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Riza-Ann Tingson
Aug 02, 2022
In Riza Tingson
Learning Goal: By the end of 2022 I will have engaged in professional learning that supports colleagues in shaping, implementing and sustaining a contemporary vision for excellence in Mathematics. Standards: 1.2.2, 2.1.2, 2.2.2, 2.5.2, 3.3.2, 3.4.2, 6.2.2, 6.3.2, 6.4.2 Term 1 Workshop 1 - Support Colleagues to Design Mathematical Tasks I attended the Highly Accomplished Course Workshop 1 via a Zoom meeting led by Christine Mae. The workshop focused on ‘Supporting Colleagues to Design Mathematical Tasks’. We looked at different activities about multiplicative thinking and proportional reasoning and we looked at how to give feedback to colleagues on the designs of tasks. Model a launch lesson to mentee - 17/03/22 During the lesson, I modelled a launch lesson to my mentee which focused on the content addition and subtraction. I modelled how to engage students in learning by using different pedagogical moves throughout the lesson. I displayed the structure I utilise when teaching a launch lesson and the talk moves I use on a daily basis. I modelled effective practices to support my colleague to implement inclusive strategies. Mentor to model feedback cycle - 23/03/22 My mentor and other colleagues undertaking the course observed the classroom practice of her colleague. We observed our mentor provide effective feedback on the quality of learning and teaching that we saw that involved a variety or reflective questions. Observed and provided feedback to mentee - 07/04/22 I observed my mentee teach a launch lesson focusing on position. Prior to the lesson, I conducted a collaborative analysis of practice that involves reflective questions about the launch task. We also conversed about what my mentee would anticipate to assist in any questions the students would ask throughout the lesson so that she was prepared. I provided feedback to her using the reflective feedback questions. Term 2 Workshop 2 - Supporting Colleagues to Notice Student Thinking I attended the Highly Accomplished Course Workshop 2 via a Zoom meeting led by Christine Mae. The workshop focused on ‘Supporting Colleagues to Notice Student Thinking’. At the end of the workshop I gained a deeper understanding of 2D Space from K-8 and gained more confidence with modelling, co-teaching and observing teaching practice, lead analysis of practice conversations and provide feedback to colleagues. Observed and provided feedback to mentee - 17/05/22 I observed my mentee teach a launch lesson focusing on number patterns. Prior to the lesson, I conducted a collaborative analysis of practice that involves reflective questions about the launch task. Throughout the lesson, I observed my mentee notice student thinking and choose appropriate pedagogical moves to support the thinking of her students. I provided feedback to her using the reflective feedback questions. Feedback cycle with mentee and mentor - 14/06/22 My mentor and I observed Selina’s consolidation lesson focusing on number patterns. I used the checklist where I could record notes about each element of the lesson to assist with providing feedback to Selina. I provided Selina with effective feedback on the quality of learning and teaching for enhancing her students' understanding, engagement and achievement. Marie then provided me with the same cycle of feedback to improve my practice. Term 3 Workshop 3 - Support a balance between teaching for understanding, and opportunities to practise and master learning. I attended the Highly Accomplished Course Workshop 3 via a Zoom meeting led by Christine Mae. The workshop focused on ‘Support a balance between teaching for understanding, and opportunities to practise and master learning’. I deepened my understanding in fractions and decimals. Modelled a launch & consolidation lesson to mentee - 9/08/22 - 10/08/22 I modelled a launch task on 3D objects to the core students in Year 1 as they stream their Mathematics classes. Prior to the lesson, Selina and I had a collaborative analysis of practice conversation. From that conversation I gained an understanding of the needs for the core streamed class and how I could modify the launch task to suit the needs. I used a range of pedagogical moves and explicitly taught the content that the students found difficult to comprehend. I modelled effective questioning techniques and explanation skills for my colleague. After modelling the launch task I was able to gather different activities for the following consolidation lesson as I noticed the student thinking and identified the different needs to go forward in the consolidation lesson. Mentee observation lesson - 7/09/22 I observed the mentee launch lesson which focused on partitioning numbers in a standard and non standard form. Prior to the lesson, I provided the mentee with feedback on her launch task. After observing her lesson, I provided feedback which allowed the mentee is to be reflective about her teaching practise. Performance Goal - By the end of 2022, I will have gained confidence in delivering lessons and catering with students who have diverse needs in the classroom. Standards: 1.1.2, 1.2.2, 1.5.2, 2.1.2, 3.7.2, 4.1.2, 4.3.2, 4.4.2, 6.1.2, 6.2.2, 6.3.2, 6.4.2, 7.3.2 Term 1 In Term 1, I worked collaboratively with my grade partners, diverse learning team and parents to manage the learning and behaviour that was presented in the classroom. The following steps were used to assist the learning and behaviour as the student was diagnosed with autism spectrum disorder: At the beginning of the term I contacted his mother about his behaviour, strategies that were implemented in the classroom and information about external psychologists or speech therapists he was attending. It was chronicled on Compass. Strategies implemented in the classroom were the following: ‘Do this, then that’ strategy, sensory toys, break time/calm down time, rewards & breathing exercises Attended a virtual workshop via a zoom meeting led by Sue Larkey, The workshop focused on ‘Understanding Autism Spectrum Disorder: Knowledge to Improve Student Learning, Participation & Outcomes’. Student was expected to attend structured play to assist with social skills. A behaviour management plan was developed with the Assistant Principal. We had a meeting that included the child’s mother, Diverse Learning Teacher, Classroom Teacher and Assistant Principal to discuss the behaviour management plan. Term 2 In Term 2, I reflected on the different strategies that were implemented in the classroom and refined the strategies I used to manage the learning and behaviour in the classroom. The following steps were used to assist the learning and behaviour: LSO Support from Monday-Friday to manage behaviour and learning. The student worked in small groups with the LSO/Classroom Teacher and then was rewarded if the allocated activities were completed. The student was given more time to complete work and tasks were modified. Zones of Regulation with LSO every week for a set period of time. Different strategies were discussed with the student. The student was able to choose different activities depending on what zone they were in to assist them to regulate in the classroom independently. The LSO provided the Classroom Teacher daily to assist learning/behaviour. A communication book was sent home daily to parents. In the communication book recorded was the work completed and notes on behaviour in the classroom/playground. Zones of Regulation app was downloaded on the iPad to assist with emotions. Parent meetings to discuss behaviour and learning goals about the child. Term 3 In Term 3, I reviewed the child’s learning goals as I had a conversation with his parents to discuss moving forward. I collaborated with the Diverse Learning Team and his psychologist to discuss his goal for the term which was social skills. We have currently placed the following to assist with the goal: I had his psychologist observe him in the classroom and playground. We had a consultation prior to the observation about his progress and behaviour in the classroom/playground. We conversed about what goal his psychologist would focus on during her one on one sessions. She provided strategies that could be implemented in the classroom. Continued LSO support to assist his learning and behaviour from Monday-Friday. Julie who is an Early Childhood Teacher supports the student with social skills for 1 hour on Wednesday & Thursday. Julie has also provided me with different strategies that could be implemented in the classroom to assist the student. We also observed his behaviour and discussed any underlying issues that have not yet been addressed. Zones of Regulation have also been continued. The LSO and myself have discussed that the students goal would be expected and unexpected scenarios and looking at different strategies that the student could implement in the classroom/playground.
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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
Performance and Growth 2021  content media
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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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