Te Ara Tuhura Toolkit Session - E-AsTTle

Writing test - this is a cold test. No help - 5 minutes to describe the test and jot notes but when writing begins, it needs to be rubbed off.

Images as prompts - have them printed in colour and have it up on the data projector. We want to give the children the best chance when they are writing.

When marking writing tests - the R stands for Rubric. e.g. R1, R2, R3...

To move a child from R3 - R4 for organisation - if they have a paragraphs.

Using these rubrics as formative assessment for your teaching. E.g. organisation is poor so that is what I will focus on. Teach this for 6 weeks and then retest to see what next steps are again.

Feedback is important. Motivation and self-efficacy comes from your specific feedback and conferencing.

Individual Learning Pathway Interpretation Guide - Writing

Great tool for analysing student data. All colour coded with a graph. Shows where the national rating is (mean) and where they fall beside it. It also shows their strengths, what they have achieved, what they need to achieve and where their gaps lie. Beside each strength, gap etc the question number shows so that you can go back to the test to check how this data is shown.
You need to search under the student name to find this. Underneath the interpretation is a guide you can use to help you.

Create a Test
Create a test - write in genre (narrative, description, recount) - motivation (interest in writing) - Click on the prompt you want (keep in mind the age and ability of your students - view test.

Test shows image, template. It also shows glossary of key words and the rubric for marking.
If happy you can then accept the test.
Go to assign test on left hand side.
Add group
Due Date: Give your self time as you may have children that are sick - could be the end of the term.

Manaiakalani - Sharing Blog Knowledge

Today in our staff session I looked at a blog and the benefits of having a blog. I looked at Simon Scott's Blog. He is a Deputy Principal at Hornby Primary School. He discussed that as part of his learning journey with Manaiakalani he assigned his students the task of creating a blog for their learning journey. He said that it was exciting to see the high levels in engagement with the children as they were sharing their knowledge with their peers via their blogs.
A focus for him was teaching the children to comment on other peoples posts. To do this the children followed the following criteria:  

He stated that  "following this template it has stopped children from giving shallow feedback like 'Good work',  'Awesome, well done!'.  Their comments now are full of advice or questions that promote further learning or initiate a learning conversation.  But the biggest impact to the students learning has been the improvement of punctuation in their writing.  This has been transformational!  Through the combination of the  3 steps to writing a comment and having an authentic audience the children's punctuation has improved out of sight. "

When reflecting on my classroom environment I do not feel that teaching the children to have their own blog will be beneficial. Due to the age group this will be a struggle to monitor and teach the children. However I like the idea of the 'Positive, Thoughtful and Helpful Feedback.' This is something that I could teach the children to do after following a learning experience, whether this is Writing, Reading, Mathematics, Performing Art, etc. This could be done verbally to help the children develop the ability to listen and accept feedback from their peers.

Storytelling - non-fiction texts

Liz Swanson

Session today was introducing non-fiction texts and ways of communicating to children.
We discussed the 6 different types of communication: recount ( retelling what happened), instruction (how to do something), persuasion (why you should do something), discussion (pros and cons of an issue), information (facts about something), and explanation (how something works or happens - cause and effect). Children need these forms of communication for everyday life e.g. relationships, jobs.

Here is an image of planning for Goldilocks and the Three Bears. You are able to create different types of communication and writing from this story. This is a way to incorporate non-fiction writing from fiction texts.

When telling the story it is handy to use actions and have the children do these with you. This will help their memory when retelling the story. We had modeled the purpose of using a person with props to help tell the story. This helps the children to visualise the story before they map it.

We then discussed mapping and a different form of mapping and sectioning with a different formation.

Here the images match up to the story. You read the images horizontally, across the page and each line represents a section/sentence of the story. Mapping this way helps the children to read aloud with the teacher and with the incorporation of actions, they will remember the story better.

Manaiakalani - Creativity

Belfast School - Term 2 Staff Meeting

Creativity - lessons need to have a hook. This helps with the behaviour management. The more interesting the lesson the more engaged the children are.

Looking at teaching in the 60’s - differences. We discussed how back then teachers had more chances for children to make and create. However, they had to copy the teacher, little chance to adapt and go on their own creative tangent.

Manaiakalani talks about the importance of sharing the knowledge and concepts learnt. Sharing these with other people and comparing ideas.. It is all about communication.

Creating paper planes. Had a task to create a plane that flew straight then to the left. Used internet to research and create.

Relevance to juniors: Children could share their data and new learning onto 'Book Creator - Ipad App.'

Older children: Google drawings.

We want children to be the creators of content not the consumers.

RIRO - Reaching In and Reaching Out

Liz McNaughton

Final session for RIRO. This course has been helpful by learning about resilience. It is thinking about dealing with stress and a negative mindset. We learned about stress in children and the cortesole. By reflecting on our own thoughts and experiences we learned how to have a positive outlook and engage in a growth mindset.

Things that stood out for me:

• Difference between sympathy and empathy.
• A thought is just a though. It has the potential to be wrong.
• Be grateful each day.
• Problems - do they belong to me - do I need to react to this.
• Take time out to relax and calm myself to settle anxiety.
• Model and discuss this with the children to help them increase their own mindset.

Restorative Practice

Learning the process of having a restorative conversation.

Need to wait until the child is ready to have this conversation with you.

Questions are kept basic so that the children are thinking about the answers and are working to solve the problem.

They need to resolve the problem and work out how to solve this problem themselves.

• Different mindsets. Have to approach the child in a way that responds to their mindset.

Restorative conversations do not have to take place straight away. The child may not be ready to talk or you don’t enough time to follow through with the conversation properly. These can happen later on in the day.

These conversations take time at first. But the children get to know the process and these become faster.