teaching Adjectives brainstormed nouns 

Developing an Effective Writing Programme: Sheena Cameron

Developing-an-Effective-Writing-Programme

Wednesday 30 January 2019
Session 1

Welcome from Sheena and Louise

Write one sentence. do not use letter 'e'. Lipogram
Slide 4. Discuss purpose and audience with students before writing. Why am I writing this? and who am I writing for?

The Hamburger Model

Supporting students to transfer their knowledge Toolkit to new writing purposes. pg 31

Grouping for writing

1. Set days for groups (mixed ability or same level)

Year 3 is a good time to introduce self-checking.

- really simplify things down eg. work on one sentence especially for Maaori and Pasifika students. Make feedback visible to them.

2. Students grouped for a specific purpose (check-in or longer session).

Setting goals - be specific 

3. Mini-lessons for students 

4. Writers' group share and enjoy their writing.

Text types are important. Be spontaneous use other writing forms. This is fun for students to explore different types of writing forms eg. diaries, blogs, letters, biographies

"Once upon a Slime": Andy Griffiths - other text types

Session 2

Writing Lessons - chapter 5

How to organise a writing lesson: pg 52

A suggested sequence for teaching writing.

1. Lesson introduction  15mins

2 Independent writing (guided) 20 mins

3. Lesson wrap-up  10 mins

This is a recommendation not set in concrete.

• Keep the introduction simple and not too long.
• One group a day is really achievable.
• You will achieve a lot more in a Review when you come together in a group. Be comfortable when students are not finished. Don't wait for students to finish.
• It's a good time to look at work during the wrap-up and feedback and set goals for the next writing lesson.

Chunk the task

One day and one piece of writing. 

Eg. 

Day 1.  Planning Sheet

Day 2.  

Generating Ideas

Resouces:

• FaceBook
• The Writing Book Resources
• GoPro website
• Video:  Pygmy Seahorse

Note taking and videos

Note taking is a really good thing to do with students. This helps them to capture ideas and useful language while viewing a video.

"Simple little pearlers from our note taking" - sharing ideas

Moment in time- setting description, character description Advice for the character, retelling, Innovation, Introduction/ conclusion.

eg. Setting T Chart pm14

Drama

• inputting rich oral language
• getting them to experience the learning
• gets everyone moving
• unlocks imagination
• acting out stories
• supports their understanding

Talk Topic

• would you rather questions from Oral language Book
• choose your own topic
• a picture every day

Clear criteria and challenge

• learning intention sets the scene
• success criteria- unpacking

Writing down learning intention or Succes criteria is not necessary.

The key idea: do students know what they are learning and why

Keep the criteria very Visual for students. Far more powerful than writing it down. Make it Memorable -not too many things.

Lots of oral language is important to set them up. eg.

Goals for emergent writers

Checklist for today's writers - yr3/4

Criteria-example-  Detailed icons

Disgusting dinner

Exemplars

One sentence exemplars-can co-construct

The Hook Book

Introducing an Exemplar

Independent Writing

Don't have students lining up with their books waiting to be seen have them put their books on the carpet when they have finished.

Establishing routines and expectations

Give student activities once they complete their writing eg.

• spelling
• writing a shopping lists

Self Checking

Lesson Wrap 

the wrap up could:

Model and teach the Self check (proofread)

or Model and teach the partner check

or review one Criteria from the lesson.

Teacher Only day

Facilitator: Anaru
Karakia -
Mihimihi

Whakapapa

The importance of knowing where you connect to and fit in a place. 

"Without fluency in my whakapapa and identity, my existence has no depth".
A statement from a year 8 graduate at the time of departing Thames South School in 2017.

ahurea maha - multicultural

Maaori Maps - hapu iwi based Marae
Maaori Maps

Simple classroom phrases:
Whakarongo mai
Whakarongo atu

Me inoi tatou - to start Karakia

Classroom Paepae

Whakatau  (children leading it)
kaikarakia  - lead the karakia
kaikōrero - the speaker
kaiwaiata - everyone

Tipua - spiritual guardians special creatures eg Ruru specific to your place.

We need to start moving away from the deficit theory (a term used to describe the system's tendency to focus on a student's weaknesses rather strengths)

Roles can be anyone from a Koro to a famous maaori. 

Nanogirl

19.11.18

Nanogirl

How to introduce simple experiments into the classroom.
Explore pH scale (rainbow section)

Acids or Basics
Use red cabbage juice and add lemon juice = 4 increasingly acidic.
Baking soda + cabbage juice = 11 increasingly Basic.
Work between 3 and 11 on the pH scale.

Boil rice in red cabbage juice and then add sweet and sour sauce and see the colour change.

Polymers
Nappy experiment. Remove the outer layer of nappy and take out the soft lining from inside. Shake in the bag and see all the polymer appear at the bottom of the bag. Take a spoonful of the polymer beads and place in a cup add water and see it absorb and expand in size.

NB: If put down the toilet then add table salt to dissolve it.

28/08/18

Geometry 

Geo - about the Earth or earth measure   metry - measure or measuring physical features

Bruce talked us through a view of geometry. 

Branding: prototypical shapes - often students are told what the name of a shape is and not the properties of the shape - how many sides does the shape have and so on. We don't want students to fall into this branding or prototypical shape trap. We need to show many different experiences of what makes a shape. 

Make a sensible statement of what a shape is. A circle is round. Students can relate to roundness. So students need to explore round before we look at the shape of things or the name of shapes. We don't want students to make the mistake between the name of a shape and its function eg. a cylinder is round but compared to its function it is round and rolls. Again, with roundness is a clock round? Yes, it is, however, can it be rolled. Allow students to look at shapes in the world and see how it forms and functions. (a round corner - an aris is an architectural term for analyzing structures and features)

 

There are rules to shapes for example:
Polygons - close shape
              - sharp corners
              - straight lines
Then count the sides. We need students to start distinguishing shapes by looking at shapes and the rules around shapes. 

Directional language - we are going to grow language location over the year because it cannot be done overnight or in a few short lessons. Language location is fed in over time. Be very careful with words of location because there are lots of version of location and different perspectives - cultural as well.

Remember the inherent ambiguities that go with location.

Don't move shapes with little children until you have moved yourself (body) eg. 6 steps forward turn to the right. Puzzles are far more valuable for rotation and translation in maths. 

Geometry of the world - reality is more important. For example, how to fill the box.

Spiral of Inquiry 2018


















New learning - a change in ways of working for the teacher to change the learning experiences for the learner.

Try a different way of doing things to transform practice and raise literacy achievement levels for Maaori and Pasifika students.

"If we keep doing the same things then we will always get the same results"

Spiral of Inquiry allows you to plan and teach based on data analysis, student agency, feedback and collaboration.

Connection Day - Term 2 2018

Keynote Speaker:  Hoana Pearson             14/ 6 / 18






















Karakia - Whakatau: Anaru

Thoughts to challenge and provoke: 

• who has been to Kura Kaupapa as a collective?
• who has stayed on Turangawaewae as a collective?

This nation needs a shakeup in terms of te Ao Māori.

Leadership for the learning of all?

Equality - Equity - starting at the same place.

Deconstructing boxes of who you are.

Hoana ...'They told me I was dumb' - the power of imposing influence.
In spite of the deficit beliefs and expectations of those positions of power and influence (teachers and Principals). Hoana has challenged negative perceptions of influence.

What are the Systemic stuff and culture of an institution? 

She is creating a critical mass - united in a purpose - consciousness is raised - change is made.

Realising potential will not happen without knowing or understanding what that potential looks and feels like.To know what potential is is to engage with Māori.

We need to Decolonise our thinking.

• media promoting negative statements
• negative perceptions

Unconscious Bias - reading Blank, Houakamau & Kingi (2016)

Article: Māori & Pasifika kids reveal racism RNZ 8.47 am 31 January 2018 in schools

Can't-do the same because we will get the same.

(Kahui Ako - is very deep in a meaning)

Questions:
Why would whānau come to school when they've had generations of negativity? What makes schools any different from the past?

First meetings are innate - for Māori. It is natural for Maori to Hongi or Hariru. Part of the first meeting is to signal a relationship. 
Acknowledge a relationship have the courage to do that.
Grow relational trust!

Recommended BooK:  Reduce change to increase improvement Sharrat. L. cited in Robinson

Session 2

People need to do things, they just don't know what and how to do things.

Māori Achievement Collaboratives MAC schools - data results were positive in raising achievement levels in reading, maths and  with writing up 11%

Writing- need a relevant context. Māori students want to know about Māori things. Writing needs to relate to Māori.

MAC's believe unless Principals change there will be no change. 
You need to know the Treaty of Waitangi.
It's about stepping out of your comfort zone!
It's about relationships!
It's about perceptions!
It's about power!
and
It's about relational trust!

Article:  Four determinants of relational trust: Bryk & Schneider
Maori students know they're seen in a negative context. School policy 
in history has meant the loss of mana, loss of te reo, loss of whenua, 
loss of identity!!!

Tū Rangatira
Hautū

Article:  A culture of Care - Whanaungatanga - Angus MacFarlane

Change is when Te Reo Māori permeates across the whole school.

Mana o rite equal mana

Make a commitment to the relationship aha ko te aha. So when stuff gets hard we are not going to walk away. People need to retain mana and dignity.

Newton School - Auckland see website 
Newton School

What is the purpose of Education for Māōri
Some whakaaro!

Maui is Māori
We are descendants of Maui
Our Māori students are descendants of Maui.

Activity: in groups get teachers to write words that describe the character of Maui.

How would you go attested against the codes right now
I think most of you would struggle 
So what can you do?

Session 3

MACS - All about MAC see website MACS
is based on the work Paolo Friere who asks us as educators to date to think about