Sep 21, 2020
Learning Goal By the end of 2020, I will have engaged in professional learning that has enhanced my teaching practice to improve student outcomes in reading. Evidence: Term 1: Shared Reading professional development: - Collaborative planning sessions led by Reading Coach during PPT: focusing on areas of need in reading based on 2019 data. Term 2: - Shared Reading professional development with Anabella and Dee, collaboratively planning lessons. - Reading Records PPT with Anabella: Anabella modelled how to do a reading record and how to analyse their errors, recording what type of error was made. I then had the rest of the day to do reading records and met with Anabella at the end to discuss their levels to find the instructional levels for the Chn. - Worked with Anabella to create reading programs for GR sessions with infant support reading groups and for K4. - This was followed by an observation of Anabella running a Guided Reading session in a small group. I was then able to implement what I had learnt to improve my practice in the small groups I read with. Term 3: - Shared Reading PPT weeks 5 and 7 with Anabella. We collaboratively planned SR lessons for learning to read and learning to comprehend. - Staff Development Day (Term 3): Developing a Reading Progression K-6 (Corwin) - Week 4 observed a Shared Reading lesson: Watched Anabella Model a Shared Reading Lesson on inferring. This was a valuable experience that allowed me to watch an experienced teacher teach and then reflect on how I can implement some of the strategies into my own practice. - In Week 5, Anabella then observed me teaching a shared reading lesson on inferring and provided feedback that allowed me to recognise my strengths and areas I need to further develop. SR Lessons planned in PPT weeks 5/7 focused on: Learning to comprehend: - Inferring - Visualisation Learning to Read: - Regular past tense words - Irregular past tense words - Word endings Shared Reading Program: https://docs.google.com/document/d/1Cn4bLAwCGtMoTQdAZ1n4xiFGv-f-Rv7M6L2H7M-rTR4/edit Performance goal By the end of 2020, I will have worked collaboratively with my grade partners and support staff to create rich and meaningful learning experiences for my students. Evidence: - Daily check in's with my job share partner, Tanya, reviewing 2.2's learning progression in different subject areas and reflecting on lessons and student performance. - Daily conversations with my K4 partner, Natalie, discussing student learning progressions and making necessary ongoing adjustments to lessons according to areas of need for our students. - Weekly check in's with my mentor and grade partner Maria, seeking advice on lesson organisation and adjustments - Collaborative planning on English, Maths, Shared Reading and fluency with grade partners during PPT and before and after school hours online. - Collaboratively creating lessons and programs that take into consideration the various learning needs of our students Working collaboratively with Natalie during PPT to create meaningful learning tasks for K4 English: https://docs.google.com/document/d/1Xb3pi4Flhz1wRWvOXVsQXSn9u6nylVDwIAyKEaXZ8JE/edit Mathematics: https://docs.google.com/document/d/1dS11cXIU-Bkv3yriOLEvm-hSYMkjDY1yBE7h0LHoUGk/edit Working with grade partners to create a fluency program that is suitable and engaging for the children. https://docs.google.com/presentation/d/1_hoopP4JcZQ2_LxPDzZ2QFDVjCdWz1KaX5-Br7fNiCk/edit Working collaboratively on our year 2 English program to create rich learning experiences for the children. https://docs.google.com/document/d/1t-iYzbBUPsidfIHiIsBmIzpF4v3s16r77F4ghjnLxxg/edit In Term 3, the students have been learning about writing diary entries and using various language features in their writing. The students participated in various experiences such as the 'Year 2 Wild Party' and 'Year 2 Sports Day'. Through this, the students were given real experiences to base their writing on to make it meaningful and engaging. They reflected on their experiences through picture sequencing and re-telling. The students used planners to help them in their writing. We looked at work samples together and levelled them between 1-4 on our bump it up wall, where the students place their name on where they think they are working at and aim to reach the next level by checking the work sample and attached success criteria. As a class, we also constructed writing checklists, which the students then use to edit their writing. Finally, the students also gave and received peer feedback in the form of 2 stars and a wish to further improve their writing. These learning experiences were very meaningful to the students as it gave them the opportunity to write by reflecting on the many events they partook in and write with the emotions they experienced.