Welcome New Scheme Teachers Today we begin Walking the Path - - PowerPoint PPT Presentation

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Welcome New Scheme Teachers Today we begin Walking the Path - - PowerPoint PPT Presentation

Mar 23, 2023 221 likes •1.09k views

Welcome New Scheme Teachers Today we begin Walking the Path Together Acknowledgement of Country We acknowledge the traditional custodians of this land, the Dharug people, and pay our respects to the elders from the past, in the

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Welcome New Scheme Teachers Today we begin… “Walking the Path Together”

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Acknowledgement of Country

We acknowledge the traditional custodians of this land, the Dharug people, and pay our respects to the elders from the past, in the present and future for they hold the memories, the traditions, the culture and hopes of Aboriginal Australia. We must always remember that under the brick, concrete and asphalt this land is, was and always will be traditional Aboriginal land. We pay respect to the Dharug people on whose land we are today; by acknowledging the loss of their lands, cultures and treasures, and knowing the consequences that it has had for their people, communities and nation. We believe we can walk together to create a better future. We meet today, taking this belief on.

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SLIDE 3

Outline of program

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Professional Teaching Standards

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Focus for today

  • Developing your awareness and resilience
  • Building relationships with each other and your

students

  • Sharing experiences of teaching and learning
  • Quality teaching and effective learning
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SLIDE 6

Prayer

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SLIDE 7

Corners

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  • Listen to the “statement”

Corners

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SLIDE 9
  • Listen to the “statement”
  • Take time to consider the four options

Corners

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SLIDE 10
  • Listen to the “statement”
  • Take time to consider the four options
  • Move to the corner colour which best represents your

response

Corners

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SLIDE 11
  • Listen to the “statement”
  • Take time to consider the four options
  • Move to the corner colour which best represents your

response

  • Buddy up with someone and share the reason for

your choice

Corners

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SLIDE 16

If I were a pair of shoes I’d be ...

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SLIDE 17

If I played in a jazz band...

Sax Guitar Piano Drums

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SLIDE 18

Acrobat Lion Tamer Human Cannonball Clown

If I was in the circus……

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SLIDE 19

Messing about in boats…. ?

Canoe Sailing Boat Cruise Ship Jet Boat

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If I wasn’t a teacher I’d be...

Politician Entertainer Doctor Chef

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Puzzled People

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Puzzled People

  • 1. Form groups of 4 people.
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Puzzled People

  • 1. Form groups of 4 people.
  • 2. Nominate a person in the group to come out the front to

receive a card

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Puzzled People

  • 1. Form groups of 4 people.
  • 2. Nominate a person in the group to come out the front to

receive a card

  • 3. Another person in the group will tear the card into

jigsaw-puzzle shaped pieces – one per person in the

  • group. Each person must have a piece that has some part
  • f the drawing that is on the card.
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SLIDE 25

Puzzled People

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SLIDE 26

Puzzled People

  • 3. When the music begins, mill around the room; at the

signal trade your piece of card with another person, taking care not to trade with someone from your original group. ‘Milling’ and ‘Trading’ will be repeated several times.

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SLIDE 27

Puzzled People

  • 3. When the music begins, mill around the room; at the

signal trade your piece of card with another person, taking care not to trade with someone from your original group. ‘Milling’ and ‘Trading’ will be repeated several times.

  • 4. At a signal from me everyone will now find those people

with corresponding pieces to make their jigsaw puzzles.

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SLIDE 28

Puzzled People

  • 3. When the music begins, mill around the room; at the

signal trade your piece of card with another person, taking care not to trade with someone from your original group. ‘Milling’ and ‘Trading’ will be repeated several times.

  • 4. At a signal from me everyone will now find those people

with corresponding pieces to make their jigsaw puzzles. Make sure you have introduced yourself to each other in your new group

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SLIDE 29

Reflections on the year so far

p.14

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Time to consider…

An experience of teaching that brought you a lot of satisfaction

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Time to consider…

An experience of teaching that disappointed / frustrated you

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Time to consider…

A new / sharper insight into the profession of teaching

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Time to consider…

An unexpected experience

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The realities of the beginning teacher

How do I bounce back when things have not worked out?

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Bouncing back…

  • What are my coping strategies?
  • How do I maintain my resilience?
  • From whom can I get support?
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Networking with colleagues

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MORNING TEA

(After morning tea, get into stage/KLA groups)

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With whom do we belong and how do we contribute to the story?

The Religious Contribution to our diocesan schools: Looking back with gratitude

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Looking Back with Gratitude

(To record in your booklet on page 17)

  • 3 affirmations
  • 3 things you are struggling with or concerned about
  • What else you are thinking about
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SLIDE 42

With whom do we belong and how do we contribute to the story?

How do I contribute to the charism and ethos

  • f my school?
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SLIDE 43

Computing - TAS Teaching Position Temporary 5 May - 19 June 2009 Terra Sancta College, Quakers Hill / Schofields Commencing Term 2, 2009

Position status: Temporary/full-time Terra Sancta College is a Years 7-12, dual-campus Catholic Co-educational high school. Position criteria The position includes: Year 12 SDD - Software Design and Development, Yr 11 IPT - Information Processes and Technology Yr 8 Graphics Technology Yr 7 Technology - Timber Support of the Catholic Ethos is essential for all appointments.

Closing date: 27 March 2009 For further enquiries, please contact Jodi Thomas Phone: 9208-7201 E-mail: JThomas4@parra.catholic.edu.au.

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Ethos…

  • ETHOS is the characteristic spirit of a
  • community. When applied to schools, the

term captures the prevailing mood or disposition which, in turn, reflects underlying beliefs, values and ideals.

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Friendly advice

  • Documenting how you get involved in the

life of the school

  • Professional Expectations - dress, private

life, social networking etc

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MINDFUL LEARNING: MINDFUL TEACHING

What are the good learning behaviours you wish your students to develop?

  • p. 25
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MINDFUL LEARNING: MINDFUL TEACHING

Some research proven good learning behaviours

  • p. 26

Anything to add?

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Work Out What You Need To Find Out

  • Visual Stimulus with little written information
  • Refer to page 45-47
  • As a group determine 10 facts from the map. Use

the directional compass in its regular format.

  • Stressing the language of respect when challenging

an answer, call on groups to state 1 or 2 of their

  • facts. The remainder of the class is to listen careful

to see if they wish to call a challenge.

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Reflect on those

good learning behaviours

  • p. 26
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SLIDE 50

Reflect on those

good learning behaviours

  • p. 26

Related good teaching behaviours

  • p. 25 and p. 27
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SLIDE 51

LUNCH

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Warm up activities – a great way to practice numeracy skills

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Warm up activities – a great way to practice numeracy skills

Various mathematical sleights of hand can seem to conjure up a person's age as if by magic.

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SLIDE 54

Warm up activities – a great way to practice numeracy skills

Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example…

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Warm up activities – a great way to practice numeracy skills

Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example…

  • ask a person to multiply the first number of his or her age

by 5,

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SLIDE 56

Warm up activities – a great way to practice numeracy skills

Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example…

  • ask a person to multiply the first number of his or her age

by 5,

  • add 3,
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SLIDE 57

Warm up activities – a great way to practice numeracy skills

Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example…

  • ask a person to multiply the first number of his or her age

by 5,

  • add 3,
  • double this figure,
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SLIDE 58

Warm up activities – a great way to practice numeracy skills

Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example…

  • ask a person to multiply the first number of his or her age

by 5,

  • add 3,
  • double this figure,
  • add the second number of his or her age to the figure,

and tell you the answer.

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SLIDE 59

Warm up activities – a great way to practice numeracy skills

Various mathematical sleights of hand can seem to conjure up a person's age as if by magic. For example…

  • ask a person to multiply the first number of his or her age

by 5,

  • add 3,
  • double this figure,
  • add the second number of his or her age to the figure,

and tell you the answer.

  • Deduct 6 from this and you will have their age.
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SLIDE 60

Alternatively,…

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Alternatively,…

  • ask the person to pick a number,
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Alternatively,…

  • ask the person to pick a number,
  • multiply this by 2,
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SLIDE 63

Alternatively,…

  • ask the person to pick a number,
  • multiply this by 2,
  • add 5, and multiply by 50.
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Alternatively,…

  • ask the person to pick a number,
  • multiply this by 2,
  • add 5, and multiply by 50.
  • If the person has already had a birthday this year and it's

the year 2010, they should add 1760, otherwise they should add 1759.

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Alternatively,…

  • ask the person to pick a number,
  • multiply this by 2,
  • add 5, and multiply by 50.
  • If the person has already had a birthday this year and it's

the year 2010, they should add 1760, otherwise they should add 1759.

(Each year after 2010 these numbers need to be increased by 1)

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SLIDE 66

Alternatively,…

  • ask the person to pick a number,
  • multiply this by 2,
  • add 5, and multiply by 50.
  • If the person has already had a birthday this year and it's

the year 2010, they should add 1760, otherwise they should add 1759.

(Each year after 2010 these numbers need to be increased by 1)

  • Finally, the person should subtract the year they were

born.

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Alternatively,…

  • ask the person to pick a number,
  • multiply this by 2,
  • add 5, and multiply by 50.
  • If the person has already had a birthday this year and it's

the year 2010, they should add 1760, otherwise they should add 1759.

(Each year after 2010 these numbers need to be increased by 1)

  • Finally, the person should subtract the year they were

born. The first digit(s) of the answer are the original number, while the last two digits are the person's age.

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SLIDE 68

And here’s one more trick…

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And here’s one more trick…

  • Take your age,
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And here’s one more trick…

  • Take your age,
  • multiply it by 7,
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SLIDE 71

And here’s one more trick…

  • Take your age,
  • multiply it by 7,
  • then multiply again by 1443.
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And here’s one more trick…

  • Take your age,
  • multiply it by 7,
  • then multiply again by 1443.

The result is your age repeated 3 times. (What you have actually done is multiplied by 10101; if you multiply by 1010101 the repetition is fourfold, and so on.)

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And here’s one more trick…

  • Take your age,
  • multiply it by 7,
  • then multiply again by 1443.

The result is your age repeated 3 times. (What you have actually done is multiplied by 10101; if you multiply by 1010101 the repetition is fourfold, and so on.)

Reference: http://www.daviddarling.info/encyclopedia/A/age_puzzles_and_tricks.html

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Being prepared for school events over the term

  • p. 54 - Parent Interview Tips
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Planning for Quality Teaching and Effective Learning

  • The introductory Phase of a Unit or Lesson
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Pictionary (p. 52)

  • Our recent study in ‘class’ has been the unit on Environmental

issues;

  • We will use a mindmap to review the key concepts we covered in
  • ur study; (p.53)
  • Each person at the table is to number off 1-….
  • When your number is called come up and stand behind the teacher.
  • You will be shown a card with a concept on it ; return to your table

and at a given signal draw a picture that represents the concept.

  • As the drawer you are not allowed to speak until someone in your

group correctly names the concept. You then yell out ‘Pictionary’.

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ABC Brainstorm (48-49)

– Finding out What Is Already Known ‘Ecological Issues’

  • Groups are assigned ‘letters’ that they will work with;
  • swap answers with another group;
  • Additional activity – identify 5 or 6 terms from the

completed list and co write a paragraph related to the focus area.

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Brainstorm additional strategies

…for introductory unit of work or lesson

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Strategy: Pinning Questions on the Wall

  • Consider your work as a teacher for the past term
  • What are some of the questions you would like to ask

and get some different views /answers from the team facilitators and your ECT colleagues next NST day and beyond?

  • For each question you would like to ask, take a large

post-it-note and write on it.

  • ‘Pin’ your ?’s on the wall.
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3 - 2 -1

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3 - 2 -1

3 - Three things I have learned

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3 - 2 -1

3 - Three things I have learned 2 - Two things I will do as a result of today

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3 - 2 -1

3 - Three things I have learned 2 - Two things I will do as a result of today 1 - One new insight I have about quality teaching and effective learning