Not too hard or soft but just right

Goal Setting 

In  his book Visible Learning (p. 164) John Hattie summarises that the right kind of student goal setting can have a positive affect on student learning.

This is the second reflection I have in regards to my 2016 personal inquiry. My first one is here. I stated that by the end of September I will have trialled the visible learning  interventions for ELL and then through data analysis ascertain the effect size of the interventions so that the most effective strategies can be applied to accelerate the progress of  targeted  ELL students.

In term 2 of this year I worked with Kahikatea year 5 and 6 students in class. I regularly came in as the third teacher and worked alongside the teachers as part of the class rotation. I found it such a joy to work with my English Language Learners as part of a normal class programme. I was delighted to see my targeted children part of a vertical grouping in maths, reading and in writing. They were not streamed but were placed in groups where problem solving was the main strategy for learning. For example in mathematics I might have been using https://www.youcubed.org as the focus for the lesson. Therefore it did not matter what level maths you were at, it was how the problem solving was carried out.

ILE

I worked too with writing and reading. I observed how my targeted children managed the tasks set in the innovative learning environment. I marvelled at the way they could structure their days of learning using google calendar. Each day needed to have an hour each of maths, reading and writing. At the beginning of term two I gathered all their reading and writing data. I will compare the new data with the initial gathering of data before the end of term three . This will help determine if having me work in class alongside the teachers made much of a difference. There are a variety of variables to this being successful. Some of these include using google classroom to curate learning, or by using peer feedback to critique work. Other variables could include accountability with how much learning evidence was collected or the challenge of completing all must dos in order to take part in passion projects as part of Discovery Friday.

Goal Setting

I supported the children in setting learning goals. In order for this to be successful they were given their reading and writing data and then their maths data. From these pieces of evidence and mapping these to the learning progression, the children identified where they were at against their National Standards peer group. The children then highlighted any gaps and these became the basis for their next steps. In addition the children set learning goals that were achievable. Hattie speaks about learning goals being not too hard, not too soft but just right. I look forward to the new data and how the students will evaluate these against their learning goals set last term.

Year 4 writing 

I had another group working on writing. They are a group of year 4 students achieving just below national standards for year 4. Their reading levels were much higher. Again I worked in class with this group and began with goal setting for writing. This group of students were not all ESOL funded students because I added two children who were not eligible but yet needed similar support. I have always tried to adjust what I do so that the learning is the most effective. One way of doing this is by me working with one group and the teacher works with another. For this group I chose to make learning authentic and used real learning to motivate their writing For example one part focussed on slaters. The class were investigating a variety of mini beasts. At the end of the writing the children created a video artifact for their class.  I am also particularly interested to see  if the goals that they set at the beginning of term two are achieved by the end of this term.

I believe that by unpacking the data with the learner, they are able to identify what they need to work on. I am developing in my own understandings of the learning progressions and I believe I am fairly accurate in judging a piece of writing. That is where my knowledge of SOLO taxonomy has been invaluable. The work I undertook last year as part of the book I developed with Pam Hook has enabled me to see at a glance the gaps in writing. Here is the link if want to know more about SOLO Taxonomy and English Language Learners

Where to next

I have been interested in seeing the latest development in the Visible Learning project. A key message is limiting teacher talk. This ties in nicely with my next piece of writing which is about my inquiry around teaching and learning of Mandarin. Through the termly observations I can see how much teacher talk takes place.

Reference

Hattie, John (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. NY: Routledge.

Road Safety Week

This week is National Road Safety Week. This is a week of events to end devastating road casualties by making communities safer. The week is also run by Brake, the road safety charity of Aotearoa New Zealand to help raise awareness of the terrible carnage on NZ roads. 

As lead teacher of Newmarket School’s Travelwise team, I oversee the weeks activities.

Road Safety Week

Road Safety event student leader coordinator is Stella and with her were 4x other student leaders who offered to plan for and implement one of daily school wide activities.

Over the past fortnight the team met to discuss and finalise details for their activity. Part of this preparation included creating a slide to back map ideas, scheduling and meeting the principal for event approval, broadcasting the week before at our school assembly, and approaching peers and extra adults for support in running activities. 

You can see that there are a lot of events happening to highlight this very important week on our Travelwise calendar.

Safety Hero

Here are some of our statistics for the week.

  • We raised $168.00 for Bright day and had David Seymour our local minister of parliament join us.
  • We had 86 children take part in the Milo mornings as encouragement to walk or scooter to school. We guestimated 60 students to take part from our previous surveys and activities.
  • We counted 46 scooters on our scooter rack, an increase from 9.
  • We had heaps of posters for the Step up for Road Safety Competition because we are keen to win a Big Foot Adventure for our school.
  • We had 21 3D scooters handed in and they were fabulous.

On Friday we have our final activity which is walk or scooter to school and get another free Milo.Over the week lots of fabulous highlights surfaced and I commend the way the student leaders dedicated and carried out their part to ensure the smooth running for the week.

Overall, I believe the Road Safety Events held at Newmarket School raised awareness about being safe on our roads. Even more important was standing back and observing our student leaders plan, work together and create activities that involved the whole school.

Already I have had other students approach to be part of the Travelwise team and the student leaders have asked what the next event is. Tomorrow at our weekly meeting we will evaluate the week and identify areas for improvement as we will definitely run it again next year.

Update

On Friday we gave out 114 Milo. We had 36 scooters lined up on the rack with 18 helmets.

Giving out stickers we noticed the amount of children not wearing a helmet and the number of secondary students jay walking. At our next Travelwise student meeting results will be discussed and evaluated and our next steps identified.

 

Three Level Guides

I am always up for a challenge and there is no one like my mentor to give me the push I need to reflect and think through pedagogy.

Just before the end of the year, I always go through the end of the year class data and identify my English Language Learners who could slide in reading over the summer period. Therefore over the summer period I give them a bag of books with the understanding that I will test them when they come back to school and I expect them to have either maintained their level or moved up one level depending on where they sit on the PM benchmark or using early probe levels.

This week from testing the children after the summer holidays I have several year 4 and 5 children at turquoise level on the PM Benchmark. So we are looking at level 17-18. Those of you who understand our system here in New Zealand will know that this is well below where they are expected to be by year 4 & 5.

But stop!

Have a think about this piece of information. Many of our ELL children came to us two years ago with no English. Therefore against our system that is the progress they have made within two years beginning with no English. If we look at our data and our school standards level 17 and 18 is the benchmark that we aim for for children after two years at school. In addition these children have achieved that benchmark and often began with no English. Therefore are they ‘failing’? Linguistically they have made accelerated progress because they have had to go through the silent, watching period and then learn basic interpersonal communication skills so they can communicate with peers and now they are beginning to gain cognitively applied language proficiency as we start the next process of developing inferential skills in reading. They have caught up over two years what a first language learner achieves after 7 years old. Pretty amazing and always makes me proud.

From the recent testing analysis I have identified that at the text level or the surface level of reading, their decoding skills have improved markedly from last year with a 95+ % result.  However the analysis identifies that they could do with help unpacking between the text and beyond the text comprehension strategies. Those comprehension questions continually trip them up at inferential level and stop them moving up to the next reading level.

Those of you who are ESOL teachers will probably know the work of Herber (1978)  who devised a comprehension strategy known as ‘The three level guide’. This comprehension strategy is a pre/post reading activity that gives students the opportunity to evaluate information at the literal, interpretive and applied levels based on a reading selection. The comprehension strategy was developed further by Morris and Stewart-Dore (1984) to help students think through the information in texts.

Myself I have trawled our fabulous TKI ESOL site to revisit ESOL comprehension strategies that I learnt about during my Diploma of TESSOL with Sue Gray and team. Furthermore this time I have used my SOLO Taxonomy hat to unpack the information using an information transfer chart. I have created 3 level guides in the past and have used them with great success.. However over the past few years I have been focussing on writing with my English Language Learners as this is another area that continually needs support.

Three level guides means just that 3 levels of comprehension. The comprehension strategy has teacher created statements that occur with searching for information at surface level of text, then has between the text statements that the reader applies the information from the text to real life contexts and explains reasons for this in paired or group discussion and then finally it has beyond the limits of the text statements that the reader critically evaluates the information and relates it to what is already known and justify their answers and their views.

Using SOLO I have identified exactly where each level sits and why but from the writing research I have recently carried out I know that unistructural level in SOLO Taxonomy is also a really important level to go through and this does not feature in three level guides.

The three level guide sits comfortably at multistructural, relational and extended abstract. I now know that is why I have alway found them extremely effective in teaching inferential skills. Therefore as I have unpacked the guides against SOLO I have identified the unistructural part. That is reading or decoding the text. Our ELL are fabulous at that. Decoding is especially noticeable when they are literate in their first language. They fly through the PMs and then when inferential really kicks in at level 17 and 18 they plateau. Often I observe the data and see them sitting at this level for far too long. Several ELL can sit there in class for a year. Personally I believe this is not good enough and we are undervaluing what can be done to push them forward and especially if they are to match their peers after 6 years at school in New Zealand.

Therefore for this first term I will provide explicit teaching and feedback using three level guides in order to scaffold my English language learners to develop reading strategies. I want them to be able to infer from text and think critically independently. By doing this I expect a shift up of one level over this term. Personally I will aim for two levels but I know from past experience if I push too hard then they sit at the next level for three terms.

I have begun the first step by identifying the gap in their learning. I have gathered my data through carrying out reading analysis using running records. I have looked at their historic data and have identified that they have been sitting at level 17-18 for longer than they should have. I have identified that decoding skills are strong so can move straight to multistructural discussion by looking for information in the text. They can retell the story as this is another early indicator of understanding. In SOLO Taxonomy retell is at relational thinking as this demonstrates an understanding of sequencing and progression. For the clarity of this intervention I will look at sequence from a unistructural perspective and think of it as listing progression in the text.

Prestructural

In SOLO before I even begin to teach comprehension I need to identify where the learners are at. One way of doing this is sharing with them their comprehension data or their latest running record. So with my support they can begin to define what comprehension is and list the difference it can make to their reading.

Unistructural

Once done, I begin the Three Level guide strategy. So the students are using one comprehension strategy. The learner can decode the text and retell the text simply by listing the order of events.

Multistructural

At the surface level the learner finds the answer to literal questions on the page and point to them. This is looking at surface level of comprehension. At this level the learner can decode the text, retell what they read and find literal answers on the page by pointing to them.

Relational

At between the text, the learners will be paired into similar levels and they will interpret what the writer is saying by discussing their answers of what is between the text. They will do this by interpreting and applying the information from the text to real life contexts. They could use a variety of relational thinking such as compare and contrast, analysing, part whole thinking, classifying, cause and effect or even analogy.

Extended Abstract

At beyond the text  the learner critically evaluates the information and relates it to what is already known.They will explain their answers and justify their views and come up with a single overall statement. I like the I wonder statements and so will begin with these ones.

At the end of each article the children will identify their next steps by using SOLO Taxonomy rubric to reflect on their growing understanding of inferencing.

Using a follow up test I will see the difference that this intervention makes.

I am really lucky at Newmarket School because the teachers who have these children are into their second year of researching and teaching using innovative learning pedagogy. we also have teachers who are enthusiastic at what I achieve with the children and regularly query my methods therefore I have been able to articulate clearly what I do in a visible way.

In addition I have a mentor who gives me clear feedback and regularly prods my thinking so that I am always ready with research and data. If I am not then I say so. By having these regular minor learning discussions I have grown confidently in my pedagogy.

I have also been thinking about February’s #EdBlogNZ challenge of creating a photo of my learning space. I have begun by setting up my SOLO Taxonomy writing wall. If you want a copy of the words then look out for SOLO Taxonomy and English Language Learners available very soon from Educational Resources. Pam and I are very proud of our collaborative book. If you want the SOLO Taxonomy postcards then these are available from http://shop.pamhook.com/

writing

My ongoing goal is to make learning visible and SOLO Taxonomy is fabulous for doing this. I usually create ‘messy’ walls because they help me think and reflect on my pedagogy. I will complete my reading wall now that I am really clear on what it looks like.

My challenge to you, ‘How do you make learning visible for your learners?’

For all things SOLO, visit http://www.pamhook.com/

Update: My mentor mentioned I had omitted prestructural in my thinking. Therefore I have added that. (that is me thinking I do not really need to be adding that.) However presrtuctural is also an important part of thinking.

 

References

Herber, H. (1978). Teaching Reading in the Content Areas. New Jersey: Prentice Hall.

Hook, P., and Van Schaijik, S. (in press). SOLO Taxonomy and English Language Learners. Making second language learning visible. Essential Resources Educational Publishers Limited. New Zealand.

Morris, A. and Stewart-Dore, N. (1984). Learning to Learn from Text: Effective Reading in Content Areas. New South Wales: Addison-Wesley.

 

 

Writing framed with SOLO taxonomy

Untitled drawingIMG_1385

I have to share this piece of writing from one of my students. For this post, I will call him Jimmy. That is not his real name.

Jimmy is a 7 year old who has been with us since he began school. He has had several interventions including reading recovery but continues to lag in national data.

I chose to work with him this year because he has finished the other intervention and currently is not having any other form of withdrawal. He is also one of my ESOL funded students and my inquiry this year was to reflect on strategies I use for writing and to try something different. I know when I work with students I can accelerate their progress. I use SOLO taxonomy to frame the learning and I won’t change this strategy because I know how effective SOLO is for making learning visible for the students that I work with.

However it is what I chose to do with the students that is different. Whenever ever I withdraw my students I shudder at what is happening. I know from international research that withdrawal is the least effective strategy for my bilingual students. They are already on the back foot by trying to catch the moving target of National Standard Data. So withdrawal continues to put them on the back foot. If I do withdraw students it is because the numbers are spread across classes, As much as I can I try and work in class alongside the classroom teacher. This is the most effective strategy for working with bilingual children. I have seen this in action too first hand in Finland and we all know about the Finns and their NSD.

So for my current target group they are spread across two classes. They are all boys who have had reading recovery but are not maintaining their levels and that is an ongoing critcism I have had with reading recovery withdrawing bilingual children with no English. If I had my way with the system I would have them begin after being at school for two years and not when they turn six.

For this intervention I wanted to switch my boys onto writing. Usually, I would align my programme with what the children are doing in class so they are not missing out on learning by just doing language based activities. If the class are writing, then we are writing too. If the class are writing about ANZAC then we are writing about ANZAC too.

However for these boys I have chosen to try a different method.

First I had them list all the things they were interested in. I believed I would find a common theme between them. Well that did not happen. I uncovered a different passion in each student and found out that they all like drawing.  For ‘Jimmy’ it was Minecraft. To clarify how much he knew, I asked him to draw the main character from Minecraft. With my own beginning knowledge I knew it was Steve. So Jimmy drew Steve.

I told him that we would describe Steve and to do this we needed to list our ideas.

I then asked him to list everything he knew about Steve and I would help him. Using SOLO I knew listing is a multistructural out outcome and from my initial observation I knew this was not a difficult task to do. I gave him a piece of paper and asked him to list all he knew about Steve. When he was ready I gave him another colour and asked him to list all the tools that Steve used in Minecraft. Then he was given another piece of paper and asked to list all the monsters in Minecraft that he knew. Then a final piece to list why he liked Minecraft. Keep in mind I am not a Minecraft player. I have an account and have played the night time version only once.

In the follow up lesson Jimmy was given the task of writing up his first piece of paper. I changed the usual strategy for this too. I have often worked in our junior class and could see how challenging it was for the children to have their describe map stuck into their books and then they have to flick back and forth with their writing. So for my group I gave them a separate book for writing and used a different book for planning. This was to keep all the artifacts together and also so they can visually see their plan all the time. It is in front of them. A major challenge I know with children learning how to write in English is keeping the thought in their head. It is hard enough that we are asking them to write in another language but we are also asking them to think and keep the thought in their head long enough to get this down. I understood the importance of this strategy from the work we did last year with Anne Girven.

As Jimmy wrote down his thoughts, I could barely keep up with him. He wrote quickly. As he wrote I reminded him about the importance of ticking off his ideas. Again the writing professional development learning from last year. In two 30 minute lessons Jimmy wrote 4x pages.When it was time to come to me he would run to be the first into my session. He told me he loved writing. His draft was so raw and delightful I did not want to touch it and so I have not made any teacher edits. Unfortunately he became sick and so missed the next two sessions for editing. So his writing has remained untampered with teacher support. How often do we correct because that is how it is done? We don’t do it to their drawings so why do we do it to their writing? Correcting writers work has also been a real issue with me as a teacher. I am informed it is modelling but I know too from my own experience that until I am ready to make my own spelling changes then it isn’t going to happen. I am empathetic with emergent writers because my own writing is an ongoing challenge for me.

Afterwards in the next session I had him draw the monsters. Then I scanned this into the computer, imported the lined drawings into paint and he dumped colour into them. I learned this little trick from our work with Ant Sang a graphic artist.

Jimmy wanted to come back at lunchtime to work with me. I had to turn down his kind offer because I had other student commitments. I did suggest that he return and work in my room while I worked with other students. This he did.

He missed the self publishing part so I typed up his story for him while he read it out. In the published story I corrected all his inventive spelling and left his initial draft in its current state. I used presentation to do this and then imported the graphics in.

Finally I printed off his home copy and I sent him to receive a principal’s sticker from Dr Kofoed.

Where to next?

For me as a teacher, I was surprised at the relational thinking coming through strongly in his writing. I was aiming for a multistructural outcome but this piece of writing is definitely relational. I will get him to identify and highlight all the relational thinking words that he used to link his ideas.

Because the learning intention is to describe Steve, I will have him rephrase the last paragraph about why he liked Minecraft to what is special about Steve. At this stage of the intervention, I am uncertain if I can push extended abstract thinking but think I can start to develop the early sentence structure to include an I believe statement.

For my next session I will introduce the relational words and the describe rubric and explain how both will help them with their next piece of writing. The decision I have is do I continue to write about topics that interests the boys or shall I focus on the writing that is happening in class? I have identified a commonality with this group of boys and that is a love of cartoons. So maybe I should create a collaborative comic with them.

I spent the afternoon with my SOLO mentor who encouraged me to display the process. I am not the best at making things look pretty for the wall and usually just throw things up. As much as I can I like the children to see too that my own handwriting continues to develop and so they see my handwriting in its raw state. So if you see my writing, that is the writing that the children see too. What I do try and do is make it legible ad I even do this for my modelling books. Several of our children still write with a pencil so if they write with a pencil I also write with a pencil/felt.

For more information about SOLO Taxonomy visit. http://pamhook.com/

#3DPrinting

Last week, we had the most amazing experience.

I have been hounding Wendy for a few years about getting us a 3D Printer. I watched enviously as Stephen @stephen_tpk tweeted out what they were doing with theirs and then attended Ben Brittons efellows sharing at Ulearn about his inquiry with 3D Printers. Recently even Steve @steve_katene was tweeting out what they were doing with theirs.

Well, a couple of recent events happened for us to finally receive ours. Wendy our principal  was invited by our local rotary group to pitch a reason for us getting a 3D printer for Newmarket School. She invited me along to the meeting and I was so excited I could pop. We spoke passionately about our children and shared some of the recent learning we had been involved in. After we left the session with the group, I returned to school and heard Waveny @wavesbryant sharing that their class really wanted one and had created a pitch to put forward to our Board of Trustees to get one.

Well a few weeks later, Wendy and I were emailed by Brian and blow me down, we were the first chosen school to be receiving a MakerBot Replicator 2 from Newmarket Rotary. They liked what we had to say about how we would use it in the design process and how we worked hard to make our children’s learning visible.

So last week the presentation team arrived at Newmarket School with our MakerBot. Waveney’s class presented their learning around 3 D printing and impressed the visiting group particularly when it was made known that the children were 7 and 8 year olds.

IMG_1174

Waves being the creative lady that she is immediately got to work and designed something totally impressive. I went home and youtubed everything, spoke with Myles @NZWaikato on twittter and had a good look around Aurora blog about 3D Printing, dowloaded MakerBot app in iTubes and adapted one of the templates.

Recently I have been in contact with Tim @MindKits, a connection through Myles who said he was willing to help us as we learn. Last night I spoke with Terje @terjepe in Norway who shared what their school have been doing with 3D Printing.

Some other connection we have made during this process has been with Murray Clark, Marketing Manager from Ricoh, and Brian McMath from @NZProdAccel.

I came back to school on the weekend and worked with a past student who happens to be Wendy’s nephew and we created a Batman cookie cutter from something that he drew. He drew a black and white image and we imported it into shapes and pulled it up to create the thickness.

But I will be blowed if I knew how to export the image into Thingyverse and make the image compatible with MakerBot.

Today after our staff meeting, Waveney took me through the process and voila, I am still here waiting for the blasted thing to print off.

So my learning with design , check the measurement. I also think I might have it too close to the plate and might need to chip it off with a credit card kind of implement.

While it printed I recorded a few minutes of the process using Persicope and I had so many people pop on to view. Therefore I know #3Dprinting is very hot at the moment.

The SOLOtaxonomy in me says reflect on the process, so I am doing that now while I wait for my first attempt to print.

Where to next:

The badge took 1hr 57 to print and it was stuck to the plate. I forgot to raise it a little before printing. I think that when I work with the children I would use beginning templates until we understand the process and then have a go at designing from the beginning.

IMG_1267

Teacher Only Day Part 2 #SOLOtaxonomy

travelwiseUnder the leadership of Virginia Kung, our assistant principal, Newmarket School are trialling the New Zealand Transport Agency Resource Road Safety, Everyone is a Road User.

According to Pam Hook, “Students need a context where they have a voice and feel like they belong, matter and can make a difference. These road safety education resources are designed to enable students’ agency as active citizens so that they contribute to a safe road network. Students are encouraged to seek community-based solutions to help road users experience safer journeys. This focus aligns with the New Zealand Curriculum vision for young people to be active participants who contribute to the well-being of New Zealand.

Just from this paragraph alone I am excited because I am Newmarket School’s Travelwise Lead Teacher. It is like a whole pile of events are aligning. Pam Hook came to school and ran a teacher only day for us about the resource and refreshed our thinking around the use of SOLO Taxonomy.

artichoke

Pam, aka @arti_choke, began our session by explaining the use of SOLO Taxonomy in our teaching and learning. If you are looking for resources or a definition on SOLO Taxonomy, then visit her site  http://www.pamhook.com/.

Pam reminded us about loose ideas, connected ideas, extended ideas.

The tool is agnostic in any curriculum area.

Single strips for SOLO is a great way of clarifying understanding and use of SOLOTaxonomy.

Single SOLO line

See, Think, Wonder

http://www.canterbury.ac.nz/spark/researcher.aspx?researcherid=1104322

Pam then shared the New Zealand Transport Agency Resource Road Safety, Everyone is a Road User.

We discussed some learning ideas such as:

  • How much space is taken up by parking.
  • Compare parking spaces with the space for learning
  • Sequence morphing from a driver to a pedestrian. (Typical Pam approach- thinking outside the square.)
  • Wicked problems map (Already in the project)
  • Use google maps to take a snapshot of the area (I am using this idea.)
  • What would happen if the road was not there? (Never thought about this)
  • What does it make you wonder?
  • What questions would you ask Gillies Ave? (Personalise the road, love this idea)
  • Invent the design of the new road. (this idea I am already using)

Situational Awareness is when you are aware of all that is around you and this is one concept I will add to my global project proposal. For me situational awareness happens when Pam Hook runs professional development at our school. Our senses are heightened and our professional discussion and learning deepens. The following weeks has a hive of SOLO based learning happening. One of the challenges is sustaining the buzz that always follows Pam Hook sessions.

Where to Next:

Newmarket School would benefit from exploring what we mean by ‘student voice’. Is student voice a gathering of student views through surveys or focus groups, or is student voice when students actively participate in school decision making. How well do we as a school promote student leadership and students being in charge of their learning? How do we as a school explicitly show that our students have a voice?

This year I wish to investigate what student voice is and the impact that this might have on learning.

One way of doing this is via a planned Flat Connections global project led by our Travelwise leadership team where we are focus on on being Participatory Citizens.

The plan for this project is that the Travelwise student focus group will be actively involved in decision making. They will practise self efficacy by being in charge of their own learning. They will gather student views through surveys and communicate their findings school wide, nationally and globally. They will think critically about information and ideas and reflect on their learning.

They will do this by investigating a wicked problem in our community.

Through this our student will collaborate with other student focussed groups nationally and internationally and devise a solution that benefits future generations. By using the New Zealand Transport Agency resource I will refine the global project further.

Basically our global project is about our students being involved in local council planning decisions that affect their health and wellbeing. Students will have  opportunities to develop leadership, self efficacy, and resourcefulness while participating with others within a high‑trust culture and through a stimulating curriculum.

Through carrying out this inquiry I want to further strengthen my understandings about student partnership and students’ ability to make and take accountability for their own choices so they can actively contribute to school life and their education experiences. This learning aligns against the Registered Teacher Criteria, RTC 08: teachers demonstrate in knowledge and practice their understanding of how ākonga learn.

Clesol Day 2

Saturday
Keynote Speaker: Deborah Short, TESOL International
Using Sheltered Instruction to Develop Essential Academic Language Skills

http://www.victoria.ac.nz/lals/resources/academicwordlist/
Averil Coxhead 

Give the children something interesting to talk about.
Give verabal scaffolds for elaboration
SOLO Taxonomy at relational by highlighting key vobabulary.

Using word wall to make signal words explicit.

I was fortunate to sit in on Rosa Kalauni session where she spoke about
Secondary  Success
At her school they choose Pasifika Teachers and put the median band children together.
These same children attended the same classes with a Pasifika chosen teacher or a literacy class with a Pasifika chosen teacher. Rosa spoke with passion for the Tama Toa Project. Her session was well thought through and put together and I came away motivated to implement even more focussed projects at out school for our learners.

Today was the day I shared my #TeachNZ project
http://teachmeetnz.wikispaces.com/TeachMeetNZ_2014_3
If you go to this link you will find my slides and also all the 3 minute presenters slides.

Over the next few days, I will take the video and cut it down in three minute slots that the presenters can add to their digital footprints. I am excited to see the reflections begin to come in because I know that here is where the real learning takes place.

The exciting part of running a TeachMeetNZ session is watching the confidence and interactions develop between the educators who take part. The challenge with running a virtual session face to face with a live audience is ensuring a a balance between presenters sharing their stories and having time for the face to face audience.

After a break we moved into ‘In conversation with – Janet Holmes’, Victoria University of Wellington
Janet gave a great presentation and I really liked the way she incorporated photos and video to break up the just listening to Death By Powerpoints that seems to be the focus of a lot of presentations I have seen at the CLESOL conference.

I left the day early to have  rest. Then walked to the evening dinner.