PD with Nathan Wallis

07/11/18 - Nathan Wallis - The Developing Brain 2 - 7 years

Self reflection

Name of Course/Programme/Seminar:

The Developing Brain 2 - 7-year-olds.

Provider/Presenter:

Nathan Wallis

If I was to summarise the key things I took away from this Professional Development what would they be and why?

Let children lead play, especially under 7's. Engage in play with them, and just follow their lead. Ask questions, instead of just giving answers and corrections. Kahoni ki te kanohi is so important in children's development, especially in the first 1000 days of life.

How has this professional development challenged my thinking?

It is very tempting as a teacher to be always pushing for students to achieve the next level etc, but that sometimes just getting them to be a bit creative is more beneficial for their brain development, especially in Years 0 - 3. Building resiliency is important for that child's future teen/adult self. Nathan Wallis has made me rethink my ideas about Early Childhood Centres and the culture in NZ where we place more importance on higher education.

What aspects of my practice would I consider changing as a result of this professional development and why?

I think having free play is very important, even in a Year 3 & 4 class, so I'm glad I sill have lots of equipment for students to be creative with. I will incorporate more Genius Hour/Google Slideshow presentations where students can present their own learning and interests.

Criteria this relates to: 
2 - Professional Learning - Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners., 
1 - Wānanga - Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement., 
1 - Commitment to the Teaching Profession., 
2 - Commitment to Learners., 
3 - Commitment to Parents / Caregivers and Families/Whanau., 
2 - Key Competencies - Relating to Others, 
3 - Key Competencies - Thinking, 
1 - WHAKAMANA: Empowering all learners to reach their highest potential through high quality teaching and leadership., 
4 - WHANAUNGATANGA: Engaging in positive and collaborative relationships with our colleagues, learners, their families/whanau and the wider community.

Anti-Bias Article by Dana Bentley

Teaching Young Children to Understand and Accept Differences

In this article Dana Bentley discusses having anti-bias conversations with children, instead of shutting them down

"it empowers children by giving them the tools to foster confident and knowledgeable self-identities, empathetic interactions, critical thinking skills, and activism."

"It emerges through play, through trusting relationships, and through deep talk."

Five Teaching Strategies to Create an Anti-Bias Classroom:

• Keep a library of anti-bias picture books in your classroom at all times. These books offer great opportunities to spark discussion, and to support long-term anti-bias thinking.
• Realise and accept that you may feel uncomfortable when embarking on these discussions. This should not deter you from the work.
• Practice problem-solving and critical discussions with your class about other, easier topics. Once you have that discussion format, it offers a space for anti-bias work. Use the children’s words to frame the class discussions (perhaps in your morning message or to begin morning meeting). “I remember that Emma said that girls were storm troopers too. What do you all think?” Starting with the children’s words empowers the individual and the group, demonstrating that you are building meaning with them as a group.
• When these moments occur, open up the conversation rather than shutting it down. Ask questions. Share stories. Allow the children to build an anti-bias stance through their thinking as a group. 

Interlead Appraisal Practise - Formative Assessment

FORMATIVE ASSESSMENT

Self Appraisal: Proficient

This Appraisal: Proficient (1 appraisal, 1 unique appraiser)

Areas to Develop (Chosen by self)

- Elicits evidence of student understanding.

- Uses assessment data to create a learning dominated classroom where the purpose of assessment is to improve the quality of teaching and learning rather than to assess and provide grades.

- Students know the criteria for both formative and summative assessment.

Self Appreciative Feedback:

- "I believe I ask good 'monitor for learning' questions, especially in reading and maths, as I am happy to go on tangents that our learning and conversations take. "

Self Developmental/Coaching Feedback:

- "I need to monitor students learning and understanding more closely, as I can be a bit rushed to just move onto the next task or activity as time is tight!"

How to Write an Essay cards from CoL Literacy

Fancy Nancy for Book Parade

Wonderful day had with our Western Heights Primary students and community. So much creativity!

CoL Literacy Hui - Mahuru - Ideas

CoL Literacy Day                                             11th Mahuru, 2018

Quick fun warm ups

Tash – crack the code problem.

Science bingo

For oral language – hiding objects around the room, using under, over, in, behind etc for describing. Exercising memory games. Chn need practise, especially for ESOL students.

https://myfreebingocards.com/ Generator for bingo cards too.

Tash’s lion – add nouns to powerpoint, then add verb, adjective, adverb, etc.

Print off and display around the room. Use for writing – Beau, Kazanovah, Chiloveah

Quick Writing Task with people, setting, character cards. Students to create story from them.

On a chilly winters day in Ashveille, North Carolina, the snow drifted slowly like a feather down duvet exploding. Tommy’s mood reflected the morning – crisp, calm and relaxed. But his excitement was starting to brew, as was the perculating coffee’s choclotey aromas on the hob,  as he knew that as soon as the sun rose, he’d be flying out of this dead beat town. 

5, 7, 10 writing.

Picture prompt – 5 mins to write as much as possible. 7 editing a buddy’s work, then rewriting, continuing with writing.

KAZANOVAH – Give him more choice in his reading. He can pick books from yellow, blue and green to read from. Beau/Viraj as well – books above and below that they CHOOSE. Personal choice will link into personal ownership.

Chn leading Workshops – their own choice – 1/2 day a week during reading

Sign ups – posters and advertising.

Applications and signed off.

Leader for conflict.

Feedback and reflection sheets – PMI’s – Suggestions for next time.

Could be good for buddy classes too.

Links all Key Competencies – Thinking, Relating to Others, Participating and Contributing, Language & Symbols, Understanding others.

Giving a Little to Get a Lot – Inquiry conversation – critical information. Inquiry focus. A bit more info the next day, does this change your thinking?

A Critical Thinking Corner – add to it, how can we link things,

Hidden puzzles – what do you see/notice

I see, I think, I wonder – What can you see? What does that make you think? What do you wonder about this?

Categorising items

What are 5 different uses for this pair of shoes, that are not to do with feet.

Check out the Thinkers Keys?

Make up your own question.