great ideas

http://www.cultofpedagogy.com/grecian-urn-lesson/

Planning for diversity

https://www.edutopia.org/blog/warm-demander-equity-approach-matt-alexander

Thus sounds like an approach that would work well for Hornby students; high expectations in a supportive environment.

School schedule changes

Alternatives to the class novel study
Could translate to learning about a play quite readily.

10 Ideas for Engaging Learning Stations

These are learning stations that I’ve had success with. As I mentioned, I don’t set up all 10 every time we work with stations—I’ll use five or six of these at a time.

Annotate the Text: Have students identify important elements of the book as they read. Diigo is an excellent resource.

Character Profiles: Have students create profiles of significant characters. They can use Glogster to build a collage of pictures and details about each one.

Interview the Author: Have your students read about the author of their book. The group then composes questions and answers, and records an interview with one student playing the interviewer and another the author. Students can use tools like Snapchat and WeVideo to record themselves.

Tone/Mood: Have students identify the tone or the mood in different passages throughout the text, and then have them record themselves reading quotes in that tone or in a way that evokes that mood.

Theme: Have students identify a major lesson the author is trying to teach. Create a movie poster that portrays that lesson. This can be done on paper or using Google Drawings.

Movie Adaptation: If there is a movie adaptation of the book, have your students watch clips on YouTube. They can take notes using VideoNot.es and compare the clips with the book.

Plot Development: Have students create a timeline or Google Docs presentation of major events in the story. Tiki-toki is a good resource for creating timelines.

The Bigger Picture: Have students relate a major issue in the book to something going on in the world today. Newsela is useful for this.

Video Blogs: Instead of answering a traditional journal question about the book, have students record themselves talking about the book. Flipgrid works really well.

Goodreads Chat: Have your groups participate in a chat about their book with the community at Goodreads.

Learning Stations in Drama- how could this? Choice or direction
1. Learn lines
2. Character research [role on the wall, icebergs, Stanislavsky questions] - Blogging
3. Space: set; audience, blocking
4. Movement- Laban/ Leading body part/ animals
5.Voice- vocabulary
6. Rehearsal process

Research on streaming

Reading articles shared by Ey.

In cnjunction with survey/ interviews of year 9 students getting "student voice"

Notes from conference

Communication and Relationships  Dr James T Webb

Important that forming relationships with 1 or 2 adults helps gate students, family and school. They are intense and challenging but it is important that they feel they belong. They need resilience,  values and self efficacy. Treat  them with intellectual  respect, but consider asynchronicity in their development.Wisdom and intelligence are not the same thing.

Match the academic program to the child, there is no right program, it will vary year by year.

Relate this to flexible curriculum.. why shouldn't yr 7 do Shakespeare?Are our able students being frustrated,  holding themselves back?

Descriptive praise - "I admire.. "show your expectations / catch them  doing something  right /start with their area of interest  and branch off into ours, eg: "I look forward to your report on..". 

Model the behavior you want to see, think ,would you say that to another adult? 

Killer statements that kill motivation,  eg. You can"t  do that, it's a waste of time..weren't you listening?

Frequency: have lots of short special times, eg breakfast before school 

Set limits, but enjoy power struggles  "don't shoo flies" , book...Children:The Challenge. 

Educators.,  as well as parents,  can rescue too much

Model resilience in tradition breaking, we want to foster critical thinking skills. Cost...benefit. .know When it is too costly to challenge a tradition ?
Cradles of Eminence 

Compassion fatigue. .. so nurture yourself 

Gripes and grizzles Gate student  VOICE 
What students complain about. A survey of 40 North Island schools.  

These researchers run focus groups as part of needs analysis. 

Students at all levels ask for more challenge and more fun, which doesn't mean entertainment, it means engagement. 

Primary ask for more challenging work most, secondary tend to set their own challenges by option choices & assets.

Will slide show be available  [yes]

Kaplan depth and complexity, .learning pit reading based on capability not age.

Keep testing. .above level testing

Self management 

What to do when you are finished.. why are there no next steps, you put a ceiling on my pace,  plan more explicitly for neXT steps.. differentiation ml

Modern learning practise...should be good for gate , online extras eg..education perfect  (maths), model un, extension activities 

 Secondary. . Watch assessment workload

Student  CHOICE

Want to work with like minded kids.. flexible groupings
Impact of disruptive students,

How to.. give choice??eg. Maker model, genius hour, problem  solving,  skills tutorials on needs basis,  inverted blogs,  education for sustainability,  

Educational programs. . A range works, there is no one answer as a students needs can change  year by year.

Heterogenous grouping is one programme but it only works in a 30 to 40 IQ point range, or l the less able give up and most able become  intolerant. 

Home school partnership. . Parents often feel excluded from school as their children get older but teachers NEED to know  what a child's passion is so that the learning is 24/7.

Organizational structure. . Students think they don't get time to finish things, "don't rush us"

Extension classes enjoyed by students at high school  by not popular with admin. Elitist. 

Physical warmup before intellectual work.

More integrated curriculum. 

Books aimed at higher level.

Stratagies 

Someone to meet regularly with gate students and talk about how they are feeling about school ..Gare coordinate,  counsellior, dean 

Like minded peers

Mindiet

Social action

Teach to excellence

Big picture  for ncea course..

Be passionate

Learn  a language 

More drama

Don't stop and start. .science, dance, eotc

More leadership oops

DIFFERENTATION 

Fostering resilience..Nadine ballan

Low socioeconomic backgrounds 

Motivation qnd underachievment in gifted children.. Dr James  Webb

Motivation. ..gate usually motivated unless depressed,  reframe? ? How can we channel,  harness  motivation. Above average  plus task commitment plus create ivity equals the model of gifted adults, ,, does not work to identify children.

Research. ..shows stressedo teacherso directly impacts on students.research. ?

10pm question. .Kate DE goldi. 

H

Family encourage & model/family's  value learning /practice  to experts/self efficacy, selftalk  (dwerk)/deliberate  practise/ resilience /emotional resilience educational programmes 

Teach children to underachieving. . Don't answer all the questions,  don't ask so many questions, , you get 100% on every test.. no challenge. 

What is optimal actually achievement?  What should  we expect? 

See flashes of brilliance  but day dreams, procrastinate , incomplete work, refuses

Why underachieveducation. . Physical,  social &emotional,  schooligans reasonz. POVERTY,  COMPLICATED FAMILIES, FEAR & DEPRESSION,  DEPENDENCY & EMESHMENTS,  ANGER  & rebellion , Friendships & peer pressure  

Scoot reasons.. toxic classrooms, unsupported,  educational  misplace mentioned. . May Need different groups (asynchronous ) poor study habits, lacks persistence,  insufficient   attention to thinking a style,  task seems irrelevant 

Achievers value school,  believe in themselves, self regulated behaviour 

Stratagies. . Assess reasons, start where child is and try to transfer motivation, positive,  recognize accomplishments,  use anticipatatoy praise and expect achievement. 

Vary praise, eg notes,  encourage  not criticism,  sarcasm  punishment a, Relationship . Special time WORKS.quarenteed focused time..5 minuts

Paul  Torrance  teachers making a difference. 

earning pit model.. James Nottingham refers to the learning challenge. .

, ellen pronunced EE..lyn , who is st andrews gate leader, Ellen also teachers sustainability along with outdoor education teacher

Resilience.. using climate change as a context, the age of resilience video clip the age of resilience. Man on global warming we are in age of anthropogenic

PIT..Challenges, jump in..risk? AA Fable illustratING. .we need to work together to get out of the pit problem./ transformationall learning , going through the pit , slough of despair, on the road to learning 

Relates to problem sling challenges 

Images of learning pit... need  take risks to learn. .the learning process, how to climb out,  Ned colaboratory, link with his change,  James Nottingham discusses how encouragment leads to learning

Stage 1 concep...the initial idea unitructured solo

Stage 2  conflict. . Cognative conflict multistructural

Stage 3 construct .. making meaning.. solo relational

Stage 4 relfleck. . Cyclical process, extended abstract

Why should we  have a gate programme at his. . The risk not just to children's learning but to their health and wellbeing,  al

Saturday .. social  ànd emotional needs of gifted children  Dr James t Webb , many publications,  psycolgist. 

..importance of parental role , lack of support often, mislabeled add,  odd

..background. .started memorial programs after suicide of gifted young man , called  SANG

Www.great potential press. COM

WWW.hoagie gifted. COM

WWW.SENGIFTED.OR

WWW.Ditd. ORG

Ditd

NOTE ALL in lower case. 

Optimum intelligence range iq 120 to 145 , most society leaters are in this range, research only looked at those defined as gifted by schools, selective bias. Wears psychiatrist,  psycolgists see gifted with  issues.

1/4 to 1/2 students  gate students time in class is spent waiting for others  to catch up.see ppta article?  

Intense sleep,  hours may be less or more than average but will be intense 

Gifted commonly have poor hand writing ..thoughts hurry, see cali graph as pointless

Iep s challenge due at asynchronizit. .. risk underachieving,   limited by underabilities

Thinking styles. 

Dabrowskis theory of over excitabilititits. .. the brighter the child the more excitabilities

Higher likelihood of auto immune disorders in highly gifted.

Glucose.. brain consumes far more glucose than average,  need high protein  snacks to level out energy levels, gifted react differently to others. 

Existential depression. 

Lisa river.. parents quide to giftrf teens

Needs.. flexible education,  match the programme to the child, health care and understanding. 

What can I share with school system...needs

Friday , a parent focused presentaion  by rose blackett, a nz perspective.  Psychologist,  focus social and emotional needs. Audience is very monoculturAL,  white, middle class women (of course this is a superficial  judgement) and that definition includes me. Historic AL and international variations.  Nz .history of gate research here, early cutting edge research,  1948.

Write up for next newsletter as info for parents, , link with writers workshop.

How would I know if my child is gifted? Tests.. easy to see but maybe reasons for not  scoring well on tests, such as cultural, language, 2e .. dyslexia. Maybe specific skills,  music, sport..  interested,  passionate,  questioning. .clever, creative ànd Commited. Research,  spiritual,  wisdom. 

Are they seeking Challenges.. theatre sports, poetry..Kimberly high commended... Shakespeare festival,  find your billion,  sports programme..inside class opportunities.

Parents often find their child is eager to be involved in a lot of activities,  they want to try new things. Bored. .can be disruptive or withdrawn. Support what they are gifted at, don't focus on the deficits.  

Off level testing..keep testing up. 

te whariki ..whakama,  empower children -kc: managing self : the power of yet: can do glasses (doom and gloom glasses, rose tinted classses. Montisorri programme.. giftednz@gmail.com. Cultural persepective?gender cn affect resiliene.(latin- springing back)what is resileine - in developmentl psychopathology (mental health) what is appropriate resilience for the developmental age of the child. So how does that affet a child whose is developing asynchronicity. Acknowledge feelings. are we abnormalising a behaviour which is developmentally appropriate.

is the normative scale of developig human behviour really problemetising behaviour outside he :norml: range? Gate studens can be at isk because they don<t fit in. 

Is a bored questionig child showing a lack of resilience or challengin the system/for he better. are we just using it to mean :fi in:

Gifted children conference

http://www.giftedchildren.org.nz/

Challenges for gifted children in the education system

This  article  from principal very much links with some research presented at the NZ Association for Gifted Children conference this weekend. University of Waikato research with gifted students in 40 schools yr 1-13, students want challenge, differentiation and the chance to learn with intellectual peers. It was the professional opinion of the researchers that a modern learning pedagogy could offer more to gifted students. {ps: I am working on my notes to share and the presenters notes/slide shows should be available soon]

http://www.giftedchildren.org.nz/

GENIUS Hour

Presentation  to staff meeting 5/8/16 Caroline Marsh from Christ College.
Process of Genius Hour
Staff shared ideas
Next steps- Music/Drama shared yr 10 slot to spend 1 day a week next term on a trial Genius Hour [Arts presentation] I think I will give the Whanau Class a Maori poem to interpret as they see fit [play/lighting design/music/dance/set design]
Define genius [Latin]- to create
Students who want to learn and have fun learning: the WHY of project based learning. How can I trial this with 7/8Wh next term - 1 hour. Share video and prezis with examples to engage class, Can work alone or in 2's or 3's.Sounds like learn-create-share. Need to co-construct the success criteria. I liked the 10 Principles. Links well with community or future problem solving. They shared new skills, eg: garage band. Checkpoints. Own time learning. Structured framework- checkpoints/timeframes.
In set up-talked with parents and asked that the boys were left to do their own project.
Assessment- oral language [English] based. cmarsh@christcollege.com.

Specialist Classroom Teacher

• preparing plan to trial on genius hour with 10 Music/10Drama
• KEP observations 12 plus meetings; Monday 15th Rongohu te hau [whole school observation]
• SCT - reading up on SCT role preliminary to writing new job description for  next incumbent.
• Meeting - confering with Sn & PPTA
• GATE - FindYourBillion; Creative writing- Bv; CAGE
• Helping with NCEA moderation.

Specialist Classroom Teacher

KEP observations 12 plus meetings
TAI - reading up on SCT role preliminary to writing new job description for  next incumbent.
Meeting - confering with Sn & PPTA
GATE - FindYourBillion; Creative writing- Bv; CAGE
Helping with NCEA moderation.

Moving to whole school blogging

https://sites.google.com/a/hornby.school.nz/hornby-high-school-e_learning-journey/professional-development-at-hornby-high-school/studentblogs15thaugust2015

Using blogs - whole school roll out of student blogs should happen soon.

Theatre Sports

Theatre Sports- 5 studens at a theatre sports workshop we hosted

Graduate Profile - connecting year 7-10

Staff meeting- Graduate Profile end of year 10.

• what do they need to be successful NCEA students
• a view to the future 2012

Critical thinking- literacy: interpreting text

Communication - oral, written,visual [arts]

Collaboration - working with others, diverse people

Creativity

Cultural awareness - being narrow; using racist language NOT a way to be successful; we must value diversity

Anna and Lachlan: ready for success

-confident; acts on feedback [resilience]

- take opportunities

- building from where they are

Working together on google doc

Teach that essay

Student need to express idea in writing

18/08/16

Session with "Write that Essay" with English Dept

Critiqued a L 3 students Drama intentions 2/3rd is waffle. The scaffolding of paragraphs should really help exam students. Paragraph structures should be matched to the question.

Kia eke panuku

http://kep.org.nz/assets/resources/site/Voices7-9.Evidence-to-Accelerate.pdf
7.30am meetings Thursdays

Whanau class 2016

I have the whanau class yr 7/8 this term. After 1 lesson I can see that they respond to standard games quite differently from the much larger yr 7 or yr 8 class. The class is mainly girls, 16, and 3 boys. The year 8 girls- Michelle, Raven show leadership potential.

This morning I am spending time with the class in  their home room with Whia Jo. They started with kapa haka practise as they are leading the waitia in hui tomorrow. They were focused and serious about using the correct techniques and raised their energy level and commitment when Whia Jo asked. Transitioned quietly to writing.

I have resources on kapa haka and Maori plays- maybe too adult for them? [scripts and dvd].
Kete- moving into kaitiakitanga.

Look up notes from Drama NZ conference- living tukutuku panels

connected curriculum

chronically underinvested in their education
HHS blog Sn


Yong Zhao
"For example, when do the floor (or the basics) become the ceiling? Because I think at school you measure so much for children when you hold schools and teachers accountable to certain subjects and numeracy and literacy, they become the ceiling rather than the floor. And everybody tries to achieve that and you’re narrowing the school curriculum. And in regards to literacy and numeracy most people, given the right opportunities can achieve them given the right focus on them."
This connects with feedback from colleagues who attended a fono on Pasifika education in the holidays [drove - fono2016] and we talked this morning about the frustration of pasifika leaders and parents that their children leave school poorly qualified [part of that is being pushed into low level courses where the goal is to get credits, especially at Level 2, rather than to learn skills which will lead them into fulfilling lives and careers]
"Thus in Chapter 6 we outline a series of possible changes that should and can happen to achieve better educational outcomes, not necessarily in order to simply use technology more. Technology has made it both a necessity and a possibility to realize some of the long-standing proposals for child-centered education and learning by doing. Personalized education that grants students autonomy and respects their uniqueness has become a necessity for cultivating the abilities required for living in a society when machines are rapidly taking jobs away from humans. Technology has made it possible to enable personalized learning and to have students take more control of their own learning. Moreover, technology has also made it possible for students to engage in authentic learning by tackling real-world problems on a global scale."
Personalised learning aided by technology - letting people learn through their passion.
I am feeling frustrated by the lack of engagement I see in students, doing what they are told without energy or enthusiasm. 

Inquiry

1/8/16  staff meeting re collecting evidence for teacher registration, eg: using blogging
or Sasha showed a google site template which has all criteria there already; this is a PRT format but should work for registered teacher [Ai will share link].

https://whakataukihewakaekenoa.blogspot.co.nz/2016/07/the-future-of-our-education.html
Writing about acting techniques
Term 2 reflection - not getting students using vocabulary; may need more templates, eg: sentence starters. My goal is 70% physical- how do I link physical and learning vocabulary?

Awe and Wonder

Non-realistic theatre - inspirations for script writing"I love that freakin awesome shit", Caleb

Educational AWE

e-learning

eLearning Through The Lens Of Key Competencies

A clear illustration of the SAMR quide to integration of e-learning. I liked the way key competencies were used as the lead learning objectives and the "subject" activity became the specific explanation. This would be useful in our connected curriculum planning.
QUOTE_

Combining OneNote & MineCraft To Create Pick-A-Path Stories:

This example is explained in more detail here and the basic Learning Outcomes are displayed below with the relevant Key Competencies included:

Learning outcomes from this unit:

• to produce interactive pick-a-path adventure stories
  • KC: Using Languages, Symbols & Text
• to work collaboratively online to produce an end product
  • KC: Relating To Others
• to create stories to share online with a wider audience
  • KC: Participating & Contributing

Presentation by socal activist on learn, create, share.
Hornby cluster
Pat Sneddon Manaiakalani Educational Trust
Astronauts in the process

7 Principles                  

1. Honour the three Treaty of Waitangi principles of partnership, participation and protection in everything we do

2. Community partnership underpins all design, implementation and evaluation

3. A strong commitment to “Learn Create Share” pedagogy

4. Knowledge building communities will grow the capability of our people as a collective  

5. Distributed responsibility will assure a successful and prosperous future

6. Every interaction with people within, across and beyond the clusters is an opportunity to engage with and respond to the multiple and precious cultures of the world  

7.  Reduce personal choice to increase affordable opportunity for all

SCT Role

Term 2:
Providing opportunities for GaTE singers - supporting music dept- link with rebuild; see google doc  A Working Performing Arts Centre

GATE focus- working with CAGE ctte , including Gb on symposium, establishing a new committee- Bv, Mz - attended. Very successful event "fanning the flames".
Working on identification - shared information with several departments we identification; working on systems for sharing information - ave simply shared GaTE goggledoc with staff as a start. PE Dept working on a programme  for their GaTE students around resilience and overcoming obstacles.
Went to SCT hui one afternoon at UCPlus.

Collaborative learning - Business Kete starting in Yr 7 & 8 - staff invited period 1& 2 each day to observe process. Plan to go next week - share observations with staff [Wed 2/ maybe Thurs 2/Fri 2]


Term 1- supporting new staff with classroom observations and feedback; observations of 9Bv in a variety of classes. Using KEP observation sheet. Buddy with new staff member.

What do we value?

What the ARTS are for

Why creativity and empathy are still essential in the 21st century!
This ties in well with GaTE learning from Friday's Symposium.

At Arts Meeting we are also going to look at Maori perspectives in giftedness.
http://gifted.tki.org.nz/For-schools-and-teachers/Cultural-considerations


What if Maori values - see our Effective Teaching Profile- were the driving factor for identifying GaTE students  at Hornby High School.

Maori-students

Keynote Dr Angus MacFarlane

usican we get link to the research he mentoned on our website? maori lens to frame all our gate policy and procedures,  what would it lol like if kept drove gifted to accelerate students, opportunities to experience and express the culture . The 4 key themes 1mana motu hake 2...

GATE symposium

10 June GATE symposium - challenging students

Tournament of Minds  see website and look at youtube. Not too late to give it a go in 2016 or go and look at the tournament day in 2016. At St Andrews, 12 schools in 2016- more thaan one team per school often.

Year 1 - just give it a go; how would it work for our school; there are faciliatator workshops and student workshops and are working on communication via skype and reaching schools in all centres. The long challenge is entirely student lead- maybe extracurricular  maybe curricular.

What is the teams process for prblem solving- team skills, creativity., sponteneity: need a diverse range of skills in a group. includes a dramatic presentation- marked square; 10 minutes, wear black- must make own props, costumes if used. 

Research :body smart- david Lazar? there was a good graphic of different types of smart, and you need diffeent kinds of smart in a group.

PTC's 2016

Hp notes from Maori student conference

Tamara Hapi and Pearl Sidwell.

How to raise Maori student success and NCEA Achievement.

These two are dynamic speakers and again an hour and a bit did not do them justice.  Both are just passionate in all that they do.

Tamara is at Howick College where she  teaches Te Reo  Maori.  She is passionate about raising success for Maori.

Pearl's YouTube channel

Pearl is at Papakura College and has a job that I think we can say is motivating others to do well. At any rate she is part time.

Nothing new about what they said:

Getting students to school

Getting them involved

Getting them to believe in success

Getting them to understand who they are and where they are from from a cultural perspective.

Not taking the easy way out

Mentoring

To fight with their minds not their fists.

Aim for the sky not the ground.

Ideas for using googledrive.
currently working on using google sheets for lesson planning - aim for semester 2 is to create and use  a sheet every week- linkes to resources in drive.
Google doc- share individual mark sheets with  new yr 9 classes [read and comment not edit] so they can see their own progress. Will do a print out [with photo] so I can write on sheet during practical sessions and update in drive. Step 1- new class lists and picture sheets.
Have done google form evaluations for semester 1  - compare with 2015.

http://mvdspuy.blogspot.co.nz/2016/06/indigenous-knowledge-cultural.html

How to move beyond the "surface stuff"?

http://elearninginfographics.com/6-ways-become-21st-century-teacher-infographic/

I disagree about memorisation! It is an essential skill for Drama!

Staff meeting 30/5/16

Ideas on good practice - PTC evidence

Your response has been recorded.

Reflecting on the newly required PTC criteria

https://educationcouncil.org.nz/content/practising-teacher-criteria

Working as a staff to co-construct our understanding of the PTC's and how we can collect evidence,.

https://educationcouncil.org.nz/content/code-ethics-registered-teachers
https://docs.google.com/a/hornby.school.nz/spreadsheets/d/1_yqCFRONkaHlsGbnW43gkGcYw_Ikz-bhkJl2Jhf1Rr0/edit?usp=sharing

Rebuild

Creativity & Inspiration

https://youtu.be/fhSDC36-Hi8

#TEDEdChat: Kids Taking Charge | Kiran Sethi |