Professional development

11/12/13 Took part in a webinar presentation about teacher dashboard and google docs.

5/9/13 attended an I pad workshop involving using the SAMR model. From this have learnt that children need to be creators rather than users. 

22/8/13 Visited 2 schools Te Akau Ki Papamoa and Tauriko school to view and learn about their development in digital learning and BYOD development.

 

Attended workshop on practical ideas for teaching and learning in writing.

ROTORUA - Wednesday 31st July

BOOK LAUNCH WORKSHOP
Hosted by the Waiariki (Bay of Plenty) Literacy Association
Venue: Glenholme School Hall
Afternoon tea: 3.45pm-4.15pm
Workshop: 4.15pm-6.15pm
For further details and to enrol please contact: Sarah Thompson, sthompson@glenholme.school.nz

Tips for autism course with parents and colleagues on 2-4th July 2013
Making IT happen- cluster pd on 31/5/13
Interface Expo-

Day workshop with Bruce Moody on working at high stage 5 in maths and above

Bruce Moody PD  10/4/13

Be careful not to label, need to look at next steps. By labelling we have expectations and chn might not be able to do certain things at this level, so it’s about what are the next steps at strand etc.

Spray and walk away –give problems and allow chn to solve it socially with peers.

Stage 6 and above set up situations where children do the learning.

Practice should be on what they know , what they have done, not reminding, work independently .

Need to plan for independence, let chn use what they know.

Barely sufficient scaffolding-path smoothing-students struggle, no risk taking as teacher breaking every step down and demonstrating. Teacher should be last call. Let the kids do the learning, listen to the learning rather than the teaching.

Issues at stage 5-over analysing over teaching, to many strategies. Iwant your child to be independently  and confident in solving problems. Give a time frame.

Use number in other strands i.e. adding in statistics or measurement .

Use mix –ups  to choose and use different operations. (ants, spiders, dogs and ducks).

If chn are getting it don’t ask how did you do it. If different answers ask them if they have the right answer and ask them to ‘fight it out’.

Assessment needs to relate to national standards using examples of children’s work and how they have independently solve problems.

Number lines –only 2 jumps only and use an empty number line

Proportional

Double number line-label top and bottom

Let children mark themselves and work it out with others

Model process not numbers