Connect Day 2017
21/7/17
Educators coming together to learn from each other with a key note from Nathan Mikaere Wallis thrown in.
So what?
The best way to learn is from your peers. Technology is being used in the classroom differently everyday. It is great to see what others are using, what works and what doesn't. It is also valuable sharing what you are doing to see if people can add ideas, or ask questions that challenge you and make you think.
Now what?
After a conference like this the plan is always to try and make one change that is positive in my practice. Sometimes this is not possible as you strike out with who you go and see.
Lucky the key note was fantastic. This is my second time seeing Nathan and it always makes you think about how I brought up my kids. The biggest take away as a teacher is making sure ALL students have that one teacher that they can talk to, relate with, feel comfortable with. I need to make sure I build relationships with my students so they know they can trust me.
NOTES
Nathan Mikaere Wallis
Ka Tikaka o Ka Roro – The Fascinating Brain.
Single most important thing about neuro science – first 1000 days of existence brain is in data gathering mode. Intelligence is not genetic. 2004 - mapped the human Geno (21 000 genes). No genes for intelligence, but can effect mental state e.g. depression can be inherited (from mother).
1997 tapped out potential in the genes – people won’t get taller or more intelligent.
Oldest child – more likely to earn more money and be more qualified. Why? Based on the number of words spoken to them before they are one years old and face to face interaction (from their primary caregiver). Scientists can predict how successful they will be at age 32.
Every child needs one person who is crazy about them!
The biggest resiliency factor is for the mother to stay at home for the first year of a child’s life. Two half days in day care is way less damaging for a child than one full day. Grandparent or home based care is better for the first three years of a child’s life. Find a day care with a Primary Carer model.
More than one language, close relationship with grandparents, and learning a musical instrument all reduce the risk factors. Don’t put babies into sleep patterns.
Frontal cortex does everything you can do that a dog can't! Everything that makes you a nice person. How much of your frontal cortex comes online is dependent on the first 1000 days of your life and the relationships you have had. Female frontal cortex fully developed on average between 18 and 24 (Due to the need to raise children). Males between 22 and 32. First born children reach adulthood sooner because they have had more input in the first 1000 days.
The boy who doesn't care about literacy and numeracy until 6.5 is normal.
· Perry’s Neurosequential Model
· Brainstem
· Midbrain
· Limbic
· Cortical
In at risk children you must fix the brain from the brain-stem up.
Must view the Nigel Latta and Nathan Mikare Wallis dvd for parents adopting Russian orphans.
In modern learning environments there must be one surrogate parent (teacher) for the students to form a close relationship with, especially for at risk students.
To move at risk children they must have a positive disposition towards, learning, culture, gender.
Teach to key competencies not standards.
For three years teenagers use the anger part of the brain to interpret facial expressions. Therefore they often interpret a neutral look as anger and can go off.
This shows evidence against:
Professional learning
Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
- Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.
Professional Relationships
Establish and maintain professional relationships and behaviours focused on the learning and well-being of each learner.
- Engage in reciprocal, collaborative learning-focused relationships with:
- learners, families and whānau
- teaching colleagues, support staff and other professionals
- agencies, groups and individuals in the community.
- Communicate effectively with others.
- Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
- Communicate clear and accurate assessment for learning and achievement information.
Teaching
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
- Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.
- Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
- Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
- Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
- Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
- Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
No comments:
Post a Comment