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Eleni Missiakos
Aug 14, 2022
In Helen Missiakos
By the end of 2022 I will have participated in professional learning to enhance my knowledge of Reciprocal Reading and implementing it in my classroom. Professional Teaching Standards 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. 2.5.2 Apply knowledge and understanding of effective teaching strategies to support student's literacy achievement. Term 3 - Week 4 - Professional learning with Anabella Gonzalez (Literacy Coach) which focused on the introduction of Reciprocal Teaching in 5.3 Professional Reading / Video Reciprocal Teaching is an interactive instructional activity in which students become the teacher in small group reading sessions. Teachers model, then helps students learn to guide group discussions using four strategies: predicting, clarifying, questioning, and summarising. Reciprocal Teaching has an effect size of 0.67 (more than a year’s growth) 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). Week 5 Anabella modelled a session of reciprocal reading with one of the core groups in 5.3. She explained that reciprocal reading can be used once the students reach instructional reading level 25. So I will incorporate this strategy with all four groups in my class. The level of difficulty of the texts will vary according to the needs of the students but the principles and strategies of reciprocal reading will apply for all groups.
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Eleni Missiakos
Mar 30, 2021
In Helen Missiakos
My Learning Goal: By the end of 2021, my goal is to improve my pedagogical practice in Guided Reading through engaging with staff and the literacy coach and using data to guide the literacy activities within Guided Reading sessions, which will then to enhance student skills. My Learning Goal: By the end of 2021, my goal is to improve my technological skills particularly in terms Remote Teaching Evidence: Planned guided reading teaching and learning experiences for the term based on Naplan reading material to support students' needs prior to Naplan. Used The Common Assessment to regroup students for term 2 based on their area of need.
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Eleni Missiakos
Jun 06, 2020
In Helen Missiakos
By the end of 2020, I will have implemented and experienced different reading strategies and skills and the process of gradual release of responsibility in order to further develop my understanding in teaching reading. I will undertake further professional learning and collaboration in Reading, meet with leaders of learning and collect class data. Professional Teaching Standards 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. Professional Reading and Learning: Term 1 Worked closely with Anabella to develop the first 5 weeks of the shared reading program Week 2: Boys Education, GROR overview Week 4: Shared and modelled reading, lesson observation and feedback Week 6: Think alouds, learning comprehension strategies, lesson observation and feedback Used PPT time to plan and develop the shared reading program for term 1 Term 2 Week 6: Implemented and graded the Fountas and Pinnell reading Assessment Used PPT time to plan and develop the shared reading program for term 2
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Eleni Missiakos
Jun 06, 2020
In Helen Missiakos
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 in service. (Week 3) 12/2/20 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 2. Making Connections 3. Fostering Engagement 4. Differentiating challenges 5. Structuring lessons that foster communication 6. Promoting fluency and transfer Developed an understanding of Launch Tasks In term 1 Week 3 I observed a modelled lesson by my mentor Gabi. In Week 5 We co - taught a lesson together. In Week 7 Gabi came an observed one of my maths lessons and provided feedback on how it went. We also had time to plan some launch tasks in areas of maths from the term 2 scope and sequence. PROFESSIONAL READING 1 5 Practices or Orchestrating Productive Mathematical Discussion The five practices identified in the reading assist teachers to use student responses to advance the mathematical thinking of the class. All tasks must be challenging, well designed and have a specific learning goal to be effective! This reading highlighted the five practices to maximise responsive learning environments: 1. Anticipating: involves actively predicting how students might mathematically approach the task. 2. Monitoring: involves paying attention to students mathematical thinking and solution strategies as they work. Teachers do this by circulating around the classroom listening and observing students and asking questions. 3. Selecting: involves the teacher observing to select particular students to share their work with 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. 5. Connecting: The teacher helps students draw connections between their own solutions, other students solutions and the mathematical ideas that underpin the lesson. The teacher poses questions to help make maths visible and teach students how to reflect on their learning. PROFESSIONAL READING 2 Noticing Student Thinking Noticing student thinking is a valuable part of effective teaching. It requires teachers to monitor student thinking and construct understandings of the content of learning. Noticing student thinking plays a vital role in assessing, proving feedback and reporting on student learning. It allows teachers to look at the how students respond to questions and solve problems and provide feedback on student performance. (Week 5) 25/2/20 1/2 day with Gabi - my mentor Modelled a consolidation lesson on Length for Gabi to observe. Worked together to plan and program some launch lessons for the term.
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Eleni Missiakos
Sep 08, 2019
In Helen Missiakos
Students thrive when their teachers possess a level of clarity about how instructions are organised and delivered. Hattie (2012) notes that teacher clarity has a high effect size of 0.75. Instruction should be clear, concise and with examples. Students are more willing and motivated to take on a challenge when teachers explain tasks in a clear and organised way. I have been focusing on this trying to keep my instructions clear and concise, especially since the time is limited for each class and grade. Learning intentions are a clear and coherent set of lessons that build student knowledge, skills and understanding. They can be expressed as a statement to show students what they will be learning, why they are learning it and how they will know they are successful. They are seen as the purpose for learning. This term I have added a learning intention for each lesson in my program. Assessment capable learners track their own progress on success criteria, seek feedback and assistance and recognise when they have learnt something. This term with the inclusion of learning intentions I have also added success criteria for each lesson. I have also been working on providing opportunities for teacher feedback and peer feedback.
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Eleni Missiakos
Jun 17, 2019
In Helen Missiakos
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. Professional Learning 2019: 22/03.2019. SDD- Sacred Heart Cabramatta . 'The Inside Series: Feedback that Makes Learning Visible" 5/6/2019 Developing Assessment Capable Visible Learners, By Frey, Hattie and Fisher, Chapter 3 17/6/2019 Developing Assessment Capable Visible Learners, By Frey, Hattie and Fisher, Chapter 5 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. Actions from professional collaboration: MY EXPERIENCE GOAL By the end of 2019 I will have participated in collaborative teaching enhancing my practice through co-teaching, observation, reflection and feedback. Actions from collaborative planning and teaching: IMPACT Evidence of Impact on student learning: Evidence of impact on my own professional growth: PERSONAL LEARNING GOAL Standards: 5.2.2 Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals. 6.2.2 Participate in learning to update knowledge and practice targeted to professional needs and school&/or system priorities. 6.3.2 Contribute to collegial discussions and apply constructive feedback from colleagues to improve. Link to AIP: 2.3 Nurture innovation as a key means of enlivening and enriching learning and fostering growth across Sydney Catholic Schools 4.1 Increase the capacity of teachers and learning support staff to respond to the holistic needs of all students. Learning Goal: To create rich and authentic learning opportunities which are research and data driven and supported through the establishment of success criteria and ongoing teacher, peer and self assessment and feedback. Actions: * Engage with Professional readings by Hattie on effective feedback ('Developing Assessment-Capable Visible Learners grades K-12) * Establish visible learning intentions and success criteria to be displayed and referenced to during lessons. * Collect and analyse data from small focus group(5:1) * Participate in small focus group discussions to assess use of 'Language of feedback'. * Incorporate a wider range of rubric and student reflection checklists. * Through consultation with learners, establish focus dispositions for the term. (Risk taking, resilience, self-motivation, curiosity, creativity and perseverance) Evidence of Impact:
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Eleni Missiakos
Jun 17, 2019
In Helen Missiakos
Assessment capable learners thrive with feedback from three sources - self, peers and teachers. I agree with this and have provided opportunities in my lessons this term for students to self reflect on their own performance through self assessment checklists. Students have provided peer assessment to members of their own small groups or after viewing a different group perform. Working in the large space of the school hall has allowed the students to have their own learning areas which then provides more opportunities for me to speak to each group without disturbing the other students, who can continue working on their own tasks. Feedback needs to be timely, specific and actionable - this is essential in my role, as I only see the students five times a term and am working on two or three drama forms during this time. If I wait till the end of a task the term would be over and the students would be working on different forms next term. Students need to consciously be aware of what they are doing - what they can do to correct, revise and improve their work. I have included learning intentions and success criteria for the different drama forms. I refer to this throughout the lessons. Students know what they are doing and how they are going to achieve this. Feedback should address - Where am I going? How am I going there? Where will I go next?
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Eleni Missiakos

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