Know Yourself Choose Yourself Give Yourself.

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Know Yourself Choose Yourself Give Yourself

Transcript of Know Yourself Choose Yourself Give Yourself.

Page 1: Know Yourself  Choose Yourself  Give Yourself.

Know Yourself Choose Yourself Give Yourself

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Melrose Primary School300 kms from Melbourne on Victorian/New South Wales Border320 children enrolledSFO .6860% of our families receive EMA27 Koorie children5 ESL children35 children from Defence Force familiesStability rate of 63%

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•We are dedicated to achieving academic success and emotional wellbeing for our students. We believe emotional intelligence is the foundation from which children develop their education.•We constantly strive to improve learning outcomes for all students to equip them with the skills to become active engaged citizens of the 21st Century.•The improvement of literacy and numeracy outcomes through high expectations and focused explicit teaching continues to be a priority for our school. •Technology is being embedded into our teaching and learning programs.•We are passionately committed to enhanced student engagement and connectedness to school.

OUR PURPOSE:

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Our EQ JourneyOur EQ Journey

EQ journey began in 2005. We began our journey with the belief that

academic success is only one part of being a successful student.

We believe that in order to be successful academically we must be both aware of and in control of our emotions. EQ underpins everything we do and every interaction we have within our school community

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SurveysSurveys

What the Opinion Surveys are saying about our school.

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KEY IMPROVEMENT STRATEGIES FOR STUDENT LEARNING:

•Build teacher efficacy and capacity to plan and deliver explicit, focused teaching and provide effective and targeted feedback to students.•Build students’ self-belief to have high expectations of themselves as learners.•Build collective accountability for the assessment and monitoring of progress of individual students, cohorts of students and the school as a whole.•Continue to develop partnerships with parents and support them to hold high aspirations for their children.

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AccountabilityAccountabilityCollective Ownership

Build collective accountability for the assessment and monitoring of progress of individual students, cohorts of students and the school as a whole.

The black book, cohort and individual learning plans. You will have noticed from the video our emphasis on

personalising the data with photos of all our children showing their development in number, reading and writing. Data is triangulated with teacher judgments and other types of formative assessment and NAPLAN.

This occurs on a regular basis at both staff, team, PLTs and

meetings with paraprofessionals.

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Numeracy

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Engagement Engagement Data is used to determine what a student

needs to be taught next on their mathematical journey.

Activities are planned in a sequential manner that moves the student from the concrete through the representational phase to the abstract.

Sustaining student engagement has been pivotal to student success.

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Environment.Environment. Creating a learning environment where staff and

students use the same language to discuss their mathematical experiences has been a key goal which we have achieved through explicit instruction.

At Melrose we have worked hard over the past couple of years to change the attitude that students have towards Mathematics.

We have strived to ensure that the numeracy block is a positive experience and one that enables students to see the relevance to their lives.

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EnvironmentEnvironment Our future challenge in the coming year is to

engage our parent community and to foster a more positive attitude and build an awareness that today’s students need to be numerate to succeed.

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ExpectationsExpectations Teachers set high but realistic goals for each

student based on a triangulation of data which is continually updated throughout the year.

Groupings for fluency tasks based on the Numeracy Fluency Assessment are fluid and allow for students who achieve their next goal to be moved into another group.

The goals are clearly articulated to the students and reviewed through their work in E.Q.

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ExpectationsExpectations Having students set goals in Mathematics is

in its infancy at Melrose Primary. Providing students with meaningful feedback

is a major focus of our new strategic plan. We will be drawing on the work of John

Hattie and Geoff Perry to build our teachers’ ability to assist students to set high expectations of themselves as learners, through providing effective and targeted feedback to students.

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Every teacher is an intervention teacher, as we all Every teacher is an intervention teacher, as we all have students have students ‘‘at riskat risk’’ in our classrooms. in our classrooms.

Melrose was part of a pilot program within the Hume Region where a term of intervention training was offered to classroom teachers

During the ten weeks each teacher ran a case study student. They filmed their interactions with the student, as they implemented key aspects of the training and brought the video back for analysis with a peer.

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InterventionIntervention This has been a highly successful program in

changing how teachers scaffold student learning within the classroom.

To date twelve of our staff have been trained, either through the program offered by Hume Region or through our numeracy coach in-house.

We hope to train a further two teachers in 2012 when Hume offers the program again in Term 2 and 3.

We have found that the strategies teachers acquire during their intervention training are being incorporated into their daily classroom practice.

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ICT

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ICT is more than just using a computer For example:

◦ Podcasting, across multi-age groupings, which includes students, teaching and ES staff.

◦Robotics◦Interactive whiteboards◦Flip cameras.

Embedding ICT into Numeracy and Embedding ICT into Numeracy and LiteracyLiteracy

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Beyond computersBeyond computers Interactive whiteboards are used for a

variety of purposes including for example: visual thinking & design.

Using interactive media to assist students make the transition from the concrete to abstract thinking.

The transitional phase of part models and representational thinking can be modeled using ICT.

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Exploring and embedding ICT Exploring and embedding ICT in daily classroom practicein daily classroom practice Exploring rich tasks using ICT to enable

students to collaborate and communicate with each other in a safe and productive online medium.

Enhancing literacy and numeracy skills through innovative applications.

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Ethics and Safety in ICTEthics and Safety in ICT

Edmodo:  A ‘facebook’ style medium enabling students to access

literacy and numeracy activities   Students can contribute and communicate in an online

environment where cyber safety is fostered / naturally embedded into the interface.

Relates to their real life encounters with social medias.

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A MELROSE CHILDA MELROSE CHILD

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