Positive Relationships

Positive Relationships @ FFC

14th November, 8:35 - 10am

Facilitator Belinda (former FFC student)

We began by introducing ourselves and sharing three facts - this was enlightening! 

Positive change office is in Greenwood St close to highly addictive Takeaways.

Started with Belinda discussing what she does and who she works with - a range of kids and adults who are in a various situations where they need support.

They learn about recognising where in their body's they 'feel' anger. Strategies are given to acknowledge their anger and recognise that they are in unsafe situations - "unsafe for me and unsafe for others".

Physical signs match up with their emotions such as throwing, punching, kicking, fast breathing and swearing (verbal abuse/harassment).

For our students, they need to find out where their safe place is. They need to know that they have a safe place and take some time out to work on the way they are feeling.

How well do we know I students? How do we manage that? Assert the boundaries, but also show love and offer a safe environment. Learn about their backgrounds and the environments where they come from/what they are going through.

Going on this course, students learn that their beliefs are what determine who they are, how they act etc. Their beliefs are what determines how they react in unsafe situations and what they are protective of. If for example, Whaanau is really important they will go to any length to protect their Whaanau.

Learning to understand that their beliefs can change and this is OK. O0ur beliefs may not align with a students or their whaanau. As a group we discussed what is our beliefs are and why they are important.

Communication Styles:

- Passive: Compliant, submissive, talks little, vague non-committal communication, puts self down, praise others.

- Assertive: Actions and expressions fit with words spoken, firm but polite and clear messages, respectful of self and others.

- Aggressive: Sarcastic, harsh, always right, superior, know it all, interrupts, talks over others, critical, put downs, patronising, disrespectful of others

Students identify their traits from each category and decide what percentage of each they are and what they need to work towards.

How to be assertive/submissive/stick to the facts: lowering your body position and sitting by the person. 

Use a compliment sandwich: Bread, something they did well - filling is the concern/complaint - Bread - something else.

We were given little bits of paper with scenarios - deadlines not meant/silly behaviour

Agree to disagree is something they need to be taught and discuss that it's ok to have an opinion. Accept that sometimes people won't reason with you - just work on not responding with aggression

How do alcohol and drugs affect our lives/whaanau? The kids were asked these questions and wrote their thoughts on a big piece of paper. Belinda shared the fact that so many kids smoke weed and so many of their home environments are immersed in drugs. Also discussed with the kids, especially the girls, how vulnerable they are when they are intoxicated and how they can look after themselves.

Te whare tapa wha. Both the negative and positive effects are discussed with students. Because this is also taught in our school, the kids clicked on straight away.

Power and control - domestic violence. This session is heavily monitored because of the sensitivity and impact on kids. Identifying that it is learnt behaviour - perpetrators are 80% males, 20% females. Abuse, family violence affects the whole family and also their pets. Discussing with the kids how this is not the norm in every family and how to ensure they are safe.

There is a increased chance of becoming a perpetrator if you are male and the male role model in your life is abusive and also becoming the victim if you are female and a female role model is being abused.

A safe environment is so important to these kids. 

Healthy Relationships at FFC

Negotiation and fairness

Non threatening behaviour

Respect

Trust and support

Honesty and accountability

Responsible parenting

Shared responsibility

Economic partnership

We filled in our thoughts on a triangle piece of paper with different titles from the list above of healthy relationships. Interesting thoughts from each group!

Dealing with the spectrum of attitudes and behaviours in our school can be challenging, so this type of PD is AWESOME!!

Healthy teachers and healthy students = a healthy FFC

PL - Culturally Responsive Pedagogy

Professional Learning - September 13th

Karakia timatanga

Kia hore te marino

Kia whakapapa pounamu te moana

Hei huarahi maa taatou i te rangi mei

Aroha atu, aroha mai

Taatou i a taatou katoa

Hui e! Taaiki e!

Poutama Pounamu – Rawene: supporting our mahi; Across Schools Kaiako - Jimmy: Bankwood Primary; Nga Huia

"Excellent education from a cultural experience" - Rawene

3 Phases, involves looking at data. Understanding as an individual and as a group to come up with an action plan, so we have a more integral involvement.

MMA

Formed a donut with an inside and an outside circle. Moved around to discuss different questions with colleagues. Why did we become a teacher? What keeps us teaching here? What is culturally responsive pedagogy? What would we like to know about engaging in culturally responsive pedagogy?

Back into table groups to write down any thoughts we had about culturally responsive pedagogy.

Using the reading with a partner to discuss the main points of the reading 'Cultural relationships for responsive pedagogy, A bicultural mana orite perspective" Mere Berryman, Dawn Lawrence, and Robbie Lamont.

Discussed the main points of the reading and wrote down 3 main points.

Joined with two others from other pairs and discussed the three main points we each had and why/how they are important to effective culturally responsive pedagogy.

How are we being culturally responsive teachers at FFC.

Key things to achieve today - questioning ourselves and why it is important to be culturally responsive and incorporate that into our pedagogy. We need to take ownership, investigate and reflect on our practises. 

Closing Karakia

SOS Faculty Meeting

RCE

If we need any resources - email with a request.

Relief - ensure we are leaving specific lessons that link to the current topic and enough to cover 90mins - I feel confident that I leave appropriate tasks for relievers and never leave a note saying 'the students know what we are currently doing' - cracks me up , because the students would always claim they know nothing and try to get away with doing zilch!

SMA

Shared work that his students have done. Encouraging us to incorporate more hands on tasks such as crafty ones that involve the students researching and making specific landmarks or natural features. SMA called it Master Builders and had the HOF judge the students work based on pre-constructed criteria - including the history and it's significance to the local culture.

SMA has also introduced a Board Game assessment. Students created a Snakes and Ladders game that again had specific information relating to the current topic - questions were asked about countries and their capitals. Students conducted research, made their board and tested one another through play.

MVB

Gamification - learning through gaming. MVB has been studying through Mind Lab .

Students used the game Mindcraft to build specific natural features or landmarks from their chosen country. There were some technical issues. However, what the students had created was awesome! Their were some that had no previous experience with the game and struggled somewhat - however they persisted and really enjoyed the task.

Videos of the construction process were taken to assess their knowledge.

Another media-based tool for show casing learning was Stop Motion app. This was a great way to engage a range of learners - creating short videos about their chosen country and/or how landmarks were made.

Akotahi - Mahi Tahi

3:30 - 4 Meeting with RCR, RCE, MWI, CMA and I - JFE away

Discussed what we know - what is happening in Akotahi. 

"We need to ask good questions to get good answers!"

What is the goal of Akotahi?  It would be very interesting to see how staff and students answer this question.

We shared information about what we know about Akotahi, as a Pouako, Dean, HOF, Timetabler, and Principal.

Hunches - what we investigate

- Structure

- Academic/Pastoral/Mountain focus

- Support

- Attendance

- Tikanga Maaori

- Cultural 

RCE will be creating a questionnaire based on the hunches we had - to collect data.

HETTANZ PD

HETTANZ Professional Learning

Pippa Lawlor – kaiarahitechnology@hettanz.org.nz  

Aims: Assessment and Moderation Focus.

We started with a Kahoot quiz, as a team of three, to help clarify assessment information. Here's what I learnt...

-      NZQA requires all internally assessed work to be kept for one year or when another sample of the students work is available.

-      External moderation by NZQA provides Feed forward. Depersonalise the feedback

-      Digitally generated or stored evidence can be submitted online for external moderation.

-      All work from the previous year must be kept in case it is required for external moderation – No –

-      It is intended that the results of a moderation report should be used in teacher appraisal – FALSE.

-      A further purpose of moderation is to improve assessor judgements

-      External moderation indicates the effectiveness of the school’s internal moderation – True – to pick up discrepancies.

-      All standards need to be internally moderated – True – anything you teach needs to be internally moderated to ensure it is fit for purpose.

-      The internal moderation cover sheet must be used to document internal moderation – FALSE – it’s recommended.

-      The main role of external moderation by NZQA is – Quality assurance

-      Every piece of student work needs to be verified – FALSE

-      Publically available tasks can be used unmodified – FALSE – authenticity in a public domain.

-      A standard will not be selected for external moderation if it has not been assessed in two years – TRUE – no results or grades submitted.

-      If a moderator alters a grade that grade must also be changed in the school’s database – FALSE

-      External moderation provides an assurance that assessment decisions re consistent nationally – TRUE

The above information came from the NZQA Website: Schools and Teachers > moderation > NCEA - The Myths

Assessment

Simon’s Golden circle

WHAT – is the outcome

HOW – is the process

WHY – is the reason

Thinking, Fast and Slow – Daniel Kahneman

Thinking fast
System 1 – fast, efficient, heuristic, intuitive, and sufficiently accurate for most assessments

Thinking Slow
System 2 – slow, inefficient, analytic, reasoned, and logic.

Experiential blindness – In a state where you do not recognise the information in front of you.

On your phone, using predictive and going with the first option a few times.

I complete assessments on time because… and keep tapping on the predictive text on the left.

Unpacking a Standard – What do we need?

-      The standard

-      The Clarifications

-      Moderators Report

-      Special notes

-      Assessment specifications/Conditions of assessment

-      The Teaching and Learning Guide

How to find the information you require: NZQA > schools and Teacher > subject resources > ...

Mint Education Website > Contacts > Resources >

Testing and Trialling

Testing > modelled against the specifications (a known set of results. When testing the result will be within the spec's parameters).

Looking > visual checks – directions or orientation

Right side/wrong side > on/off > range on the dial – stitch settings >

Checking seams > measure > what instrument is being used to measure?

Smell > not so much used in Textiles. Iron temp > burning fabric

Taste > not so much used in Textiles – descriptors in Food Tech

Hearing > during construction > is the machine thread up correctly?

Hands > feel/texture/nap/stretch/ease/trimming/clipping out/weight

TESTING

Inserting into the correct spot

Does the closure work?

Include physical and functional features in specifications.

This was a really fantastic opportunity to clarify my understanding of assessment tasks, NZQA information, clarifications and external moderating. Because I haven't had any formal training in NCEA, creating assessment tasks, or moderating, I sometimes feel a bit overwhelmed or like I am failing the students I teach. I've learnt everything on the go, with the support of some colleagues and other fantastic Waikato Textile's teachers.

Today's PL was very valuable in moving forward as a confident teacher of Textiles. I will be keeping in touch with Pippa and looking for more professional learning opportunities.

                

                

Education Perfect PLD

3:20 - 4:15

Brian from Education Perfect

Brian went through a range of ways we can use Education Perfect for Science/Maths/English. Next term we should be able to use this for Social Sciences - I have previewed a number of tasks that would be suitable for when we are looking at the Treaty of Waitangi. Some of the tasks may have been useful for the Antarctica unit.

Setting tasks

Analysing student achievement - Diagnostics

Setting assessments

Emailing parents results - most likely want to do this on an individual basis.

Double check ratio of questions to lessons - minimum of 5 questions is recommended. 

I have set up a 'test' for 10A Math

Staff PLD

FHO – Write that essay

-      2 year plan

-      Target group: Yr 9 & 10

Post writing Strategy

After writing, introduce two rules (sentence with 18 words; reading aloud). This is based on evidence from research.

They need to think about the size of their sentences. Helpful for reluctant writers and ‘over’ writers.

Reading aloud you can hear your pauses and often come across errors.

The perfect student: these strategies won’t work with students who already write well.

Activity Ideas

Series of short sentences that they can recraft using the two rules- needs to be relevant.

Use work from previous students - apply the two rules.

Use an example of their work to develop as a class - split sentences up; count how many words (highlight them); recraft; highlight first two words; look at sentence starters...

Success Criteria: Develop the control of a sentence

Term 2 Target: All year levels

There are more workshops coming up. At this point in time teachers from ENG and SOS will be given this opportunity. 

Further development opportunity for another teacher to focus on level two.

Another workshop on paragraphing will be available later in the year - maybe one teacher from 

What do we do now - use these two strategies in our classes!! Discuss with our HOF's if we would like to participate in any workshops.

BMA
Pastoral entries.
We need to input pastoral notes correctly - we need to make sure we are putting the note into the correct category and including the correct teacher code/s. In group entries, make sure we do not use the students names - initials are OK. Professional language needs to be used. 
I feel like my KMAR entries are done correctly. 

MCH

Collaborative inquiry - second one can be moving on from the first (digging deeper).

We are using the six standards and links to Mahi Tahi.

Gathering evidence for our teacher appraisal. We have been sent the appropriate docs by email.

Gathering evidence shows that we have participated. Evidence that demonstrates how we meet the standards we keep ourselves.
Everyone will be observed twice, there will be PD on how to do this. Observe for 5 mins; write furiously for 10; observe once more,  note any changes/extra info.
Gathering evidence; making sense of the information gathered; discussed with the person you have observed.
Term three and four - digging deeper.

Updating the Textile's Blog

This is the image that I am trying to upload as the title on the Textile’s Blog. I'm having trouble with the size of the JPEG/PNG and resizing it to fit. I've spent some time trying to alter it, but definitely need help! 

Teacher Only Day - Write that Easy

TOD 6/3

Write that essay programme – Sentence Workshop

Andrew - His job is to give us strategies to help our students demonstrate understanding on the page.

“Put the child at the centre of it”

What do our students struggle with?

-      Spelling – inventive or just terrible

-       Focus – disinterested

-      Confidence (giving up because they don’t feel like they get it -

-       Articulating – vocab – subject specific vocab

-      Structure – lack of grammar – surface or deeper

-      Retention

-      How to start – confidence and interest - fear of failure – task is too daunting.

-      Understanding – comprehension

-      Deeper thinking

-      Writing style

-      Organising ideas – paragraphs – blocks – sequencing information – logic

-      Repetition

-      Paraphrasing

We were given the task of writing for five minutes on any topic, and then share our writing with a partner. There were common experiences that our students go through - unsure what to write – change topics halfway through – terrible spelling.

Precision, focus, knowledge

Concentration of simple sentences – we want our students to have an arson to show they are fluent.

We analysed our own writing, putting a double line by full stops and counting how many words were in each sentence.

The best way to change a short sentence is to introduce different styles

-      A very short sentence – 5 words or less (use this in the middle or the end of their paragraph)

-      ‘W’ start sentence - Use a comma after the W phrase – the start of analytical writing.

-      Adverb Start Sentence – write the adverb then add a comma! ‘Interestingly, the chicken is not the smartest animal.’ This helps them bring their own voice to their writing. Adverb start: Interestingly, desperately, surprisingly, calmly, and solemnly.

-      Em-Dash sentence – use 5-6 words if not listing. Adds ‘colour’. The All Blacks – fierce, determined, unbeatable – had a bad day at the office. Helps you bring in your voice.

-      Explore the Subject Sentence – double comma rule. Introduce an idea: The road, which was a popular route with tourists, was only crossed by stupid chickens. This is an analytical sentence.

“It’s not just what you say, it is teaching your students how to say it…”

Recrafting – empower them with multiple opportunities

-      Read aloud

-      Count the words in isolated sentences

Conversation - communicate in phrases – complete thoughts.

The burden of content should be removed from the child – isolate the skill (application of different styles) – use a model and ask how they would recraft…

Collaborative Short Story – CJA, SWR, BMA, MMA

Federico Elf, who was the star football player for Melville United, was struggling because he had lost his “football undies”

Surprisingly, this agitated his mother Jayne on route to Gower Park.

Whilst arguing aggressively, Jayne’s inability to multi-task became evident.

She ran a red light.

“BANG”

With a sudden jolt, Frederico’s dreams of beating the Pink Flying Elephants team were shattered.

Calmly, Jayne – with a Y – rang an Uber and fled the scene, along with her screaming son.

Uber came through, along with Lone Star “Redneck Ribs”; successfully getting Frederico Elf to his game on time.

Moral of the story – there is no such thing as can’t!

RECAP
Providing strategies and the 12 ways will enable consistency across the board.

Encouraging student collaboration when writing is a useful starting strategy.

Break down habits in order to relearn new ones – high achieving students are less likely to fell failure.