8. KO MARK TOKU TUNGĀNE
MY BROTHER IS MARK
KO CASS TOKU AUWAHINE
CASS IS MY SISTER-IN-LAW
They both teach at Southland Girls’ too!
9. KO PICKERING TOKU WHĀNAU – KO ERIN TOKU INGOA
PICKERING IS MY FAMILY – MY NAME IS ERIN
No Reira,
Tēnā koutou,
tēnā koutou,
tēnā koutou katoa
Therefore,
One greeting,
two greetings,
a final greeting to us all
10. Tēnā koutou, tēnā koutou, tēnā koutou katoa.
One greeting, two greetings, a final greeting to us all
NOREENMELVIN
11. KO TAKITIMU TE MAUNGA
TAKITIMU IS THE MOUNTAIN WHICH GRACES MY LAND
15. KO SOUTHLAND GIRLS’ HIGH SCHOOL TE KAUPAPA WHANAU
No Reira, Tēnā koutou, tēnā koutou, tēnā koutou katoa
Therefore, one greeting, two greetings, a final greeting to us all
18. You will:
Know the aspects of this programme and have a clear
understanding of how we will all operate
Have clarified your understanding by asking any questions
that have arisen
Feel confident to work together and share your practice
EXIT CARD:
JOURNAL WRITING -
Show your understanding of the programme by explaining the
needs you would like met and where you think the programme
will support you
BY THE END OF THE WORKSHOP…
23. By asking questions
By listening and thinking
By interacting, collaborating and sharing
Through discussion (oral language)
By co-operating and making decisions
By reading and writing
By checking on learning (ongoing)
Through feedback and reflection
IN THIS PROCESS I WILL LEARN…
24. Focus on learning outcomes with appropriate strategies
Planning for interaction
Thinking and questioning strategies
Opportunities for checking learning
Classroom management that goes with the selection on
strategies
Exit strategy (checking for ongoing learning)
Decision making for the next lesson
PRE-OBSERVATION PLANNING MEETING
25. Is linked to the discussion that has taken place in the Pre-
Observation meeting: the goal and thinking behind the
observation will arise from this meeting
Gives the opportunity for observation and feedback with us as
your facilitators
We can circulate and assist with the teaching process
Some aspects could be modelled
Could be co-teaching
Aspects of management can be shown initially
It can be flexible
Together we will make small steps and learn from each other
IN CLASS OBSERVATION
26. Strategy /
Teaching
Theory
Trial
State Learning
Outcome
Reflection / Next Steps
What happened?
What would I do again?
What would I do differently?
Eg. Stay
and Stray
Eg.
Comprehend
and explain
your thinking
on x and then
compare your
thinking with
others
Eg. Using this strategy meant my students were thinking
about what they had learnt and then had be able to
summarise and explain it. Then they had to go around
hearing other ideas and compare that thinking with their
own.
Most of the students listened to others and came back to
their group. I noticed that a small number of students
seemed to not be interested in learning in this way. Next
time I will take more time to explain that everyone in the
group has an individual responsibility and I will set a task
for the group to do as a stay and stray that is not so
academically challenging to begin with so they can learn
group skills. Perhaps a reflection on being in a group will
help.
JOURNAL WRITING
27. Please bring your journal writing each time you meet with
Noreen or Erin
You can email these to us if you choose or handwrite:
noreen.melvin@southlandgirls.school.nz
erin.pickering@southlandgirls.school.nz
This journal is a form of the Action / Research cycle that
many of you have used with teaching study. It will be used to
inform our work with you and will be a tool that helps you to
learn and develop your teaching.
JOURNAL WRITING CONT.
29. Going first shows you have confidence
and belief in what you do
Being able to articulate good practice
means you are more likely to continue
with that practice
HOW WILL THIS HELP ME TO LEARN AS A
TEACHER?
31. HOW WILL THIS HELP ME TO LEARN AS A
TEACHER?
Boosts self esteem
Allows you as a teacher to hear the
good practice you haven’t already
identified
Can link some of your teaching to
already established theory
33. HOW WILL THIS HELP ME TO LEARN AS A
TEACHER?
You, as the teacher, become the person
who is deciding the changes you will
make in your practice – this lets you
take steps at your own pace
Allows you to reflect on your teaching
practice with support and make
decisions for change
Allows you to talk about the theory
behind the changes you will make
35. HOW WILL THIS HELP ME TO LEARN AS A
TEACHER?
Gives further thought for reflection
Reaffirms your own thinking about the
changes you want to make in your
teaching
36. Links theory to practice
Promotes reflection
Articulates good practice which is then more likely to continue
Based on strength based counseling
Helps teachers to understand theory
Increases self esteem
Going first gives you as the teacher confidence and belief
around what you do
IN SUMMARY
37. JOURNAL WRITING
Show your understanding of the programme by explaining the
needs you would like met and where you think the programme
will support you
3-2-1
3 things that have excited you about the upcoming
programme
2 things you’ve learnt today
1 question you have
EXIT CARD
Editor's Notes
Noreen and Erin introduce themselvesPRC staff are seated in 4 and introduce themselves to each other too
Introduce what we teach / classesWe are not here to…
PRC staff form groups of four and carry out match up exercise. They need to come to a shared group decision for the final match up – why this order, why this aspect with that explanation etc. Once they have finished they should use the post-it notes to indicate any questions they have about the programme / stages. Noreen or Erin will be reading these as they come in to make decisions of what can be answered now, what will be answered as we go etc
Pair chat – what learning would you use? Where?
F
Use a grammatical skill
Show blank thought bubbleThink pair share after each video clip
