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SHARP Reading with Hilton Ayrey

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  This year Park Estate School is launching the SHARP reading programme across the school.   SHARP stands for: success, habitual, autonomous, routines and progressions.  My summary of the SHARP reading workshop: It gives the teacher a set of routines and a script to prompt students to unpack a small amount of text and understand it really well. It seeks to develop active readers who 'wake up their brains' and clearly articulate what a sentence means.  I've done a fair share of reading PLD over the last 12 years, and I was keen to add some more skills to my kete.  At a personal level:  I like the structure and routine (no surprises).  I like the simplicity, not trying to do everything at once.  I like that it seems to be evidence based and have some good results behind it.  I like the focus on developing good reading habits.  I like the element of challenge and in-built self assessment.  I like how SHARP reading provides for lot...
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Math Assessment - with Marie Hirst

  Mathematics Assessment Tools  Some of my takeaway ideas -  - Know the purpose of the assessment and why it was created  - Learning progression framework is something I'm not familiar with - it seems there are different tasks available with that.  - GLOSS was designed for 'mental strategies' which is not 'number'. Mental strategies are only a part of number.  - Basic facts need to be learnt fluently - easily, easily accessed. It doesn't have to be super quick. Timed basic facts tests can contribute to math anxiety. Let the kids drive it - what do they need?  - Classroom observations - these have the most weight. It was nice to hear this emphasised. I think this means having really good observation skills as a teacher and knowing what you are looking for.  - Rich tasks can include multiple AOs. Look at the depth of thinking in those rich tasks. Use measurement as your context for number and algebra to give purpose.  - Week of inspirational ma...
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Circle Time - Peer-to-Peer Conversations

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  As part of my professional learning I am working towards this goal:  By Week 5,  try some different ways of promoting peer-to-peer conversations during 'making time' so that our students felt comfortable sharing their ideas with their peers. The early childhood resource "Talking Together" from the Ministry of Education gave me some great tips: Environment :  - Provide activities that are creative and open.  - Choose activities that connect with the students culture and experiences - Small groups are most helpful for encouraging talk - The spaces should be calm and quiet without background music  Teacher prompts:  - Listening to a child talk and then responding with, "That reminds me of a time… does it remind you of a time…. " - Story telling - listening to a child’s story, recording and retelling (possibly with prompts) with other children joining in.  "That’s an idea I hadn’t thought of George. Has anyone got a different idea?" Using puppets to...
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