Forum Posts

Domenica Todaro
Feb 10, 2021
In Domenica
By the end of 2021 I will have participated in professional learning and collaborative planning to enhance my knowledge of Scripture with a focus on aligning modelled/shared reading practices. Term 1 Professional Learning and Collaboration: - Week 3: Programmed the Scripture stories in the first RE Unit: 6.1 The Reign of God: Breaking Down The Barriers Luke 7: 1-10 Jesus Heals A Centurion’s Servant and Luke 10:29-37 Who is my Neighbour - The Good Samaritan imbedding some EAL/D strategies to develop a better understanding of the stories. Examples: *Mentals:Vocabulary Development: EAL/D Manzano Strategy based on the following words centurion, slave, synagogue, outcast, elder * Create a flow chart to plot the movements of the characters in the story and respond to the following questions by writing a reflection about the story using the following questions to guide their reflection - What role did each character take? - What was the general attitude towards the Romans? - Why was the centurion, Roman Officer respected? *Vocabulary Development: EAL/D Manzano Strategy on the following key words parrable, neighbour, samaritan, inn, denarii Week 8: Participated in the Staff Spirituality Day focusing on Deepening Our Understanding of, and connection to the Parables. -At the beginning of the day we examined what are parables and how when Jesus told parables, he was effectively revealing secrets to his hearers. These special parables leave the listener to wonder and interpret the underlying messages.As quoted 'the encounters through the telling of the parables are 'grace moments'. The movement of God's grace requires our co-operation with that grace to provide life giving encounters for us and others, they are meant to be flourishing moments. -Unpacking of the Parable of the Sower: This allowed for a detailed analysis of the parable and examined the main messages. This was beneficial as this particular parable is examined in our RE unit of work in Term 3. Term 2 Professional Learning and Collaboration: Week 1-2 Programmed the Scripture stories in the first RE Unit 1.3 imbedding some EAL/D strategies to develop a better understanding of the stories. John 20:1-10 The Empty Tomb John 20: 11-18 Jesus Appears to Mary Magdalene Acts 1:6-11 The Ascension John 11:25-26 I am the Resurrection and the life John 14:1-3 In my Father’s house there are many dwelling places Examples: -EAL/D strategy (during reading)- Working Out Word Meaning from Clues in Text - Have a guess at the meaning of ‘.....word.....’ Use the clues given in the text before this word & in the next one or two sentences. ~ Move into groups of 3 and report your answer back to your group Person 1: What was the experience? Person 2: How did the characters feel? Person 3: How did these feelings develop and change? Modified group work with classroom teacher - Students divide their show me boards or book into four sections. Think about the word ASCEND. In section: 1. Record your own definition. 2. A simple illustration to represent ASCEND. 3. one synonym and one antonym. 4. a dictionary definition. Use the Graphic Organiser - Frayer Model -Read the story of the Ascension in Acts 1:6-11. This can also be found in KWL Year 6, p57. Use the jigsaw strategy to explore: - What question do the apostles ask Jesus? Explain to students the cultural context. (The people of Israel were waiting for a person from God to recreate the kingdom of Israel and overthrow the Roman occupation.) - Identify the characters and where the event took place. - What was the reaction of the disciples? - What two promises were made about the future?
0
1
12
Domenica Todaro
Feb 10, 2021
In Domenica
By the end of 2021 I will have participated in professional learning and collaborative planning to enhance my practice in programming and teaching Vocabulary Strategies, Shared and Guided Reading Term 1 Professional learning and collaboration: -Week 4 : Professional Learning Meeting with leaders of learning. -Collaborative planning of Reading lessons with leader of learning using the process of the gradual release of responsibility to develop the reading skills of Making Predictions, Making Connections and Visualising. -Explored ways of using texts not related to the History theme of Gallipoli so as to challenge students to use their reading comprehension strategies across a range of unfamiliar texts. -As a grade we selected engaging texts to develop the reading comprehension strategies of Making Connections, Predicting and Visualising. -Programmed reading strategies using the process of the gradual release of responsibility and using the teacher modellling and shared modelling approach (refer to unit program) -Programmed the first 4 weeks of the term focusing on developing vocabulary strategies as this has been identified as an area of weakness with our students. Explicit lessons have been programmed which develop the students understanding of the different context clues such as definition clues, examples clues, synonym clues, antonymn clues and inference clues. As well as this explicit lessons were programmed to develop the students understanding of using base words, prefix and suffixes and substitution to work out the meaning of unknown words. These explicit lessons are vital as when future texts are introduced students will need to be able to identify and use these vocabulary strategies in order to help them develop meaning of the various texts they read. -Week 6 : administered the Fontas and Pinell reading assessment. -Week 8: Planned lessons focusing on developing the reading comprehension skills of Making Connections. - Week 10 Collaborative planning of reading scope and sequence for Term 2 Impact on Student Learning: One of the main reasons my students find it difficult to comprehend difficult texts is due to them not being able to understand the meaning of unknown words. Therefore explicitly teaching ways context clues can be used to help to develop the meaning of unknown words has been vital in developing the students reading skills especially in the area of comprehension. The explicit lessons programmed enabled each strategy to be explicitly taught seperately within the first 4 weeks of Term 1. By learning each strategy seperately the students have a better understanding of the different context clues and can now examine an unfamiliar word and identify the strategy which will help them to work out the meaning whether it be by using a definition clues, inference clue, synonym clue ect. Once students were introduced and practiced using all the different clues they were then able to proficiently read any text and work out the particular clue which assisted with developing knowledge of the unknown words - thereby enhancing meanifing of the text they were reading. I am noticng the students becoming more conscious and responsible readers who take the time to work out meaning and therby develop a deeper understanding of the more complex texts they read. Term 2 Professional learning and collaboration: - Programmed teaching and learning experiences for developing the comprehension skill of infering. -Incorporated Learning to Read and Learning to Comprehend teaching strategies. -Learning to Read vocabulary strategies mainly focused on using Inference clues and substitution in order to develop meaning of unknown words. -Activating prior knowledge to make a prediction about the author’s purpose and content of the text was programmed for each text. -Making predictions, justifying predictions before, during and after reading was also programmed for each text. -The use of think alouds was made evident in the units of work. -After the implimentation of each strategy assessment tasks were programmed. Week 3:Professional Learning lead by Literacy Leader of Learning - Dee Rotondo -Examined the key differences between Shared/Modelled Reading and Guided Reading. In shared reading the goal is to teach the specific reading strategies whereas guided reading focuses on supporting students as they apply reading strategies independently -Defined Guided Reading: In guided reading , the teacher helps the children use strategies they already know so that they are able to read an unfamiliar text independently with success ...Guided reading is a way to help children understand how reading works and learn techniques to figure out words and comprehend texts that are just a little too challenging for them to read without support. “Successful processing of the more challenging texts is made possible by an expert teacher’s careful text selection and storing teaching.” - Identified what goes on during the Guided Reading Session - stns are grouped to specific needs (around the similar reading levels). - texts are chosen to match specific skills/abilities to be addressed. - prior scaffolding of specific reading skills/strategies are addressed during modelled/shared reading. - tchr introduces the text, stns read aloud by quietly as they are guided to practice previously learned skills. - assessment in ongoing, based on observation and using tools such as running records. -Examined the Planning Cycle for Guided Reading a. Group students for guided reading b.Plan learning goals for the group c.Select the text d. Plan the lesson based on the learning goal e. Teach the lesson f. Reflect on learning and next steps Week 5: Profession Learning with Mentor Dee Rotondo: Grouping Students - Examined analysed and grouped students based on: Learning To Read Needs - (looking at MSV and Vocab strategies) Learning To Comprehend Needs -(looking at Comprehension strategies) Triangulation of data using PAT Testing - Professional Reading “Plan learning goals for the groups” Week 7: Professional Learning: How to retrieve and analyse reading data using the PAT Adaptive Assessment - Leader of Learning Dee Rotondo led professional learning on the PAT Adaptive Reading Assessment. - Students had previously completed the reading assessment. The assessment adapts to the students ongoing progress so that each student was completing a different assessment according to their progress. - Dee led professional learning on how to retrieve and analyse the students results. - The data analysis is very beneficial as it provides a detailed overview of the students growth as well as their areas of strengths and weaknesses. This will be used to group students for guided reading and guide the areas of learning which need to be taught during the guided reading sessions. This data allows for the specific needs of the students to be met so that continued growth can occur. Week 9 : Planning Synthesising strategies for the Shared Reading Program for Term 3 - Collaborative Planning with leaders of learning Dee Rotondo and Annabella Gonzalez with a focus on planning synthesising lessons for shared reading. -Examined what is sythesising and why is it an important comprehesion skill. -Dee modelled programs lessons and then we used a seperate text to program learning to read and learning to comprehend strategies. -Used Sheena Cameron "Synthesising Eggs' graphic organiser to help students organise their ideas. -Collaborative Word Meaning Search was used to develop vocabulary and assist with making predictions before reading the text. -Planning this together was very beneficial and will enable the grade teachers to further program synthesising lessons for the students independently.
0
1
15
Domenica Todaro
Feb 29, 2020
In Domenica
MY EXPERIENCE GOAL By the end of 2020 I will have participated in professional learning and collaborative planning to enhance my practice in teaching Reading. Term 1 Professional learning and collaboration: -Week 2 : Professional Learning Meeting with leaders of learning. - Revisited the process of the gradual release of responsibilty: Modelled Reading, Shared Reading, Guided Reading and Independent Reading. Partcipated in professional reading then discussed and defined each of these. -Clarified the difference between modelled reading (modelling fluent reading to students, exposing them to book language and vocabulary. Using think alouds to intentionally model reading skills) as compared to reading to students (focus on comprehending the text, students listen to a text read aloud by the teacher) -Investigated the components of a weekly modelled and shared reading program which includes 1. Book Introduction Teaching focus usually includes: - Predicting - Activating prior knowledge - New Vocabulary (not linked to vocabulary strategies lesson) 2.Learning to Read Learning to read focuses on developing skills such as: - Concepts about print - Decoding (Three Cueing Systems) - Punctuation - Phrasing/Fluency - Vocabulary Strategies - Self monitoring/Self Correcting 3. Learning to comprehend Learning to comprehend focuses on developing skills such as: - comprehension - reading across paragraphs - skimming and scanning - interpreting text using paraphrasing and synonyms Professional Reading: 'Twenty Recommendations to help Boys Learn'West, Peter, Report on Best Practice in Boy's Education. University of Western Sydney and The King's School.Recommendation to enhance learning in boys included -whole school focus on boys education -Reading books need to be selected to capture boy's interests -Encouragepaired reading -Less teacher talk and maximise time on task -Impliment more physical movement ie. stretch, walk, create and communicate - Having a variety of ways to summarise lessons -Involving fathers and grandfathers -Increase choices for boys,eg use of surveys -Positive praise encourages boys to stay on task and achieve greater success -Reflect on what boys have to gain by working hard - Have high expectations insisting boys behave, strive and meet high standards. Professional Development based on the Fontas and Pinell Reading data collection - Examined the different areas assessed through the Fontas and Pinell and the way to input the data in the spreadsheet. -Explored what the data tells us about student progress and growth. Professional learning in action: - Week 2: Observation by Reading Leaders of Learning Dee Rotondo and Anabella Gonzalez. Lesson focus was on Vocabulary Development and using Context clues to identify meaning of unknown words. Focused on using positive praise as well as less teacher talk and more active participation - working in small groups- to engage boys in the reading process. - Collaborative planning of Reading lessons using the process of the gradual release of responsibility to develop the reading skills of Making Predictions, Making Connections and Visualising. - Reading focus on War, Gallipoli, Conscription to engage boys during reading lessons. - Purchased new text "War Horse' to study as well as planned excursion to watch the theatre production of this story. -Implimented 10min independent reading and Annabella provided activities for student to reflect on after their independent reading. -Comprehension reading tasks as well as independent reading time implimented in students homework tasks. -Guided Reading lessons focus on the further developing the reading strategies taught during the previous weeks Shared Reading Lessons. Reading material is differentiated to meet the needs of the students. - Assessment tasks planned and implimented for each of the comprehension strategies taught. -Weekly teacher evaluations to reflect on teaching and student learning I feel that Reading this term has had a more focused approach on teaching comprehension strategies which has been very beneficial for student growth. There have been many benefits to allocating set time during collaborative planning and this has included - collaborative planning so a whole grade approach is achieved with set goals and outcomes to be achieved - having the leader of learning present has helped develop our program to meet the outcomes as well as reasurring the class teachers that we are on track with a whole grade and school approach to programming and implimenting reading strategies for our students -it has maintained consistency across the grade -all teachers have had an input in creating and sharing resources - greater opportunity for new ideas to be shared and implimented -sharing student coutcomes as well as strengths and weaknesses has helped to plan future lessons. - opportunity to discuss if set goals were achieved and address student progress and where to next Using the Teacher Modelling and Shared Modelling approach has been beneficial and has helped achieve student growth in developing the comprehension strategies, especially students at risk or with learning difficulties. This has been reflected in the assessment results recorded in the school data especially for visualising. The students have been engaged in the texts, especially 'War Horse' and having the opportunity to watch the theatre production was a bonus and helped increase comprehension. The boys have been very interested in the text and have been motivated learners demonstrating very good active participation during Reading lessons. A more focused approach on ongoing assessment has also helped to identify student weaknesses and areas which need more work. This was especially evident in the area of vocabulary development and using context clues to identify unknown words. Focus on this area will need to be continued in Term 2. Overall I have been very pleased with this more focused approach to programming and implimenting Reading strategies during Term 1 and I feel this will need to be continued during Term 2 with further comprehension strategies which have been identified as areas of weakness through the Fontas and Pinell Assessment data. Term 2 Professional learning and collaboration: Week 5: Administered the Fontas and Pinell Comprehension Reading Assessment Week 6:Collaboratively analysed the data with grade partners and Leaders of Learning Anabella and Dee. From the data analysis the students strengths and weaknesses were identified. It was found that the main key area of weakness was in the area of inferring, especially in deducing the main ideas and common theme concepts presented or implied. Professional learning in action: As a result of the data analysis, a key focus on developing the reading comprehension strategy of inferring will be implimented for weeks 7 to 10. During Week 6, collaborative planning of the Reading program was undertaken with the grade partners and the leaders of learning - Dee and Anabella. Lessons for weeks 7-8 were planned based on making inferences from simple sentences, to paragraphs to using picture books. Graphic organisers from the teacher resource by Sheena Cameron were used as well as think alouds and inference comprehension questions. Students will also be given the opportunity to self reflect and self assess their progress. Emphasis on student's ability to justify their inferences with evidence from the text will be made. The data showed that the students made significant progress in the areas that have been a focus ie. making connections, predicting and visualising. Student development is needed in analysing, synthesisisng and summerising and this will be the reading focus for Term 3. Students progress in the area of infering has been significant. The explicit approach programmed really benefited the students gradual understanging of this reading comprehension strategy. Term 3 Professional Learning and Collaboration: -Collaborative planning of Reading lessons using the process of the gradual release of responsibility to develop the reading skills of Summarising and Analysing. -Professional Reading : Reading as a text Analyst: knowing how to analyse the unstated and underlying assumptions in a text. The most important components of beings a text analyst include: -talking about an author's purpose in constructing a text -analysing a text for its point of view and/or bias -discussing the ways a text portrays different social or cultural groups or individuals -analysing how the structure and features of a text work to present a point of view -Observation of explicit teaching of the comprehension strategy 'analysing' by leader of learning. -Professional learning led by leader of learning. Focus on the Key question: Analyse the genre and why do you say this? - Identified the implications for teaching Developing critical thinking Not just skimming and reading for face value Make connections between real world, life experience and the text Needs to be explicitly taught - especially for our EAL/D readers Needs to be scaffolded through think alouds Beware not to over scaffold using worksheets which narrow students thinking Professional Learning In Action Term 3: -Programmed explicit teaching activities to develop the comprehension strategy of summarising. -Used Sheena Cameron 'About Point' and 'The Current Events Summary' graphic organisers to assist students ability to summarise informative and imaginative texts. -Programmed explicit teaching activities to develop the comprehension strategy of analysing. -Explicit teaching of the comprehension strategy of analysing through clear Learning Intention and Success Criteria LI We are learning to understand how the author’s purpose is made evident in factual texts through the use point of view and opinion embedded in a text SC I will be successful if I can: Identify the genre Identify the point of view that author has on a factual text Identify the author’s opinions through the use of images and modality Describe the ways the author has achieved his/her purpose. - Week 4 Observation of Leader of Learning - Dee Rotondo modelled a lesson based on the new reading strategy of analysing. She began the lesson by defining what is analysing before introducing the learning intention. This helped to orientate the students to the goal of the lesson. An interesting text 'Harp Seal Hunting' was selected which was engaging for the students and also very appropriate to teach the strategy of analysing. The lesson first focused on the words that might tell the reader the author's point of view. Emotive language was highlighted. I like the way this was done around the text. Once this language was identified students were then asked to think about author's point of view and how the emotive language reflected this. The author's use of repitition was also noted. Visuals were also analysed in a similar fashion with a particular note given to the colour, size of visual and choice of visual. Overall it was a well sequenced lesson and a great introduction to the analysing reading comprehension strategy for the students. Great use of think alouds throughout the lesson What is the genre and why do you say this? What words stand out to you that would give you an understanding of the author’s point of view? What are the images saying about the author’s opinion? A marking criteria was also introduced which highlights what the students need achieve in order to show competence in using the strategy of analysing. What is the genre and why do you say this? Possible mark = 3 1 mark for telling me what the text purpose is and how you can tell 1 mark for telling me how the author has used language to highlight their point of view and state what the point of view actually is - give examples 1 mark for telling me how the images/graphics adds to the author’s opinion This will be referred to as the students continue to practice analysing a variety of different texts. Week 5: Team teaching with mentor Team taught a lesson focusing on analysing the visuals of a text in order to identify author's point of view. The following questions were used to guide the students in their thinking How does the author use the visuals to highlight her point of view? Let’s analyse one of the visuals by asking ourselves: WHAT DO I SEE? (surface) WHAT DOES THE AUTHOR WANT ME TO SEE AND WHY? (deep) WHAT DOES THE AUTHOR WANT ME TO FEEL AND WHY? (deep) What is the text purpose? The text purpose is to inform and persuade What is the author’s point of view? The author’s point of view is that Harp Seal Hunting is wrong. I modelled analysing one visual using think alouds and recorded the responses on the outside of an enlarged version of the visual on its own. This teacher modelling was extrely important. Another visual was then chosen for the students to independently analyse with the use of the the questions above as a guide. Excellent responses were shared and students demonstrated the progression from surface learning to deeper analytical observations and learning. I then modelled how to write a written analysis of my modelled visual which focused on the author's use of size, placements and selection of the type of visual to express their point of view. Students then wrote a written analysis using their visual. Great progress was evident from the students of mixed ability. Providing independent feedback and evaluating students responses has been extremely beneficial. The importance of repeating this process has also proven to be essential. Very pleased with student's progress and level of success when using this comprehension strategy.
0
0
19
Domenica Todaro
Feb 29, 2020
In Domenica
MY EDUCATION GOAL: By the end of 2020 I will have engaged in professional development based on 'The Mathematical Expertise and Excellence Project' in order to design and implement cognitively challenging tasks to achieve clear learning intentions, focused on mathematical ideas and differentiated success criteria to support student goal setting. Professional Teaching Standards 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. Term 1: Professional Learning - Participated in the Mathematical and Expertise and Excellence whole day inservice. - Professional reading of the research findings and recommendations for teaching actions based on the six key principals of effective Mathematical instruction. These include 1. Articulating goals: These are the key ideas that underpin the concepts a teacher seeks to teach and communicate to students the goals of the teaching and expalins how they will learn. 2. Making Connections: Building on what students know, mathematically and experientially, including creating and connecting students with stories that both contextualise and establish a rationale for the learning. 3. Fostering Engagement: By utilising a variety of rich and challenging tasks that allow students time and opportunities to make decisions,a nd which use a variety of forms of representation. 4. Differentiating challenges: Interacting with students while they engage in the experiences, ecourafe students to interact with each other, including asking and answering questions, and specifically plan and support students who need it and challenge those who are ready. 5. Structuring lessons: Adopt pedagogies that foster communication and both individual and group responsibilites, use students' reports to the class as learning opportunities, with teacher summaries of key mathematical ideas. 6. Promoting fluency and transfer: Fluency can be developed by short everyday practice of mental processes, and by practice, reinforcement and prompting transfer of learnt skills -Professional Reading of the importance of mathematical tasks which highlighted the importance of teachers possessing useful representations of the ideas within the subject areas they are responsible for teaching. Teachers need a repertoire of powerful examples, tasks, problems, analogies and illustrations through which students can explore and understand concepts. The tasks that teachers design should provide cognitive challenge for all students because tasks are the vehicle through which teachers communicate high expectations for student learning. The design of mathematical tasks, and the levels of challenge within them, play a crucial role in mathematics learning and teaching. - During the inservice the opportunity was given to design. Mathematical Tasks need to: 1. Represent Important Applications of Pedagogical Content Knowledge 2.Be Integral to Proficient Teaching : open opportunities for students to learn 3.Be Challenging:mathematical performance can be increased by working on tasks that are cognitively demanding 4.Have useful frameworks for maintaining cognitive challenge eg Solo Taxonomy and the task analysis guide 5. Students need time to ● plan their approach, especially sequencing more than one step; ● process multiple pieces of information, with an expectation that they make connections and see concepts in new ways; ● engage with important mathematical ideas; ● choose their own strategies, goals, and level of accessing the task; ● spend time on the task; ● explain their strategies and justify their thinking to the teacher and other students; ● extend their knowledge and thinking in new ways - Developed an understanding of Launch Tasks that reflect the characteristics of cognitively challenging tasks. -Developed LAUNCH task in the area of Addition and Subtraction with grade colleagues and using think alouds to reflect upon and clarify the problems that are being solved. Thinking aloud helps students to identify what they do and do not understand, and learn from others by hearing how they think about and approach a problem. Think alouds allow teachers to ‘eavesdrop on student thinking’ so that they can monitor students' progress as part of the formative assessment process. - Investigated the difference and importance of balancing routeine and non-routeine problems: Routine Problems: these problems provide are suitable for students to practise; master knowledge and skills; respond automatically; learn processes. Complex, Unfamiliar, Non-routine Problems: activate cognition; growth mindsets; goal-setting; persistence; conceptual fluency, communication, reasoning, problem-solving and understanding; formative assessment; developing and applying strategies; sequencing steps; formative assessment. Professional Learning Into Action: - Implemented clinical interviews to all students in the class in order to assess student learning in number (Aspect 1.1, Aspect 1.2, Aspect 1.3 and Aspect 1.4) -From the data analysis it was found that counting forward and backwards in the millions was an area of weakness as was counting forwards and backwards by 10's and 100's from the decade with 5 and 6 digit numbers. -Once the areas of weakness were identified a fluency program was created to facilitate student growth in these specific areas. -Observation of Mathematical Excellence mentor Trevor Williams implementing a LAUNCH class in the classroom in the area of number with a focus on prime, composite, square and triangular numbers. -Planning a LAUNCH task with my mentor in the area of Addition and Subtraction End of Term 1 Personal Reflections: -Implementing the clinical interviews allowed me to recognise the strengths and weaknesses for my individual students when counting using five and six digit numbers. As a result 10minutes each morning is spent on a variety of counting activities focusing on the areas of weaknesses identified in the clinical interviews. -Observing my mentor implementing the LAUNCH task was extremely beneficial as it put into practice everything that had been learnt at the ME professional development inservice. The importance of clear simple learning intention was noted as well as the use of solo taxonomy when developing the success criteria. The students were very engaged and what was clear was how they were taking responsibility for their learning demonstrating the learning dispositions in action. It was a well rounded lesson which was challenging and allowed students to extend their knowledge and think in new ways. It also ecouraged students to learn from each other as well as model and share their mathematical successes and learning. - It was really beneficial to be guided through the process of creating a LAUNCH task. The teacher: Shares the learning intention Poses a ‘good’ question to activate cognition Minimises teacher talk Clarifies understanding Creating the open ended question was quite challenging and takes quite a bit of time to generate. The benefits of generating these with colleagues is very beneficial so it would be good as a grade if professional time could be allocated to this. The students: Work collaboratively or interdependently Use Success Criteria to guide learning EXPLORE The teacher: Observes, questions and listens Offers enabling and extending prompts Provides feedback to students while they are in action Identifies and provides explicit teaching to enhance learning (for individuals, small groups or whole class) SUMMARISE The teacher and/or students: Teaches and model the mathematics and the mathematical thinking Share insights Provide feedback using criteria Lead mathematical discussion Set learning goals to inform practice The goal for Term 2 is to try and create a few of my own LAUNCH tasks and impliment these in the classroom. Term 2: Professional Learning May 30th:Professional Reading - Noticing Student Thinking: This reading highlighted the importance of noticing student thinking as a valuable component of effective teaching. By noticing student thinking this assists teachers to assess, provide feedback and report on student learning. In doing so teachers are able to diagnose learning needs and challenge students to improve their performance. The analysis of student thinking is important in daily, face-to-face interactions with students as well as the examination of written work samples.Therefore teacher noticing is defined as expertise in the interrelated skills of - attending to children's strategies -interpreting children's understandings and -deciding how to respond on the basis of children's understandings -5 Practices or Orchestrating Productive Mathematical Discussion This reading highlighted the five practices to maximise teacher noticing 1. Anticipating: involves actively invisioning how students might mathematically approach the task. Teachers must consider how students might interpret a problem, the strategies that they might use and how these strategies relate to the mathematical concepts. 2. Monitoring: involves paying close attention to students mathematical thinking and solution strategies as they work through the task. Teachers do this by circulating around the classroom while students work individually or in small groups. 3. Selecting: involves the teacher observing to select particular students to share their work with the class to get specific mathematics into the open for the class. 4. Sequencing: involves the teacher purposefully making choices about the order in which students work will be shared to maximise mathematical discussion and learning in relation to the goal of the lesson. 5. Connecting: The teacher helps students draw connections between their own solutions, other students solutions and the mathematical ideas that underpin the lesson. Professional Learning Into Action: - Week 6: Independently designed a Launch task in the area of Multiplication and Division -Week 6: Received feedback from my mentor- Trevor Williams, based on the LAUNCH task that was designed Thank you for this engaging task Dom. This launch clearly covers the outcome and content in Stage 3 Part 2. The students will be able to access the curriculum where they are at, with a low entry point and a challenging exit point. This is due to the open task you have created that allows students to select numbers they can apply to demonstrate their learning. The Learning Intention created supports the curriculum content to be covered in this lesson. Some things to consider: If the students decide to choose a different number for each month or week do you think they will be able to apply mulitplication strategies? What strategies are you hoping the students will demonstrate as part of the success criteria? - Implemented clinical interviews to all students in the class in order to reassess student learning in number (Aspect 1.1, Aspect 1.2, Aspect 1.3 and Aspect 1.4) to identify student growth in this area -From the data analysis it was found that counting forward and backwards in the millions was an area of weakness as was counting forwards and backwards by 10's and 100's from the decade with 5 and 6 digit numbers. After students were reassessed significant growth was identified for most students. -Fluency program will be continued to facilitate student growth in these specific areas. - Week 7: Implemented clinical interviews to all students in the class in order to assess student learning in the area of addition and subtraction (Aspect 2a). This will be programmed in the Fluency Program for Term 3. - Week 7: Observation of LAUNCH lesson given by mentor in the area of Multiplication and Division. The lesson focused on multiplying and dividing 2s, 10s, 100s and 1000s and their multiples. It was beneficial to see the different components of the launch task in action. We didn't get time for the plenary. This will be further observed in the next lesson. It was beneficial at the beginning of the lesson for students to share their pre-knowledge about multiplying with 10's, 100's and 1000's with their talking partners. It was also beneficial for students to share their partner's pre-knowledge with the whole class. This was done before the Learning Intention was revealed. Using a video to paint a picture was important to revise key learning before beginning the Launch task. Asking the students to determine what they believe would be the Success Criteria in order to achieve the Learning Intention was a great idea to start getting the students to think about ways to approach the task. -Week 9: Observation of LAUNCH task by mentor. I planned a LAUNCH task with a focus on Data: We are learning to construct and interpret two way tables and side by side columns. The students were engaged and progressed well through the task. For my next lesson I will not place as much explicit teaching on the Success Criteria, this took up quite a bit of time. I used the gallery walk to allow students to observe other students work which was beneficial. Also had John go for a spy walk which helped him identify what he was completing incorrectly. I would like to further explore the use of different pedagogical moves in the coming lessons as well as impliment some talk moves. Feedbck from Mentor:Trevor Williams Domenica thought the lesson went well. They demonstrated their understanding of the difference between the two types of data You engaged the students to identify the features of the table and graph The way the goal was explained was extremely clear, ensuring all students clearly understood the learning intention The students were able to explain the criteria that was needed to be successful at this task It was great that you allowed the students to fix the problem while they were completing the task by providing enabling prompts Strategies were used to engage the students to participate, such as conversation sticks- targeting everyone not just those with their hands up EAL/D strategies were implemented, clearly explaining and modelling the technical language with the students The gallery walk was beneficial so they could compare and improve their own learning You provided students opportunities to visualise how the data could look in your head The use of a launch buddy to support students was a fantastic strategy Goals and direction for next Observation & Lesson Feedback: Provide more opportunities for students to collaborate and discuss problems if the lesson allows Attempt some other pedagogical moves Introduction- time management- Attempt to keep the launch of the lesson between 15-20 minutes to allow more time for the students to engage with the problem Term 3: Professional Learning Week 2: Mathematical Expertise and Excellence Workshop 2: This was a great workshop run by our mathematics leader of learning. We focused on the measurement strand. Our focus was to identify ways to respond to student thinking.The five practices by Smith were examined whoich included - Anticipating how students might mathematically approach the task they will work on. Important for teachers to do it themselves, predict what students are likely to produce and evaluate whether the task will be useful for addressing the goal of the lesson. - Monitoring: this involves paying close attention to students' mathematical thinking and solution strategies as they work on the task. Teachers do this by circulating around the classroom while students work individually or in small groups, carefully attending to what students do. -Selecting: Teachers use their observations to select particular students to share their work with the clkass. This is where the various pedagogical moves are beneficial to use. -Sequencing: This involves the teacher purposefully making choices about the order in which student's work will beshared to maximise mathematical discussion and learning in relation to the goal of the lesson. -Connecting: Here the teacher helps students draw connections between their own solutions, other students' solutions and the mathematical idea that underpins the lesson. Overall it was a very informative day which further developed my understandiong of ME. It was great for our leader to model a lesson and stop to describe the purpose the different components. Week 4: Observation of mentor implimenting a LAUNCH lesson and a consolidation lesson. - Observed LAUNCH lesson on learning to calculate percentage discounts. It was beneficial to see the different talk moves used especially at the beginning of the lesson. This helped to clarify the task. I like the way the students were given the opportunity to predict the success criteria before this was exposed to them. The strategy 'Paint a picture' was implimented at the beginning of the lesson which was important to explain the mathematical cencepts the students will need to complete the LAUNCH task. Thsi was also an opportunity to define key vocabulary. -The students were very engaged and the task also enabled students to solve real life problems therby making the learning relevent to the students life experiences. -The task catered to the different learning abilities and the competent students were extended with the challenge at the end. -The Fishbowl pedagogical move was used to address misconceptions and explicitly teach important points. -Students were also given the opportunity to reflect on their learning. -It was very beneficial to also observe the consolidation lesson and the different ways this can be achieved. I like the way students were select their consolidation by either continuing with the previous lessons LAUNCH task, practise the skill through a variety of questions, solve real life problems or begin a new LAUNCH task. Now I have a better idea of how to consolidate a LAUNCH task for my students. Week 6: Observation by mentor -Planned a LAUNCH task in the area of Position with the learning intention: We are learning to use a map to find and describe the route to a given location. Success criteria was created whereby studnets will need to use a variety of mapping skills ranging from reading legends, using coordinates, planning, describing and recording their route from one location to the next. Students will also need to calculate the distance using a scale. During the lesson I hope the use some different talk moves to support students in making sense of complex ideas. VIP (very important point), fishbowl, think aloud and any other appropriate pedagogical moves will be selected throughout the lesson so as to focus on learning, improvement, challenge and support. -Implimented LAUNCH task in the area of Position and was observed by mentor Trevor Williams for feedback. Students were engaged in the lesson. It was important to go through the vocabulary in the learning intention and also clarify the language in the Success Criteria. This helped the students to understand the task and their goal. The success criteria was explicit and enabled the students to easily progress through each part with a clear understanding. Allowing the students to swap and check their LAUNCH buddies directions ongoing during the lesson was important as it allowed for some peer feedback based on the directions being created. Some students found it difficult to use the correct directions and needed to be physically shown how to visualise themselves in the bus. Once this was done students were able to achieve greater success. The complexity of the map was just right. Not too easy but challenging enough. Though the students only got half way through the task it was actually better as it allowed me to gather what they had completed so far to evaluate so that in the next lesson I confirmed strengths and discussed weaknesses. This was extremely beneficial achieving a higher standard of work and success.
0
1
41
Domenica Todaro
Jun 19, 2019
In Domenica
MY EDUCATION GOAL: By the end of 2019 I will have engaged in professional development based on Hattie’s Visible Learning principles so that I can implement student learning dispositions to enhance assessment capable learning using the writing learning progressions. Term 1: Professional Learning: Learning Dispositions Professional Teaching Standards 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. February 14th 2019 - Participated in Professional Learning by Morena Flynn on the Introduction of the Visible Learning Dispositions. Identified and defined what is a learning disposition and what are the six learning dispositions to be implemented and taught to the students throughout the term as defined below: What is a Learning Disposition? Dispositions are frequent and voluntary habits of thinking and doing. Dispositions influence later learning, therefore, as teachers, we need to be developing the dispositions to keep on learning, be persistent, curious, being ready and able to learn, to engage in learning, creative problem solving. Learning Dispositions: Risk-taker: As a risk taker I am confident to try new things independently and direct my own learning. I can learn from my mistakes and I like to try new things. I am not afraid to make mistakes. I ask questions to challenge myself and others. I experiment with solutions. Resilient: I can bounce back when I have found myself in a tricky or difficult situation. I try new things because I know I have strategies to bounce back when things don’t work out. I don’t give up or worry if I make mistakes. Self-motivated: I am able to stay on task and work independently. I am positive about my learning. I take responsibility for my learning. Nobody needs to encourage me to learn. Curious: I like to discover new ideas. I am wondrous with the world around me. I experiment using new resources and technologies to solve problems. I want to know more. I ask questions. I search for solutions. I am confident to explore new and different circumstances. Creative: I communicate many ways to solve a problem. I feel the need to try new things. I have an open mind. I try to solve problems in a new and original. I try to be different and unique. Perseveres I encourage myself and others to never give up. I ask myself how I can overcome obstacles. I keep trying. I keep on going through difficulties. I persist until I reach my goal. During the professional learning we also examined different ways these dispositions could be taught to the students. Ideas included: Teacher modelling Think alouds Opportunities to use the language often Through personal experiences Lived and breathed at school In newsletters, through awards Use language in learning intentions and success criteria Use language in goal setting Term 1: Actions from my Professional Learning: - Created class displays of the six dispositions with their accompanying definitions. Charts displayed at the front of the classroom with easy access to use during class lessons. - Students participated in a planned class lesson on what are dispositions and they had to complete a match-up activity on each disposition with its definition. -Students participated in a whole school competition to design a mascot for a disposition. -Students were also introduced to the new mascots and are able to identify which mascot belongs to which disposition. - During class lessons students were asked to identify which learning disposition they used to enhance their learning of the task. This was completed either verbally or through questionnaires. Example below: Reflection and Self- Assessment Learning Intention: We will be able to develop our understanding about conscription Have I achieved my learning goal? _________ Success Criteria: I will be successful if I can Define key vocabularyListen to a video about conscription and participate in a class discussion Record key information by taking notesAsk and answer oral and written questions about conscription Yes: How do I know? What do I now know about conscription that I didn’t know before this lesson? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ No: How do I know? What prevented me from achieving my goal? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ What visible learning disposition/s helped me achieve my goal? _______________________________________________________________________________ Explain how this/these learning dispositions helped you. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ - The distribution of school awards with the identification of learning dispositions is another way students are developing their knowledge and use of the dispositions. - Highlighting, discussing and examining the key dispositions used during specific lessons has been ongoing throughout Term 1. Term 1: Reflection: Impact on student learning: The introduction of the Learning Dispositions has really taken student learning and their understanding of how they learn to the next level. All students in the class can now identify the six learning dispositions and can identify the difference between each disposition. Students often make predictions as to which disposition they will need to use the most during the different lessons. Giving the students the opportunity to reflect and record the different dispositions they used during the lesson has been very beneficial as this has allowed them to become conscious learners of how they learn. It is important that students explain how that particular disposition has assisted them in their learning for that lesson as it allows them to really understand the importance of each disposition and the role it has played in the independent success. The reflection also enabled me to identify who had a good understanding of each disposition and who needed further assistance and needed one to one help in identifying the disposition and how this disposition enhanced the student’s independent learning and success. Those students who I feel haven’t really grasped the understanding of the dispositions are given one on one opportunities to discuss the process of their learning and how the learning disposition assisted them in their learning journey. With ongoing practice less teacher imput has been needed. Term 2: Professional Learning: Feedback That Makes Learning Visible: Professional Teaching Standards 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. - Participated in Professional Learning by Morena Flynn on Feedback That Makes Learning Visible. -Participated in Whole Day Professional Learning on “Feedback That Makes Learning Visible.” -Identified the key questions student feedback should address Where am I going? How am I going there? Where will I go next? -Watched a video on “Developing Assessment Capable Learners” where a primary school teacher explained the importance of providing specific and actionable feedback to students and this enhances student learning. The teacher highlighted the importance of Learning Intentions and Success Criterias in developing Assessment Capable Learners. by using Learning Intentions and Success Criterias this allows teachers to provide students with feedback based on what their learning intention is for that specific lesson and this in turn allows a partnership to happen between the student and the teacher around one common goal. The video also highlighted that giving feedback is an ongoing process that continually needs to be revisited. Good feedback also needs to be actionable. This means not just using comments like ‘goodwork’, ‘well done’ but making sure feedback focuses on the skill development and that students can take the feedback given by the teacher and apply it to any task. -Professional reading and independent reflection of Chapter 5 “Developing Assessment Capable Learners”. Developing Assessment Capable Visible Learners” by Nancy Frey, John Hattie and Douglas Fisher. Term 2: Actions from my Professional Learning: - Focused on the development of Learning Intentions and Success Criterias to provide ongoing feedback to students. In many lessons the Learning Intention and Success Criterias were created together so students understood and took ownership of the lesson and their outcome. This also helped with the feedback as the students had a good understanding of the goal and the skills needed to achieve their goal as highlighted through the success criteria which they had helped to create. - Assessment tasks were also planned using Learning Intentions and Success Criterias so students had a clear understanding of their goal and how to get there as seen below. Personal one on one feedback was given by the classroom teacher as to student success and how future goals can be set to promote further learning and student achievement. Example: Learning Intention: We will be able to demonstrate an understanding of the Resurrection from the perspective of one of the disciples. Success Criteria: I will be successful if I can Must – Surface Sound Retell the story in your own words describing who, what, where, when and how · Recognise the emotions felt by the disciples Should – Deep Thorough · Outline in detail the sequence of the story · Explain the lack of true faith that was experienced during the appearances of Jesus Could- Transfer Extensive · Formulate the message of the story · Reflect on how the emotions felt by the disciples are present within society. -Students throughout the term were also given opportunities to provide personal feedback to the teacher through self-assessment tasks based on the Learning Intention and Success Criteria as seen below. Self- Assessment and Teacher Feedback What visible learning disposition/s helped me achieve my goal? ________________________________________________________________________________ Explain how this/these learning dispositions helped you. _________________________________________________________________________________ ________________________________________________________________________________ - Another approach to developing feedback that makes learning visible in the classroom is the “Accurate Sentence Bump It Up” whereby students take responsibility for their sentence writing progression through teacher feedback given on specific writing tasks. Students know their Level and work towards improving on this according the success criteria chart given to each student, as seen below. There is a bump it up wall with individual students targeting individual goals. Each student also has their goal glued into their books, so when they’re writing they can reflect on their goals and check they are meeting expectations for their level. When they have successfully achieved their writing goals 5 times in a row (showing consistency), they are able to move to the next level. 📷 -Also participate in TeachMeet Sharing Session whereby each grade presented ways they have incorporated opportunities for feedback in the classroom. Term 2: Reflection:Impact on student learning: - I found with all the different strategies implemented throughout term 2 focusing on feedback, students have become more engaged in their learning and have become more conscious and motivated learners. Their learning has become much clearer as they understand their goals with greater clarity and most importantly they are understanding the skills they need in order to achieve their goals or learning intentions. I find once the students clearly understand their individual goals they are more confident to set out and achieve their goals because the skills needed have been highlighted in their Success Criteria. Extending this and combining this with teacher feedback then enables students to understand and share their learning journey and recognise how well they have achieved their goal and what can be done in the future to further develop and improve on essential skills of learning. Students are actively working to improve on their learning and their different skills. Students know what are their areas of strengths and weaknesses and work towards improving on these through the Bump It up and through the variety of rubrics and self-assessment/feedback tasks used during the various class lessons. Teacher feedback is also an opportunity for me to reflect on my teaching practice and develop my understanding of why students did or did not achieve growth in particular lessons and how this can be improved in the future. I feel this terms Professional Learning has really helped me understand the importance of the type of feedback given to students has to be valuable feedback in the sense where students can use this feedback to move forward in their learning journey and understand the skills needed to do this. Term 3: Professional Learning: Visible Learning - Parent Engagement Professional Teaching Standards 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. -24/7/19 Participate in Professional Learning by Morena Flynn focusing on promoting parent engagement in the Visible Learning Journey. -Identified the importance of parent involvement. The highest effect sizes regarding parental involvement occur when parents have high expectations for the learning and achievement of their children and when they take a more active approach to learning The higher the hopes and expectations of parents with respect to the educational attainment of their child, the higher the student’s own educational expectations. “Parents need to hold high expectations for their children and schools need to work in partnership with parents to make their expectations appropriately high and challenging”. (Hattie, 2009, p.70). - Identified the different forms of parent involvement and the effect size of each as seen below Homework supervision: 0.19 Participation in school activities: 0.14 Communication with school and teachers: 0.14 Parent training: 0.15 Parent listening to student reading: 0.51 Parent reading to the child (K-3): 0.18 High expectations for student achievement (and verbalising these to the student): 0.58 - Collaborated with Stage grade partners to think of some ways to promote parent engagement at Sacred Heart, focusing on - How to introduce the learning of what the children are doing into their homes so the parents know what their children are doing? -Presented and discussed ideas during the professional learning meeting. - Professional Reading of Chapter 3 “Assessment Capable Learners Understand where they’re going and have the confidence to take on the challenge” by Nancy Frey, John Hattie and Douglas Fisher. - Participated in Staff Development Day 'Creating Effective Assessments for Teaching and Learning Using SOLO taxonomy which highlighted a.the structure of the SOLO taxonomy b.using the SOLO taxonomy to desigh learning intentions and success criteria c.the importance of creating robust assessments to measure progress d.understanding how to use the SOLO taxonomy to ask a range of deep and surface level questions e.creating assessments to measure progress and to evaluate impact of teaching Term 3: Actions from my Professional Learning: - In Week 3 Religion books were sent home for parents to view and identify areas of learning. Parents were encouraged to speak to their children about their learning and provide feedback of their learning. A Religion homework task with Learning Intentions and Success Criteria were used to identify the student goal and the steps needed to achieve this goal as indicated in the learning intention. Parent participation was also needed during the completion of this task. Example: Week 3 Religion Homework Task: Learning Intention: We are learning to identify positive role models in our society who have demonstrated faithfulness to God. Success Criteria: I can research one woman from the modern world who has demonstrated faithfulness to God.I can explore her life’s work.I can explain how she demonstrated faithfulness to God.I can identify her special qualities and explain why my family and I admire these qualities. Modern Woman: Choose one of the following women from and answer the following questions: Mum Shirl, Sister Irene McCormack, Dorothy Day, Jessie Street, Faith Bandler, Aung Sun Suu Kyi, Mother Teresa 1.Who was this woman? 2.What are some of the special things this woman did in her lifetime? 3.How did she demonstrate faithfulness to God? 4.Share your research with some of your family members. What special qualities does this woman have that you and your family members admire? Explain Add a visual to match your research - In Week 6 Maths books were sent home for parents to view and identify different areas of learning. Parents were encouraged to speak to their children about their learning and provide feedback of their learning. A Maths homework task with Learning Intentions and Success Criteria were used to identify the student goal and the steps needed to achieve this goal as indicated in the learning intention. Parent participation was also needed during the completion of this task. - Students were regularly given homework tasks which involved activities to be completed by the child with the parent. - Collaboratively planned learning intentions and success criteria using SOLO taxonomy verbs in the areas of Religion, Mathematics and Geography for learning tasks and assessments - Created learning intentions and success criteria rubrics for assessment tasks in Geography and Religion Example: Learning Intention: We will be able to analyse women who are admired and respected Success Criteria: I will be successful if I can: Must – Surface Sound Identify women you respect and admire Identify women in the Scriptures who demonstrate faith and courage Should – Deep Thorough Justify why you admire and respect these women Explain how women in the Scriptures demonstrated faith and courage Could – Transfer Extensive Generalise how these women are perceived by the wider community with reasons Reflect on how these women are models of discipleship and how they influence Christians around the world - In Week 10 a learning disposition was chosen by grade teachers to showcase. This included photos, work samples and a short blurb about what is happening in our grade. These were placed in the school newsletter for parents to view. - Data collection to identify effect size of Visible Learning through the use of Learning Intentions and Success Criterias: Administered an Assessment of Learning in the area of Length with questions that equal a minimum of 20 points. The same questions were administered through an Assessment For Learning later in the term. - Observation of class English lesson by Patricia Ladlier focusing on Visible Learning - Evidence into Action. Students were asked the following questions; What are you learning? Why? How are you doing? How do you know? How can you improve? Where do you go for help? Term 3: Reflection:Impact on student learning: Providing students with homework tasks which require parent participation has helped parents to connect with what is being taught in the classroom and how it is being taught. Parents are being exposed to Learning Intentions and Success Criterias and are developing an understanding of how these impact on student learning. Students have reflected on the opportunity to complete some homework tasks and have been very positive in their response to this new experience of involving parents when completing homework. This will be continued in Term 4. Using the verbs to create success criteria for assessment tasks has really helped to plan robust assessments to measure progress. It was important that these verbs were explicitly taught to the students in order to meet assessment expectations. The SOLO taxonomy provided a framework that can greatly help both the students and teachers in organising thinking and then articulating it. It provided a structure that builds from the surface level to the deep level. This in turn motivates students to aim higher and produce better quality of work in all areas of learning.
0
0
20
Domenica Todaro
Jun 19, 2019
In Domenica
MY EXPERIENCE GOAL By the end of 2019 I will have participated in collaborative planning and teaching enhancing my practice through co-teaching, observation, reflection and feedback. Actions from collaborative planning and teaching: Term 1 Professional learning and collaboration: -Meetings with Leaders of Learning in the area of reading for professional development. (Dee and Annabella) -Examined the structure and the importance of gradual release of responsibility through explicit teaching, collaborative learning, cross curricular connections and the significant role of vocabulary development on student's reading success. -Completed professional reading based on the various reading strategies which can be implemented during Before Reading, During Reading and After Reading Sessions -Identified and developed various reading strategies and resources to use during Shared Reading and Guided Reading using the resource 'Teaching Reading Comprehension Strategies - a practical classroom guide.' Focus on Summarising and Introducing Synthesising Term 1: Actions from my Professional Learning: -Observation by principal during the implementation of new strategies in reading - whole grade jigsaw -Observation of Leader of Learning in developing and implementing new reading strategies in the areas of synthesising and analysing - Observation by Leader of Learning in the area of Visible Learning: Reflecting on the use of Learning Dispositions in English -Participated in grade planning for Term 2 in the area of English - identifying student needs and making cross curricular connections -Week 10 Meeting with Leader of Learning to evaluate English program and discuss adjustments for Term 2. Discussed successes and new areas of student development needed. During Term 1 student growth was seen through especially in the areas of reading comprehension and writing explanations as seen in the Assessment for Learning and Assessment of Learning. There was significant growth in vocabulary development and using vocabulary in the correct context as well as correct use of sentence structure and grammar. As can be seen in the student assessment - the use of topic sentences and elaboration has greatly improved. The strategies planned during collaborative planning were engaging and students remained motivated. Due to discussions with colleagues the focus area was changed and this proved to be beneficial to maintain student interest. After collaborative agreement with Leaders of Learning there was a focus on the comprehension skill of summarising. This was programmed during shared reading lessons and further developed in guided reading. The strategies taken from 'Teaching Reading Comprehension Strategies- a practical classroom guide' by Sheena Cameron proved to be very beneficial in improving student growth. When summarising students were often copying big chunks of the text and including unimportant details. However with explicit teaching and with guided and independent practice alongside the use of various strategies programmed a gradual improvement was seen as students summaries demonstrated a shortened version of the original text which included the main ideas and important details. Term 1: Personal Reflection of Professional Learning: -Shared learning has been very beneficial especially being on the grade for the first time. It is important to be planning together and learning from colleagues which is ongoing. Term 1 Observation of Leader of Learning: Reading (Dee) Observed Dee teaching the reading strategies of Synthesising and Analysing (separate lessons). This was a beneficial learning experience as I had limited knowledge of both these strategies. Through the observation I was able to understand exactly what is meant by synthesising - the dictogloss was a great was to allow the students to define the strategy in and engaging and collaborative way. I also learnt strategies which can be used to develop these comprehension skills in the students - Synthesis Eggs and Point of View Charts. Leader of Learning – Dee - observation on how Visible Learning and student reflection assists student growth and performance. It was beneficial for students to reflect on how the learning dispositions helped them to achieve their Learning Intention. This will be continued and ongoing during Term 2. Term 2 Professional learning and collaboration: -Continued collaborative planning of new unit of work focusing on persuasive writing -Examined ways we can make use of the resource “The Writing Book’ by Sheena Cameron’ which provides strategies to use to promote effective writing in the classroom such as · establishing a positive culture for writing · grouping students for writing · setting up the physical classroom for writing · writers tools and supports to scaffold writing · using graphic organisers to plan and support writing -Examined data and recognised the need to strengthen students understanding of the reading strategy of inferring -Examined ways to use the resource “Teaching Reading Comprehension Strategies’ by Sheena Cameron Chapter with professional reading of · What is Inferring? · How does inferring support reading comprehension · Language we use when inferring -Also recognised the need for the introduction of reciprocal teaching for the advanced students in order for them to take on more independent and leadership roles in their learning. - Participated in professional learning by Leaders of Learning : Annabella Gonzalez and Dee Rotondo in the area of Reciprocal Teaching -What is Reciprocal Teaching? -Student Benefits of Reciprocal Teaching Students who engage in reciprocal teaching not only improve in their reading level but also engage more authentically in the text. (Reutzel, Smith & Fawson, 2005). “ Research … points to using cooperative or collaborative learning with multiple strategies and highly recommends reciprocal teaching as an effective practice that improves student’s reading comprehension” (National Institute for Child Health and Human Development (NICHD), 2000; Pearson & Duke, 2002; Pressley, 2002). -Understanding the Reciprocal Teaching Process and strategies The four phases of reciprocal Teaching: Modelling and shared instruction of strategies Modelling of student participation via fishbowl Teacher guided group Independent groups -Watched videos which explained and demonstrated students participating in Reciprocal Teaching -How to use the graphic organisers -Step by step instructions on how to implement Reciprocal Teaching in the classroom. -Understanding the importance of the Gradual release of responsibility. Observation of Guided Reading lesson by grade colleague. IMPACT Reciprocal Reading- observation Inferring Observation Term 2: Actions from my Professional Learning: -Developed and trialled new strategies to develop reading strategies focusing on inferring and synthesising. -Planned and implemented reading lesson on Making Inferences.Observation by Leader of Learning Dee Rotondo during class lesson. Strategies included: Teacher modelling: Making Inferences. ‘The Little Refugee’ by Ann Do and Suzanne Do Reading between the lines I think …….. because …. I already know that …… so I think …… I can infer that…… the author’s clues were….. I can infer….. I think this because... I assume ….. the clue I used …... Inferring I think……. T Chart (Red/ Orange Groups) 1. The page with Anh Do holding the drink bottle - What can you infer about the character of the pirate? 2. The page with the Opera House- How does Khoa feel about wearing a dress? 3. The page with the sewing machines- What type of food would Anh Do eat for lunch? What could Anh Do’s parents sell to help them make a living? 4. The page with the shed- Why was mum quiet for a few days? Who are the people who are much worse of? 5. The page with Anh Do writing on the floor- Why was Anh Do’s school performance improving? Inferring: Yellow and Blue Groups: Infer Independently Make some inferences about what you are reading. These could be about the character’s feelings, the character’s personalities, the events that happen or the author’s intentions. Use the following to help you: Reading between the lines I think …….. because …. I already know that …… so I think …… I can infer that…… the author’s clues were….. I can infer….. I think this because... I assume ….. the clue I used …... Example: I can infer that one of the pirates may have been a dangerous man but he had some compassion for the refugees. The authors clues was that in the text it states that the one of the pirates threw the refugees a bottle of water as he was leaving. Inferring: What is the author’s purpose? Key Messages · To make the reader aware…... · To make the reader recognise ……. · To demonstrate….. · To make the reader understand …….. · To acknowledge ……. · Talking Partners True or False: Learning to infer helps me to become a skilled reader because I learn to: 1.Think carefully about what I am reading and what the underlying meaning is. 2. Think about what I am reading and whether it makes sense. 3. Rely on the author to explain everything to me. 4. Search for clues to gain deeper meaning of the main ideas and author’s purpose 5. Rely on Miss Todaro to help me make assumptions and draw conclusions. 6. Understand the personalities and the actions of the characters. 7. Feel more involved and enjoy what we are reading as we read it. Self-Assessment What visible learning disposition/s helped me achieve my goal? Explain how this/these learning dispositions helped you. -Planned using the gradual release of responsibility model. -Planned Shared Reading Activities and Guided Reading Activities to develop the reading comprehension strategy of inferring. -Used strategies planned to develop student reading comprehension - trialling strategies from the resource text 'Teaching Reading Comprehension Strategies' by Sheena Cameron. Examples: Inference Jigsaw, I think… T Chart, Character Inference Chart etc. -Continued to participate in collaborative planning each fortnight with grade partners and EAL/D learning support team. -Observation by work colleague Samantha Bowler during a Guided Reading Lesson focusing on Summarising - Introduced Reciprocal Teaching during Literacy Centres for my top reading group. -Planned Reciprocal Teaching lessons with a focus on Migrants which was the key area of learning in History and English. - Explicit teaching of the six key reading strategies and the process of reciprocal teaching. -Implemented the gradual release of responsibility process to develop Reciprocal Teaching. -Observation of Leaders of Learning implementing Reciprocal Teaching in the classroom with the Yellow group. Reciprocal Reading Lesson Plan Text: Earthquake Hits Central Italy Before Reading Activity: Introduction to Reciprocal Teaching Introduce Reciprocal Teaching to the group by leading them in a discussion about the following points Introduction to Reciprocal Teaching · G/R - What do you do now? · R/T - Instead of G/R What is Reciprocal Teaching · Focuses on 5 Comprehension strategies · Aim to deepen our comprehension skills Comprehension skills · Predict · Questioning · Clarify · Summarise · Word Sleuth What is your role in Reciprocal Teaching · This process requires you to be independent o (will need to work on their own and then you will need to bring back and discuss your findings with group) Dispositions · Risk Taker · Self-Motivated · Curious During Reading Activity 1) Predicting · What is predicting? · How do we predict? Model prediction for RT · Show text and prediction · Ask stn to look at text and prediction and comment about what they note. (Stn do not need to read the text) · Model how a discussion would work with other teachers and ask stn to complete observation sheet. · Discuss with students what the observed. Guided/Shared Practice · Give stns Predict Visual Organiser and Text: The Burrunan dolphin · Ask students to make predictions (with evidence) · Read Text - Confirm and reject predictions after reading. · Give stns discussions sentence stems. · Engage in discussion with students After Reading Activity Independent Practice · Give stn new text: Fit to reveal fitness? and graphic organiser · Instruct stn as to expectation prior to next lesson. Term 2: Reflection: Impact on student learning: The focus on developing the reading strategy of inferring progressed very well and was ongoing throughout the term. Students were given a variety of opportunities to make inferences, provided textual evidence for their inferences and also learnt to ask inferring questions. The various graphic organisers from the Sheena Cameron teacher resource book provided many benefits for the students especially with the use of the accompanying graphic organisers. Students were identifying how they were developing a deeper understanding of the text when they read ‘between the lines’ to draw their own conclusions by using clues in the text alongside their prior knowledge. As they read they recognised that their understanding may be revised as they became exposed to new information which confirmed or adjusted their thinking. It was pleasing to see that their progress and improvement in this area was reflected in the assessment data which showed a significant improvement in their learning. Having the opportunity to observe the leaders of learning in demonstrating a reciprocal teaching lesson was very beneficial as I had never seen this in action and had only been introduced to this in theory. This enabled me to confidently implement the continuing lessons. The students have responded well and have been very engaged in the lessons. They have actively participated in the discussions and have been able to demonstrate their understanding of the various reading skills from summarising to clarifying and so on. It has also given me the opportunity to closely observe each student and record the independent progress of each. Providing feedback has been essential to the process and students have recognised the importance of putting the given advice into action in order to improve their reading success. Continual reference to the Visible Learning dispositions and having students share the dispositions which helped them achieve success has been very beneficial. Collaborative Planning English Unit of work on Imaginative Text Term 3: Professional learning and collaboration: - Collaborative Planning English Unit of work on Imaginative Text with Leader of Learning Dee Rotondo with a focus on Outcomes based assessment - Used student assessment data from Fontas and Pinell to identify areas which need to be developed in Reading.- summarising, making connections, infering and synthesising - Created Yera 6 scope and sequence for reading strategy skills for Term 3 Term 3: Actions from my Professional Learning: - Planned assessment of learning and Assessment For Learning Learning Intention and Success Criteria Outcomes rubric - Evaluated student Assessment Of Learning to identify student strengths and areas of development - Collaboartively planned teaching and learning activities focusing on areas of development eg. writing complex sentences, descriptive language, figuative language Term 3: Reflection: Impact on student learning: Term 4: Professional learning and collaboration: Term 4: Actions from my Professional Learning: Term 4: Reflection: Impact on student learning:
0
0
13
Domenica Todaro
Jun 19, 2019
In Domenica
MY EXPOSURE GOAL: By the end of 2019 I will have collaborated professionally with my mentor and colleagues to increase capacity of myself and others to improve student learning. Term 1 Professional learning and collaboration: -Meetings with Leaders of Learning in the area of reading for professional development. (Dee and Annabella) -Examined the structure and the importance of gradual release of responsibility through explicit teaching, collaborative learning, cross curricular connections and the significant role of vocabulary development on student's reading success. -Completed professional reading based on the various reading strategies which can be implemented during Before Reading, During Reading and After Reading Sessions -Identified and developed various reading strategies and resources to use during Shared Reading and Guided Reading using the resource 'Teaching Reading Comprehension Strategies - a practical classroom guide.' Term 1: Actions from my Professional Learning: -Fortnightly collaborative planning with grade and EAL/D colleagues to discuss program development and participate in ongoing planning for reading, writing and talking and listening lessons. -Planned lessons using: Before Reading, During Reading and After Reading Sessions and likewise for writing. -Weekly collaborative teaching with EAL/D specialist to develop student progress in the area of writing. -Ongoing meetings with Leader of Learning in Reading (Dee and Annabella) to provide feedback on student and program development. -Evaluating data to inform planning of programs. It was found through student assessment that summarising was a reading strategy which needed to be developed. -Developed and trialled new strategies (whole grade jigsaw) to develop reading strategies focusing on summarising. -Used strategies planned to develop student reading comprehension - trialling strategies from the resource text 'Teaching Reading Comprehension Strategies' by Sheena Cameron. Examples: Examples: Key Word Notes, Key Word Hunt, Summary Frames, Jigsaw Summary Ect Term 1: Reflection: Impact on student learning: It was very beneficial to collaboratively plan the English Program with grade partners and the EAL/D team. There were opportunities to share different ideas and thereby plan a range of learning experiences to develop student learning in reading, writing, talking and listening. Drawing on various teacher experience also promoted more engaging activities being planned and developed. Collaborative planning also allowed the opportunities to discuss student progress regularly and plan where to go next. Resourcing for the unit was also shared and the Leaders of Learning were open to purchasing necessary resources to enhance learning. Students found the unit engaging and enjoyed focusing on Conscription to build their reading and writing skills. This integrated with the history unit allowing for a more focused approach on the topic with good pre-knowledge being built during History lessons which could then be incorporated and expanded on in the English Area. Student growth was seen in the Reading Comprehension area of Summarising. This was seen when analysing data from the Fontas and Pinell Reading Assessment given to the students. The Sheena Cameron teacher resource was extremely beneficial in this development as it provided excellent strategies to improve this reading skill. These were used both in Shared Reading session and Guided Reading Sessions. This resource will be further used when teaching other reading strategies. Term 2 Professional Learning and Collaboration: -Continued fortnightly collaborative planning with grade and EAL/D colleagues to discuss program development and participate in ongoing planning for reading, writing and talking and listening lessons. -Continued planning lessons using: Before Reading, During Reading and After Reading Sessions and likewise for writing. -Continued weekly collaborative teaching with EAL/D specialist to develop student progress in the areas of reading and writing. -Continued ongoing meetings with Leader of Learning in Reading (Dee and Annabella) to provide feedback on student and program development. -Evaluating data to inform planning of programs. It was found through student assessment that synthesising and inferring were a reading strategies which needed to be developed. -End of term evaluation and discussion of Term 2 program and where to next with Leaders of Learning Dee and Annabella -Inserviced by Leaders of Learning Dee and Annabella in the area of Reciprocal Teaching. Identified: -What is Reciprocal Teaching? -Student Benefits of Reciprocal Teaching Students who engage in reciprocal teaching not only improve in their reading level but also engage more authentically in the text. (Reutzel, Smith & Fawson, 2005). “ Research … points to using cooperative or collaborative learning with multiple strategies and highly recommends reciprocal teaching as an effective practice that improves student’s reading comprehension” (National Institute for Child Health and Human Development (NICHD), 2000; Pearson & Duke, 2002; Pressley, 2002). -Understanding the Reciprocal Teaching Process and strategies The four phases of reciprocal Teaching: Modelling and shared instruction of strategies Modelling of student participation via fishbowl Teacher guided group Independent groups -Watched videos which explained and demonstrated students participating in Reciprocal Teaching -How to use the graphic organisers -Step by step instructions on how to implement Reciprocal Teaching in the classroom. -Understanding the importance of the Gradual release of responsibility. Term 2: Actions from my Professional Learning: -Developed and trialled new strategies to develop reading strategies focusing on inferring and synthesising. -Planned Shared Reading Activities and Guided Reading Activities to develop the reading comprehension strategy of inferring. -Used strategies planned to develop student reading comprehension - trialling strategies from the resource text 'Teaching Reading Comprehension Strategies' by Sheena Cameron. Examples: Inference Jigsaw, I think… T Chart, Character Inference Chart etc. -Continued to participate in collaborative planning each fortnight with grade partners and EAL/D learning support team. - Introduced Reciprocal Teaching during Literacy Centres for my top reading group. -Planned Reciprocal Teaching lessons with a focus on Migrants which was the key area of learning in History and English. - Explicit teaching of the six key reading strategies and the process of reciprocal teaching. -Implemented the gradual release of responsibility process to develop Reciprocal Teaching. Term 2: Reflection: Impact on student learning: It was pleasing to see the student growth evident in the student data of the Fontas and Pinell Assessment. Significant growth in learning was evident through data analysis with the Leaders of Learning especially when justifying their inferences. Students also demonstrated the ability to ask inferring questions which was a great weakness at the beginning of the term. Students were given the opportunity to reflect and provide teacher feedback which helped students to self-assess their learning and decide where to next. The graphic organisers used were excellent for the students to use especially for students with learning needs. Overall the professional learning and resources really helped to plan engaging learning experiences which promoted student growth and learning in the area of inferring. I was really pleased with the professional learning given by the leaders of Learning – Annabella and Dee in the area of ‘Reciprocal Teaching’. I was not very familiar with this process but the professional learning session was very explicit and really provided a detail and easy to follow overview of the process and how to implement this in the classroom. It was easy for me after this learning to implement Reciprocal Teaching in the classroom with my top group. Resourcing was provided and the shared slides provided were extremely beneficial. During the implementation of Reciprocal Teaching I have found the students to be very engaged with the process demonstrates how they use the different reading strategies to demonstrate meaning of the text. The students are taking responsibility for their learning and are demonstrating pleasing leadership skills within the various sessions. Reciprocal Teaching will be continued in Term 3 and it will also be introduced to another 2 groups. Term 3 Professional learning and collaboration: - Collaborative Planning English Unit of work on Imaginative Text with Leader of Learning Dee Rotondo with a focus on Outcomes based assessment - Used student assessment data from Fontas and Pinell to identify areas which need to be developed in Reading.- summarising, making connections, inferring and vocabulary development - Completed Year 6 scope and sequence for reading strategy skills for Term 3 - After analysing Assessment of learning writing tasks writing complex sentences was an area students needed to develop. As a result the BUMP IT UP focus will be on the gradual skill development of writing complex sentences. Term 3: Actions from my Professional Learning: - Planned assessment of learning and Assessment For Learning Learning Intention and Success Criteria Outcomes rubric - Evaluated student Assessment Of Learning to identify student strengths and areas of development - Collaboratively planned teaching and learning activities focusing on areas of development eg. writing complex sentences, descriptive language, figurative language - Planned a variety of reading strategies to develop the student's ability to write complex sentences - Introduced Bump It Up Wall to give all students a common language and direction (writing goal) - Allocate each student character, and used that on the BIUW so that students don’t feel self conscious about being on any one level. - Also Bump It Up Wall is not displayed in the progression that it has been designed. -Programmed learning activities within the English program and then continual practice of the skills was continued during Literacy Centres Writing Tasks. Term 3 Reflection: Impact on student learning: Term 4: Professional learning and collaboration: Term 4: Actions from my Professional Learning: Term 4: Reflection: Impact on student learning: �H�2�g�8m{8�8
0
0
13

Domenica Todaro

More actions