UBRS Understanding behaviour and responding safely.

 27/01/2023 Key Points

1. Understanding behaviour
Behaviour is everything learnt purposeful changable.

Valuing diverse cultures using Te Whare o Tapa Whā. (Mason Durie)
(thinking about what is valued from each culture, respect to elders; Pasifika, looking after siblings; Māori, calmness; Inuit)

Essential Behaviour principals

All we do is behave

Behaviour is learned

Behaviour must be observable measurable

Behaviour tends to triggered

Behaviour is purposeful depends on context, behaviour skill set.

Behaviour is controlled reinforced by what happens afterwards.

We often manage the what and not the why.

Understand the why in a behaviour work what the student 'needs', it might be a calm place, quiet, food, somewhere to go.

The Brain is Important

Stem (auto motor functions)

Limbic System (produces emotions and body chemicals)

Cerebellum (stores reactions to limbic functions, fight and flight)

Cerebral Cortex (thinking bits)

Self Reflection

Is dependant on your own behaviours and experiences.

Shaped by experiences

Understand ourselves means we can help others.

Knowing what pushes your buttons enables you to mitigate your own behaviours.

Thinking about what triggers you and was it you that triggered

Managing Responses.

The only thing we can control is what we do and believe when we are faced with a challenging situation. Make it about the process and not the person. Respond constructively to any situation.

Understanding stress response involves a Hierarchical Brain.

The first three years are absolutely critical to the well being of our children.

The brain develops in the order mentioned in The Brain is Important.

Tolerable stress or anxiety is a good thing, allowing situations for students that develop a regulation of their emotions when faced with challenges.

Te Hiku OKORO Professional Development Te Reo Maori 2022

Te Hiku OKORO  Professional Development Te Reo Maori 2022

Te Hiku Okoro is a Te Reo Maori learning initiative promoted for teachers to learn and grow in confidence with Te Reo Maori.

Different classes are levelled to accommodate different abilities, knowledge and it is also about confidence.

Our group has been working on being able to pronounce the basic short and long vowels.

a,e,i,o,u

a = Are

e = There

I = Three

O = Or

U = Two

Tohu To Long vowels. A,e,I,o,u, tohuto (macrons)

We have also been learning to pronounce OROTAKI/CONSONANTS.

h k m n ng p r t w wh

h k m n p w are pronounced similar to English

ng, r, t, wh are a little different and require a bit more Practice

First Consonant work

Ng pronounced like singer nga nge ng ingo ngu

Rr Pronounced like cats purr ra re ri ro ru

Rapu rare

Tt pronounced ta, te, ti, to tu

Wh pronounced like English f.

Wha

Another aspect of our work today has been Kuoro/SYLLABLES ( song remember A ha ka ma nga etc)

A ha ka ma na pa ra ta wa nga wha

E he ke me ne ne pe re te we nge whe

I hi ki mi ni ri t iwi ngi whi

O ho ko mo no po ro to wo ngo who

U hu ku mu nu ru tu wu ngu whu

 

Lastly we had a go at Oro Tapara / Dipthongs    (ororua)

Combination of vowel sounds

Ae, ai, ao, au

Ea,ei,eo,eu

Ia, ie, io, iu

Oa, oe, oi, ou

The day was light hearted but had a serious bent in as much as we have real objectives and a fairly heavy course load to consider for the rest of the year, this including online mahi, zoom koreros, and block course work at our local kura.

Some aspects were also important to remember that games, songs, rhymes and chants are an intrinsic part of learning Te Reo Maori as in fact they would be for most languages, we all remember rhymes and songs learned in childhood even if the reasons and knowledge for those rhymes are not generally understood, Ring o Rosies is according to most scholars not an interpretation of the Black Death (a 20^th century interpretation) but may have earlier roots in European dance and folk law. Perhaps derived from pagan celebrations as many of our European customs are based on today.

I look forward to seeing the course work and the things we can work on in the future.

 

 

 

 

 

  

Minecraft in the Classroom for Beginners

 Online toolkit hosted by Manaiakalani.

Very brief presentation on the Minecraft platform for Education.

I think that as far as Minecraft goes most of our students or anyone under the age of 20 are MILES ahead of any educator in creating, or modding in Minecraft. 

One of the takeouts from this is to use shorter or finite build challenges in Minecraft, letting the students loose in a whole world with a range of possibilities is perhaps a way to enter into chaos.

Another takeout would be to make the Minecraft activity a topic specific or curriculum linked activity so that the learning is linked to specific outcomes.

Challenges in specific worlds is a good way to keep students in a specific world and can be a good way to encourage collaboration, there need to be specific rules around online behavior and etiquette.

Research around the benefits to students learning around the Minecraft Platform would be beneficial to fine tune educational opportunities. Another aspect is to encourage whanau to engage with his platform and to have a constructive dialogue about the positive outcomes for students from Minecraft Edu.

Papakura Central School Minercraft Club

Minecraft for Beginners - Louise Fox

Blogger of the week SMART GOAL 11/01/2019

Teaching as Inquiry; Student Agency/Empowering Students

My SMART GOAL developing Student Agency.

Specific; get students to blog at least once per week about their learning in maths.

Measurable; Check and organise after Maths session Thursday morning.

Achievable; Create time and develop cohort enthusiasm.

Relevant; Reward System Blogger of the Week Student Choice (Rubric).

Timely; by next Thursday.

Differentiation and UDL 1

 Working on differentiation and UDL how these would be incorporated into our learning space

Prior understanding;

  

UDL & the Learning Brain

Task Differentation

So a UDL learning framework relies on a variety of ways for students to learn. 

The concept of neuro-variability is important for educators, because it reminds us that learners do not have an isolated learning “style”, but instead rely on many parts of the brain working together to function within a given context. There is no single way a brain will perceive, engage with, or execute a task. Variability is not just an important consideration for thinking about differences between students, but also within students in different contexts.

The Importance of PK

Previous experiences drive our interest and engagement, perception and attention, and goals and actions. The nervous system constantly makes predictions and anticipates how we will fare in a particular environment or towards a particular goal.

The Importance of WALT WILF and SUCCESS CRITERIA

Goals drive the nervous system. Essential to any learning experience is a clear goal. A clear goal enables the nervous system to direct energy purposefully to build relevance, perceive information, and act strategically. Ultimately, educators and learners need to be aware of the intended learning goals so that they can begin to build connections, connect to background knowledge, and practice for expertise. 

AFL (Assessment for Learning)

Link from UDL and the brain,  Frequent, formative feedback and opportunities for active learning create and strengthen the connections within our learning brains. Our brains are not fixed, but grow and change with use.

How to Plan using UDL

Waitangi Manaaikalani TOD 28/01/2021

 Waitangi Manaaikalani TOD 28/01/20211. 

Future Focusing your School

Identify your influencers and blockers that will help or hinder your school focusing on future trends and decisions regarding curriculum and delivery.

Identify trends in school data that need addressing, confront problems, identify strengths with staff and enablers.

Don't focus on data look at their(students) strengths, what are the enablers for them these may be different to yours. Introduce learning that engages, change the pedagogy enable effective teaching with staff.

Think about where are our students going in the future, student profile, what opportunities in community, opportunities beyond the area (ie university), target students for specific opportunities (certification, diploma, degree).

Create time for PD if you are creating different opportunities.

The Stocktake

Developing your curriculum.

Teachers, Curriculum, Resources, Future.

Identify issues that are stopping core business, strengthen home links and whanau inclusive environment.

COL for digital professional development.

Stuff you need to do to see what is happening in your school.

Walk around, Take photos, Ask questions, Google it, Go to town.

What do you want in your school?

2. Physical Computing (Micro-bits)

What are Electronics (programming chipset) class discussions.

Understand how circuits work as a part of curriculum learning.

(Hands on Paper Circuits) upload from Makerspace.

Microbits online site for virtual programming.

https://makecode.microbit.org/

Ground the programming into authentic contexts such as the classroom environment (alarms, lighting, heating. Code micro-bit to perform a function fire alarm is pushed (lights, sound external alert) connect headphones using alligator clips and code in volume control. Temperature control, Noise control. Hinaki alert in a trap.

Presentation Link; https://docs.google.com/presentation/d/11QZK1l3yFixajZGKzWxS7IiyIlhf1wzzXfwa7uTCR3g/edit#slide=id.ga47b8730b1_0_0

3. EPro8 Challenge - Engineer, Problem Solve and Innovate

What Tautoro School have been working with the challenges for three years.

Learning develops over time particularly with the engineering and programing. Kaupapa is based around a cycle of Thinking Doing Testing. 

1. Challenges are chosen.

2. Roles assigned Reader Designer Tester Builder.

Student engagement, perseverance, self determination, having choice of your learning, student led, achievement/confidence (Mana), collaboration, 

Challenges can be done with materials from a hardware store and/or using the Epro8 kits.

Challenges

4. Blake Inspire

Different areas from Blake Inspire 

Blake expeditions for Teachers to learn about the environment and how to teach this to students. Education dept funded)

New program Blake VR program utilises experience, understand, action.

experience; the VR environment.

understand; what we are seeing and discuss the implications

action; so what do we need to do and how could this be achieved.

Rahui vs Marine Reserve

33% of land sites are protected

.27% sea based sites are protected

Lots of resources for students Blake Inspire Website, New Zealand Geographic, School VR Roadshow.

www.blakenz.org

www.nzgeo.com/vr/

Cognition Graduate Profile and Planning PD Oruaiti School 04/02/2021

Cognition Education 

Planning  

Rob, Kaiya, Diane, Cindy, Sarah, Kara, Meg, Mark,

Introductions and reflecting on how 2020 was for us and our students and what we see going forward.

Why are we designing a graduate Profile?

• Streamline what we do well
• Internal Review
• Transition 
• Improve local curriculum
• Integrate PD
• Best Students 

Underpin our graduate profile using coherent pathways with beacons that highlight the progress in our school.

Provides a clear pathway for students whanau and community.

School vision, values are the main driving force for our Graduate Profile.

Graduate Profile

What does this look like at different levels and then create a rubric to provide goals and give something for them to aim for.

Inspire (more about personal and interpersonal skills ie how do kids inspire each other.

Create literacy etc expectations were not specific across the curriculum. 

"IDEAS ARE NOTHING UNLESS THEY ARE PUT INTO ACTION IN MEANINGFUL WAYS"

Spring boarding off our graduate profile for our content for 2021.

How can I plan for opportunities to teach the GP?

A good starting place would be using the whare tapa wha model (NZC - expectations, GP- Inspire, Student Wellbeing)

We did a collaborative planning project that looked at a planning scenario

Junior (put your own reflection here)

Explore terms friendships, relationships, feelings tuakana-teina develop projects inside the school and maybe include whanau.

Middle (put your own reflection here)

Look at different games and how they promote friendships, relationships, feelings tuakana-teina. Develop projects that and games that include whanau and community resources.

Senior (put your own reflection here)

Project to organise events at school that promote friendships, relationships, feelings tuakana-teina.. Collect data survey community pilot projects and creating

UDL Katie Novak is a good resource for curriculum design.