2019 KPS Callback Day 3

Intended Outcomes for today
- Vision and Values (What is this going to look like at our school)
- Long term planning but also moving away from being compliant (maintain a sense of autonomy and agency around our planning)
- Commitment to Actions- making sure we carry through with what we say


Goals this week- What does success mean at KPS for our students?

What is our role in helping our students find/seek success?

 This is what our group came up with:

Collective Summary


What planning is and isn't?
Some points to ponder:
The rules around planning works around our children.
Planning isn't just a fixed/generic template or graphic organiser- it has to be responsive to need.
Allowance to work in a way we work best- what works best for you?

Difference between long term and short term planning?



So.....what do we want in our long term planning?

• provocative statement, big question or idea
• where students are now
• intended outcomes
• vision and values
• time-frame
• learning experiences and resources?
• evaluation

Key Learning from today:

- long term planning is the skeleton

- weekly/daily planning is the flesh

- no set template for planning- use what works for you!

What am I going to try?

- allocate half an hour after school reflecting on my daily planning- take notes as I teach 

- go digital- reflections/anecdotal notes/observations in blue

- planning around the needs of ALL my students (not just thinking of them as groups of students i.e. red/yellow/blue readers, stage 1/2/3 math group)

Deep Learning

Deep Learning- Margot McKeegan

Objectives:
NPDL- the big picture

Linking to our why

Understanding the new pedagogies for deep learning

What does this look like

Reflect on what participation in the programme involves

Why deep learning? Why now?
Real life learning that stick with you
To foster deep learning so that all learners contribute to the common good. Address global challenges

and flourish in a complex world

Students talk about their learning- what do students at your school think about learning?
Really understanding we want to deepen our students learning- how are we going to challenge them,

empower them and make them active learners??

Michael Fullen

Deep Learning Competencies- 6 C’s

Tools for shifting practice

process + suite of tools
Collaborative Inquiry Cycle

Learning conditions- what deep learning is happening in the school?

New pedagogies- how do we think about our design? How do we measure?

Deep learning outcomes- linked back to the 6 C’s

2019 Callback Day 2

Intended Outcomes for today:
To develop a shared understanding of

• our school vision
• our school values
• longer term planning expectations

Two key ideas to ponder:

1. True innovation requires failure so don't expect to get it right on the first go

2. Focus on the important stuff- what is really important?

Why is it important to know our values?

At Kingsford School:

Manaakitanga is being caring and supportive

Hiringa is persevering when faced with challenge

Whanaungatanga is making connections and growing relationships

Pono is to act with honesty and integrity

Whakaute is respecting oursleves, others and our environment

Questions/Wondering:

What does success have to do with happiness?

If we know what our students are passionate about, why can't we use this to drive their academic success?

What does Whanaungatanga mean to me?

2019 KPS Callback Day 1

23rd January 2019

Intended outcomes:
To have a shared understanding of:

• Our school vision- Rapua te pai
• How we will know we have achieved our vision
• Our role in ensuring we achieve our school vision
• Re-establishing our school values- what do the values mean and look like in our school?

Whakatauki:

E hare taku toa, he takitaho, he toa takitini.

Success does not come from the efforts of one alone, rather from the efforts of the collective.

Ways of working- we all have something to contribute here, we all have something to learn.

I am here to be challenged in my thinking, just as I am here to challenge your thinking.

Our theme for this year is to not rush:
making sure we see things through and finding a balance/firm pathway to where we want to go

Outcomes for the day:
Share key learning outcomes
Co construct-  what would you like to leave this room knowing (within the broad outcomes for the
session?)

What is sitting front and centre for you at the moment?

Reading: https://velvetchainsaw.com/2012/01/31/10-brainbased-learning-laws-that-trump-traditional-
education/

Reflection: catch the wave, ride the wave (picture activity)

What does success mean for KPS? (Group discussion/reflection) uploaded onto
KPS Learning Community
https://plus.google.com/communities/114290378926258131327?sqinv=WFJkNGRrd0VCSjk4ZzBrcmd
1Skd3V0c5aWZTdEVnhttps://plus.google.com/communities/114290378926258131327?sqinv=WFJkN
GRrd0VCSjk4ZzBrcmd1Skd3V0c5aWZTdEVn

School Values- how are we going to define them and what will they look like in our school?

• Pono- At Kingsford School Pono is
• Whanaungatanga- At Kingsford School Whanaungatanga is...
• Hiringa- At Kingsford School Hiringa is ...
• Manaakitanga- At Kingsford School Manaakitanga is...
• Whakaute- At Kingsford School Whakaute is...

Reflection:

Making connections

Anna asked us to choose a picture we were instantly drawn too and within our group explain two
things.

1. Why we chose that image?
2. Come up with a motto inspired by the image relating to our practice

Along with Allen and Anna, I picked the image of the wave. It was wonderful to see that all three of us
connected the image to time with whanau from the past and present. I talked about the image as a
reminder of  going up North with my family to see the beaches and catching a good surf.

Allen had an interesting perspective on the image relating it to how children are often unpredictable
just like the ocean. Anna added to this by saying that the wave reminds her of times where teachers
are sometimes riding the wave or being thrown under the turnover. In other words, we all have our
good days and our bad ones too.

For me, I shared that the image reminded me to catch the wave of opportunities; take risks,
try new things! Last year as a first year BT, my goals were mainly centred around classroom
management and behaviour management. This year I would like to use the concept of catching the
wave to create a classroom culture of opportunities not only for myself but also for my students.

KPS Noho at Mataatua Marae

Facilitator: Henare King

Notes:
- powhiri- he tamariki, he tamariki, hetamriki (Chris)
- understanding tikanga versus learning te reo
- taunga of a name- every name has a story
- team building exercise- creating a song that relfects the experience of tangata whenua and the taking of their land
- student achievement versus whanau engagement

What was the highlight?
- making connections with my colleagues and learning more about their history, whakapapa and identity
- unity as a staff
- learning about good tikanga- transferring this back to our school and classroom

What aspect caused you the most diffilculty?
- having to be brutally honest with others and myself
- watching colleagues and friends express some very uncomfortable and painful stories

Was there any aspect that suprised you?
- 

Which aspects could you include in your own practice based on your learning experience?
- to develop an open classroom practice where parents/whanau are free to come inside and wait for their children, read to their children, write with their children, learn with their children
- to build a mana of tikanaga in the classroom e.g introducing waiata, karakia, pepeha and rakau games

Oral Language with Jannie van Hees

Facilitator: Jannie van Hees

Team based approach to addressing Learning Needs

Spoken texts
Major actions taken post introductory session- group sharing
Growing our learners’ vocabulary knowledge- extensive deep- how do we get in because
children depend on the environment they live? It’s about the environment they get it from!
Whats the environment like?
Words have power which gives our children meaning power

Talk accompany print

To achieve uptake, we want to do this:
In text = in context

Available- notice
Multiple encounters
Purposeful usage

What do you know about Oral Language?

Why does it matter and what does it offer?
A young child’s brain development

Rich social interaction
Responsive caregiver
Quality talk with child
Reading with talk support

Shapes the circuitry of a child’s brain

The role of talk

• More ideas shared
• More words used
• Greater quality words
• More to and fro talk with your child

Your child hearing and saying reading and talking about reading with you and other sets them up for

literacy and learning

Quantity vs. quality language

Optimising learning conditions- flourishing learning potential

In an optimal learning environment the teacher needs to:

Attention to and noticing
Effortful and purposeful engagement and interaction
ALL participating
Triggering the known to connect to the new
Stretching the learner’s current language repertoire
Multiple encounters
Context relevant
Facilitated through engaging mediating tools- persons, tasks, activities, sources

We have to push our students and be prepared to push them- setting high expectations!

In an optimal learning environment students need to:

• Focus and notice
• Put in the effort
• Take part (participate) fully
• Push myself to the edge
• Dig deep for what I already know
• Learn from others- notice and focus
• I share- others gain from me
• Think and talk; think and read
• Wondering and asking opens up possibilities to know

Alternative exchange in ‘classroom talk’ example

During teaching and learning- developing your effectiveness
Okay conversation versus gifting conversation- what does this look like?

Spoken language availability from other-than-conversation sources
Talking with your child is a conversation of words and minds. You share, your child shares.
You gift your words and ideas. Give your child space to say their ideas and thinking.
Be natural with your child.
More words gift more ideas. More words gift more words. Your child's ideas will grow.
Your child's words will grow. Talk with your child using more words.
Audio broadcasts, audio and visual- How do we make spoken language available to our children?

Oral Language

https://drive.google.com/file/d/1L5s_2sqOspAGF6IIqUxMMxTY7EiK2z_s/view