Friday, 12 April 2019

Words Have Power...PES Edition

Today, the teachers of Pt England had a Teacher Only Day and the last portion of our day was spent hearing from Dr. Janni van Hees. Below are my notes from our session.

Janni van Hees
April 2019
Image result for words have power



Quantities of quality text
  • The more books in a child’s life means the more talk accompany there is in their world. What type of talk accompany mileage engagement are our student’s encountering?
  • A quick explain (in the gifting zone) helps using ‘real life language’ when working with students
  • We can’t afford for too long to be at texts that are too low. Students need to be reading challenging texts routinely.
  • It isn’t just written but oral as well.
  • We need short, sharp dives into quality challenging texts.
We want our students to be capable in Language: expressing and understanding.

Children’s language and learning acquisition potential is astounding. Don’t be scared to work in the “Goldilocks” zone with kids. The ultimate achievement is uptake! They will get it because they can!
There are two ways to learn language: engagement and usage. It is important to remember quantity along with quality.
  • Other’s language available to me
  • Me trying out the language and using it
We should disproportionally provide language for the kids. We spend too much time with reading groups and not enough time with expanded opportunities for oral language

We need to be sure that we are optimising learning conditions by allowing a flourishing learner potential for learning and language.
We need to Deep Dive in Action.Image result for deep dive

Say more and talk with detail. (My COL blog post using this)
-Use words and ideas that gift your learners knowledge and words. (YOU-Teacher)
-Use words and ideas so your audience knows what you mean (STUDENTS)
-Use words and ideas that gift your child knowledge and words (Families)
**When talking about the detail focus on talking the detail not necessarily focusing on how, what, when, why, etc. Focus on the details the students present.

Adding detail doesn’t make something more interesting. It allows your reader to see exactly what you mean.







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