Simon Cossey Professional Blog

Reflections on my self observation (via video) of a Sharp Reading Lesson.  Focus for observation:  Using the trigger prompts which are:  - I need a bit more - Who - I can still hear the parrot  - Show me - There's a roadblock - Stay with the sentence 

The Process My coach observed me and I videoed myself as I taught. Then I watched the video and we had a conversation about it.  The focus of our first observation was to gain baseline data, noticing the ratio of teacher talk to student talk.  Recently, I've been aware how I jump in and rescue students (to speed up a lesson) rather than giving think time and talk time to students.  Reflection During the session, I intentionally left think time and paused after a student's response - indicating that I was ready for them to add more (and hopefully conveying high expectations).  The SHARP script helped me. It made me stop talking and let the students contribute.  As I moved through the SHARP reading lesson, I called on students at random to contribute, "I think this means...". I noticed that one student was only asked to contribute one time. During the "Convince Me" part of the session, the students seemed confused and reluctant to participate. I need to be cle...

  Children have been learning with their families since the beginning of time. I love this quote and the Seesaw video that goes along with it. I first saw it when engaging with the Seesaw Pioneer Course as part of the Seesaw Community.  It inspired me that Seesaw wasn't just another online tool - the idea behind it is that teachers and families can work together and celebrate learning together.  The main thing I wanted to learn on the Pioneer Course was how to add the little icons to the instructions on Seesaw activities...  So I learned that, and I have even used it once now!!  My favourite part was a teacher explaining how she uses the TAG model for commenting.  TAG stands for:  Tell them what you like Ask a question.  Give  a suggestion (using the words 'I wonder').  It was simple and I don't have to do T, A, and G all at the same time - I can just take one at a time.  I know the Kootuitui facilitators also teach about commenting...

  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...

  Te Tiriti o te Waitangi  This topic stirs fire in my belly... and stirs a lot of connections to what I have previously heard and read.  It's one thing to be stirred by injustice, to have my mind opened to the facts - this is important and powerful. Brenda opened up this important conversation about the Treaty and injustice.  For me a next step is to be inspired by those who have stood up to racism, who have taken on the system, who have made a difference.  So...  What schools are really succeeding in this - how can I learn from them? Brenda mentioned Rotorua Boys School. Invercargill Middle School is another one who I have been inspired by.  What stories do I want to be sharing with my students? How can I change the script that they are hearing?  Do they know about:  -Willie Apiata -Dame Whina Cooper - Stan Walker  - Sir Āpirana Ngata - Billy T James - Hinewehi Mohi And the hundreds of other successful Māori. I love the book "Maori Her...

  In my toolkit, I learned how to create media using the websites auto draw and remove.bg and then add them to Google Slides.  This helps students to create their own original media instead of taking something from an image search.  Auto Draw has a database of images and as you draw, it guesses what you are trying to draw. Then you can select the image you want, recolour, download and remove the background. You can make lots of great icons to add to websites / slides etc.  I think this would be a really fun way for kids to add visuals to their blogs, slides, writing pieces docs etc.  I also think some kids would try to be rude with it, so like most things, expectations and monitoring would be important.  A conversation around using the right tool for the job would also be helpful.  It would be sad if kids always used Auto Draw instead of challenging themselves to draw something on paper. It could take away from creativity - but also be a great enhancer...

  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...