Each session will run between 9.00am and 3.00pm; the structure of each session will follow this daily format:
09.00am – 9.45am The Mentoring ‘Hour’ with Jo Williams: Burning issues, reflection, inquiry, next steps, goal setting, networking, collaboration with colleagues
09.45am – 10.00am Morning tea
10.00am – 12.30pm Content facilitation
12.30pm – 01.00pm Lunch
01.00pm – 2.30pm Content facilitation continued
02.30pm – 3.00pm Reflection with Jo Williams
Refresher information regarding the Induction and Mentoring Programme –
Revisiting the codes and standards, settings goals;
Portfolios, collecting evidence and documentation in a ‘work smart’ way;
Reflecting on our classroom/learning environments, management and organisation;
Developing connected, positive relationships;
Working with children with challenging behaviours, creating inclusive environments;
Promoting student health and wellbeing, developing a growth mindset.
Community Engagement that Strengthens Success for Pasifika Students
Session 2: Let’s Make Maths Fun whilst Making Maths and Learning Count!
This ‘how to’ maths session will build both teachers’ and students’ confidence and knowledge in all areas of maths, as well as emphasize how to have fun while learning. We will explore numeral identification, place value, multiplication and division, fractions, decimal fractions and proportional thinking through the use of materials, games and activities in order to reinforce and embed these vital maths concepts in primary and intermediate school classrooms.
Session 3: Enhancing your Literacy Programme for Diverse Learners, including Ells (ESOL) Students
Session 4: Inquiring Through The Arts - Building Agency Through Self Expression
Thinking about The Arts as a toolbox for exploring, discovering and presenting;
Developing ideas through making and doing Visual Arts;
Practical guidelines for organising arts activities.
Developing an Inquiry, Thinking and Questioning Learning Culture
This practical and visual session aims to provide teachers with a ’thinking and questioning toolkit’ that can be used immediately to create and foster a thinking and questioning learning culture. We will discuss the importance of modelling thinking aloud and the need to guide children to ask different types of questions for different purposes.
We will look at using graphic organisers and other thinking resources such as Thinkers Keys that can scaffold and extend children’s thinking and problem solving. ’The person who does the thinking does the learning’ (nzmaths.co.nz).