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Observation of LI and SC

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I planned to be observed for a lesson and then I decided to have an assessment in that time instead, as the kids were ready.  The lesson I ended up doing for observation was a revision of how to show probability as a fraction and then also put that fraction on a single number line.  The students could already do it but they needed to be able to explain how they worked it out.  I decided the best way for my kids to do this as revision would be build me a SC to tell me what is happening in their brains.  For instance: the chance of rolling a number under 3 on a dice of 6 would be: 2/6.  Show me on whiteboards and then help me write the SC as a do some more.  My reflection of the lesson was: it was great the kids were familiar with the making the fraction but I should have given them some more vocab to talk about the numerator some more. We are great at denominator talk, but without this language, it makes it hard for them to say what the numerator is doing.  I've trialled many things
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Contributions to the Learning of Others 2024 PFD

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 Whole School Teams Transfer Our school is transferring from a one-drive, onenote, gdrive, combo, outlook,  (which is a bit messy) to a Teams one stop shop for all communication and collaborative work.  As I have done work on this before, I have joined the Digital Innovation Team and will be heading the transfer along with my other digital native colleagues. To assist with this process  we have created a slideshow to help navigate the transition.  I wil include the layout without the slideshow because I didn't make it on my own and I don't want to breach the trust of my colleagues.  Using Agency to increase engagement and differentiation in a digital classroom.   We talked about the benefits that link back to Dr. Helen Street and Kath Murdoch's research about increased motivation and belonging.  this wasn't something we had thought about until the day of presenting so it was nice to be able to so closely align with the key note speakers.  We introduced our classroom cul
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Pupil free Day 2024 Curiostity and Powerful Learning Conference at Yeronga State School

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 Day 2:  Kath Murdoch & Dr, Helen Street Autonomy turns into collaboration because the more you agency you have, the more you are wanting to and willing to contribute to the team.  Teacher agency leads to student agency.  WE CAN KEEP DOING THIS BY REFELCTING AT THE END OF EACH SESSION,  BASED ON THE QUESTION: WHAT DID YOU LEARN.  Bridging the concepts of what you learnt will be easier if we start with recording our prior knowldge Next stesp: how can I do this in HASS? You need to get buy-in from the kids before you start practicing a new thing. How can you expand their understanding by incorporating a thing they like to do with the activity? Drawing, painting, etc.  It is good to help with perspective by using the pictures from the internet that people see differently. it's from lived experience.  Like the blue and white dress.  You must find out what matters to the children before you can start.  Visible Thinking Routines "Making thinking Visible" Peel the fruit, is
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Pupil free Day 2024 Version 9 of the curriculum. Maths and Reading.

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 Pupil Free Day notes Day 1:  1:Use the new reading portal made by the DoE It is based around the Science of Reading, but so is the ADSS reading framework, so I am already on the right track.  2:There is also a new classroom management hub that is there to help purely with classroom management.  3:There is a new Education Futures Institute run by the DoE, which includes many programs that you can take.  Short course catalogue is here, but you need to log into oneportal.  There are some short courses that I could do in management/ mentoring.  Maths Curriculum Version 9 Peter sullivan has written a book that I should look at which will help with Maths teaching and aligns to the curriuclum.  Important key ideas; do something that isn't already known.  reasoning in key  students do the heavy lifting.  I can do this in Number talks by using the sentence frame "I know this becasue..." when they give an answer.  Don't forget to keep doing  WHERE IS My mistake? Look at Ait
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Reflection of observation- Differentiation in Guided reading groups

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  My original thoughts: Thinking about differentiation prior to the observation I was thinking about how I differentiate for the group based on the things I do already. Concerned I wasn't differentiating effectively,  I explicitly listed the things I think I do: -ask the students to indicate silently they have an idea so that all students have to take part/ have thinking time -ensuring that the children that find it harder to follow along are next to me with the louder and more focused participants at the other end of the table -ensure we record our ideas so that we can return to them later if needed, or for those students are away often, they can see what happened while they were away.  -I often walk away from the table while they talk, giving the shy students an opportunity to talk without the teacher present. To eliminate that fear that they will say the wrong thing. (I am always within ear shot and paying attention, but pretend I am not.) -ensure I use the 'STOP' call o
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Language Friendly Classroom for Students with Developmental Language Disorder

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Neurodiversity in Learners

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Nuerodiversity refers to students who have or display symptoms of ADHD, ASD, Dyscalculia, Dyslexia, and Speech Disorders.  They effect Cognitive processing and therefore Executive functioning is impaired.  In order to ensure we have access to all the things we want to use/do. (People hours, tools, learning etc) we need to make sure we are collating our PLPs well so that we can show all our needs. Any level of adjustment gets funding and we no longer need a diagnosis for that funding to be put in place.  When talking to parents sometimes it's hard to know how to say that their child will not directly access their allocated '2 hours' or however it has been stated in the medical feild. Instead say: 'Our school already allocates extra people per grade to account for all of our diverse learners. We can definitely look at other things that they can access at our school from now on that is different to what they already recieve." Time will be given in staff meetings to up
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