Gilberthorpe school

Gilberthorpe school

Sunday, 2 June 2019

Teaching the Storytelling Way

Tester day workshop - Thursday 30th May 2019

Kathleen and I went to the Tester day workshop, which was held at Lincoln University.

The workshop was presented by Lisbeth Swanson, who has over 30 years of experience in education. Her experiences include a Principal position, working in support services, RTLlit and a few more.

Purpose of the workshop

Storytelling Schools was founded by a group of teachers and writers in the U.K. Their main idea is that by learning to tell stories and make verbal presentations, children develop greater oral communication skills while mastering the language and ideas they need for subsequent writing. The teachers all across countries have been noticing that the oral language skills of new entrant children have been decreasing over the years. We need to ‘gift’ our children the language they need and through storytelling we are able to do this.

Some children heard thirty million fewer words by their 4th birthdays than others. The children who heard more words were better prepared when they entered school.

The hierarchy of Literacy
Spoken language at the heart of literacy.

Key elements of the Storytelling:

The elements of storytelling:
  • Setting the scene - Use of props such as a cape, a hat, chanting or special chimes etc. Make this an exciting experience and build up the anticipation...

  • Story - Fairytales stories are a good start as the storyteller needs to be able to tell the story from memory. The storyteller needs to know the story well.
  • Use gestures as a signpost of the story development
  • Plant the keywords
  • Have participant parts - join in for repeat phrases, chanting or singing etc.

  • Story map - as soon as the story ends, ask children to draw a story map
  • N.B. Get the children to draw the map themselves and don’t provide them with pictures to glue on

  • Teach how to talk the map
  • Just the bare bones of the story - summarising
  • Get children to talk their map to their peers - memorising
  • Get the children to take the story map home to tell their parents (Let the parents know what it’s about prior)

  • Story tiles - Can be gestures only or the keywords with gestures.

  • Story stepping
Stepping - paragraphing skill
Shortening the steps - more summarising skills

  • Plot Matrix - This should be done as a whole group.
This can be filled out in writing or pictures.

  • Mood map - Could use the Mood map for each matrix. This also should be done as a whole group.

Learning through talk - M.O.E. p.7 2009

Deepening activities
  • Play - Story spoons, puppets, props, costumes, Painted stones, small world play, story suitcase, living exhibition story (items from a story)
  • Character interviews / Hot seaters interview
  • Story map can be put on display after the plot matrix is done.
  • Thought Tunnel - pros and cons

PBL ideas

Story corner with books and props
Story mat

We felt that it would be a great way to improve our children’s listening and oral language skills, not to mention expanding their vocabulary. We both came away excited about getting storytelling started in our school.

Written by  Joanne & Kathleen

Monday, 20 May 2019

Hawker Brownlow Thinking and Learning Conference- Melbourne 2019

Hi all.

Having just returned from Melbourne, I again find myself pretty enthusiastic after a lot of new learning.  The Hawker Brownlow conference ran from Thursday -Sunday and had an amazing range of quality presenters.  What was also impressive was the personal touch, I was able to meet and talk more with presenters, which I did when the opportunity arose. Tables were also set up that allowed conversation rather than the class, long line stadium seating approach.

The conference was set up so that you could either attend full days with presenters for a more in-depth opportunity of learning or you could move around to cover multiple topics but obviously more briefly.

I ended up spending a significant amount of time with Tony Swainston, who spoke about Emotional intelligence for leadership and also professional growth coaching.  I am very excited and inspired by the benefits of coaching and intend to try some of this out and look further into.  Massive companies such as KPMG and Price Waterhouse use a lot of coaching and reap 4:1 Return on their investment due to it, this can't be ignored.  When Tony took us through the process, I could see how empowering it could be for staff if delivered authentically, which is one of its challenges.

4MAT system- When you are learning anything- Bernice McCarthy
People need to understand :
If- What if…. Creative, New, Unique

EI also develops KASH
K- Knowledge
A- Attitude

Emotional intelligence may be the best predictor of success in life itself, redefining what it means to be smart.

EI supports…
Self-actualisation, getting a buzz from what we are doing, satisfaction
Stress tolerance

It is a cultural change

Defensive culture v Constructive culture
Makes an enormous difference, 4 times higher when constructive v defensive.

Defensive culture
Constructive culture
Share price

EI is about awareness and taking action

Dr Daniel Goleman says that an individuals success depends 20% on IQ and 80% on EQ.
EQ v IQ = 4:1

Schools focus too much on IQ, IQ is your ticket, need it for jobs, Uni etc… Will this change?  Why does society continue to measure this way? I hope this changes over time.

"We often count everything that is easy to count but not everything that can be counted, counts and not everything that counts, can be counted".  Einstein.

Well being rubrix to be assessed against… Set up as part of 2019 strategic plan perhaps! Key competencies, developing EI in students/staff, What does this mean for secondary schools and Higher education institutes?

What are the four biggest actions of great leaders? Admired leaders *Kouzes and Posner*

Tweaks for transformation, not the next big thing!

Ask ourselves, what have I done today that has contributed towards the values of this school/organisation?

Leading a team requires a powerful vision!   We MUST settle on our vision. Why do we have it?  What is our purpose? What will we do with the vision, once it is determined?
Pathway to success
Pathway to greatness
Refresh, learn, grow, along the pathway to success- What does it mean? Unpack Refresh, learn, grow.

What is important is that we are all working towards the vision, we don’t have to do it the same way necessarily...  Ship analogy, can’t travel in a linear line, elements of steps forward then backwards etc…

“The only thing more contagious than enthusiasm is the lack of it” Focus on the positives.

Daniel Pink describes 3 critical conditions for an intrinsic motivational environment
Autonomy, let them decide how to do it, be in control, time used, tasks, techniques
Mastery- opportunity to master their work and make progress through deliberate practice(trying to get better, every time we do something)
Purpose- sense of purpose in their work, understand the why.
Also by being given the big picture

Motivation through coaching can be a great help in motivating colleagues.

The second speaker I listened to was Kathy Perez- Dynamic differentiation: One size does not fit all   St Marys College California.

Classic start, high paced, music playing, great vibes, reminded me of our music in place of the bell.

“If the bum is numb, the brain is the same”

Activity bank
Hi 5, 3-5 people, state how you are feeling from a bank of choice - passionate, awesome, walking dead, glorious etc…
Fair is not always equal
Slow down to go faster
Brain break/state change are essential- Reflect, connect, relax.

Learning menus, everyone does the entree, choice of mains,  side dishes, dessert for early finishes.

Snowball fight with thoughts/ideas was a lot of fun, could see our students enjoying it, would need to be used immediately before a break time!

Martha Kaufeldt- Growing even smarter brains - How everyone can increase their intelligence?

The brain is the most important organ in the body, why don’t we focus more about how it works?
Growth mindset- One’s ability is mallaeble and can be increased with effort and learning
“My ability and confidence grow with my effort”

Fixed mindset- static, Growth- can be developed

Carol Dweck- Research #1 
Students take IQ test ½ got praised for intelligence- you’re really smart

½ praised for efforts, you tried really hard

#2 choice
What do you want to do today? Easy like the first or harder and you’ll learn a lot
Effort students chose the hard one 90%
IQ- 80% chose easier

Growth mindset- “With time and effort I can get better at whatever I put my mind to…”
Fixed mindset- “Even with effort, this isn’t going to change so why try…”
Teach this to students.

Neural plasticity
Born with over 100 billion neurons in your brain
Changing, structure, function and organisation in relation to new experiences.
Multisensory experiences in enriched environments can stimulate brain growth and development, this supports the learnings around PBL, we are already noticing benefits from this.

Our brains change with time and experience

Provide a supportive , take a risk environment with opportunities to “do over” try again, revisit.

We need to go slower to go faster…

Teach about failure!

Zone of proximal development- if you are not struggling you are not learning.

Fuji kindergarten -Ted Talk- Has trees growing through the buildings and deliberate uneven grass and banks all around it so that students learn how to develop certain muscles and muscle groups quickly.

I can’t do this….yet
This doesn’t work...yet
I don’t know….yet
I’m not good at this ...yet.

Growth mindset feedback is important- avoid you’re so smart, praise more of what they can do. Persistence, strategies, effort etc...

Carol Dweck -Ted talk

Anthony Muhammad spoke about the transformational skills of leaders.

Anthony Muhammad- The four skills of transformational leaders
Transformational leadership is a leadership approach that causes change in individuals. It enhances motivation, morale and performance.

What qualities must a leader posses to transform behaviour and build consensus?
Trustworthy, relationship builder, visionary, active listener, integrity, competent, model

No one person is fully qualified to become a transformational leader

Reliability v Likeability - You can like someone you don’t trust and trust someone you don’t like.

Healthy cultures are two-way streets, support v accountability

The four critical behaviours :
1) Communication- (Why? Cognitive)  If someone doesn’t understand why they are doing something, they are unlikely to buy in.

Communicate what- Purpose for change - facts/data- stimulate a commitment to a cause bigger than self
Identify starting point for improvement
Stimulate ownership and intrinsic commitment
“Change is inconvenient”
Rationale for purpose - Persuasion
Context- How has this idea been helpful to others in our situation?
Expect resistance - What arguments should I anticipate?
Details - How will this idea be practically implemented in our environment?

You need to do your homework and dig deep into what you want others to do.

2) Building trust- (Who? Emotional)
Trump example- Over 65 million people trust him!  That is the concern,  not him, himself!

EI- Is the ability to identify, assess and control the emotions of oneself, of others and groups. It can be divided into ability EI and trait EI.
Openness to experience- Empathy
Extraversion- Have an advantage
Agreeableness- pick and choose my battles
Neuroticism- Sweat the details, organisation

Empathy does not mean that I agree with you, it means that I am listening. Virgin Australia example.
Genuine concern
If you don’t give empathy you can’t receive it.
Listening without rebuttal

3) Support/capacity building - (How? Functional)

What type of support will people need to achieve this? Some people will need more help than others.

Don’t move to accountability until all of the first 3 have been given.

4) Accountability- (Do, Return On Investment)
Develop a system to measure the implementation.
"Come to jesus meeting" lol, face to face discussion if not stepping up

You can’t make a withdrawal until you have made an investment.

Tony Swainston - Outstanding coaching in schools 
 ILM is the UK’s largest body for leadership and management.
Tony offers courses to degree and masters level.

What coaching is….and is not.

Coaching and mentoring are different, there are overlaps but also distinct differences.

Belief that individuals hold the answers
Support person has expert knowldge
Advice is not given
Deficit model
Solution focused
Can promote dependence upon the support person
Commitment to spceifc actions
Direction given
Non judgemental
Goal set by support person
Generic helping skills
Specific advice given
Strengths focused model
May be solution focused
Non directive model
Mentor may be judgemental
Goal set by coachee
Support person has the “real” answers
Promotes high degress of independence
May/May not result in specific actions
Both use the skills of questioning, clarifying, reflecting, observing and giving feedback

An inexperienced teacher could be a great coach and a 20-year principal could be hopeless.

KPMG get a 4:1 return on investment due to coaching….  One of the top two effective leadership styles but is one of the least used.

If people are told what to do, they will do it the same way as the leader, it puts a ceiling on it, we want growth, individuality.

Four things you are NOT required to do as a coach :
Giving advice
Offering opinions
Giving instructions
Leading through coaching but not in a certain direction.

Four things you are not required to be as a coach :
Be an expert
Know the right answers
Be in control
Be the one that will fix it

What do you plan to do with the coaching?
Professional discussions?
Share with leadership team originally
Possible training
Research more about the benefits and impact
Offer it to staff?

Chinese character for listening -
I listen with my ears 
I listen with my eyes
I listen with my heart
I listen and with undivided attention

Requirements for coaching to work :

A clear understanding of how benefits will be assessed
A coherent plan of how coaching is going to operate is created
A developmental culture is adopted
Confidentiality maintained
Internal coaches need to be fully trained and/or external coaches carefully chosen
Rooms allocated to coaching sessions - Privacy, avoid interruptions
Senior leaders carrying out coaching and being coached themselves
Senior leaders themselves being trained in coaching
Time allocated for coaching 

Benefits of coaching :

Students :
A good friend
Better at goal setting
A growth mindset
Better decision maker
More motivated
More resilience
Aware of potential
Positive beliefs

Adults from being coached :
Understanding myself better
Improve my job satisfaction
Understanding colleagues better
Improve as a teacher
Feel happier
More motivated

Adults from being a coach :
Being a better leader
Better at my job
Learning how to communicate better
More satisfaction
Learning how others solve problems
Better Listener.

If you are interested or want to know more about any of the above, feel free to sing out!

Sunday, 12 May 2019

Numicon Workshop

Numicon Workshop 

Making Maths Real

When: 2 May 2019
Where: Hornby Primary School
Presenter: Margi Leech

What is Numicon?
Numicon is a multi-sensory approach to children's mathematical learning that emphasises three key aspects of doing mathematics:
  • communicating mathematically
  • exploring relationships
  • solving problems in everyday life experiences (generalising)

Numicon follows the principles of learning described by Bruner where children learn best with three presentations used together to create meaning and conceptual understanding. 

Children find it hard to conceptualise numbers because numbers don't really exist. However, using shapes help children explore and build their mathematical understanding which takes a multi-sensory approach focusing on aural and mental work.

It also makes numbers real for the children in the sense that they can touch them and see them. It also makes the number relationship real for them because they can see very clearly how each number is one bigger than the previous one by the pattern. The pattern and the relationship between numbers is a really powerful way of getting children to understand about the number. It supports the children with their understanding of place value and also how numbers fit together, then the relationship between numbers on a number line all through the pattern.

Numicon isn't just restricted to young children working with number ideas. There are lots of problem-solving activities.

Learning Maths using the Numicon:
  • Any groups of objects can be arranged into a pattern that can be 'read'
  • A group then does not have to be counted
  • The concept of 'number' or 'how many' is built
  • Ready to explore relationships with groups
  • Mathematical thinking and communication develops
  • Components or units in groups make up the whole
  • The 'whole idea' think is generalising
  • Generalisations about anything!
  • Numeral symbols have meaning - +&-, =, times & division, $ & %
  • A collaborative approach to problem-solving by explaining, justifying, reasoning and learning together. 
Planning and assessment of Numicon are linked to NZ curriculum and also JAM, IKAN and GloSS assessments can be carried out.

Free resources including videos are available from Numicon NZ as well as its Internation websites. Their International website sits under the 'Oxford Owl' which is a subsidiary of Oxford University Press. Please note that you will need to register yourself first(free) to gain access to Numicon International.

Numicon immediately drew my attention as it's visual and kinesthetic, children learn Maths by 'doing', subsequently building a concrete number concept.  I understand the hard part of Maths learning for children is that the concept of number is abstract, but yet we ask children to think and communicate with abstract concepts. By manipulating the shapes, children can access number knowledge, the relationships of number and all strands of maths easily.  I am looking forward to using Numicon to teach Maths to our children. 

Monday, 29 April 2019

Positive education for Māori: Te pikinga ake o te mātauranga

Sonja Macfarlane from Canterbury University spoke at the Positive Education in New Zealand conference 2019. Her focus was to:
~ interact with some Māori cultural iconography that underpins aspects of positive educational leadership
~ ponder the importance of listening to culture
~ share a Treaty-based approach to guide positive bicultural practice

Most learners are more likely to achieve when they see themselves and their culture reflected in the curriculum and all other learning contexts. (Ministry of Education, 2008)

Are competing cultural values Influencing our education practice?

Individualistic  I/me
        Personal autonomy
        Success affirmed ‘beyond’
        I will always determine the learning and activities
        I am in charge; I am the expert
        We / us
        Group advancement
        Collective autonomy
        Success affirmed ‘within’
        We can co-construct the learning and activities
        We all contribute; each of us has strengths

“Only by reducing inequality will we improve the quality of the social environment, and so the real quality of life for all of us”
Wilkinson, R., & Pickett, K. (2009). The Spirit Level: Why more equal societies almost always do better.

  • Duty of care is based on the assumption that the school is acting in loco parentis (in place of the parent).
  • NZTC Code of ethics: Places an ethical obligation on registered teachers to “promote the physical, emotional, social, intellectual and spiritual wellbeing of learners”.
  • Treaty of Waitangi: Articles reflect the concept of turangawaewae, the right to belong, which is consistent with New Zealand’s philosophy of inclusive education within the school context.
  • Education (Hostel) Regulations 2005: giving boarders:   
Respect and dignity
Positive guidance and control
Protection from Discrimination, degradation, ill-treatment, solitary confinement or deprivation
Protection while on leave from the hostel or on hostel excursions

Well-being...encompasses the physical, mental, social and spiritual dimensions of a student’s health
Pastoral care: promoting wellbeing
Engagement with health and education community leaders
Providing a safe and healthy environment
Curriculum teaching and learning
Access to health services
Policies and practices that intend to improve wellbeing
Improving the health of the school community
Obligations to the Treaty of Waitangi
The principles of the Treaty are relevant to the pastoral care provided to students.
Respect for the Treaty should be demonstrated through the schools’ policies and
approaches to the promotion of students wellbeing.

Authority: Mana
The strength to act with authority – to stand tall and with pride:
o   voice
o   humility
o   dignity
o   honesty
o   vitality
o   integrity
Having the courage of one’s convictions

Courage: Manawanui
The strength to face challenges for the greater good – often in the face of adversity:
          passion
          determination
          strength
          advocacy
          motivation
          resilience
A commitment to making a difference

Knowledge: Mātauranga
The strength to use new and existing information with discernment:
          being informed
          informing
          open-mindedness
          creativity
          curiosity
          critique
Knowledge that connects to people

Vision: Moemoeā
The strength to see beyond the here and now:
          fashioning hopes and dreams
          maintaining focus
          seeking opportunities
          seeing potential
          being realistic
          having faith
Strength-based approaches

Unity: Kotahitanga
The strength to engage and involve others - to bring people on board:
          motivating
          encouraging
          acknowledging contributions
          enabling others
          being inclusive
          showing humour
Collaborative inter-professional practice

Humanity: Manaakitanga
The strength to express kindness to others; to put others before self:
          giving service to others
          caring for others’ well-being
          respecting others’ feelings
          valuing relationships
          setting boundaries
          actively listening
Mana-enhancing interactions

Stewardship: Kaitiakitanga
The strength to look after the values, beliefs and practices of the people:
          protecting and maintaining beliefs, symbols and icons
          embedding practices
          mitigating risks
          succession planning
          involving the right people
          choosing the right pathway
Culturally-responsive (EB) practices

Inclusive and culturally responsive Treaty-based approaches:

Partnership: Working together
          There is a balance of power: power-sharing
          Whānau are involved in decisions: they are consulted
          Appropriate ways of engaging and communcating are implemented
Protection: Doing no harm
          The mana and wellbeing of the tamaiti and whānau remain in tact
          Whānau preferences and practices are respected/valued
          Te reo Māori is valued and incorporated respectfully Participation: Equity of access to rights and outcomes
          Whānau have access to appropriate services and supports
          Participation is actively encouraged to enhance outcomes
          Cultural advice is sought to enhance meaning-making and outcomes

 ©Macfarlane, S. (2011). Cultural competency and professional practice: He Poutama. Unpublished paper. Christchurch: University of Canterbury

                                                                                             link to full-size Cultural Competency

“Culture is a convenient way of describing the ways members of a group understand each other and communicate that understanding”
“Cultural competence is the acquisition of skills so that we are better able to understand members of other cultures in order to achieve best outcomes….it is about being able to understand the people who we are going to deal with, as practitioners’

Enablers of Māori learners’   wellbeing and success

Mana Motuhake: They have a positive sense of identity and are able to express their mana tangata
Mana Tū: They tend to be humble, tenacious and resilient
Mana Ūkaipo: They have a sense of place –a continuing connection to place – iwi, marae.
Mana Tangatarua: They are keen to acquire the skills to navigate in two worlds
Mana Whānau: They are supported, encouraged and extended by their whānau

He oranga ngākau, he pikinga waiora
Positive feelings in your heart,
will enhance your sense of self