Sheena Cameron - Oral Language Handbook Launch, 27.7.16

This afternoon I attended the Sheena Cameron Oral Language Handbook launch. This was a great session that went through the layout of the book and some great oral language strategies for us to take away and implement straight away. Many of the things mentioned were for older students however I could see ways some of the strategies could be adapted to meet my students needs. Many of the things were also things I use in class currently however it was great to remember why I do the things I do.
I took away many useful strategies and ideas to try in my class.
I am going to structure my oral language "show and tell" on a Friday differently using a different topic each week and send home prompting questions. This will help the children prepare what they will say and get away from bringing in toys.
I will also use barrier games to help the children with their speaking and listening. I really liked the example they gave with the coloured Popsicle sticks. This is something I will try in my relationship building sessions on a Friday and in the Headstart programme when I run an Oral language programme.

Here are some notes from the book launch...

Oral Language Book/The Writing Book - Sheena Cameron and Louise Dempsey

Talk topics = quick writes

Example:

Would you rather go into the past and meet your ancestors or go into the future and meet your great grandchildren?

Elaboration questions: - tell me more about…? Can you give me an example? Why do you think that? What is your evidence?  Does anyone else have different idea? Can anyone take that idea and develop it further? How else could we think about this?

Chapter 1

Speaking and listening often seen as poor relations of literacy - children not just learning when reading and writing

How can we more effectively engage students in oral language/speak?

Speaking and listening - making and creating meaning = equal importance

Types of dialogue

Planned and unplanned

Formal and informal

Dialogue and monologue

Private and public

Types of talk

Exploratory talk - understand and develop ideas

Presentational - to share and entertain

Conversational - build relationships with others

Listening

Information listening - to obtain information and ideas

Critical listening - evaluate and form opinions

Appreciative - enjoyment

Responsive - build relationships

Modelled	Shared	Guided	Independent
I do	We do		You do

What do students say about oral language? What helps you learn? Does talking help you learn? Do you get to talk enough in class?

Video - examples of other students work, time to ask questions, talk to each other, talking helps because you can express yourself and say what you are thinking, when you speak you improve your confidence, when I share my words, I share my learning, teachers talk too much and sometimes we don’t understand the long lectures,

Year 10 students - If I talk to others it puts learning into perspective, Some classes I get to talk enough - these are the lessons where I learn best. When I don’t get to talk I don’t learn.

5 Nations Study - Alexander 2001

• Teacher talk was dominated by questions
• 10% of questions were open
• Students responses were on average 5 seconds and 70% were 3 words or less.

Nuthall 2005

A hands up culture controlled by the teacher severely limits student talk and often results in a small group dominating the talking.

“What amazes me is that in every country the most common instructional strategies engage some learners while leaving a large subset disengaged”

Think-pair-share is the most important instructional strategy, versus hands up.

Developing a think-pair-share culture

5 seconds of thinking time - then pairing up, then sharing with each other back in whole class setting. Sharing back - share back what your partner has said, helps to engage, ensure listening.

Successful Listeners (JNR)

• Eyes to eyes
• Listen
• Think
• Take turns

Talk partners - preset T.P.S. partners ready to go. Good for students to build rapport, leave students together as partners for longer - but sure they are closer in ability

Compass talk partners

N - mixed ability

E - friend chose

W - mixed gender

S - same ability

Variations

Switch

High five in the middle of the talking to swap talkers

Think Pair Square - moving from two to four. Teacher joining in the pairs is a powerful way to pull out more discussion

Think pair record - discuss but record notes at the same time

Foursquare Note taking -

Think pair walk and talk - good to use in combination with recording

Random name selector - popsicle sticks, online apps.

Different groupings

Hair ties - place on their wrist, find the others with the same colour, make a group of different colours

Doughnut circle - sharing buddies ideas - everyone gets a chance to talk. Outside circle and inside circle, pair up and talk, then switch - one circle moves 3 places to the left (normally the inside circle). Retell what the previous buddy said, then add something of their own.

Listening triads - working in a group of 3, one student talking, two listening, or alternatively use of roles (in back of book), e.g. questioner, summariser.

Jigsaw groups - students have a home group, mix up the groups then return to the home group to share the information with others. Good way to engage students as they need to listen to others, as they have information that is needed and cannot be given by anybody else. Foursquare note taking sheet is good for recording this.

The Responding Model

Question comment statement	Pause and think for at least five seconds	Share answers opinions ideas	elaborate
Step 1 Pose a question, make a comment or a statement		Step 2 Share answers, opinions or ideas - with a partner In a group	Step 3 Support students to elaborate on their own and others’ ideas

Open and closed questions

Smart questions

Why do you think that…?

Smart statements

I wonder why….

Three level thinking frame - digging deeper

A comprehensive vocabulary programme

Word consciousness

An awareness of words

Positive dispoistion

Word alert - hold up a sign saying word alert when an interesting word came up

Adopt a word - all chose a word (with a partner is best) they wanted to adopt for that term, did a whole series of activities around that word.

Activities could be - make a diorama to explain the word, add the adopted words word wall, word jar, play vocabulary charades (could take out of word jar), word walk and swap words, sell/do advertisement for the word, design a house for their word (draw a picture, create a model, minecraft etc.), take your word home as a fridge word.

Make a word picture - word as image by Ji Lee  (look at these online - but vet before showing to class, as some can be inappropriate)

How many words can you make out of the letters in your word? - wordplays.com

The writing book has QR codes for different websites that are great for vocabulary learning.

Tier one - words the kids already know - no point teaching

Tier two - words they will come across the most - high utility

Tier three - topic specific words with low frequency

Useful academic life or words that are part of rich conversations.

When kids’ knowledge of tier two is increased, their understanding/comprehension/vocabulary is increased two. There is a tier 2 list is in the oral language book.

Using drama to enhance oral language

“At the centre of all the drama is communication” - Matt Buchanan

Improvisation

Role Play

Mime

Story retelling and story making

Plays/Readers’ theatre

Drama Games

CSO - character, setting, object - they randomly select one for each and create a short skit with these. This could be around your topic or around a book you’ve read.

Skit with 4 words - students have to use these words in a skit, whenever the audience hears one of the words they have to mime a V shape for vocabulary.

Role play and mime - watch a short clip, then discuss it, then mime it out themselves.

Impromptu Speech

Task: talk for 30 seconds, give a random topic e.g. my favourite time of day

Criteria - talk in full sentences avoid ‘um’ eye contact

Listening

Listening activity - play an audio clip - students have to think “where is it set? Who are the characters? What is happening?”

Barrier games - one person has information that they share with other person in order to create something e.g. popsicle sticks in a shape. Great for precise and positional language. Easiest if they sit beside each other rather than opposite - that way left and right etc. will be the same.

Use a hundreds board - in maths - play like battle ships but with chose numbers.

Oral presentations

Impromptu speeches

In the box - prepare a box about themselves, 4 things important to them, then had a slot during the week to present these.

Reading published writing in a group

Rounds - everyone speaks in a circle

Group presentations

Game show (linked to drama e.g. family feud) - creating their own games shows then present them.

Think about oral presentations as pairs, groups and whole class.

Inclusion of talking activities for home learning

E.g. describe a favourite dinner

Share a story from the news

Talk about an illustration or photo

Tell a joke

Present a weather report

Prepare at home and present at school.

Rio Olympics BBC Sport clip - good for talking strips and writing prompts.

TIPS course for Autism Week 10, Term 2, 2016

In Week 10 of Term 2 I attended a TIPs course for Autism. The course was all around a boy in my class and I attended the course with the students Dad, his TA, the SENCO and his SLT. it was a fantastic course which opened my eyes to the many aspects of children. Many things that were mentioned I was able to relate back to my focus child and another in my class. It helped me to understand them and discover strategies I, alongside my team could use to help him achieve as much as was his potential.
It is rare to have a chance to focus solely on one child and we took a lot away from the 3 days. As a team we developed goals and steps we would take.
After being back at school for nearly a week and having started the implementation of our goals we are already seeing positive results which is very rewarding.
I would recommend this course for everyone!

These are the goals we developed together.

Area	What Goal did you set for this area?	What is the long term plan for Student in this area? (Your goal needs to be an early step that fits with this plan.)	Priority (1-5)
Visual Support Checklist	Choose a safe place when upset	For std to move himself independently to an area away from a stressful environment/trigger.	4
Relating to Others (Social Communication)	To engage with an object in play	To play alongside a buddy with no adult input.
Using language, symbols and texts (Communication)	Use visuals to express what Jack wants in a range of contexts	Independently use visuals to communicate.	2
Thinking (Assessment and Planning)	To follow simple instructions	Follow instructions.	3
Special Interest learning kit	Alphabet	Develop motor skills.
Managing Self (Behaviour and emotional regulation)	To giggle when appropriate. (to stop inappropriate giggling in the toilet)	To focus on the toileting task.	1b
Participating and contributing (Module goals)	Work as a team	Communicate regularly. Work as a team. Support each other.	1a

The Fascinating Brain- Nathan Mikaere Wallis talk

The Fascinating Brain

Nathan Mikaere Wallis talk                                             28.6.16

booknathanwallis@gmail.com

Why am I series- about kids born in 1972 in Dunedin- TV1

Previously believed brain smarts was on genetics but now it is believed it is developed in the first thousand days- how much youre spoken to. The brain is in data gathering in the first 1000 days, approx. 2.5-3yrs. The Dunedin study suggests otherwise from what we usually thought, that secondary school would be the most important education. The brain is biologically designed to take in the most in the first 1000 days. Parent staying at home with a child in the first couple years is the most important. Genes to suggest intelligence was just an assumption.

We have a culture that the early years are not important. In NZ the less money gets spent on you for education. However this should be in reverse.

It’s the intimacy and partnership which is the most important. Eldest is likely to be the highest qualified. Enhanced relationships with first borns, only child gets it for even longer. E.g. could speak 50,000 words a day to the first born, but only 30,000 to the second born as running round after a 2 year old. Words from other children do not come into the equation. Its not just language it’s the intimacy. Even the words spoken to other over a baby do not count. Only the words spoken in intimacy to a child, directly to them. Better outcomes from a child staying home the first year as opposed to an ECE with 5 babies to one teacher. Foundation for social skills is from having one relationship with one adult initially- a di-ad. (good social skills because in first 18 months of your life in a pro-social relationship- with 1 person. E.g Mother full of emotion- full of oxytocin. All babies have a primary parent or one main relationship. Shielded from negative emotion, pro-socially in a kind way).  In a protected and sheltered environment- no aggressive response from the environment. Earlier start child care the earlier you are receiving an aggressive response- e.g. a baby slapping mum does not get an aggressive response from mu, but another child may hit back.

If a child is scared and upset it will be in its brainstem not cortex so cannot absorb data. Need to respond to child- a child who is responded to by an adult will have more time calm and more chances to absorb data. 1000 days of being neglected will influence a higher use in the brainstem and sacrificed the development of the frontal cortex as their attention has been elsewhere and looking after themselves- survival brain (would have done better 1000 years ago).

1990’s The decade of the brain

-the growth of the frontal cortex is experience dependent

-

Structure of the brain.

Weights of the brain- 350 grams new born- 1.2 kg at 3, 1.4 kg to adult. Brain grows a lot in first 3 years (why a 3 year old brains looks so big on a body).

4 brains, frontal cortex is what makes us special as humans, dog can’t do it. Can a dog do it? No-must be brain number 4. NCEA standards etc. language, emotion, logical, see things from others point of few, data gathering. Grow up with brains 1,2, and 3. Frontal cortex is kicking in at 3- grows between 3-11. For about 3 years it shuts off (not completely- seems that way), at 2 and 15 the brain scan looks the same, frontal cortex is shut down (puberty). Just have to look at rates of depression in adolescents. 90% of the brain is in the emotional state. Frontal cortex

1-survival brain

2-education model-movement brain- cerebellum- sport brain (1&2 brain is a reptile)

3-mammal brain, central brain.- emotion.  Limbic system. (Mammals- dogs have brain, 1,2,3)- need this to nurture a baby

4-frontal cortex- only way to access brain 4 is through brains 1,2,3.

To understand the relationships in the brain is the stress response- brain stem is aroused you won't get much from the frontal.

To absorb info- cortex needs to be up and engaged. If there was an earthquake or a gunshot the brain stem will go up-survival instinct takes over. To really use your cortex your brain stem needs to be calm. – as one increases the other declines and vice versa.  (can do something a hundred times so something becomes automatic when not calm- e.g. teach a turtle 100 times a child will go into a turtle in an earthquake not freeze)

The more a child has an attachment to their teacher and has more of a relationship with a child the calmer they will be in a learning situation situation. Brain stem is in action. Hard to learn from a teacher you are scared of (in the brain stem). Easier to learn of a teacher you enjoy and have an attachment to., will be in the cortex. If being bullied or something is happening at lunch the child will be aroused and in the brain stem. Calm and reingage the student. Keep it as calm as possible in the data gathering stage (1-3 years).

When the brain reaches adulthood- late 20’s. approx. 26 years old. As soon as you apply gender it changes as woman mature faster- approx. 18-24, males reach maturity between 20-32. First born male will get there at 22, second born girl would be 24.

Risk factors are things like having 1 parent instead of 2, being hit as a child, not having a close relationship with family, parent with drug and alcohol prob- negative factors. Dysfunctional child more likely- the more they have the more chances they have. 1 negative does not mean they will be in jail when they’re older.

Resilience factor- parent with good relationship with their parent, family with less than 5 children, musical instrument parent with territory education, speak another language, parent staying home- enough of these factors you end up more highly qualified and being more social. These children can afford to go into care and not be wrecked.

Being a girl is a resiliency factor, being first born is also a resiliency factor. The smallest factor in prison is a first born female. Largest proportion in prison are boys who are not first born. And largest proportion of children with behaviors will be not the first born male. Need to have a dif expectations for girls and boys if the boy is the second born.

Fixing frontal cortex

-Like rolling a ball up a hill- not too late, hope for everyone. Just easier to push a ball down a hill (have it done right at the start)

-younger you are the easier it is.

-the more CATS- the less neuro plasticity.

C-caffeine

A-alcohol

T- Tobacco

S-sugar

Would have to go from the bottom to the top- (it would take longer)

-immerse them in a loved relationship-produce oxytocin (be positive and be flooded with feelings of love)

Brain 1- If you were going to grow the frontal cortex need to make sure the child has a di-actic relationship (one person to first learn to behave with, then see if they can do it with 2 and 3 and so on…) not 4-5 teaches, needs one person first.

Then brain 2- movement brain- rhythmic pattern- what allows you to move to brain 3 and 4.- did this with a  baby by rocking them and winding the baby, pushing pram back and forth etc. (Can spot the child with trauma in early years- chew chewing gum to a higher percentage- will give a rhythmic pattern and need to work harder at developing a rhythmic pattern. Or swinging on a chair. Traumatized enough will be looking for a rhymatic pattern

Brain 3- dispositions- ECE sits. Te whariki. Limbic area of the brain needs 1-positive disposition towards yourself as a learner. Need to believe in yourself. Cant skip from meeting needs of a 3 year old (teaching to read) by teaching the needs of a 7 year old. The earlier a child learns abc’s etc does not mean the more successful they will be- this would sacrifice their disposition. Between ages of 3-7 is the most important. The child learning to read at 3 now has less social skills. They should have been out being social at 3. In NZ we have tall poppy syndrome- e.g if you got up and promoted yourself (I’m the best at this) others would think what a ***. In America they talk themselves up. Te-whariki talks about positive dispositions about ones self. Confidence. Knowing abcs etc does not correlate to success at age 32, its about confidence and disposition as a learner.

Child comes to say “I know how to count to 100” mum says “what comes next?” child will not end up with a high disposition of self as a learner. Will not feel confident- will think should of known more. Need to validate what they have done before moving onto next step.

e.g.-you have written a lot of sounds- that’s great… nest steps are…

Do not skip development of brain 1, 2, and 3 and go straight to brain 4.

Discussion:

Giving an ipad to a child is detrimental. Negative data is gathered. If can do it on an ipad does not mean he can do it out of the context of the ipad.

-Developing vision in the first 2 years which is why it is damaging.

-learning and instrument before the age of  7 integrates the left and the right brain. Also relates to why woman can multitask and go from right to left sides of the brain. A male learning an instruments before 7 can mean their brain can be more like that of a female and go between the left and right.