Professional Development with Jannie

Friday 12th April 2019

Teacher only day at Point England School, We had Professional Development. We had DMiC with Don and then we had the great Dr Jannie Van Hees.  Here are some notes that i took during our Professional Development with Jannie Van Hees.

Quantity of Quality Text.

Knowledge Capability

Vocabulary Capability

Language Capability

• Learning goes to a pace to learn.
• Quantities are there, quality is there but not showing in my teachings at the moment.

ORAL LANGUAGE

Thinking and Meaning

Concept Knowledge

Vocabulary

Language Structures

=

Heightened Levels of Complexity

Reading and Writing

Capable in Language

Understanding - Expressing

BOTH in spoken and written

Children / young people

Language / Learning Acquisition potential is Astounding

Uptake

Its Mine

Learning Language - Quantity - Quality

• Others language available to me
• Me trying out and using
• Provide language
• How much time am i spending on Language use
• General Knowledge, Specific Knowledge and What I know

Under Optimising Learning Conditions

Optimising Learning Conditions

Attention to and noticing

Effortful and Purposeful engagement and interaction

ALL participating

Triggering the known to connect to the new

Stretching the Learners current Language

Multiple encounters

Context Relevant

Facilitate through engaging mediating tools

Persons, Tasks, Activities.

Flourishing My Learning and Language - Learner Attention

• Focus and notice
• Put in the effort
• Take part fully.
• Push myself to the edge
• Dig deep for what i already know
• Learn from others
• I share - Others gain from me
• Think and talk - Think and read
• Wondering and Asking opens up possibilities

DEEP DIVE IN ACTION

• Talking together
• Say more and talk with detail - What words and ideas that gift your (learners)
• Use words and ideas so your audience really
• knowledge and words.
• You could say - So much more detail
• Talk the detail - Higher level vocabulary - More complex ideas
• Words give meaning
• STOP saying its more interesting, say Because you added more detail i now know what you mean.
• Learners need to dig deep to talk the detail.
• The more words you have in your life the more you are language capable.
• Learning around Sentencing -
• Make the shift for kids
• Talk with detail - tell with detail
• STOP using easy words - Explore different Vocabulary
• UNLAZY their brains - don’t useless the words that are in your head now, think of other words other than that.

DMiC Professional Development

Friday 12th April 2019

Teacher only day at Point England School, We had Professional Development. We had DMiC with Don and then we had the great Dr Jannie Van Hees.  Here are some notes that i took during our Professional Development with Don.

Complex Instruction -

1. Promotes a different understanding of how people learn.
2. A different image of what it means to understand a mathematical idea.
3. It builds on the idea that learning is complex, and that learners because they bring different ideas and understandings to a problem, will make sense of the learning challenge it presents in multiple ways.

Looking at student engagement in the classroom

• Understand the mathematical ideas.
• Student has to engage into the maths - Setting Group Norms - Do you understand what i am trying to explain to you - Can you tell me again - Can you show me a different way -
• Recognise the students contributions - work hard to build their relationships - Relationships are Key
• Students are going to learn because of the relationship you and the student makes.
• Indicate the different talents each individual student has.
• Pushing for engagement.
• Having appropriate levels for the students,
• Lifting CONFIDENCE in students - EMPOWERING the student with their learning.

Social and Academic Status.

• People often make decisions about other people’s intellectual abilities on the basis of certain characteristic that the community values.
• What might some of these characteristic be that are historically assigned more values.
• RULE in class - During LEARNING time nobody can say NO!! To anyone that asks for help.
• Giving the student time but ensuring the student knows i am still going to ask them for an answer.
• Let them share back if their answers are the SAME as someone else has already said.
• 
  

What is “assigned value”

English has more assigned value than to other languages. It is often assumed that non - fluent English speakers do not have the same competence as those of the native English speaker.

This link to another belief that people with white skin are more intellectual.

How do people act on the assumption?

How many ways can you see this played out in the classroom and why?

Non - English (Second Language) speaking

One student might ignore a samoan students idea and dominate because she assumes his lack of English fluency makes him dumb at maths.

A Tongan student might disengage because he believes that the white kids in the group will be better at maths.

Can you think of more?

WHAT IS THE EFFECT ON EVERYONE’S LEARNING?

• Students that are disruptive are usually BORED

What is Participating in Learning?

What we believe about our own intellectual abilities and those of others.

Status Generalisation.

• This term helps us to understand how the characteristics between people differ and how these are pooled so that status is alloted.
• Status is local and changes within settings.
• Status differences in classrooms reflect those of the wider society.
• Many local status characteristics derive from the school and class culture.

Children watch and interpert teachers actions to see what is visual. What happens when a teacher gives frequent negative feedback to a child.

• Launch the problem, Make sure you unpack problem properly and see if the students can come up with the correct answer.
• Make sure the connect is right. Compare and build.

The effect of status.

• When students work in small groups the differences in status (not strengths or motivation) shapes who talks, who others listen to, and who’s ideas direct what decisions are made.

How can you build these into the classroom culture.

• Including others that don’t understand.
• Having a chance to have a say.
• Maths Norms = Class wide Norms