School Planning for SNP Managing the diagnostic assessment Facilitating Workshops Resource Planning Structure of a Lesson Scheme development

These are only suggestions!

Planning for the diagnostic interview This needs to be completed as soon as you can. Year 7/8 schools think about doing it this year and mopping up in 2009 Data in on nzmaths website - your RC will explain this Organise a session to explain and demonstrate how the test will work and how it is recorded.- use real students Arrange a quiet uninterrupted area for testing for the day. Preferably try not to have to move. All teachers do not have to be testing at once but all T’s must do their own testing. Explain to the whole staff what you are doing and why. Explain how you will be managing it - not disruptive etc. Have all the testing materials organised. The test will probably take a full day+

Planning for the testing The school is given 2TRDs /year 9 class for testing twice This represents a considerable amount of money and should be used wisely. Use Teacher Timetables to check non-contacts. Arrange relief Only 2 students out of class at any one time. Organise someone to enter the data Record your password in a safe (and memorable) place. Explain to your students what you are doing and why. Knowledge test- PP or cards

Facilitating workshops Discuss What do you expect when you go to a workshop?

What is a facilitator? Webster’s dictionary says that facilitate means to make things easier or less difficult; to help forward. In the context of a workshop with T’s A basically neutral person with no decision making authority helps the group to be more efficient and effective when planning and implementing the new ideas presented to them. Facilitation can involve many different levels of knowledge and skill, can include work on all kinds of problems and challenges, can assist the group in fulfilling its desire, or can push participants to new levels of understanding. Learning to work together does not necessarily come naturally. Nor is it always easy. The role of the facilitator is help the participants learn how to work together by providing the structure (or process) while they remain focused on the content.

Laws of learning People have a natural talent for learning. The facilitators job is to put this natural talent into practice.By following the laws of learning you will be creating the right environment for effective learning. 1. Learners must feel a need to learn 2. The learning environment must be mentally and socially safe 3. Learners must set their own goals 4. Learners must participate actively in the learning process 5. Learning must build on, and use the learners experience 6. Learners must see their learning has been successful 7. Learning must involve effective two - way communication. Doug Malouf

What is special about adult learners?  Adults have a lot of experience to draw on  Adults have set habits and strongly established tastes  Adults are proud of their independence  Adults have strong feelings about the learning situation  Adults have many preoccupations  Adults have firmly established attitudes  Adults have selective filters  Adults usually have a specific purpose for their learning.  Adults are more strongly motivated by internal pressures than external rewards.

When facilitating adults  Use their strengths  Acknowledge their experience  Respect them as independent learners  Keep your focus on fun and participation.

Note  Teachers do not have much time  Try to give them a hard copy of what you are doing.  Remember your style may not be theirs.  Watch the jargon  Activities that are poorly explained -use activities you have tried  Don’t imply what they do now is grossly deficient  Don’t get off the subject - unnecessarily

What do we need to consider when planning a workshop?  Workshop design  Objectives  Evaluation  Learning experiences  Relationship building  Expectations

Resource planning

What will need organising? Department Physical Equipment FIO books Independent activities Practice activities Games Hard copy folders of knowledge and strategy domains Teacher resource books

Individual teachers Will need a file with sleeves (must be able to add to) for knowledge and each strategy domain with dividers. A box of equipment Number lines on the wall/board What goes in a file: –Numeracy Book page –Starters –Differentiated practice sheets –Extension to algebra or decimals etc –Independent activities –FIO references –Games –MM for the unit if required. –Any assessment –Referenes to any electronic resources applicable.

The Year 9 scheme

Structure of a lesson