Junior Year Project - Session 6 - Strategies to support inclusive learning in the Junior space

"If they don't learn the way we teach, do we teach the way they learn?" 
Dr Harry Chasty

Exploring Te Whariki, Kōwhiti Whakapai, Expanded Curriculum and links to NZC. 

Strategies to support inclusive learning in the Junior space, including enhancing the impact of inclusion through using additional adults

How can Teacher Aide have the most impact?

What does the research tell us? (ERO + UK)

Research tells us that side by side not always effective! In our case, it's necessary.

TAs - 4 key areas

1. Generalise classroom support
2. Delivering structured interventions - brief, structured sessions. 
3. Te Ao Māori cultural leadership
4. Collaboratively supporting individuals - work with teachers, specialists

Discourage

Over prompting

Repeating what the teacher has said

Not enought wait time

Closed questions

Encourage

Least amount of help first

Pupil retains responsibility for learning

Pupil comfortable to take risks

TA roaming

Open ended questions

TA framework for asking questions

Teachers and Teacher Aides Working Together - Tāhūrangi online PLD

Reviewing the Sessions

Session 1 - Learning developmental levels

Session 2 - Ready 4 Learning Key Skills 

Session 3 - Emotional & Social Regulation 

Session 4 - Learning Through Play

Session 5 - Building Language Everyday - classroom strategies

Session - How can we ensure our environments are well aligned to support

MOE Maths PLD - Day 4

 Purposeful Investigations and Problem Solving

QUICKLINKS

6 Top tips for problem solving and investigation

At least 3 times per week
Rich tasks
non-routine tasks

Use non examples
Freyer Model (Jo Boaler) MOE example

Relatable Situations 
UN sustainable goals https://www.gapminder.org/
Photos and videos to tie in/investigate data etc.

Mixed ability groups

Actively listen - teach the skills

Prompt cards from Tāhurangi

Talk moves cards - Laura Hunte

Accessible and Challenging

Low floor, high ceiling (eg make 24)

Are they as barrier-free as possible?

Enablers - for those who have gaps/aren't there yet. Lots of scaffolding

Extenders - deepen understanding rather than skip too far ahead.

Plan for Decoding and Comprehension of Text

Students need to have the vocabulary and knowledge to comprehend the question.

Can you revoice/retell this problem?

Can you turn it into a story?

DMIC talk moves

Suggestion from the Ministry - do not highlight words (not sure why??)

Explicitly teach a Structured Approach

Tech follows a design process, so should maths!

Rob Profitt-White version of MOE Maths investigator poster

Explicit teaching  involves structure, interactive approaches, practice, visual supports, reduces cognitive load. 

Accelerated Learning

Formative Assessment

Misconception - whole class teaching

Te Tūāpapa - targeted approaches to accelerate learning

Acceleration is NOT teaching a child next year up mahi! This is a diservice, they don't have the depth of understanding.

Assessment practices

• Notice recognise, respond. Am I recognising gaps? 
• Consider assessment typers and purpose
• Don't wait for school-wide data!
• On-going monitoring and adjusting

PolyPad Mathematical Playground 

What can you do in 10minutes?

Front loading - pre-teach essential skills. Unpack critical vocab - Freyer model.

Build efficacy - Develop growth mindset, strengthen mathematical identity.

Scaffolding - decoding, making connections, modelling, build memory and resilience. 

Generate thinking - success starters, authentic and engaging tasks, estimations and justifications. 

Statistics

What do you notice? What's present/absent? What do we wonder? 

Stats focuses on data and uncertainty

Collect, organise, and interpret data in context. How does Statistical thinking support informed decision making?

Great Stats sites

Tips for teaching stats

Focus on versatile graphs like dot plots and bar graphs.

Teach students to read scales with various increments

Use real data and meaningful contexts

Pie graphs - read them but don't create them

Spend more time on interpreting data rather than graphing manually

Interesting to note - 

Progress markers are the overview - what the child needs to know in order to move on to the next year level.

The person who write these is not the person who wrote the curriculum statements. 

Junior Years Project - Session 5 - Developing Oral Language and Communication

"Mā te ngākau aroha koe ki ārahi" Let a loving heart guide your decisions

Facilitators - MOE SLT - Rachel Corcoran and Susan Cotton

Quality Interactions

3 most important factors -  Strong responsive interactions ~ With people ~ Within a rich environment.

As a teacher; how often are our interactions - Director, Helper, Time keeper, Cheerleader, Entertainer, Responsive..?

Serve and Return - Moana Connect

Wonderings for Classroom teachers/TAs interacting specifically with our ASD cherubs - purposefully pause for 5 seconds. It will be hard, stay with it until it feels natural!

1. Serve and return - is the child leading/serving?
2. Support and encourage - and I seeing/hearing all the the serves? Are the serves being reinforced?
3. Name it - Am I listening to the serves and returning them with more information?  
4. Take turns - after a serve and return, am I continually allowing opportunities for more? Who is doing the communicating?
5. Practice endings and beginnings - did I move with their focus? Did I need to?

Add Language

Figure out the best words to focus on.

Tier 1 words -  common everyday - words, happy, sad, wet...
Tier 2 words - more rare/irregular 'Wow' words -  saturated
Tier 3 words - scientific/subject specific words/academic words

Exposure to rare words

Tier 2 words - how would you bring these in?

Expand Vocabulary

Use IDEAS acronym.

Identify the word
Define the word. What it is and what it isn't
Relate to the child's Expeirences 
And show the word (if you can). Object, printed word, picutre.
Say the word again. Repetition with lots of variety

Deepen Understanding

Practice Practice Practice