IPSHA EALD Collegial Group Meeting Term 1, 2023

Posted on March 24, 2023 by Jade Peartree

St Peter’s College EALD Collegial Group Meeting

Wednesday 22nd March, 2023. 1:00-4:00pm (3 hours PD)

Presented by Trish Tynan (St Peter’s Girls), Arasmia (Ari) Hanna & Julia Procopio EALD Teacher’s (St Peter’s College)

Today I attended the IPSHA EALD Collegial Group Meeting at St Peter’s College, presented by Ari Hanna , Julia Procopio (EALD Teachers at St Peter’s) and Trish Tynan (IPSHA EALD Collegial Group Coordinator from St Peter’s Girl’s College).

Here is the PDF for the presentation and some of my notes and key take aways from the presentation.

EAL-D Meeting 22 March 2023.pptx

Wellbeing issues/ concerns with EALD families:

Family separation, father’s/ mother’s still in China or working abroad.
High and varied expectations at home from school
Lots of co-curricular or additional tutoring.
Sleep issues, exhaustion from translation and additional processing
Counselling- change of culture, adjusting to Australian culture and expectations
School wide activities, making sure these are communicated and translated
Celebrating events from their culture

Suggested strategies to support EALD families wellbeing:

Translation resources, digital resources with subtitles, printed newsletters with translation options, WiChat groups, Seesaw translation. (We already do this at St Andrew’s, but there is always opportunity for improvements in some areas)
School liaison officer to oversee community inclusion, parent morning teas for EALD families sharing stories
Intensive English Language Programmes being included like LOTE lessons not as a learning support role.
Parent Interview Booking system with an option to select or provide a translator.
Celebrate mother tongue, celebrate our differences and acknowledge in whole school events. (We do this well at St Andrew’s)

Refection for my school setting: I realise we have a great focus on student well-being in general, but how are we specifically catering for EALD student wellbeing? These factors are very much a concern for many children in the EALD community. What can we offer as a way of further supporting wellbeing for our students and families?

Mother Tongue Classes: St Peter’s College have begun a programme to support and foster mother-tongue language within the community. Teacher: Shelby Baker: sbaker@stpeters.sa.edu.au.

These classes assist in these areas:

Students can be proud of their own identities (both EALD and Non-EALD)
Limiting or removing a deficit view of any student regarding their cultural background
School wide activities to bring everyone together and break the language barriers (food, music, dance…)
Whole school celebrations Eg of Chinese New Year, to highlight the significance and importance of celebrating everyone.

At St Andrew’s we have Mandarin lessons as the additional specialist language being taught, however, we do not provide a mother tongue class, this is so much more than language learning. I wonder if there is an opportunity for such classes to exist in our setting as a co-curricular elective, with a pure focus on celebrating and learning about our community’s cultures.

Trish Tynan Presenting:

EALD students and NAPLAN: Parental permission of student exemption, students can also be withdrawn, parent consent and awareness. These assessments can be such a challenge for our students, if their parents wish for them to participate, we need to ensure they are given enough support and considerations leading up to these tests.
Start a OneNote for EALD plans and sharing lessons, photo content etc.
Legislation: Entitlement of every child that they can access the curriculum. Inclusion and equity. If our school doesn’t have a programme for these students, we are not compliant. Are we providing enough support for these students. We are mandated by the AITSL Standards: 1.3 Students with diverse linguistic, cultural, religious and economic backgrounds. 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 7.2 Comply with legislative administrative and organisational requirements.
Early Intervention for EALD in the ELC.
Polyglot students, a person who speaks, writes, or reads a number of languages.
Enrolment processes, international enrolments via zoom. Trish has one day a week to do enrolment processes, she has at least three enrolments on these days every week at St Peter’s girls.

St Peter’s Girls Setting:

EALD Support usually begins Week 4, Term 1, after all assessments and letters have gone home to parents. (We have a similar system at St Andrew’s).
The EALD team has three staff members and a coordinator. EALD teachers have teacher assistants to support and create resources.
The EALD coordinator has one day a week to simply focus on enrolment interviews and assessments.
EALD is a subject, not just a support programme. It is a language, it should be offered during language learning times (Mandarin). St Peter’s Girls, it is a subject which is advertised to parents as an additional area to get families in. As a subject, it is assessed and reported on.
Parents agree to enrol students into EALD subject as a condition of assessments prior to beginning.
Early EALD Intervention Programme in ELC. (This is something I would love to explore and bring to St Andrew’s setting).

Questions/ Wonderings:

When are EALD assessments (LEAP Levels) due in Independent Schools? Leadership in independent schools are not collecting this data or placing value on it. In DECS schools, this data is mandated and monitored. Functional Grammar, consistent approach across the school. You can use the LEAP levels with all students.
Are your staff aware of LEAP Levels? LEAP levels should be known across the school, classroom teachers can be using these documents across the board, not only for EALD students.
Is the student just EALD or is there something more going on? The information shows that there is an overlap between EALD & DLN (Diverse Learning Needs). We had discussions about how we address our suspicions with parents about students needs beyond EALD concerns.

EALD Resources to explore and share:

WordReference Multilingual Online Dictionary: https://www.wordreference.com/
ABC Education: https://www.abc.net.au/education
iSL Collective: https://en.islcollective.com/
Storybox Library: https://www.storyboxlibrary.com.au/
ABCYa: https://www.abcya.com/
British Council Learn English Kids: Online English Courses for EALD Families https://learnenglishkids.britishcouncil.org/
Unite for Literacy: https://www.uniteforliteracy.com/

Next EALD Meeting: Wednesday 13th September, Term 3 Week 8.

As always it was a pleasure to have professional discussions in the area of EALD learning with passionate teachers across the independent school sector. It was wonderful to attend St Peter’s College for this meeting. I was also fortunate to be able to catch up with an old friend and colleague (Paul Huebl) who gave me a tour of the school grounds. What a delightful afternoon!

EAL/D Collegial Group Meeting Term 3, 2022

Posted on September 21, 2022 by Jade Peartree

EAL/D Collegial Group Meeting.

Term 3, Wednesday 14th September, 2022.

PD Hours: 1:00-4:00pm Presentation Time, and additional hours for creating content for this presentation, research and preparations.

Trish Tynan, an EAL/D specialist and IPSHA Network Hub President, from St Peter’s Girls School and myself, Jade Peartree, EAL/D Teacher, from St Andrew’s Primary School, have collaborated to present at the 2022, IPSHA EAL/D Collegial Group Meeting.

Please see the agenda attached below. We presented about all things EAL/D in the Independent School Sector including:

Data Collection and Assessments
Enrolment Processes for EAL/D families
The Teaching & Learning Cycle
Quality teaching and assessing using LEAP levels (Learning English: Achievement and Proficiency) and ACARA National Literacy Learning Progressions, using Moderation Benchmarks.
Sharing Digital Tools and Resources we can use with EAL/D students, including examples like Seesaw, Lexia, and Humanoid Robots.

Agenda 14.09.2022 IPSHA EAL-D Collegial Group[59] copy Here is the attached agenda of the presentation.

Here is the PDF attachment to the presentation that Trish Tynan and I created for the IPSHA EAL/D Collegial Group Meeting:

EAL_D Collegial Group – Sept 2022

This was my first time presenting to the EAL/D community. I have had previous experiences running professional development opportunities about digital technologies but this was different. I have been an EAL/D teacher since 2020, I am new to this area of teaching and learning and Trish Tynan has been my mentor for the last few years. It was wonderful to have the opportunity to collaborate with Trish and gain insights into the EAL/D profession. I have learnt a lot from Trish, especially in regards to our school processes for enrolments and the importance of data collection.

Whilst the PD itself was only 4 hours, there was a lot of behind the scenes work. Trish and I had multiple Zoom meetings to go over the content for the presentation. We created the Google Slide together and discussed the areas we would cover individually. Time was allocated to go over our own documentation, provide samples and evidence ready for the participants to view and engage with. We also set up digital files for our participants to have access to once the day was over, including assessment tools, the curriculum documents like the ACARA National Literacy Learning Progressions and the LEAP Level documents.

The experience for me was reaffirming that I am developing and building a solid EAL/D Programme within our school context. The feedback from my EAL/D colleagues was positive and supportive.

Below is the link to the LEAP Level documents which we use in the EAL/D Programme, and I have also attached the assessment tracking sheets. My next goal is to share these documents with all teaching staff at my own school. These would assist with planning, teaching and assessing for the benefit of our EAL/D students.

https://www.education.sa.gov.au/schools-and-educators/curriculum-and-teaching/curriculum-programs/english-additional-language-or-dialect-program

LEAP Recording and tracking sheet Levels 1-6 Oral RecordingTracking sheets

LEAP Recording and tracking sheet

Oral LEAP Recording Template – fillable

Thank you for taking the time to visit my blog.

Appreciate your feedback.

Jade

IPSHA EAL/D Hub Meeting Term 3, 2021

Posted on October 26, 2021 by Jade Peartree

IPSHA EAL/D Hub Meeting

Wednesday 8th September 2021, 1-4pm

Presented by Fiona Howat, Literacy Coordinator, EALD Teacher R-6 at PAC.

The IPSHA EAL/D Hub Group meet twice a year. Fiona Howat from PAC hosted our meeting this September, 2021. It was lovely to reconnect with EAL/D colleagues from varying school settings across the state. We had the opportunity to discuss how our EAL/D students and families have been handling the pandemic and ways in which we have supported them in our schools. This is especially significant for the EAL/D community as many family members are overseas and being heavily effected by COVID. The inability to travel, visit their loved ones and the separation many families are experiencing is immense. We had important discussions about student well-being and mental health as well as discussions around the mental health of family members and teaching staff.

In table groups we brainstormed the following: Challenges for our EAL/D Families during COVID: International Community, Challenges to learning, for schools and teachers, challenges faced by students and EAL/D families. This was a great way to see different perspectives and look at ways we can assist people in our schools with the current issues being faced.

We also had the opportunity to read one of the attached articles and discuss our thoughts in groups. I have attached the articles here so I may go back and read the ones I wasn’t assigned on the day, they may be an interesting read for you also:

Classroom experiences need to build word knowledge and world knowledge.

Implications for students who are English language learners (Crosson et al., 2019)

Expect “uneven” profiles of skills
Vocabulary knowledge is critical- number of words and strength of semantic networks.
Develop metalinguistic knowledge about word parts https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01953/full
Be aware of polysemy in English
Use morphology instruction to reduce the “word learning burden” https://keystoliteracy.com/blog/using-morphology-to-teach-vocabulary/
Apply the same principles of robust, explicit vocabulary instruction that are used for English-speaking students
Remember that being from an EAL background does not preclude the presence of DLD (Developmental Language Disorder)- be curious and seek assessments if need be. DLD info: https://www.childrens.health.qld.gov.au/fact-sheet-developmental-language-disorder/
Explicitly teach the meanings of idioms. Useful resource: https://www.ef-australia.com.au/english-resources/english-idioms/

Vocabulary: As educators and specifically EAL/D teachers, we understand the importance of building vocabulary. What’s useful for EAL/D students is useful for ALL students. Refreshing and exploring words to understand our world and our learning is critical in making connections and expressing ourselves.

Today we looked at the “3 Tiers of Vocabulary” by Christina DeCarbo. Her website outlining the tiers is below.

The Three Tiers of Vocabulary for Classroom Instruction

Semantics Gradient Activity:

We were all give a word from this attached document: semantic gradient .docx We were asked to line up from the lowest sounding word to the loudest. This demonstrated the way in which words can be perceived and how that can change in different contexts. I loved this idea and would love to do something similar with my students, see photo using colour paint cards from hardware stores. You can use this strategy in many ways, like creating a list of words more interesting than ‘said’, or writing synonyms.

Fiona set up a EAL/D Hub Meeting group on Google Docs to share valuable resources from our meeting. One of the tasks around building vocabulary involved us looking at picture books and targeting specific words within the text to assist students with connecting with the text and making connections with other texts. Here is an example from a book called “The Paper Bag Princess” by David Munsch

The Paperbag Princess.docx

Blank template should you wish to have a try or adapt: Copy of Vocabulary Template

I began doing this with the story Wombat Stew as this was a text my students had recently engaged with to learn vocabulary around Australian animals.

Resources to explore:

Targeted Strategies to Accelerate SAE (Standard Australian English) Proficiency: learning-english-achievement-proficiency-leap-targeted-strategies-to-accelerate-sae-proficiency
Writing Revolution: the_hochman_method_09-15-2016-062048
https://www.wordhippo.com/ Great Thesaurus and Word Tools website.

I hope you find this blog reflection useful, I use this to keep track of my professional learning and gather useful resources, articles and share what I am learning about with my colleagues.

Please leave a comment or feedback.

Thank you

Early Years Language & Literacy Development

Posted on August 24, 2020 by Jade Peartree

Early Years Language & Literacy Development

Providing Optimal Opportunity for Growth 9:00am-12:00pm

Stephi West: Speech Pathologist

Stephi.west@psychologysa.org.au

I attended this PD on the 12th of August as I am currently working with Reception EALD (English as Additional Language or Dialect) students who are developing their English language skills. This PD gave me some insights into the progressions of language and literacy development, as well as the opportunity to engage with other professionals and share resources.

These are my notes from the PD, I wrote these as a record of my own learning but also to share with colleagues, teachers and parents who wish to understand more about how students learn and what we can do to support them.

Expressive Language vs Receptive Language:

Receptive language means the ability to understand information. It involves understanding the words, sentences and meaning of what others say or what is read. Expressive language means being able to put thoughts into words and sentences, in a way that makes sense and is grammatically accurate.

Language & Literacy rich environments: What can we see/ hear in these environments?

Conversations between teachers and students, students with their peers.
Sharing of ideas, verbally, visually.
Vocabulary, opportunities for new words to be used and displayed in multiple languages
Curiosity around language, exploring languages through play, inquiry methods
Student voice, how do children contribute to the language rich environment, when are their voices heard? Class meetings, sharing time, student storytelling time, role plays and performance, audio recordings etc.

Bloom & Lahey’s Model:

https://slideplayer.com/slide/8065939/

Setting Goals in these key areas? Form, Content & Use

I found it interesting to note that the main reasons for language delay are middle ear infections in early childhood that have gone untreated or a family history of learning difficulties.

How can we create flexibility in the use of vocabulary in the classroom? Routines in the classroom can sometimes be limiting as we tend to have repeated dialogue, which leaves less opportunity for the use of new vocabulary. The same language, same instructions, same responses from students continue. So, let’s try to change our routines a little, change the guiding questions during sharing times, use different vocabulary each week to begin your sharing times. Story times could be read by the teacher, an audio book, by a student or visitor/ parent.

The Screen Debate:

It’s important for families to spend time together, parents are the first people in a child’s life who influence their lives. When we talk about children developing receptive and expressive language skills, this starts at home. Every interaction, conversation, instruction, routine etc impacts this development. As we know, parents and their children are using screens more often than before (television, iPads, tablets, phones, laptops, computer games etc). This has meant that families are having less interactions and conversations, children are not developing those receptive and expressive language skills to meet milestones as they are having less opportunities to do so.

My perspective:

I am a parent, my son is almost 3 years old and he will watch videos on my phone or iPad, he also watches television and movies. Sometimes I will watch these with him and talk about what we have watched. I also like to watch a show or film that relates to a book we have read and then we role play and play games related to that book afterwards. I am fortunate to be working part-time this year, so I have the time to create activities and play with my son. I am not Early Childhood trained, but have been an educator of young children for 16 years now, and I know the importance of play with children and how much learning occurs through play. I believe it’s a balancing act, we will have screens in our lives and it’s how we use them, when we use them and how often this occurs that matters.

To give you some perspective on my experience, I woke up this morning at 6:30am with my son bright eyed and ready to play. He has played with his toys, we have read 2 books, eaten breakfast, which he helped me to make (banana pancakes, yummy). Now I am blogging at 8:30am whilst my son is watching nursery rhymes on my phone! It has given me 20-30 minutes of uninterrupted working time; I am guilty of using a screen/device to babysit so I can get some work done. I won’t finish this blog post today, it’s likely I will post it in a week’s time after 3 attempts to complete this post (EDIT: On my third attempt I finally finished)! Parents face this battle of finding a balance and sometimes screens help us to find some balance. There is no such thing as a perfect parent, but I think being aware, mindful and balanced when it comes to our use of screens is extremely important. We don’t have screens at the dinner table, we have outdoor play times, inside play times and varied activities to keep my son engaged. I do worry about my son’s obsession with the iPad and my phone, I limit his time as he gets really upset when I take it away, I use a timer and verbal warnings so he knows that his time on the screen is almost over, this helps. This could be a whole blog post on its own, to be continued… drop me a comment if you feel this needs to be explored further.

What are Language Development Tasks?

Tasks that assist and encourage language development. You need to know the stages of Language Development to know where to begin and what stage to teach for your child/ student. Stephi was reluctant to use age-based milestones to show the stages of speech and language development, as this varies so much for students, however, as a parent and an educator, I like to know what typically should be achieved at a certain age. I found this website with a graphic that I think is useful:

I need more hours in my day to explore these hierarchy graphics. I want to understand them in more specific detail and how I am prompting my students through their learning. I am also interested in the language processing hierarchy, starting from the bottom, I understand the stages but would like to provide examples of how students do these things and demonstrate where they sit on this graphic.

The Essential Ingredients to ensure student language and literacy development:

Relationship, building connections with your learners
Fundamental Skills of Communication
Bloom and Lahey’s model:
Zone of Proximal Development: pitching learning at the right level for that child’s learning ability and progression.
Intent and Motivation for learners

Other personal notes of interest:

As educators we need to be careful not to assume the prior knowledge of our students.
Fine motor skills are not assessed or found in the curriculum, it’s an assumed skill, not being able to use scissors, draw a circle, use of screens, not knowing how to draw or hold a pencil etc. If a child cannot do these things they cannot begin writing, they need to develop their fine motor skills, pre-writing skills.
Learning to read and then reading to learn. Focus on comprehension, purposes of reading, for enjoyment, finding information, learning a skill, history, art appreciation etc. Too often we are focusing on word recognition, decoding strategies and reading words on a page instead of our purpose for reading. There is a place for both, obviously, but we need to teach all skills to assist with students seeing themselves as readers.
Early years. Spend time exploring our reality/ our environment. What can you see, hear, smell? Talk to me about what you can hear, see, smell? Etc. Model and provide alternative vocabulary when describing what you can see, hear and smell etc.
Language is not just about what we say. Explicitly teaching body language, eye contact, facial expressions, body gestures, hand gestures, posture. Awareness of self, then awareness of others. Social stories.

Resources to explore further:

Casey Caterpillar for fine motor development, kinaesthetic process.

Phonics through songs, starting with the child’s own name to introduce letters and print. About Casey the Caterpillar by the creator Barbara Brann: https://barbarabranneducation.com.au/about-casey-the-caterpillar/

Literacy Teaching Tool kit birth to 5 PDF attached: lttusermap-ec. A fantastic resource, see the PDF or visit the link below. I will be using this.

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/default.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocusphonological.aspx

I hope you have enjoyed reading my blog, I hope you have learnt something new.

Here is the PowerPoint presentation from the PD: Early Years Language and Literacy

Please leave me feedback in the comments below.

Thanks

Jade

Seesaw Activities

Posted on March 25, 2020 by Jade Peartree

Seesaw Activities

Professional Development at St Andrew’s School

3:45-4:45pm, Wednesday 25 March 2020

3:45-4:45pm Tuesday 18 August & 25 August 2020

To assist St Andrew’s Staff with current world events and dealing with the very likely possibility of remote or distance learning, I was asked to present information for teachers about how to explore, set and create learning activities that their students can access from home. I ran 3 Professional Development training sessions about the use of Seesaw Activities.

I became a Seesaw Ambassador in 2017, and have just updated my Seesaw Ambassador Training. I have been given great resources that I am sharing with you now.

Please note, our school setting has been using Seesaw for the last 4-5 years, this is a platform that is already familiar to our teachers, students and families, (the whole school community), which is why we have chosen to continue utilising this platform. We have mainly used Seesaw as a means to showcase student learning, like a digital portfolio.

Here is a link to my presentation about using Seesaw as a Digital Portfolio from my EdTechSA Conference in 2016: https://jadevidovich.edublogs.org/2016/07/20/edtechsa-conference-2016-seesaw-and-digital-portfolios/

I am aware that other online resources are being used to suit the needs of our teachers and students such as Edmodo, Showbie, Google Classrooms etc. Use what works for you.

Here is my PD Powerpoint presentation in a PDF format for my workshops. You can access all of the video links to assist you with exploring, assigning and creating your own Seesaw activities: Seesaw Activities PD 25:03:20

Seesaw Icon Shortcuts

Frequently asked questions about using Seesaw and remote or distance learning attached here:

Seesaw: Remote Learning Help

If you have any more questions about Seesaw Activities please write in the comment thread below or email me directly. My email is jpeartree@standrews.sa.edu.au

Thank you and all the best for your educational planning using Seesaw. You are all doing an amazing job dealing with the current state of events. Hold your heads up high, you can do this.

Continue reading →

English as an Additional Language (EAL) Program

Posted on October 30, 2019 by Jade Peartree

Professional Development

EAL Hub Meeting Hosted at Pembroke Junior School

30/10/19 1:00-3:30pm

Presented by Nikki Abdilla

Next year I have been given the role of the EALD Teacher at St Andrew’s. I attended the EAL Hub Group Meeting at Pembroke Junior School today to gather some resources and learn about how the EALD program works within the Pembroke school context. Here are my notes from my professional development today.

Thanks Nikki for sharing your practice and hosting this hub meeting today. I look forward to attending the next hub meeting.

Initial Assessments for EAL Student:

Good resource: Oral Test: Book “You Choose” by Nick Sharrat.

Conversation about the images. Record conversation on iPad, receptive and expressive language assessment.

Written Test: Starting at Year 1 do oral and written assessment. Yr 2-7

Documentation: Areas of Success, Areas of Concern. Assessment sheet after conversation.

Use the Levelling Language and Literacy Levels Folder. PDF links below.

language-and-literacy-levels-eald-levels-7-10 language-and-literacy-levels-eald-levels-1-6

language-and-literacy-levels-eald-levels-7-10

Intensive Grammar and Genre Writing Program.

Traditional Grammar vs Functional Grammar. Look into this and make a decision within our school.

2 EAL sessions per group, per week. Students removed from class during literacy or LOTE lessons.

Building Teacher Capacities, supporting within the classroom instead of student withdrawal. Classroom teachers have more opportunities to make a difference in the lives of the children they have in their classrooms, supporting these teachers, literacy underpins all learning areas, showing them by leading sessions within their classes, modelling how to support their EAL students.

ELC & Reception- Oral activities, Games, Sorts, Songs and Stories

Speech Pathologists are a great resource

Apps: Toca Boca- Pronouns, Sago Mini- Pronouns and Prepositions,

Australian Apps: Play School, ABC Kids, Reading Doctor Apps, Hearbuilder Listening and Following Directions, Smashing Grammar, Padlet, Borrow Box (free just use a public library app to listen to audio books), EPIC (Free online audio books on app and website).Listening to audio books and hearing English at home makes a difference.

Online Resources: Twinkl Account, Teachers Pay Teachers, Padlet, Pinterest, abc website (Learn English)

Board Games: Pickles to Penguin, Sentence Scramblers, Articulate for Kids, Guess Who, Sorting Games.

Practical Experiences: Cooking, making, acting, puppetry.

Big Books: Oral Language, PM

Making own books: Lisa Burman & Book Creator

Note: It is important to feature different ethnicities within your resources so students can identify with them.

Realia: Practical Play, using resources to play and have conversations.

Highly recommend Parent Information Session to inform parents about the support program.

How do we help students in the classrooms?

Word fans: use them in EAL lessons, add to them, send them back to class.
Padlet access in the classroom
Reception Program: Teacher packs with activities related to their lessons in class, vocabulary resources to stay in classes that TA’s can use.

I have joined the EAL Adelaide Facebook group to continue sharing and learning with other EAL professionals.

Thanks for reading my blog.

The Confident Minds Curriculum: Building Optimism and Healthy Relationships in Young People

Posted on September 16, 2019 by Jade Peartree

The Confident Minds Curriculum: Building Optimism and Healthy Relationships in Young People.

Keynote Speaker: Madhavi Nawana Parker

madhavi@positivemindsaustralia.com.au

Professional Development Monday 16th September 2019

9:00am-3:30pm

My team and I attended this professional development today with the intention to learn, develop and build positive mindsets in our students and in our school community. Here are a few of my notes from today and the key messages I am taking back with me.

Healthy Relationships: Essential Goodness, every person is born with goodness, try to see this and harness it in every child. No one is going to learn from being constantly criticised. We build connections, see the child for who they are and their essential goodness, then build from there. Children won’t learn from people they don’t like. Developing good, trusting and healthy relationships is key.

Emotions are contagious. Be mindful of the emotions you bring to the room. Talk about this with your students, be aware of the moods we bring to the classroom.

Compassion: In moments of sadness, you are not alone. Building communities that want to care for each other. Compassion is crucial for the thread of society. Compassion starts with Self-Compassion. Self care and self forgiveness. Compassion doesn’t come naturally to everybody and this can be learnt.

What are the things that you do for yourself that make you feel good?

Empathy: It isn’t all about you! How are other people feeling? Can we care about other’s feelings and put ourselves in their shoes? We teach this by being empathetic beings ourselves, model this for our students.

App suggestion for meditation, gratification practise and set an intention for living: Buddhify: https://buddhify.com/

Taming the Inner Critic: What does our inner critic say? Is this true? How can we challenge that inner critic? Write down 5 nice things you can say about yourself. Inner Critic vs Inner Hero get into the healthy habit, don’t believe every thought that comes into your head. Reflect on your inner critic comments. Are those thoughts true, are they helpful, would you say it or think it about someone else?

Using EQ and Disagreeing Gracefully: It is hard to disagree with others, and usually when we disagree we have big emotions, so our thinking is low.

The Fixed Position: Letting go of the need to be right. Meeting people half way.

Respectful disagreements framework.

Win-win:The art of compromise.

Optimism: Rational Optimism. Try to find something good and rational. We are born with a negative bias. Brains were designed to look out for problems or dangers, the fight, flight or freeze mode. These are good indicators of how we are feeling. If you don’t feel right, it’s probably not right. Trust your gut instincts. Tune into your own feelings, are they rational or irrational feelings?

Top 3 things to be happier and more resilient:

1. Gratitude Practice

2. Identify 3 things that went well in your day/ life (This improves levels of optimism)

3. Swapping the phrase “Have to” to “Get to”. “Do we have to do this?” to “Do we get to do this?” I have to go to school today, I have to clean my room, I have to eat my dinner, I have to do my homework, I have to hang out the washing etc These are negative mindsets about our day and the jobs we need to do. But if we changed the dialogue to “I get to” then it becomes “I get to clean my room, because I have so many toys to play with, I get to eat dinner, some children don’t have food to eat, I get to do my homework because I’m lucky to receive an education, I get to hang out the washing because I have clean clothes to wear” Etc.

Being productive and capable in hardship. Children need to feel capable, because it’s the opposite of feeling insecure, less confident and hopeless. Is there anything you can do to turn this around? What actions could you take to make things right again? Moving past the victim mentality. Teaching children to think: I am hopeful, powerful and capable.

Problem Solving and Decision Making through Agency and Self-Efficacy:

Strengths. Self-Efficacy and Poise. How to weigh things up. Every time we tell our children what to do or solve their problems for them we do not allow them to wire up their thinking to solve problems for themselves. What are you going to do to solve your problem? Give them ownership, don’t jump in to solve their problem. We won’t be there to solve their problems in all situations, we need to let them feel disappointment, be upset, experience pain, so we can learn how to sit in those feelings and be okay, and then work out how we could solve or work on the problem for next time. To become a good decision maker as an adult you need to have experiences, make mistakes when they are little to learn from them.

Poise: If you are angry, upset, overwhelmed etc the BEST thing you can do is to not do or say anything at all! Wait until you are calm and can think clearly.

Group Meetings, Family Meetings, the importance of getting your group together regularly to meet and discuss how things are going. Structured and safe opportunity to catch up and discuss how your group is functioning. All groups/ families have problems, normalising this and giving everyone the opportunity to enter a discussion to address these problems. Once a week is ideal. Give children the opportunity to share their opinions and suggest ways to solve their own problems. Student voice, we all function at our best when we have a voice. The goal is to solve the problems together, we don’t solve their problems for them. Student ownership.

Challenging Feelings: Emotional regulation, in order to get good at handling your feelings you have to know yourself well and you have to be compassionate towards others. Acknowledge the feelings, name them. What is it you’re feeling? Accept that feeling. Do not resist that feeling. Key lessons to help us manage and deal with our challenging feelings: Gratitude Practice, Movement, Laughter, Music, Acts of Kindness, Watch what you watch (video games, social media, television programmes and movies that desensitise us to violence, negativity, it will leave negativity within you and decrease your empathy), Mindfulness, breathing & presence.

Wellbeing:

What can we do to help you with your wellbeing? Always ask the students what they want/ need to feel okay.
Meaning and purpose in everyday things and life. Help children to tune in to who they are, what is your purpose?
Fun for the sake of fun. Flow, knowing how to enjoy your life and lose yourself in the moment.
Choose who you spend time with, sleep, fire to wire.

Turning on your happy hormones:

Dopamine. Set small achievable goals. When we set a goal we give ourselves a sense of achievement, a reward.
Endorphins: Movement, exercise.
Oxytocin: Trust and receive trust, improve your social bonds.
Serotonin: The “one up” feeling. Have an awareness of this, self-confidence and self-esteem is impacted by this. Comparing ourselves to others and feeling we are “better” than others.

Here are a couple of videos from today I thought were worth sharing with students about their minds and acts of kindness.

Sentis: Neuroplasticity Clip: Our brains change based on our choices of behaviour and what we feed it.

Random Acts of Kindness: Colour Your World With Kindness

Smiles are contagious. Activity 1 minute smile with a partner, try not to smile. I will be doing this with my class. I found it so challenging not to smile when someone was smiling at me. Smiling is contagious and so are our moods. Come to school with a positive mindset.

Thanks for engaging with my blog.

Creating Digital Books & Student QR Codes

Posted on August 8, 2019 by Jade Peartree

Hi Everyone,

It has been a while since my last blog post, I’ve been rather busy adapting to full time work after returning from maternity leave this year. I feel I’m managing quite well but my blog has been sadly neglected. Until now!

Recently I stumbled across this link to Julie Smith’s Blog called The Techie Teacher:

https://www.thetechieteacher.net/2019/05/how-to-create-audio-qr-kids.html?fbclid=IwAR1t01mnr_1RIsjgwJvc4tKLyT3-spPyt_UTmfi42Xa6zKlJbhltUCYMqvo

I have always wanted to do this with my students and thought Term 3 was the time to start this process. I have had staff at my school ask me about sharing how my class did it, so this blog is dedicated to my coworkers at St Andrew’s School.

Firstly, I decided what my intention for learning would be for this task. I have been focusing on developing greater fluency, expression and pronunciation when my students read aloud. With this in mind, I decided to create audio books for our school library. I told my students they needed to choose a picture book, read it for a week and practise their reading, keeping their fluency, expression and clear pronunciation in mind. We would be recording their voices, reading their chosen books and sharing them in the school library. Their books needed to be suitable for young children (ELC to Year 2), however older children may also enjoy listening to them.

After reading their books at home all week, they were ready to record! We used iPads and an app called Book Creator, which is a way of creating digital books. If you’ve never used it, I would highly recommend giving it a try.

Students took photos of each page of their picture book and then recorded their voices on each page. We then shared our digital books from Book Creator to Seesaw. Our school uses Seesaw as a tool for communication with parents and to document student learning in a digital format. If you haven’t used Seesaw before and would like to learn more about it, please visit my previous blog post about it. I presented at EdTech SA a few years ago about using Seesaw as digital portfolios. Here is the link:

http://jadevidovich.edublogs.org/2016/07/20/edtechsa-conference-2016-seesaw-and-digital-portfolios/

We exported the book as a video to Seesaw, which meant it would automatically play for our viewers. All we needed to do from here was share the QR Code, which Seesaw generates for you.

I screen shot their QR codes, printed them to a suitable size for our display and the children stuck them on top of the photos I’d taken of them, holding a mini whiteboard as shown here:

Once this was done the children cut out their pictures, glued on their QR codes and we laminated them and attached a large black binder clip to the feet to help them stand up. I also asked my students to write a brief summary of their book and a 5 star rating, we used Comic Life to get the speech bubble template.

Here is what our library display looks like:

I also created a step by step instruction guide for students to help them learn how to view our stories using the iPads. You can find the attachment of that document here and download it and adapt it to your task. It’s as simple as opening the camera on the iPad, holding it up to the QR code and then clicking the link that pops up to take you to the story.

Read a Digital Audio Book

I hope you can see the value of this task and adapt it to suit one of your learning intentions within your classroom. The possibilities are endless! I was speaking to our school Italian teacher, she could record students speaking Italian and share their dialogue with students and parents, create a translator or a set of phrases to assist with Italian pronunciation. Then I was talking with a passionate science teacher and suggested he use it for recording the methods of experiments, videos of the experiments, documenting the scientific process along the way. What about Music lessons, Art, Dance, PE? So many possibilities.

ACARA Links: English Content Descriptors:

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685 – Scootle )
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792 – Scootle )
Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826 – Scootle )

If you have any questions please post them in the comment thread below.

I hope you’ve enjoyed reading about digital books and QR codes.

Thanks.

Jade Vidovich

Teachers are Learners

Posted on January 20, 2019 by Jade Peartree

Teachers are Learners

I often remind my students that I do not have all of the answers. Teachers are not the keepers of knowledge and we are also learners. A good teacher learns with their students, demonstrating the traits of a good learner. I thought I should blog about my recent learning journey and what I feel are traits of a good learner.

As I’ve been on school holidays, I’ve had the opportunity to put myself in the shoes of the learner in an area of personal interest. My wonderful partner (Andy Peartree) gave me the BEST Christmas present, it was a full day Watercolour Art Class, taught by Karan Hudson (http://cmla.org.au/pdf/Karan_Hudson_Artist_Bio.pdf )

Before the class I was quite nervous, especially as I hadn’t been to an art class in many years and I wondered if I still possessed any relevant skills. This helped me to remember that my students this year may be feeling rather nervous on their first day of school or at the start of a new lesson. I will keep this in mind and try my best to put their minds at ease.

Karan Hudson is also a primary school art teacher and she believes in play based learning and inquiry methods, something I also believe and practice in my own teaching. Karan began by sharing her knowledge and experiences, directed us to gather the tools we required, and then allowed us time to set up, explore and play with the watercolour paints, various papers and brushes. I loved having the time to play and explore.

At first I didn’t have a clue what I wanted to paint, but I didn’t feel pressured, I was given some guidance along the way and then it all just happened. Before I knew it the day was over, I felt completely relaxed and in the pocket of learning. I was applying new techniques, seeking guidance from my teacher when I was unsure, experimenting, making mistakes and learning from them to enhance my next attempt. It was such a wonderful day and I left with a sense of real achievement, reconnected to my love of painting and creating.

Here are some of my paintings from the day:

My pear, for my partner Mr Peartree. I wet the page without paint, outlining the pear first so that the colour wouldn’t run, then I added the colour gradually, blending all of the different tones. The Poppy painting was created using leaves to print with. I quite liked the effect.

Landscape experiments, I loved how the paint moved and spread on the paper, it created wonderful natural lines.

The rock salt creates an effect on the paint, drawing the colour to the salt creating darker, grainy patches. I used the splatter effect by flicking the bristles of a brush on the page for the crashing of waves on the rocks. I also loved learning how to use glad wrap to create the lines on the rocks.

Glad wrap method.

A photo of the class at work. Everybody was so engaged and busy creating. I loved the opportunity to stop and wander around to look at what everybody else was doing. Not one painting was the same, we were all using the techniques taught but we were all creating our own uniques pieces. I often saw what someone else was doing and became inspired to try what they had done. I have used this technique in class with my students, it is a great strategy, especially for those who are a bit lost, need inspiration or if I want to share something that someone in the class has done as a good example.

Enough about my lovely art class!

Here are my Top 5 Traits of a Good Learner:

Curiosity/ Inquirer: Someone who likes to explore their world, asks questions, tries new things, plays and investigates.
Risk- Taker: Someone who is willing to learn, make mistakes and learn from them.
Persistence: Someone who isn’t afraid to experiment with learning. Someone who tries something, fails, learns from their mistakes, then tries again.
Open Minded: Someone who has an open mindset and is willing to try new things. Being willing to have a go, even if it’s something you’re not feeling confident about.
Reflective: Someone who thinks about their own learning. What’s the point in learning something if we don’t reflect on what it has taught us? Share what you have learnt with others, teach somebody else a new skill, take the time to appreciate your own efforts. Most importantly, use what you have learnt to make connections with new learning.

Before I finish, I want to point out that I am aware that my Top 5 Traits of a Good Learner are some of the IB Learner Profiles. I believe in the IB Philosophy and have seen these traits in my students. I like to help my students identify these traits in themselves throughout our year together.

Also, if you haven’t put yourself in the position of a learner in a while, I challenge you to take a class, be a risk taker and enjoy the ride. Lifelong learning makes living worthwhile.

Thank you for visiting my blog. I hope you found it interesting.

Digital Citizenship in the PYP 2016

Posted on January 24, 2016 by Jade Peartree

Digital Citizenship in the PYP Workshop: Wednesday 20th- Friday 22nd of January 2015 (24 hours PD)

For the last 3 days I have been involved in a workshop called Digital Citizenship in the PYP.

My workshop facilitator was Nathan Pope (@Chinaheadk12), he was great at catering for a diverse group of learners and was very open to sharing resources and his presentation with us. I learnt some new things about Digital Citizenship and many discussions reaffirmed some of my prior knowledge and allowed me to share content with the group.

So what is Digital Citizenship?

This image is a brainstorm chart of my group’s definition of Digital Citizenship.

It says: Being a digital citizen means having an awareness of how to be safe and responsible in the digital community. We also wanted to acknowledge a level of accountability for individuals.

A useful resource I have used with Year 6 students about Digital Citizenship: http://www.digitalcitizenship.nsw.edu.au/

My previous post (2 days ago) was a response to one of our workshop readings, which stimulated great discussion within our group about the use of technology in the classroom. This post is an overview of the course and the highlights for myself as a learner.

Some of my highlights included:

Some old and new Learning Engagement strategies, I particularly loved the Nearpod poll, (http://nearpod.com/) this allowed you to see results being generated from the class live. Nearpod is a tool for delivering content that I would like to trial with my students. You can set it to class mode and run through it as a group or set it to individual mode where students can work through content and tasks at their own pace. Something worth exploring for sure.

Web 1.0, 2.0 & 3.0 and learning what these were and the difference between each. I had never heard of this before but it was something I enjoyed learning about. Here is a brainstorm image from the workshop explaining this. In short Web 1.0 is readable content we can view but not edit, Web 2.0 is writeable content we can collaborate with others on and Web 3.o is executable, artificial intelligence, computers communicating with computers to share content relative to our interests. Pretty amazing stuff. Please also view the video link for a more detailed explanation below.
After learning about Web 2.0 we were asked to choose a piece of technology that we use to collaborate and identify the opportunities and threats about it. I chose Seesaw as I will be using Seesaw with my class again this year as part of our digital portfolios and starting blogs in junior primary. Here is what I came up with:
Google a Day Challenge: http://www.agoogleaday.com/ I’m interested in using this with middle to upper primary students to assist them with searching tips using Google. There are some skills that need to be specifically taught and refining searches is one of them.
Are we disconnecting by being digitally connected? I stumbled across this video whilst searching for something else but thought it was just too good not to share. It’s about the issues we have today about being connected by technology but disconnecting socially in real life. I think everybody should take the next 20 minutes and just watch this Ted Talk by Sherry Turkle, especially those addicted to their phones!
We also explored Digital Footprints, Cyber Safety/ bullying, Grooming and Creative Commons and copyright issues (plagiarism). I have a bit of a background knowledge on these topics already but would like to add the videos I thought were quite good in relation to these topics.
Digital Footprint:
Creative Commons:
Cyber Safety resource for students. I’ve used this with Junior Primary up to Year 6’s: http://www.cybersmart.gov.au/cyberquoll/
Digital Citizenship Rubric: We discussed the importance of intellectual property and plagiarism. We defined plagiarism:Plagiarism is the use and copy of unacknowledged works. Works can include pieces of art, music, theatre performances, graphic designs, photography, film, published/ written works online, website content, programmes, graphs and digital representations.
- We then discussed ways in which we could educate students about plagiarism and how to check if their work was cited properly. This rubric can be used or adapted to suit your students, I think it’s quite good.
Finally Policy Documents: We had the opportunity to look at policy documents from other people’s schools in the group. The big take away point was that staff, students and parents should be involved in creating the policy documents. Too often it is the responsibility of a senior/ leadership staff member to create policy documents and then they share it, ask people to read it and then it’s done. Some people will take the time to read the policies but I dare say that more people will not find the time to engage with them… So, getting people involved in the policy drafting process and then handing the ideas over to leadership or senior staff to finalise is probably a better way to go about it.
Resources: Here is a link to the course website that Nathan Pope shared with each of us. It has many great articles, videos, resource links and examples of policy documents. I hope you find them as useful as I do: https://sites.google.com/site/jadedigitalcitizensite/home

Final thought, we are all Digital Citizens, it is our responsibility to be great role models for our students and share our knowledge and understanding about what it means to be a good citizen, on and offline.

Thanks for reading, please post a comment.

Jade

Jade Peartree's Blog

My professional reflections and documentation

Category Archives: 3. Plan for and implement effective teaching and learning.

IPSHA EALD Collegial Group Meeting Term 1, 2023

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Early Years Language & Literacy Development

Seesaw Activities

English as an Additional Language (EAL) Program

The Confident Minds Curriculum: Building Optimism and Healthy Relationships in Young People

Creating Digital Books & Student QR Codes

Teachers are Learners

Teachers are Learners

Digital Citizenship in the PYP 2016