Kahui Ako Conference Workshop 1

Workshop 1 Special needs in literacy- dyslexia, struggling literacy learners, STEPS.

Cathy Baine & Bernie Dobbyn & Darren Cutler

Cathy Baine
STEPS

• Dyslexics have 10% more brain than others.
• Neurons travel from the right to the left brain
• Can hear and isolate sounds but find it difficult to write down letters
• have trouble storing knowledge in the long term memory

Sound is crucial in letter recognition to support reading and writing for dyslexics

Bernie Dobbyn

Memory complications

Research shows:

An average reader needs only 4 - 10 exposures to a word and fix it into 

long-term memory.

 

A dyslexic learner may need 500-1300 exposures!

Multi-sensory

Darren Culler

1 in 7 people has a learning difference

80% = 2.5yrs

V A K/T

Entrance Testing

Lucid - Cognition

• Sequential memory
• Visual Discrimination 
• Visual memory
• Auditory Discrimination
• Phonemic Awareness
• Reasoning Ability

Kahui Ako Conference 2019

29/04/19

Keynote: Dr Melinda Webber
Ngaapuhi  & Te Arawa

"Optimising Maaori success and potential"

Ukaipo - a place of belonging

What should success look like?

• Need to acknowledge the identity
• maaori students know they are descended from ancestral heroes
• whakapapa

Stereotype Threat ( Steele, 1997)

Durie,1997, p156

Stereotype threat is the fear

Stop being Maaori or stop being Smart?

Maaori students need access to programmes of learning that affirm and promote Maaori theories, Maaori knowledge, Maaori heroes/role models and Maaori worldview.

To whakamana - maaori students

Different contexts demand different behaviours.

Localised differences

Key research questions

1. How does Te Arawa define Maaori success?
2. In what ways fo whaanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?
3. How is mana enacted by Te Arawa students? To what effect?

Ask students about someone that inspires them and describe that person in five words?

Embedded achievement- I am a success because I'm Maaori.

Maui - nanakia - cheeky

Need to see the mana in every child.

Quality 2

Successful Maaori students are diligent and have an internal locus of control.

Characteristics

Patience, commitment and a sacrifice of time and effort; an ability to overcome difficulties; resolute confidence often balanced with a quiet, 

Quality 3

Successful Maaori students learn how to nurture strong relationships.

Characteristics

The ability to sustain relationships that are premised on a balance of assertiveness and warmth (manaaki) because this provides sustenance for the inner person.

• encouraging
• willing to learn from others
• wiling to mentor others
• aware of their 

Quality 4

Successful Maaori students are curious and innovative

Characteristics

An enquiring mind which probes, draws conclusions and makes associations; an exploratory orientation that is exploited in social and academic activities.

Application to school & work

• courageous
• competitive
• curious

Quality 5

Successful Maaori students look after their wellbeing.

Attention to physical, spiritual and mental health needs that are needed to flourish at school, affirming the inexplicable link between wellness and learning.

Quality 6

Successful Maaori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals.

An aptitude for things scholarly and commitment to excellence is evident. An intrinsic desire to learn and an innate curiosity.

Application to school & work

• can apply themselves
• driven
• purposeful
• aspirational

Coming home and being in-service to their whaanau is important to Maaori students.

Quality 7

Successful Maaori students possess humility

Characteristics

A quality which is often a cultural point difference because it is about service to others, generosity of spirit and putting others before the self

• puts others before self
• accept criticism
• work in service to others
• team player

Quality 8

Successful Maaori students understand core Maaori values

An ability to model the most meaningful qualities in Maaori culture, portrayed by way of Aroha (love) manaaki (care) and wairua (spirituality)

Application to school & work

Manaakitanga - ability to care and be hospitable to others

Kotahitanga - ability to commit to a kaupapa/vision

Wairuatanga - moral compass and sense of social justice

The Mana Model- Macfarlane, Webber, Cookson-cox, & McRae (2014)

Mana Tangatarua       the skill, knowledge and confidence to          

                                   navigate success in two (or more) worlds

Mana Tuu 

Mana Motuhake

Mana ūkaipō                Belonging and connection to place

Mana Whaanau

New study: Project

Kia tuu rangatira ai ngaa iwi Maaori: living, succeeding, and thriving as Iwi Maaori.

Seed Learning PL

Seed Learning - Lisa Smith
2.4.19

Seed learning is not a programme.
Seed learning is a bunch of tools to support Literacy and Numeracy. The tools teach and progress the learning.

Spelling is part of our curriculum but is not a curriculum on its own.
We are accountable for the development of spelling.

Rhyme and syllables are critical to literacy

Code: with you - preview - review

Sounds first not letters: "what sound does that spell"

K or C
First, we teach the letter C and then K

Morphemes - chunks of meaning that stay the same

Rockets 1 to 4 are well developed

Word strips
Strip it
Plump it
Reorder it
Sharpen it

We are learning to control and manipulate sentences.

The reading group should be the same as your writing group so they are getting the same teaching and learning in both models.

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.