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Saturday, 29 May 2021

MIT - Planning for Writing

We all know even the best writers have a plan before they start writing. I have always found this part of writing tricky to teach as everyone has their own style. Hence I initially left it off my website. But with practise and determination things come to fruition and I have added to my site a Prewriting page.

Teachers have different styles for different age groups. Some encourage students to draw a picture and add words that turn into a sentence. Some want 4 boxes with Who, What, Where/When, Why/How described in them. I personally make notes and add to them as time goes on, often rewriting to ensure I can still read the plan (it was for writing a novel or two).

Talking with a colleague, they mentioned the students I had last year had great ideas. But sometimes forgot to include them, so they were making a storyboard plan using 6 boxes. 

I have Year 3 and 4 class this year and wondered could they do a storyboard. I couldn't see why not they love to draw, anything to thwart writing.

We were planning our writing using a single picture which just wasn't the same for inspiring ideas. They would write one or two sentences and often thought they were done.

We divided the page into 4 the children had to draw before, 2 images showing during the event and an after. These images allowed the students to think past one image, and they started writing more. It was exciting to see.

Currently, we are writing Explanations - how to make /do /create...

So we started with a picture of what we need to use and a drawing of what it hopefully looks like at the end.

We are getting multiple sentences out of them without it looking too much like instructions.

Friday, 28 May 2021

Farewell

Time has come to take on new challenges and travel down a new path. After eight inspiring and stimulating years here it is time to say farewell. The staff, students and community will be missed, however, it is time to use my creative and digital skills in different ways so I am moving on to a new venture. 

I was given a handful of paper swans from the littluns at school,  a show of love and good wishes on my journey.

The Year 7 and 8 (who I had taught for a few of their years at this school) made beautiful cards, it was great to see the skills they had been taught with card making come out.


It was also nice to remember all the different things we have done together as a group and a school.


Stepping out into the unknown is always something I have found tricky, but I know the path is lit and bright. New challenges and adventures await.

Dear Tanya 

Kia ora koutou ka tipu haere tonu koutou.
(Wishing you all the best as you continue to grow and flourish)
Arohanui

Friday, 14 May 2021

ADHD - PLD at Papakura Intermediate

What do you know about Executive Functions?

Brain talk

Executive function and how the brain works to students with ADHD -
  • 10 yr - the world was spinning and she was standing still
  • 16 yr - walking on the road covered in marbles where does my next step go?

Our Brain Functions in 3 different States:

Executive State - What can I learn from this?
Emotional State - (Limbic system, Emotional) - Am I loved?


Survival State - Baby needs milk cry Am I safe?

If you Ask:
Why am I repeating myself 5-50 times, first thing in the morning

Emotional State
Frontal Cortex and settling to class
Flipping the lip - Daniels Siegal’s - Hand model

The student isn't ready for learning yet today they are dealing with other stuff they need to process first before learning can happen.

Survival State 
Fight or Flight I have to be here but I don't want to and don't know what to do.

Executive State
Brain fully developed - Early research said the early 20s, it's now thought the late 20s to early 30s 

What are executive functions?
We are not born with these, they develop over time.

Introducing Executive Functions

3 Core Executive Functioning Skills, used to diagnose ADHD
Working memory - short so can’t
Response Inhibition - constantly distracted
Cognitive Flexibility - strange to change task midway or the method of working it out

Other Executive Functioning skills:
Time Management, Task Initiation, Goal setting, Planning, Organisation, Metacognition, Goal setting

Development tasks requiring executive function skills for Year 6-8
Help out with chores around the home
Have daily responsibilities or tasks that can take up to an hour to complete
Use systems for organising school work
Follow school schedule, including changes

Four-steps for executive function and coaching

1. Teacher Check-in (identify 1 or 2)
The brain was made for social interactions
The highest score on teacher check-in sheet areas to target

Or Executive Functioning skills Rubric 
(Green, Yellow, Orange, Red - red out of control, green - shows control)
Self-control
Emotional control
Work habit
Flexibility
Time management and work completion


2. Student Voice

Student reflects on strengths and weakness to use strength to develop weaknesses
Identify the ways they use, they know they are struggling but know why this stage helps to identify often they know the strategies they use when things are working.


3. Collaborative plan
This is meaningless without steps one and two
Choose 1 or 2 skills to develop, Help them pinpoint when and what beginning of break, middle or end. Was it your voice struggle to control, that crowd that triggers me maybe I should be


4. Visual Support
Visual Representations of What we discuss!!!!!
Visual Representation better than oracy skills, auditory processing weaker than visual Create this image together
Picture to remind, chart to rate - use their creativity to support

E.g. Stop - image
Think
Act
Debrief/Revise - (Coach and Student Discuss how the tool is working decided when success is achieved and pick another problem situation to focus on)

RPI 9 - Sharing

Green is a strength, so they obviously stayed the same.  Blue was teaching practice to strengthen and integrate. Orange is now more confiden...