A closer look at guided reading - Sheena Cameron & Louise Dempsey

 A balanced reading programme

-Modelled reading 

-shared reading

-Guided reading

-Independent reading

The development of reading skills and strategies

-Developing a love of reading

-Developing oral language and vocabulary

-Getting ready for reading - Early years

-Learning to read- School entry

-Developing independence as a reader - Junior primary years

Comprehension Strategies

-Activating prior knowledge

-Synthesising

-Making connections

-Summarising

-Visualising

-Questioning

-Inferring 

-Predicting

Critical thinking

Teach Conversation prompts

Self-monitoring strategies for the learners

How do I check my reading?

Look right, Sounds right, Makes sense

Guided Reading

Students gain most from guided reading when they have developed a number of understandings about texts. These are usually best gained through shared reading and oral language activities.

Suggested structure for guided reading

-Activate prior knowledge

-Predicting

-New Vocabulary

-Tricky concepts/ideas

-Lesson focus - Unpack the learning focus for the group-practise if necessary

What next

I will take into consideration when I do my planning and I will introduce these ideas and implement it when I do my guided reading workshop with my learners.

Transition to school with Jill Skjottrup

The characteristics of play by Jill Skjottrup

Noticing, Recognising and Responding

We should observe them first, it's a formative assessment for NE (We can't just ask the learners to swim)

How can we change our practice?

Why should we be concerned? Learning, the schedule is very tight, not flexible because of the number

• We need to learn who the learners are
• Introduce a buddy play (iExplore)-cross pollinate
• When are we going to do the real play
• What kind of environment we give for the learners
• Learning is the process, not a product
• Play is all about exploration
• Self-chosen and self-directed
• Contains structures or rules established by the players by themselves
• Imaginative, non-literal and removed from reality

The sacred URGE to play -Kimberley Crisp-Pennie Brownlie

Building relationships with children and parents, visiting them through skype

Relationships, engagement in learning, learning dispositions, identifying as a learner, belonging/wellbeing at school

• Learning areas: Physical play, language play, exploratory play, constructive play, fantasy play, social play
• set up like a house, dining, living, kitchen, etc
• Urges in children's play (gathering, transporting, deconstruction, huts, throwing, enveloping, connection, posting, patterning and ordering, rotation, orientation, transformation, climbing, jumping, digging and burying, tug of war, tumbling and wrestling, running and chasing, playing with water, playing with fire

NZC vs Te Whariki

Page 42 in NZC -    Nathen Wallis

The school curriculum design and review

How we are delivering the curriculum? -Through play

School should be ready for the learners, not the learners

Try something new and persist to do -Margaret carr

Links between ECE and School

Piaget's cognitive developmental stages

Setting up the play environment around the habitat whether the learners can put away stuff easily.

Child Development- Marek Tesar TLIF

Marek Tesar, University of Auckland - TLIF

Dominant Framework

What is happening in the learning environment?
Where the learning is happening?

What childhood means to us
What is our expectation?
Each child is unique and they biologically grow differently
Biological age is becoming an issue

We are the resources

Are we listening to the voice of the children for upgrading a playground?

Do we know about Gen Alpha?
WE created playground or city for the adults and not for the children

What next?
I would like to give importance to learners interests first and include them in our planning and give them more power for their own learning. I understand that as a facilitator I have to work on the equity than equality.

Halberg Inclusion Session

This programme is targeted for young learners with physical difficulties.

Whakatauki- Our mission
To enhance the lives with physically disabled youth by enabling them to participate in sports and recreation.

The learners need an opportunity to discover what they can do in their life

Goals
Learn of organisation in disability space
How you can champion inclusion
Play disability sports

What next?
I will be using with our new entrants to develop their listening and gross motor skills.

Introduction to Leadership Coaching

Welcome to Introduction to leadership coaching

GROWTH frame work
Goals
Reality
Options
Will
Tactics
Habits

COACHING
Coaching is relational
Ask the right question to make the person learn
Ask what else? not anything else
Small scaling helps us to take it to the next level

Difference between coaching and mentoring
Mentor- using our own experience, More directive
Coaching- Less directive

Coaching focus
Ask, how, tell why

What makes a great coach?

Respecting

listening

asking great questions to solve problem

patience

empathy

Coaching is

A conversation

Asking the right questions

About learning

Providing effective feedback

The three elements of coaching

Coaching skills

Frame work

Coaching way of being

Good coach will

develop trust

listen

clarify

Empathise

being succinate

asking the best question

feedback

noticing

solution focussed

non judgemental

ISMART Goal

Inspiring

specific

measurable

achievable

relevant

time bound

SLOTH goals

somewhat vague

lacks commitment

open ended

timid

hard to achieve

8 Key skills of coaching

Where am I now in leadership?

Unconscious Incompetence- Ignorance Bliss

Conscious Incompetence- Awkwardness, confusion and frustration, fear and anger ⟸

Unconscious competence- Intuitive, automatic and bliss

Conscious Competence-Accomplishment, Achievement and excitement

Coaching 'way of being'

IN THE MOMENT FEEDBACK

Red flags

Strong emotions

Patterns

Demonstrating a goal area they are working on

 Thanks for the feedback -Leaky face- Douglas stone and Sheena Heen 

Red flag

Contradicting between two things

Inconstancy

Behaviour

Strong emotions

When people break up- Show empathy

Highlighting when coachee achieve something

Patterns

Recognising patterns- seeing patterns in people's behaviour

The coaching habit-Michael Bungay Stanier

Does the coachee agree with the importance of the issues?

Does the coachee 'own' the feedback?

Concern-based feedback script practice

Final Coaching practice

What Next?
I will be using these strategies in my mentoring and with my team members to support their learning.

Transition to School Cluster Meeting-Sally Peters, TLIF

A Passion for Transitions

Transformative practice- Important and opportunity in our life to change

Pre-liminal phase  ->  liminal phase  ->  post-liminal phase

How does this relate to my own experiences of transitions?
Opportunity, challenge, vulnerability

Successful transitions
How do we determine what matters and what is measured?
Whose voices are heard/not heard?
What is the time frame for transition?
How often do we review?

Belonging, wellbeing and feeling suitable at school
Recognition and acknowledgement of culture
Identify as a learner
positive teacher expectations
Building on funds of knowledge

A transition often involves meeting based on their ability

Making a connection between Te Whariki and NZC during transitions
What are some of the strategies we use to support the transitions?
Develop a sense of confidence, showing empathy, hero worship

If we want to connect with ECE and school- We need to make connection-conversation, visits, etc
May be ECE writing letters to the school
The playground is a transition in itself

What next?
As I work with the new entrants, I will take this practice into consideration and introduce in my practice.

iExperience-NZSL

Introducing NZSL with our learners

Roshan and I collaborated to create a design for NZSL.
NZSL Week 1&2 Design
NZSL Week 3&4 Design
NZSL progressions

Unit 1 – HELLO Hello!-video

What went well
It was a wonderful learning experience for me to learn about NZSL for myself. It gave me an opportunity to refresh my learning and teach our learners. We talked about how to include NZSL learners in our day to day life like during play time. We wondered how to get their attention and we tried different strategies like shouting, singing and waving at them. Finally, we figured it out that we have to look at their eyes before we want to have a conversation with them. Our learners are getting good at getting their attention by going in front of them and waving to them and saying 'Hello". We have started introducing NZSL during our phonics lesson to learn the fingerspelling alphabets. Most of the learners are getting better at it.

Challenges
We tried to work with our buddies to ask questions, but still they are not very confident and fluent to sign with their buddies. It was a challenge for some of the learners not to talk and sign only. It was fun to watch them making up their own sign and tried to convey their messages with their buddies.

What Next
I will try to include NZSL through out programme so that we get familiarise with our signs and confident to sign in front of other learners. May be we could visit KDEC and watch how they are interacting with each other.