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Riza-Ann Tingson
Feb 04, 2021
In Riza Tingson
My Learning Goal: By the end of 2021, is to engage in professional learning that develops the capabilities of oral language and grammar to assist students with their writing. Evidence: Term 1 I attended a Professional Learning workshop that was run by EAL/D specialist. The two workshops I attended were: 1. Grammar ideas and Complex Sentences in English 2. Oral language in the classroom My Performance Goal: By the end of 2021, is to improve my pedagogical practise towards Guided Reading through engaging with staff and using data to guide the literacy activities within Guided Reading sessions to enhance students skills. Evidence: Term 1: Completed a Guided Reading survey to inform Assistant Principal and Reading Coach of Teacher knowledge about current practises. https://docs.google.com/document/d/1IGHmbcoZ1w5dGvGDQUd3fIoBvQ5mQqRjK8CVQKvlv70/edit Week 3 Guided Reading Professional Learning Workshop 1 https://docs.google.com/presentation/d/162Q7xshhRxgzl098odNE3R8207BY6tqBweUmRN8tmdk/edit#slide=id.p The workshop involved collaborating with the Assistant Principal, Reading Coach and the Year 2 team. We engaged in discussion of what the future of Guided Reading sessions would look like. I learnt that Guided Reading groups should be based on students specific Reading needs. 2-2 2021 Analysing Records for Guided Reading Planning https://docs.google.com/document/d/1bK-RXaLITRTHcBEnyKL4lYI3h7FB-69p9L6Hm3dg5W8/edit?usp=sharing Professional Readings - Why is text complexity important? - The Reading Book (A complete guide to teaching reading): Reading levels, reading characteristics and text characteristics Term 2: Completed Running Records to inform Reading data Guided Reading Record Sheets Term 3 Remote Learning Google Meet Reading Sessions - Completed daily Guided Reading sessions - 2-2 Guided Reading Home learning 2021 Term 3 data https://docs.google.com/spreadsheets/d/1ad1WC0G8wXycMvxZGFrTCyDdkDNIR6zGxEDmqxy_MFQ/edit?usp=sharing - 2-2 Support Guided Reading Home learning Term 3 2021 data tracking https://docs.google.com/spreadsheets/d/15ZuC7CDzxhm9q4XD-5SJOZS0YBE2qJUP4ZS1H3WmIKo/edit#gid=1715463645 Term 4 Remote Learning Google Meet Reading Sessions - Completed daily Guided Reading sessions - 2-2 Guided Reading Home learning 2021 Term 4 data https://docs.google.com/spreadsheets/d/1Nl1AFJZZ2W0OPgg4UD1uIEGdIQWvx99BMPuHxJGdpYI/edit?usp=sharing - 2-2 Support Guided Reading Home learning Term 4 2021 data tracking https://docs.google.com/spreadsheets/d/1nej2iN0LcnejGLV38mqzdGlcAS67MrTgbE0p_W9_Iw0/edit?usp=sharing
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Riza-Ann Tingson
Sep 15, 2020
In Riza Tingson
Learning Goal - By the end of 2020 I will have engaged in professional learning that deepens my understanding and knowledge of the pedagogical practices of Mathematics. Performance Goal - By the end of 2020 I will have collaborated and reflected with my mentor about the launch tasks I have developed. Also, I would have attended the ME&E workshops to assist me in having a thorough understanding of the concepts and ideas needed to design launch tasks and consolidation tasks that are suitable for the learning needs of my students. Evidence of Impact Term 1: I attended workshop 1 of the proficient course of the ME&E course at Revesby that is run by SCS. The workshop focused on collaborating with colleagues and other teachers to identify the syllabus outcomes important in designing a launch task, identifying the key ideas when designing a launch task, ensuring that the task was open and could be extended and enabled. In term 1, I was fortunate to observe my mentor teach a consolidation lesson on data. From this observation I was able to identify the different ways of approaching a consolidation task, look at the different talk/show moves my mentor had implemented in the consolidation lesson and acquire an understanding of a range of suitable tasks that are appropriate for the range of learners. During this term, I was to be observed teaching a lesson on addition and subtraction however it was cancelled due to COVID-19. Term 2: I attended workshop 2 ‘noticing student thinking’. I had the opportunity to be observed by mentor on a launch task focusing on multiplication and division. During this observation lesson, I demonstrated my understanding and ability of implementing the talk/show moves I had an understanding of to allow for a student-led lesson. After the observation lesson, I reflected with my mentor about the task I had created for the learners in my class. The reflection allowed me to identify the strengths and weaknesses of my current pedagogical practice in Mathematics. I was able to set realistic goals to inform my teaching practice. Term 3: I attended workshop 3 which was held in school. The professional development enabled me to have a deeper understanding of the K-7 Mathematics syllabus and emphasized the importance of having an extensive knowledge of the Mathematics syllabus in order to extend and enable the learners in my classroom. The professional development delved into the consolidation process and provided opportunities to identify appropriate consolidation tasks that students could achieve and were suitable to their current skills after completing a launch task. During term 3, I was observed by my mentor on a consolidation lesson on fractions and decimals. Prior to being observed I sent in the launch task and developed suitable tasks that were appropriate for each aspect of the consolidation process. The reflection process after being observed was essential as reflecting on the lesson is an integral part to improve my pedagogical practices, I was able to create new goals for the following term and review current goals.
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Riza-Ann Tingson

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