Self Reflection - Tumuaki Programme

Teacher Only Day - Developing self regulated writers

Teacher Only Day - Literacy - Self regulated Learning - Friday 13th April 2018

Information Evening Presentation

Staff Meeting - PYP, Information Evening & Mid Year Reports

Staff Meeting - target students clarification

Staff Meeting - Accelerated Learning - Tuesday 26th June 2018

PYP - The 5 essential elements

Staff Meeting - IBPYP - Tuesday 3rd July 2018

Literacy PD - Gail Loane

Leading Learning PD - Gail Loane - Wednesday 5th September 2018

Gail shared about a student that she has been working with recently and the journey that he has been on with his writing.

- Make connections
- What do they need?
- How do we help them to take the next step?

Ladder of Inference

Learning from your experience
- Stop using avoidance strategies such as blame, justification, denial and quitting
- Using 'I' Statements
- Notice the little moments - Call it as it happens - Deal with it
- This can be a good opportunity to share perspectives/clarify any misunderstandings and misinterpretations.
- This same strategy can be used with students - Gail mentioned about a school that has used this successfully.

How to facilitate Learning Conversations effectively with colleagues, student teachers, etc.

Gail Loane - Reading PD -

Staff Meeting - Gail Loane - The Child: The Heart of the Matter

Reading

Notes:

Leadership as Inquiry (Reflection and Presentation

Jeff Anderson

Gail Loane

Professional Development

Tuesday 15th September Gail Loane We are moving away from teaching purposes: narration, explanation etc. We are now Combining purposes so it's not so contrived. A move to articles seems logical: These articles could contain: DEAN --  description, explanation, arguement, narration in the form of a small anecdote. Teachers can get bogged down with OTJs. First thing: able to identify levels, and able to see progress. What response do I get from my writing? Why this response? If nothing happens for the writer, nothing will happen for the reader. Need to be beyond basic. Time on surface features vs deeper features? It depends on what is their greatest need. "I'm sad" -> How would I know? What were you feeling/thinking? Could you add that? instead of "we are learning to show not tell'. Is a "good level 2" for a 6year old the same as a "good level 2" for a 12year old? -Start at curriculum (planning) social science Context second (galipoli) What do you want them to learn when using writing as a tool! For example: perspective,  One Minute's Silence Many action verbs. Very descriptive. Very engaging for students. What deep learning do we want to get out of this? What writing would they use? What do I want to teach about writing? Imagery. Activating nouns. Strong verbs. Specific nouns. Poem about Gallipoli In one minute's silence 2 perspectives activated nouns / powerful verbs elipsis for a long pause... hyphen to join 2 adjectives before a noun (slouch-hatted) phrases (back of beyond) mad scrambling?? Interesting language feature:)