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Lisa Lam
Aug 16, 2022
In Lisa Lam
Learning Goal By the end of 2022, I will have engaged in various professional learning to further improve and update my teaching practice especially in catering for the diverse needs of my students. Evidence During 2022, I have engaged in the professional learning courses including: K-2 Maths Syllabus Twilight Term 2 Guided Reading Professional Learning workshop led by Literacy Coach- During our Year 1 professional planning time, we collaboratively worked with our literacy coach to engage in professional readings linked to Guided Reading practices. We focused on analyzing our Reading records to develop learning to read and learning to comprehend goals for both our Shared Reading and Guided Reading programs. The goals would be reinforced in our guided reading lessons and is planned for a range of reading levels. Term 2 ME&E Professional Learning Workshop led by H.A Maths Lead- During our Year 1 professional planning time, we collaboratively worked with our ME&E HA lead to refine our Year 1 Math scope and sequence and our units of work. Staff Development Day Professional Development 3/6/22- Writing: Scaffolding and Feedback to support struggling writers, Clinical Interview Intervention & PAT Mathematics 3-6, Supporting Critical and At Risk Readers and How we can strengthen home reading and engage parents to assist with literacy/ numeracy at home. Supporting Giftedness in Mathematics on 17/05/2022: I attended a virtual half day workshop led by Jan Robinson on supporting Mathematical Giftedness focussing on building awareness of what mathematical giftedness is, how it is expressed and how research suggests it should be supported. K-2 new English Syllabus Twilight Phonic Knowledge & Reading Instruction K-2 English PL on 19/5/22, 9/6/22 and 21/6/22: To enable all K-2 teachers and school leaders to implement evidence-based Phonic Knowledge and Reading strategies for all students. Oral Language & Communication (K-2 English) PL on 15/3/22 and 31/3/22: To enable all K-2 teachers and school leaders to implement evidence-based Oral Language and Communication strategies for all students, particularly students with complex communication needs. Structure & Key Principles of K-2 English Syllabus PL on 10/2/22: To enable all K-2 teachers and school leaders to understand the intent, structure and key principles of the new K-2 English Syllabus. Sue Larkey Podcasts and Webinars Episode 166: How to Create a Calm Area & My Top 10 Resources Every School Needs for Emotional Regulation Episode 163: Why Understanding Sensory can be the Key to Engagement in Your Classroom Episode 132: Understanding Challenging Behaviour, ODD & PDA Episode 112: De-escalation Strategies to use Before, During and After a Meltdown My Performance Goal By the end of 2022, I would’ve gained the confidence in programming and delivering lessons catered for the diverse learning and behavioural needs of my students. I will work collaboratively with my grade partners, diverse learning team, parents and executive team to discuss and implement strategies to manage the learning and behavioral needs of the students who I interact with. With the increase of ipads in the classroom, I will incorporate more tasks that will require the use of the ipads. Evidence: Utilizing technology Ipads Installed Beebot apps, Unite for Literacy App, Seesaw, PM ecollection on grade Ipads. These Apps are used as a Guided Reading activity or during Maths lessons Canva Creating class facebook videos of student learning: Term 1, Term 2 Creating Grandparents reflection video for our whole school Grandparents and Friends Mass Student 1 - ADHD, with social, emotional -Anger and behavioral needs School Risk management plan, ongoing daily parental communication booklet and meetings, classroom adjustments including seating arrangements, calm down areas and displays, peer support, free time or calm down time for free drawing/ colouring Working together with LSO support to monitor student behaviour and assist his learning in class Social Play - During terms 1 and 2 (last hour of the day), with LSO support the student participated in daily social play activities and the Zones of Regulation program to assist him in managing and regulating his emotions. In term 3, it has been reduced to once a week (only attending the Zones of Regulation program) allowing him to attend the full day of learning in the classroom. Incorporating the Zones of Regulation program in the classroom particularly when he will be or is displaying an emotional outburst, Play adjustments during breaks - In term 1 - break 1, daily structure play with a buddy. In term 2, this increased to both breaks. In term 3, this has been reduced to allow the student the choice to interact with other children on the playground. He will be closely monitored by staff on duty and his peers. Ongoing meetings with parents, diverse learning team and school counselor in regards to the student’s social, emotional behaviour and learning progress Attending Sue Larkey’s podcasts and implementing her strategies in the classroom including sensory toys, timers, calm down areas, de-escalation strategies before, during and after meltdown. Student 2 - New Arrival Student in term 2 Ongoing meeting with New Arrival Special - Ms Lenore Parodi and Ms Debbie Skocir in developing and implementing strategies to assist my new arrival student's learning needs. Ongoing communication with parents to discuss strategies to assist the student both at home and at school Provide a social network of friends to allow her to adjust to the school and classroom environment Better utilizing LSO support for my new arrival student
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Lisa Lam
Feb 06, 2021
In Lisa Lam
Learning Goal 1 By the end of 2021, I will have engaged in various professional learning to further improve my teaching practice. Evidence 1 In term 1, I will be attending professional learning in: Sound Waves Introduction Seesaw 101 Seesaw 201 ME&E Phase 1 Proficent Course (4 workshops) The Art of Storytelling - Religious Education In school: STEM PL and Implementing and Reading Running Records Online Training Autism Spectrum Disorder Supporting ASD Primary children return to school. 9. Understanding Sensory Processing In term 3 and 2 weeks of term 4, due to covid 19 our school went into remote learning. We modified our teaching strategies with more creative and innovative ideas in teaching our learning content. I was able to better myself as a teacher especially in learning and implementing the different innovative platforms like Seesaw class, Canva, Zoom, Google Meet, Zoom, Screencastify and filming instructional videos to upload via Youtube. One huge positive from remote learning was how well we collaborated with not only our whole staff but also our children and their families. Our partnership made the home learning experience successful ensuring that most of our students were engaged and understanding the learning content. Home Learning Highlight video links- 1.2 Beginning of term 3 highlight video 1.2 Book Week Father’s Day Whole School Wellbeing day : R U OK? day End of term: Science Animal Enclosure project Learning Goal 2 As apart of the wellbeing team, I will assist with coordinating activities to help our whole school community especially during our remote learning period. Evidence 2 As a part of the school’s wellbeing team, during WellBeing Week we coordinated various activities for the whole school. This included the event of Harmony Day, where the whole school would be a part of the “Everyone Belongs” tree display. The tree display was in response to the 2019 Tell them From Me Family/ Student survey where some of our students felt that they didn’t belong in our community. As a team, we collaboratively planned activities to allow our students to build a sense of belonging. The diversity of our students is shown by the different skin tone colour hands and leaves with students' profile details creating a beautiful display showcasing the message of Harmony day - “Everyone Belongs” This poster is displayed in the learning common area of the school building. In term 2, the wellbeing team assisted the whole school to set up and serve a healthy breakfast for our Year 3 and 5 students completing their NAPLAN. In week 7, we organised a grateful Tuesday to allow the teachers and students to value and appreciate those around them. Students showed appreciation to those with creating cards and our staff shared their likes on a display to allow all to view. Our wellbeing staff partners will then provide a gift of appreciation to support each other especially since it coincides with reporting and parent teacher interviews. In term 3, NSW was in lockdown and we didn't know when schools would reopen. Our staff and community we’re beginning to feel fatigue with the stress of the extended lockdown period. As a school, we decided to include weekly wellbeing activities to assist our students and their families. Together with the wellbeing team and our Year 6 leaders, I organised the activities for RU ok? Day and video to highlight the importance of recognising this event. K-2 R U Ok? matrix grid And Year 3-6 R U Ok? Matrix RU OK? Day highlight Video Extra wellbeing activities were planned including Healthy eating at home, Being active at home and in term 4 a wellbeing day every Friday on a even week. This didn't continue as Sydney schools were returning face to face in week 3. My Performance Goal By the end of 2021, I would’ve gained the confidence in programming and delivering the skills of ME&E into our Year 1 program. I will use feedback from my mentor to improve my teaching practise and create more successful LI and SC to help my students achieve their learning outcomes. Evidence: Term 1: Stage 1 Chance Launch activities Gabriela Miralles email feedback: Term 2: Addition and Subtraction Launch Unit with Observed lesson Gabriela Miralles email feedback-
Performance and Growth 2021 content media
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Lisa Lam
Sep 10, 2020
In Lisa Lam
My Learning Goal By the end of 2020, I will have engaged in professional learning in Shared and Modelled Reading so that I am proficient in my role as a Reading Intervention teacher that allows me to improve student reading outcomes. Evidence For: Term 3, 29/7/2020: Professional Learning with Anabella (Literacy Coach) 2020 Term 2 Reading Data K-4 Running Records - Week 2 Intensive Reading Program Proposal Outline of Program (Timetable/Lesson Notes) Modelled/Shared Reading Coop Planning PD Mechanics of Reading - Staff Meeting Anabella Observation As a part of my training, Anabella modelled a Shared Reading lesson based on learning to read and learning to comprehend with 11 at risk students in the modified Shared Reading group. During the lessons, the learning intention and success criteria was clear and evident that the students knew the outcome. Anabella modelled a lesson on how to read tricky words and she used think a louds to model to students both the SC and her thinking process on how to read tricky words. In the next lesson, Anabella modelled the LI on how to monitor and self correct mistakes when reading. It was an explicit lesson and she kept referring to the success criteria during her think a louds. I observed many strategies that I aim to implement in my own reading lessons. Specialised Reading Lesson Modelling by Anabella with paired or individual intervention A specialised reading program was planned to target the Year 1 students who are at risk or critical students in reading. Through observing Anabella’s lessons, the GRR framework became more evident as the students grew in confidence in reading independently. The Shared Reading LI and SC was consistently referred to in allowing students to apply this during their reading. The PM leveled books were selected at a higher instructional level to ensure that the students were challenged and able to apply the mechanics of reading and the Shared Reading LI and SC. A retell through sentence writing was the next focus of the lesson. Sight word reading including sight word recognition in the text and fortnightly testing is apart of the program. Students are given a list of 10 sight words to learn at home and a new list would be given when they can successfully and quickly read the words without errors. The lists of sight words are based from Sheeana Cameron’s text and were words commonly used throughout the PM books. Staff Development Day - Visible Learning and Reading Progression K-6 (Corwin) As a school, each stage looked at the reading progressions of the English Syllabus. This was shared to create a working document that is still in progress. Term 3: Term 3 Year 1 Shared Reading Program Fortnightly PPT with Dee, Anabella and Year 1 classroom teachers to collaboratively plan Shared Reading lessons addressing learning to read and learning to comprehend strategies. Week 4-7: Learning Intentions and Success Criteria focus includes - Learning to Read Tricky words Self -Monitor and self correct mistakes when reading Learning to Comprehend Answering literal and inferring questions Week 8-10: Learning Intentions and Success Criteria focus includes - Learning to Read Tricky words Self -Monitor and self correct mistakes when reading Learning to Comprehend Making Connections: Text to Self, Text to Text and Text to World Week 10: Year 1 Planning Day PPT session with Dee, Anabella and Year 1 classroom teachers to collaboratively plan Shared Reading lessons with learning to read and learning to comprehend strategies for term 4. Term 4 Pacing guide Term 4 Year 1 Shared Reading Program Reading Data analysis Intensive Reading Program Term 4 Students Based on the reading data, adjustments to the groupings of students were made. 6 students were replaced with 4 other year 1 students and 4 students from year 2 and 3. Groupings for the Year 1 Shared Reading program were also adjusted. Weekly Meeting with Anabella Week 6- Early Reading program for Paea and Samuel with a focus of letter and sound recognition in the Sound Waves Program Week 7- Anabella assessed the students with the PM running records Week 8- Analysis of students running records results eg. addressing individual students reading progression, strengths and weaknesses Week 10- PPT Year 1 Planning for term 4 My Performance Goal By the end of 2020, practices in the intensive reading program will be refined to improve student reading outcome Evidence of Impact In collaboration with Anabella, Dee and the year 1 teachers, I have been achieving the following Implemented a literacy program that is responsive to the reading data and the needs of the students in their reading Gained an understanding of the GROR and how it is implemented into the weekly shared/ modelled reading program and further allow students to confidently read challenging texts independently. Support Year 1 teachers during fortnightly PPT planning sessions by programming and organising resources to develop shared reading programs catered for the ability (extension, core, and modified) groups. Analyse reading data to adjust ability groupings and inform shared/modelled reading programs to improve student reading outcomes. Observable growth in student reading each term with some students achieving the levelled reading targets - Year 1 Term 2 and Term 3 Reading Data 2020 Reading data
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Lisa Lam

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