Thursday, 26 July 2018

CoL Meeting #5

This afternoon we had our first CoL meeting of the term. These meetings are such a great opportunity to come together as a cluster and share our inquiry journeys so far, listen to guidance from experts and be reminded of the purpose behind our roles. My notes from today are below.

Russell’s Korero: Link

Resilience is therefore intended to capture the capacity of an individual to gain the set of skills and competencies that are essential to fully participate in society and have good chances to succeed in the labour market.

Guts of inquiry = evaluative capability
Inquiry is the ability to evaluate through the lens of a learner the effect of your T on their L
This is why is impt not to over scaffold - Pou te whanau - Building evaluative capability

CoL T are the lighthouse inquirers who become influencers who share core practise  
- analyse data and T performance
T is an intervention we are not guides on the side…. sage on stage
‘Great teachers make children learn” - Allan Peachy
What do we need most in T3?
If it is not failed - T can see it /sch management can see it/parents can see it
Expectations need to be high
We need to deliver the curriculum really well


Lift and create acceleration
Motivation is impt - theme must be really good to avoid boredom
Language experience builds connections
Language of success - cf street v academic - manipulating 2 languages often to make sense of one
T need to speak the language of success NOT slang to hook L in - eg: L do not use prepositions - we need to direct back to language of success. T cld model by saying the phrase back the right way to grow language - Do we allow informal words in L discussions (make chn speak to the known environment) - T loses chn if they constantly correct dialogue
What language do we speak matters
Remember the cultural origins - Language formality of cultural celebrations does not accept slang
Link the language of success to the known environment
Provide L with a formula or template - give the L the shape the words go in - confidence allows these formulas to be left behind (eg: formula on how to write a letter, give a pepeha - ask 3 questions it as will start a conversation - 1 it will fall away 2 = interchange 3 = conversation)
Write really interesting stuff with a real world purpose
Plan to how we grow, revisit and maintain the language and the concept that went with the language -
Biggest NZ successes who changed u/st and aspirations of M and P began the L by connecting the language of the learning to the known environment (place where you can begin to expand and grow the knowledge) = use realia and local community but gift them the words to be able to describe it or use real world problems (link to RB’s stop sign story)
Sing my song ‘its sounds like this’ call/response to teach L about the different registers = talking is lyrical
Kids who don’t finish work FAIL! FINISHED and FILED is the challenge and is visible… who is your audience???
Cycle rate: You need to see your groups 2x per week to make a difference
Check in - build on thru instructional conference. What are the high yield items
that we can capitalise on in these conversations as it increases acceleration

Vocab dvp and mileage

Mileage: listening, speaking, reading, writing:

frequency of high yield activities builds acceleration - follow up needs to build on, consolidate and improve on new learning
# iterations of high value activities
Real world content
Check points
PUBLISH work!!! To strengthen connections - Must have 2x blog posts per week - links to shifts in SLJ

Update from Rebecca Jesson (WFRC)

Studying dolphins is like studying cognition... you only see them when they pop out of the water…A good theory will help you predict where they will pop up
Inquiry formalises this process as it slows us down - what worked why did it work and how can i adjust my thinking so I can predict where they will pop up
T have a strong theory of what is going to grow the oral language in my class
My thinking - to raise word consciousness by encouraging the L to focus and notice - T needs to provide vocab building opportunities so connections can be made and success achieved - I am now more aware of the need to build into my planning the opps to introduce, explore, grow and use the words we need to strengthen our connections to a topic and allow us to take risks with confidence
Observe the L - why did some succeed - what happened for them - what did i do differently for them in a way that was more powerful and more strongly connected to
What worked for whom and under what circumstances - what was different in how each of these L engaged with me, the learning or
What causes shift?

Theory needs to be tried out - what works/why/why not
Theory tested - what did I think would cause learning vs what I di
KEY - you need to learn something from what you’ve implemented so far, in order to accelerate more.
Challengers’ questions - how do you know? What would it look like if you were wrong? Are there counter-examples of that? What evidence is there against that hypothesis? What alternative hypotheses might explain the same thing?
Theory tested - what did I think wld cause learning v what i did - link to T1/T2 data
Did I collect data on me?

Can I document the why’s between the planned and the delivered - reflect on what actually happened
Intersubjectivity space = what i intended and what the stdnt received….
What did the kids think I did? Need this info
What were the behaviour changes in my Tchg - how will I know what I did differently - Were intended changes in your teaching are the same as the actual changes?

What explains the differences between these outcomes and this will give you the causes and you will be able to make it happen faster.

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