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Gabriela Miralles
Feb 09, 2021
In Gabi
LEARNING GOAL - What do I need to learn? By the end of 2021 I will engage in professional learning and collaborate professionally with the Principal, HA Maths team and leaders of learning in Numeracy so that we can sustain school-wide Mathematical Excellence and Expertise (ME&E). Evidence: 1.Christine Mae Subject Matter Knowledge: It Matters! 2.Leading Mathematics: ME&E Workshop 3 3. A Meta-Analysis of Transfer of Learning in Mathematics with a Focus on Teaching Interventions PERFORMANCE GOAL - What do I need to do? 2.3 Support colleagues to plan and implement learning and teaching programs using contemporary knowledge of curriculum, assessment and reporting requirements. Worked with Morena, Lisa, Tania and Anabella to plan and write mathematical sequences of learning including LAUNCH tasks, consolidating lessons and fluency programs. Worked with staff during PPT to develop understanding of open ended assessment tasks to collect pre and post unit data Worked with staff to ensure they were familiar with the clinical interview tool, assessment questions and the collection of data to develop and inform fluency programs Worked with staff to ensure lesson reflections and modifications were written on programs to evaluate student achievements and areas of development. 3.1 Establish challenging learning goals. Develop a culture of high expectations for all students by modelling and setting challenging learning goals. Created open ended maths tasks with a success criteria that has low entry points and high exit points in the success criteria to ensure all students are able to achieve success independently Created LAUNCH success criteria with a variety of verbs in varying degrees of difficulty to ensure all students know how to find success during the lesson Set clear expectations during all lessons for the expectation of the amount of work completed and the quality of work through teacher modelling, peer conferencing and the use of feedback Work with staff and mentors to develop clear and achievable success criteria for launch tasks to allow success for all students in every lesson 4.2 Manage classroom activities. Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities. (Pedagogical Moves) Modelled the use of different pedagogical moves in the classrooms of our mentors Term 1 half day with mentees to discuss the use of different pedagogical moves and how to use them in response to student learning in the classroom Distributed the pedagogical moves with all staff and ensured teacher familiarity with the different moves Modelled LAUNCH lessons to mentees including the use of different behaviour management strategies to keep students engaged and challenged in learning. Term 4 half days with mentees to collaborate on fluency programs and mastery moves. Liaise with ME&E leader in order to plan goals for mini PD on Scope and Sequence 5.4 Interpret Student data. Work with colleagues to use data from internal and external assessment for evaluating learning and teaching, identifying interventions and modifying teaching practice. Fluency, Moderation Task Worked with all staff to ensure the collection of clinical interview data and recollection of students at risk Worked with all staff during PPT to use the data to inform mathematics and fluency programs. Worked with mentees to ensure they understood how to use success criteria, open ended problems and consolidation programs to modify learning to ensure all students learn and are successful independently. Worked with mentees to use data to build fluency programs that target the needs of all students 6.3 Engage with colleagues and improve practice. Initiate and engage in professional discussion with colleagues and arrange forums to evaluate practice directed at improving professional knowledge and practice and the educational outcomes of students. Completed professional development readings (attached above) to inform the planning of LAUNCH, consolidating and fluency programs Worked with mentees to identify which aspects from the clinical interview to target and use the data to inform fluency programs Observed mentees lessons and facilitated their lesson evaluations by guiding them with questioning and prompting Survey the participants of the ME&E program to collect data on areas they needed support in and areas they were comfortable in teaching using the ME&E model. Use this data to inform PD content and ½ day in situ support Held teacher workshops to build teacher capacity in assessment, lesson evaluation and program evaluation 7.3 Engage with the parents/carers Demonstrate responsiveness in all communications with parents/carers about their children’s learning and well-being. We planned to hold a Parent workshop, newsletter items (Problem of the Week), interview parents for brief ME&E video to be showcased on the school's Facebook page however due to the interrupted learning throughout Covid lockdown, we were unable to do this.
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Gabriela Miralles
Mar 02, 2020
In Gabi
My Educational Goal - By the end of 2020 I will have engaged in professional reading and learning to develop my practise in giving and supervising student feedback. This will include self assessment, peer assessment and teacher assessment. ------------------------------------------------------------------------------------------------------------------------------------------------------------ After reading chapter 3 and 5 of the text 'Developing Assessment Capable Visible Learners' by Nancy Frey, John Hattie and Douglas Fisher I have trialled different strategies and modes of feedback in my classroom, especially in Writing groups. I felt hesitant at the beginning due to the age of the students in my class so I researched the way different teachers had implemented these strategies through different social media platforms such as twitter and Pintrest and used these to help inform the way I could introduce them into Year 1. I decided to make a 1,2 and 3 star 'self feedback' wall in which students could bring their work to the works samples on the wall and reflect against a success criteria on their work. I wrote the different levelled work samples and as a class we discussed what made it a 1/2/3 star sentence and created a success criteria for each sample. This would provide them with the opportunity to assess their own work using the stars. As most children aimed to write a 3 star sentence, they would bring their work to the wall and check they had included all the parts of the success criteria as well as set it out like the work sample. Following this they could add to or edit their own work to improve it before getting formal feedback from me or from a peer. From here, students would bring their work to me and I would ask them what star level they graded themselves at and why. Then I would engage in discussion with the child to say whether or not I agreed and why. Together we would decide what would make it 3 stars and the child would use this as a goal if time to edit for this lesson or in the next lesson. I aimed to give feedback to 5 different children each lesson based which rotated from the roll. The impact from this has been that children have been more aware of their own work, reading it aloud, checking it against the success criteria and making changes to improve it. They have begun to ask each other to help them improve their work and to assess it against the stars. I have decided that next term I will introduce more language and prompts for students to give peer feedback. I would also like to begin working on introducing the 'where am I?' and 'Where can I go next?' part of the chapter next term with another visible wall. ------------------------------------------------------------------------------------------------------------------------------------------------------------ My Exposure Goal - By the end of 2020 I will have collaborated professionally with the Highly Accomplished Mathematical Expertise and Excellence team and mentored others to increase capacity to improve student learning. ------------------------------------------------------------------------------------------------------------------------------------------------------------ I have been very fortunate this term in being given the opportunity to observe and give feedback to both Tanya and Helen during the HA ME&E program. In discussion with Marie and Trevor, we decided that during term 1 it would be best for us to model a lesson for our teachers and support them in creating tasks of their own. I was able to model a lesson for both Tanya and Helen and following this we were able to discuss what aspects of LAUNCH they felt comfortable with and how I would support them moving forward. Both teachers identified that I could support them by helping to write open ended launch tasks with success criteria. Over the next few weeks we were able to plan engaging, open ended units of work that would challenge the children. We discussed ways we could notice student thinking through different pedagogical moves and assessment opportunities. At the end of Term 1 I was able to observe both teachers in action teaching a LAUNCH lesson. Both Tanya and Helen had applied their knowledge of the reading and learning they had done over the term and I was able to give them feedback on the lesson. From here we discussed that the mastery moves would be our next goal to work on. Unfortunately due to COVID this learning had paused for the majority of Term 1 and 2 and so we picked it up at the beginning of Term 3. At the start of term 3 we discussed the different mastery moves and ways we could identify which was appropriate following a lesson. We also discussed the use of a fluency program to build student knowledge and mastery of vital skills. In week 6 of Term 3 I was able to observe Tanya and Helen teach a 'Consolidating' lesson. This demonstrated to me that both teachers were able to identify student thinking and create tailored programs to address student need and challenge student thinking. Following the lesson I gave both teachers feedback and in discussion we decided that our next focus would continue to be building confidence in selecting and applying different mastery moves. Tanya and Helen will watch me teach a fluency and consolidating lesson early next term. Tanya and Helen have been so open and willing to experiment in the classroom with LAUNCH. They have worked hard to apply all they have learnt to their own classrooms and have not only showed me how more than capable they are of applying the LAUNCH program in their own classrooms and improving student thinking but have also shown me many different strategies that I have trialled in my own classroom. In addition, in discussion with Marie we have been trialling a new form of assessment in our LAUNCH program and provided students an open ended assessment with a limited success criteria. We have only done this twice so far but it has been good for students as they are used to a more open approach to learning. It has given them the opportunity to show us what they know about the topic without limiting their response. ------------------------------------------------------------------------------------------------------------------------------------------------------------ My Experience Goal - By the end of 2020 I will apply what I have learnt from the Literacy Team about Shared Reading and Guided Reading in my classroom. ------------------------------------------------------------------------------------------------------------------------------------------------------------ Evidence Thanks to the Literacy Team I have been able to develop my knowledge on shared reading and what it should look like in the classroom. I have learnt different things that should be included and how it feeds into my guided reading program. This has been through PPT meetings and staff meetings. At the end of Term 2, the Literacy Team as well as the Year 1 team reflected on our reading data. We looked at the gaps in reading students had and what we could do to address these needs. From here, we decided to trial streaming shared and guided reading in the hopes of filling these gaps. Marie took the modified group and worked mostly on decoding, I took the core group and worked on decoding with some literal (and toward the end of Term 3 inferential) comprehension and Daniella took the extension group and worked on comprehension and vocabulary. Over the term I worked with Dee and Anabella to select appropriate books and write success criteria to teach students how to decode and respond to literal questions. I taught 3 decoding lessons and 2 comprehension lessons a week. During shared reading I introduced the strategies and modelled them and during Guided Reading I would support students as they attempted to transfer this skill to their reading independently. I feel that this has been so successful and has given the students so many opportunities to grow and improve their reading. Students no longer attempt to sound out unfamiliar words and instead use context clues, they re-read for meaning, they respond to literal questions using evidence, they make more attempts to self correct and they are more aware of their errors and question errors they make during reading. This has improved my practice and developed my confidence in teaching reading so much. I feel so proud of the progress and knowledge my students have made and developed. After analysing my newest collection of reading data I will teach decoding only twice per week and move into teaching a deeper comprehension of text through comprehension, language and making connections. ------------------------------------------------------------------------------------------------------------------------------------------------------------
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Gabriela Miralles

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