Sally Avern's Professional Journey

 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

 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

  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

 

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

  To be continued.... Next Reading: