ULearn 2016

https://docs.google.com/document/d/1-M3neOoHjNFdG3Cxz1_sirlNcbv7bqjjPAP9-53DQ4s/edit

End of Mindlab

http://ncarrington-apc.weebly.com/

The above site was used to reflect on applied practice for the last 16 weeks of the Mind lab course on applied practice in context and also includes a reflection of the course.

Using ICT to enhance Literacy workshop

Had a great evening presenting 2 workshops at this event organised by the Waiariki literacy association. It was an honor to be asked and great to meet and share with other teachers.

Reading to Learn TOD

Reading to Learn PD workshop

Melanie Winthrop

Teacher only Day 19/5/16

Important to integrate different reading genres and across curriculum.

Engagement-thinking critically, making the code, managing meaning.

What is my response, what do I think?

Many strategies working together-children need to know this when comprehending.

Reading and writing as interactive tools.

Discuss with children why reading a book set up success.

In silent reading go round and question children on what and why they are reading and gow they might have worked things out.

High 5 strategies

1. Activating background knowledge
2. Questioning-who is asking
3. Analyzing text structure
4. Mapping a text
5. Creating mental images

Critical literacy- what is the information, what is the purpose, what is the author's intent/message.

Mind Lab

Work covered in the first 16 weeks on the Mind lab course.

Te Rangihakahaka

Our second teacher only day focusing on our professional development of Ngati Whakaue identity, language and culture.

Te Rangihakahaka 3 from Callie Raureti on Vimeo.

Student Teacher

Recently had a student teacher in her last placement who challenged my thinking and teaching practices. Good to have students (that's 15 in 5 years) as it is helping develop the profession and also keeps me up to date with current thinking and ideas. I also like to be able to work collaboratively with others and it is good to model this with the class.