I designed activities to either strengthen existing individual characteristics and/or worked on building the skills that supported resilience.
During problem solving exercises especially evident during the ‘Who Dun It’ stories one student went from guessing the answers to my questions, as his default response, to thinking about what he would say. I observed him thinking about the information he had and following…Continue
Added by Lorraine Vickery on October 13, 2018 at 14:44 — No Comments
In my problem solving sessions students must combine different types of information, such as personal experiences and prior knowledge to complete tasks. One of which is the 'Who Dun it' stories where they must extract information from the text. Literal comprehension, involving recognising and remembering facts is easy for the students compared to inferential comprehension which requires them to deduce information that is not explicitly stated in the…Continue
Added by Lorraine Vickery on September 2, 2018 at 15:39 — No Comments
People are considered resilient when they experience adversity or risk, yet achieve positive adaptation. Students with ASD may not naturally utilize the external or internal supports to overcome adversity effectively. It is suggested that many individuals lack appropriate or effective coping mechanisms to address the adversity they experience, as a result of socio-communicative and behavioural challenges, resulting in reduced resilience (…Continue
Having got to know the special education needs of the students I work with I discovered that they do not cope with getting their work incorrect or wrong. I have observed examples of students finding ways to cheat, waiting for you to give them the correct answer, or they give up or they act out when they are unable to complete a task and some do not show any resilience to what they see as “failure.”
This is common…Continue
When asked the question “If you could have anything you wanted, be anything you wanted, do anything you want, tell me what would your life look like?” One student replied “all I want is a good life.” For me that sums up what we all want for the students we work with.
At the end of the MAPS (Making Action Plans) session all the participants at the meeting, including the facilitators were asked to give a word or phrase to describe how they felt.…Continue
For the process to be successful the preparation before the meeting is very important. The process is explained to students individually and examples of past MAPS are shared. Also the parents were sent information about the process and given the option of a regular IEP meeting or a MAPS one. The number of people invited depends on whom the student and their family wish to share the experience with.
In a MAP people giving input have been invited by the…Continue
Added by Lorraine Vickery on October 10, 2017 at 15:16 — No Comments
As the Y9’s transition to secondary school from intermediate we realised that decisions made at this time influenced the availability of future options and ultimately the role the individual may play in society. How could we give the students a sense of agency and control over their classroom programme. We wanted to enable the students to have the understanding, ability, and opportunity to be part of the learning design.…Continue
Added by Lorraine Vickery on October 5, 2017 at 11:00 — No Comments
"Spoon feeding in the long run teaches us nothing but the shape of the spoon."
E.M. Forster (1908)
What is student agency?
Student agency is when learning involves the activity and the initiative of the learner, more than the inputs that are transmitted to the learner from the teacher, from…Continue
When I asked the students what they liked about the MakerSpace time they had they said:
"had a choice to make what I like."
When I asked then how they felt when they finished something they said:
''happy because I made it on my own."
What I gained from this experience is:
1. A deeper understanding of the students I work with in a way I would not…
I believe ‘making’ in the classroom makes learning visible and this can be assessed through observation and learning conversations with the student, their whanau and the teacher aide. These conversations offer everyone an opportunity to contribute their unique knowledge of the students with specific educational needs, and an opportunity to participate in planning for and responding to the students' learning pathways. Assessment of…Continue
Added by Lorraine Vickery on November 20, 2016 at 15:00 — No Comments
“What learning occurs when students are ‘making’? We all love to play and make stuff but in doing so do students learn through making and how do you measure that learning? Making things is often a collaborative process and learning happens on the go. Learning through making needs to be purposeful and not prescribed or incidental but incremental and built through these experiences (Martinez and Stager, 2013)
When working with students…Continue
Added by Lorraine Vickery on November 20, 2016 at 14:24 — No Comments
As defined by Wikipedia it has been a rollercoaster ride;
"a roller coaster consists of a track that rises in designed patterns, sometimes with one or more inversions (such as vertical loops) that briefly turn the rider upside down. The cars on a typical roller coaster are not self-powered. Instead, a standard full circuit coaster is pulled up with a chain or cable along the lift hill to the first peak of the coaster…
Added by Lorraine Vickery on July 12, 2015 at 10:30 — No Comments
Cultural responsiveness is a relationship based approach which allows for culturally appropriate responses to diverse communities based on a range of factors:
Added by Lorraine Vickery on July 11, 2015 at 9:00 — No Comments
The criteria for quality teaching in New Zealand is best described by the Practising Teacher Criteria. This criteria and indicators should be viewed as interdependent and overlapping.
The four Overarching statements are:
"1. Teachers play a critical role in enabling the educational achievement of all ākonga/ learners.
2. The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all…
Added by Lorraine Vickery on July 10, 2015 at 13:00 — No Comments
According to Educational Council of Aotearoa New Zealand (2004) the overall purposes of the Code of Ethics for Registered Teachers is to:
• clarify the ethics of the profession,
• inspire the quality of behaviour which reflects the honour and dignity of the profession,
• encourage and emphasise those positive attributes of professional conduct that characterise strong and effective teaching,
• enable members of the profession to appraise and reflect on their ethical…
Added by Lorraine Vickery on July 9, 2015 at 8:30 — No Comments
Applied Ethics according to Collste, (2012) is;
“the art or science of reflecting on moral dilemmas and moral problems in different social contexts.” (Collste, 2012, p. 18).
He goes on to show us that applied ethics requires a multiplicity of methods to achieve a conclusion to the question under inquiry. These include:
Added by Lorraine Vickery on July 8, 2015 at 15:30 — No Comments
Having worked with Special Needs Students for over 20 years one of the ethical dilemmas I have had to work through is their need for contact after they leave school. They wanted to continue to share their lives with me. Initially I resisted any contact at all wanting to keep my professional and private life separate. I then realised that some contact was beneficial for both us especially the first two years after they left school as I needed to see if my Transition Curriculum had some impact…Continue
Added by Lorraine Vickery on July 7, 2015 at 10:30 — No Comments
Joosten's (2009) survey tells us that over 65% of students felt they needed good and frequent communication from their educators, 75% wanted communication with their classmates and 80% said they needed to feel connected to learn. These days, many students do not check e-mails on a regular basis so teachers are using social media such as twitter, texting and Facebook to connect with students beyond the classroom. Young people visit these and other social networking services from home and…Continue
Added by Lorraine Vickery on July 7, 2015 at 8:00 — No Comments
The Virtual Professional Learning and Development (VPLD) programme is funded and supported by the Ministry of Education and facilitated by Core Education as part of the Te Toi Tupu Consortium Professional Learning and Development programme. It is based around an online Community of Practice which provides professional learning that is situated in a teacher's or Principal’s practice within their own school context. The VPLD provides complementary opportunities for collaboration and a strong…Continue
Added by Lorraine Vickery on July 4, 2015 at 10:30 — No Comments
Why do I use Social Media?
The above diagram summaries the key features that benefit myself and my students as I become more connected with other professionals from across disciplines, when accessing and using social networks. Blogging was the first time I had to explain to a wide audience of…Continue
Added by Lorraine Vickery on July 2, 2015 at 10:30 — No Comments