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Performance and Growth for 2020 Debra Skocir
In Deb
debra.skocir
Sep 26, 2020
Corwin Webinar 10 mindframes for Visual Learning by John Hattie and Raymond Smith Number one most important as it comprises all 10 mindframes. Evaluative thinking vs questions Student voice - artifacts (students work) -teacher understanding - student voice etc Look at ourselves as evaluators-space for others to have a view Is the culture of learning a safe place for learning -okay to have a different opinion and to challenge generalisations Promote active engagement in evaluation thru -backward mapping,collaboration, sense matters, logical models Provide resources to interpret data -focus, mobilise, follow triangulate evidence Common understanding of impact of a years learning with trust Impact includes the skill.will and thrill-look at the Jenkins Curve This helped me as a teacher to understand the importance of teachmeets, the strategies learnt in lauch lessons (M&ME) so we all have a clear understandings of our goals and what they look like.So that is why success criteria is critical to success and it also should be reflected upon. It also builds relationships and trust where it is okay to make mistakes and to learn from others. We as teachers need to listen to each other to build trust so we have a deep understandings and can consolidate our thinking.If we want the chn to have a deep understanding and want to come to school to learn we as teachers must first outline, practise, plan and evaluate ,self talk ,self question,note similarities and differences,make links to prior knowledge, be confident and be challenged or we can all obtain mastery. Learning should be messy, a challenge, and be part of a learning cycle. IF it doesn’t work then we should not be afraid to change our strategies. D-diagnose, Invent, Implement and Evaluate
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Performance and Growth for 2020 Debra Skocir
In Deb
debra.skocir
Sep 20, 2020
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Performance and Growth for 2020 Debra Skocir
In Deb
debra.skocir
Sep 20, 2020
Content media
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Performance and Growth for 2020 Debra Skocir
In Deb
debra.skocir
Sep 20, 2020
Content media
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Performance and Growth for 2020 Debra Skocir
In Deb
debra.skocir
Sep 20, 2020
Content media
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Performance and Growth for 2020 Debra Skocir
In Deb
debra.skocir
Sep 20, 2020
2020 has been an interesting year with lots of changes and upheavals such as covid pandemic and the restructuring of SCS. As a result of the SCS reconstruction I didn't get to finish the EAL/D Matters course only finishing Module 1.I attended the first two induction days and participated in zoom meeeting with EAL/D consultants. However during the school closure I made videos for launch in Mathematics and reading stories for Year 2 . Lenore and I also made adjustments to the work booklet. In year 6 I wrote mentor texts.I monitored and gave feedback to students online in Year6 , Year 5 and Year 3. I was also helped with year 1 programming and was connected to K.1, Year 1 and Year 2 via seesaw. As an EAL / D teacher I have phrased chn for new arrivals https://docs.google.com/document/d/19Om5aPlzincK1d039-E9xThJvbl5rvyI_6siYaE-6fc/edit?ts=5f4870f5 and for the WSPELD Collaborated to create differentiate writing programs Provide EAL/D resources to assist teachers with writing program especially in Speaking and Listening Support new arrivals with bics and given teachers resources to help children (Year 3) Suppor top end with calp Assist in assessing chn progress At school I have participated in collaboration for writing programs in Kindergarten, Year 1 and Year2, Year3 and in Geography in Year 6. As a team we have introduced some EAL/D pedagogy and had some different ways to approaching Speaking and Listening like running dictation , dice game practise of vocabulary, pass the pen, 4 squares and helping teachers create the 3 classroom with samples of text, venn diagrams, remembering chn learn better if they learn vocab in chunks instead of single words. Lenore and I wrote this to be included in programs EAL/D pedagogy embedded into the mainstream class program. Speaking and listening activities that use the same structure as expected writing ie logical sequence of ideas, linking words and phrases, cause and effect language Explicit modelling and practise of required grammar and sentence structure. Language is explicitly taught and practised. Modelled writing is displayed around the classroom. Links are made with Ss life experiences and previous texts Vocabulary is explicitly taught from the text and practised in speaking and listening activities. Speaking, listening and writing skills are scaffolded. Visuals are used wherever possible to support understanding. Ss first language is used to support understanding. I have joined support groups for EAL/D such as EAL/D teachers Network-Tesol and learnt about an English site EAL/D hub and shared those resources with Year 4 and Year 6. I have continued to read Class of pssibilties The efficacy of using quality picture books for working with EAL/D students is considered in relation to some important principles of language teaching and learning which include: Language is best learned when a communicative approach to language teaching is used, and effective language learning for EAL/D students requires: they receive comprehensible language input consideration of affective factors learning about the culture in which the language takes place acknowledgement and use of the student’s first language. Petaa Paper 210
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