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Maria Gomez
Jul 27, 2022
In Maria
My Learning Goal: - By the end of 2022, Guided Reading practices will be evident in my teaching to improve student reading outcomes. Evidence: Guided Reading professional development: - Guided Reading Professional Learning workshop (24/5/22) led by Reading Coach During this collaborative planning session during Professional Planning Time, Year 2 met as a grade led by our Reading Coach to engage in professional readings linked to Guided Reading practices. We focused on planning a Guided Reading lesson for a range of reading levels and learning to read and learning to comprehend focuses. - Staff Development Day: PM Benchmark Reading Response K-2 Maximising Reading Records Data workshop (3/6/22) led by Reading Coach During this workshop, we looked at a range of PM readers and discussed various strategies that could be used during Guided Reading sessions to maximise students' reading fluency and comprehension. - Staff Development Day: Supporting Critical and At Risk readers workshop (3/6/22) led by Reading Coach During this workshop, we watched a variety of videos of Guided Reading sessions that honed in on supporting specific student needs. We focused on the "Critical" and "At Risk" students and how to best cater for their individual learning needs during Guided Reading sessions. - Reading Fluency and Comprehension in the new English Syllabus Zwilight (21/6/22) This session explored the importance of reading fluency and reading comprehension in the Early Years, understanding how reading fluency and reading comprehension is structured in the 5 content areas in the syllabus and teaching strategies for reading fluency comprehension. The session also looked at SCS K-2 Reading Expectations for Early Years. We were also provided a range of professional readings including: "Reading Fluency: More Than Automaticity? More Than a Concern for the Primary Grades?" by Timothy Rasinski, Andrew Rikli and Susan Johnston. - Reading workshop (24/7/22) led by Reading Coach During this collaborative planning session during Professional Planning Time, Year 2 looked at current student reading data to identify needs in the grade. We focused on how these "Critical" and "At Risk" students were being catered for during Guided Reading, Shared Reading and support reading opportunities. Students who were not making reading progress were identified and flagged for further intervention. - Reading data meeting (27/7/22) led by Grade Mentor As a grade, we met with our Grade Mentor to discuss student reading data and intervention. We shared resources and ideas of how we best cater for most "At Risk" students in reading. We were introduced to the "Read to Someone" practice to be implemented during Independent Reading and Guided Reading time. - Reading Record Data Spreadsheet - Reading Record (PM Benchmark Reading Assessment) - Reading Record Analysis - Anecdotal notes - Observation of Reading Coach - Assessment of Learning work samples My Performance Goal: - By the end of 2022, I will have engaged in professional development to further develop my pedagogical practice in STEM. Evidence: - Professional Learning: Year 5 Solar Car program (24/3/22) led by Michael Richards (UNSW) I attended the introductory professional development day for the Solar Car Challenge led by Michael Richards from UNSW. During this session, the Solar Car and its elements were introduced and we participated in hands-on activities as well as professional readings linked to the Solar Car program. - Year 5 Solar Car Challenge Photo Evidence - Professional Learning: Year 4 Robotics program (31/3/22) led by Eman Soliman (EduTech Australia) This workshop was led by the Founder and CEO of EduTech Australia, Eman Soliman. This workshop discussed EduTech and their innovation in education in Australia. We discussed the use and benefit of STEM programs in primary and higher education environments. We were introduced to the Robotics kits and programs that will be used. - Year 4 Robotics Program 2022 - Year 4 Robotics Program Photo Evidence - STEM Professionals in Schools partnership with Dr Candice Lim (CSIRO) This professional partnership has helped to create and support the partnerships between schools and volunteer STEM professionals; helping to bridge the gap between classroom STEM subjects and their real-life applications and career possibilities. This has helped to build my professional expertise, to enhance teaching practice and enrich student learning. - CSIRO STEM Professionals in Schools: Partnership Webinar (18/8/22) This webinar was an opportunity to meet and collaborate with STEM professionals nationwide and discuss the various way STEM can be explored and celebrated in Primary Schools. This meeting was valuable in providing resources and material that could be used to continue a strong partnership with STEM professionals and our school.
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Maria Gomez
Feb 04, 2021
In Maria
My Learning Goal: - By the end of 2021, I will have built my knowledge and understanding of the DMGT model and developed the capacity to support staff in providing a whole school Gifted and Talented program. Evidence Professional Readings: Building gifts into talents: Brief overview of the DMGT 2.0 The Gifted Dimension of the Australian Professional Standards for Teachers: Implications for Professional Learning. My Performance Goal: - By the end of 2021, I will have developed my Guided Reading practise utilising the Reading Progressions and data to inform my teaching. Evidence
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Maria Gomez
Sep 08, 2020
In Maria
My Learning Goal: - By the end of 2020, Shared Reading practices will be evident in my teaching to improve student reading outcomes. Evidence Shared Reading professional development: - Collaborative planning sessions led by Reading Coach during PPT - Professional readings - Staff Development Day (Term 3): Developing a Reading Progression K-6 (Corwin) - Observation and feedback with Reading Coach - Assessment of Learning examples My Performance Goal: - By the end of 2020 I will be have engaged in professional development to further develop my pedagogical practice in Mathematics. Evidence: - Term 1 Mathematical Expertise and Excellence Proficient course Workshop 1: I attended the introductory professional development day for Launch led by Christine Mae and Marcel Arendse. During this session, Launch was introduced and we participated in a Launch Task activity as well as open ended vs closed ended maths activities, professional readings and created a knowledge package catering to K-6. - Term 2 Mathematical Expertise and Excellence Proficient course Workshop 2 (in school professional development): This workshop was led by the Leader of Learning (Mathematics) in our school. This workshop was based on Measurement with a focus on Noticing Student Thinking. We discussed the use and benefit of pedagogical moves including: Anticipating, Monitoring, Selecting, Sequencing and Connecting. Marie presented a launch task putting these pedagogical moves into action. We also participated in creating a Measurement knowledge package K-7 and read further professional readings to deepen our understanding of student thinking. - Term 3 Mathematical Expertise and Excellence Proficient course Workshop 3 (in school professional development): This workshop was led by the Leader of Learning (Mathematics) in our school. This workshop was based on Geometry with a focus on using the mastery moves. We discussed the 3 approaches which include the follow through move, consolidation and a fluency program. The use of these mastery moves are based on student progress and clinical interview data. During this workshop we created a Geometry knowledge package K-6 and delved into some professional reading to better understand the consolidation process. - Learning walks - Professional readings: 5 Practices for Orchestrating Practical Mathematical Discussion In order to execute a successful and productive maths lesson, the teacher needs to be immersed in the lesson. From planning to teaching to student discussion and learning time. It was interesting reading how it is important for the teacher to do the task themselves in order to anticipate and predict the student's mathematical thinking. Before remote learning, I had not physically completed a launch task that I had created for my students. I would think about the potential outcomes that might come from the lesson and try my best to anticipate their thinking, however during remote learning, we created videos for students to watch at home to help them navigate through the launch task. In doing this, I had to physically do the task and follow the steps of the success criteria I created as the children would. This helped me to understand the task on a deeper level and helped me to reflect and evaluate my own and student’s thought process. I was able to see how important each aspect of the launch task specifically the success criteria was, as I was able to predict what students would think and answer. 1. Anticipating- How might students approach the task? 2. Monitoring- Observe student thinking 3. Selecting- Choosing students that highlight mathematical ideas 4. Sequencing- Decide the order work will be presented and plan how e.g. Fishbowl, Gallery Walk, Showcase 5. Connecting- Compare and contrast student work, peer work and mathematical ideas Professional Reading: Noticing Student Thinking When planning and catering for a range of students, taking the time to notice individual student thinking and the content they are learning is imperative. As educators, we need to be able to attend to students' needs and understand which areas are needed for improvement. During Launch tasks, teachers need to be aware of students by giving ongoing and relevant feedback to help support their needs and provide an opportunity for greater challenge. In doing this, teachers are able to foster the accuracy, efficiency and sophistication in each student's mathematical thinking. - Observation and feedback cycle led by mentor
PERFORMANCE AND GROWTH 2020 content media
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Maria Gomez
Jun 20, 2019
In Maria
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.
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Maria Gomez
Jun 20, 2019
In Maria
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:
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Maria Gomez
Jun 20, 2019
In Maria
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:
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Maria Gomez

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