GIS Manaiakalani Staff Meeting

GIS Term 1 2018 Staff Meeting 19/2/2018

• Effective Teaching...reflection & impact

• Integration...what difference do I want to make?

• Teaching as Inquiry...a process of reflection and action to improve learner outcomes

• Big Idea...language in abundance

How are YOU updating YOUR practise?

How are YOU making YOUR thinking visible?

• How are YOU updating YOUR practice?
• How are YOU making YOUR thinking visible?

2018 T1 CoL Leaders Meeting

CoL Leaders Meeting 19/2/2018

• Data Narrative

 What happened in 2017 that impacted the achievement of our young people. What is the untold story to wrap around a research report?

• Language Acquisition

Language in abundance environments ‘drip’ with language availability and attention,

where noticing and relevant use of words allow for deeper,

wider, more specific and precise, context appropriate language expression…

leading to knowing at deeper and broader levels.

Dr. Jannie Van Hees

• Inquiry Meta Analysis

Leaders of inquiries:

Supporting quality inquiries

Solutions that arise for strong analysis of the issue

Watch out for those where solutions generated before problem investigated

Evidence about student learning

Make sure that student learning can be assessed

A strong theory

Interrogate the logical links between the identified issue and the proposed refinements

Intensity of implementation

Make sure changes to the teaching can be documented and evidenced

Changes to learning process

Make sure that the inquiry has addressed what will change in the learning process for the students, and that this can be documented

A thought provoking leadership meeing which raised more questions than I managed to answer...

2018 Manaiakalani Teaching As Inquiry Framework

2018 

Manaiakalani 

Teaching As Inquiry Framework

My 2018 CoL Inquiry Focus:

"Does whanau engagement impact upon 

                  READING and ORAL LANGUAGE progress?" 

             (data analysis of the tamariki who completed R.T course in years 0,1 and 2 in 2017 and those who undertake the programme in 2018)

The Manaiakalani Community of Learning is working together on this task 

using the expertise existing in of our community of learning.

In 2018 for my inquiry I have again selected the following CoL achievement challenge: 

3. Lift the achievement in reading for all students,

 with a particular focus on boys and Māori students (both genders), years 1-13

The teaching as inquiry framework being used in 2018 has been specifically co-constructed for 

Manaiakalani schools using our familiar Learn Create Share structure.

The elements in this framework share close similarities with other models New Zealand teachers use.

Throughout the year, labelling blog posts will reflect the Learn, Create, Share structure.

LEvidence	Learn - Gather Evidence	CPlan	Create - Make a plan	SPublish	Share - Publish
LScan	Learn - Scan	CTry	Create - Try new things	SCoteach	Share - Co-teach
LTrend	Learn - Identify Trends	CInnovate	Create - Innovate	SModel	Share - Model
LHypothesise	Learn - Hypothesise	CImplement	Create - Implement	SGuide	Share - Guide
LResearch	Learn - Research	CReflect	Create - Reflect	SFback	Share - Feedback
LReflect	Learn - Reflect			SReflect	Share - Reflect

2018 T1 CoL Meeting; 8/2

Dr. Rebecca Jesson - Woolf Fisher

In 2018 the WFRC will be examining ALL CoL Inquiries into our Teaching Practise much closely... this should add depth and a quantitive accountability from and to each other to gain accelerated progress for every students.

Meta Analysis of Inquiries

Address an important, persistent learning challenge...

                                                       we MUST all be actively 

Lifting Language so all learners have Language in Abundance  

Meta Analysis is intended to:

1. Address persistent learning challenges at scale
2. Develop teacher knowledge based on teacher inquiry
3. Transfer researched approaches into practice at scale

What is a Meta Analysis?

1. Combined estimate of the effects of a particular approach (treatment)
2. Assessment of whether the effects are statistically significant (likely to be more than no effect 95% of the time)
3. Assessment of whether the effects are stable (does it vary a lot?)

What does this mean for us all?

• Address a real and relevant learning challenge 
• Build and develop a professional knowledge at a deeper level
• Identify clear research methods which will provide informed changes to your practice 
• Collect detailed evidence about changes to your teaching
• Collect detailed evidence about how students engaged with the changed teaching
• Gather data about the effects on student learning

...................................................................................................................................................................

Dr Jannie van Hees

Language in abundance environments

‘drip’

with language availability and attention,

where noticing and relevant use of words allow for

deeper, wider, more specific and precise,

context appropriatelanguage expression…

leading to knowing at deeper and broader levels.

What LANGUAGE offers a person’s LEARNING?

How LANGUAGE offers LANGUAGE CAPABILITY?

Dr. Jannie van Hees

TO FLOURISH IN LEARNING

AND AS A LEARNER

LANGUAGE NEEDS TO BE UNDERSTOOD

AND EXPRESSED

• Language offers a person’s learning
• Learning offers language capability
• Knowledge comes from words

Language in Abundance…

• Real, Relevant and Purposeful opportunities
• Talk accompanied action
• Allowed to be loud...talk is ok.

LANGUAGE MUST be...

Noticeable and accessed by learners - anytime, anywhere, any text

Q. How am I going to get the children to access language in abundance...?

What can I do?

What can we do?

What can learners do?

What can whanau's do?

HC thoughts;

Language in abundance will not simply happen...it needs

consistent learning conditions and a common language

to flourish and grow.

2018 - Raised expectations, Visible and Shared Learning

My Action Plan (2017)

In alignment with the Glen Innes School Goals for 2017 (2017 GIS Sch Goals), specifically in the context of Reading, I will be analyzing the effectiveness the involvement which whanau have via the Reading Together programme and the progress and acceleration made thereafter of the tamariki who completed the course in years 0, 1 and 2 throughout 2017 and 2018.

My Action Plan (2018)

In alignment with the Glen Innes School Goals for 2018, specifically in the context of Reading, I will be analyzing the effectiveness the involvement which whanau have having completed the Reading Together programme and the progress and acceleration made thereafter of the tamariki who completed the course in years 0,1 and 2 throughout 2017 and those who undertake the programme in 2018.

2017 participants;

FH Y0  (Girl / CIM)

SK Y0   ( Boy / Tongan)

AG Y1   (Girl / NZ Maori)

NG Y1   (Girl / NZ Maori)

JT Y1    (Girl / NZ Maori)

TA Y2    (Boy / NZ European)

NB. 2018 GIS READING GOALS

 To increase the number of ALL students reading at chronological age with a special emphasis on:

• Maori students who were in the BELOW category at the end of 2018.
• Pasifika students who were in the BELOW category at the end of 2018.
• To work alongside contributing ECE to raise the level of oral language preparedness and overall school readiness.

Making Thinking Visible

“Recognising and spreading

sophisticated pedagogical practice across our community so that students learn

in better and more powerful ways...”

GIS 2018 TOD;

Making Thinking Visible

HC Notes from MTV conference; 26.1.18


The Brain

Fear and Anger Room

  limited choice of flight and fight (? FREEZE ?)

reacts and responds to THREAT

 safe Space

Glitter Room of Emotions

·      feel good

·       balance (controlled breathing)

·      a better servant than a master

Thinking Room

    respond intelligently

  visible learning

To belong and to be empowered builds invaluable relationships

End the day with a positive comment for EVERY CHILD

Connect the disconnected children

The 4 Levels of Learning…

1. Unconscious Incompetence. (SOLO – I know nothing)

Conscious Incompetence.   (SOLO – I know some things)

3        Conscious Competence.   (SOLO – I know)

 Unconscious Competence.  (SOLO – I know and can connect an extension thought)

Cultural Forces that Define our Classrooms

1.     Expectations

2.     Opportunities

3.     Time

4.     Modelling

5.     Language

6.     Environment

7.     Interactions

8.     Routines

Teaching for …

·      expectation,

·      understanding,

·      promoting independence 

·      mindset growth,

·      opportunities – teachable moments

·      time (‘work expands to fill the time available for its completion’)

·      modelling

·      language – specific

·      environmental setting

·      interaction

·      routines 

Deepening the learning through Inquiry

·      shared qualities

·      active

·      challenged

·      asking / wonderings

·      investigate

·      real

·      relevant

·      ownership / empowerment

PROFESSIONAL REFLECTIONS ; 2018

1.     HOW MUCH TIME IN THE CLASSROOM IS FOCUSED ON LEARNING?

2.   WHAT DO I WANT STUDENTS TO UNCONSCIOUSLY LEARN FROM ME?

3.     HOW AM I MODELING MY THINKING?




GIS Staff meeting Feedback 18/2/2018