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Sylvia Gonzalez
Aug 16, 2022
In Sylvia
My Learning Goal: By the end of 2022 I will: - participate in professional learning to enhance my knowledge of Reciprocal Reading and implement it in my classroom. Professional Teaching Standards 6.2.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. 2.5.2 Apply knowledge and understanding of effective teaching strategies to support student's literacy achievement. Evidence: - Engaged in professional conversations with the Leaders of Learning within the school - Engaged in Professional learning with Anabella Gonzalez (Literacy Coach) (Term 3 - Week 3 during PPT)- which focused on the introduction of Reciprocal Teaching in 6.1 - Professional Reading / Video CTeaching is an interactive instructional activity in which students become the teacher in small group reading sessions. Teachers model, then helps students learn to guide group discussions using four strategies: predicting, clarifying, questioning, and summarising. Reciprocal Teaching has an effect size of 0.67 (more than a year’s growth) Students who engage in reciprocal teaching not only improve in their reading level but also engage more authentically in the text. (Reutzel, Smith & Fawson, 2005). - Professional Reading- Researched Reciprocal Teaching using a variety of sources to develop a greater understanding of the pedagogy behind it and the mose effective way to implement it into 6.1's Guided Reading Groups https://www.readingrockets.org/strategies/reciprocal_teaching https://highlandliteracy.files.wordpress.com/2018/02/reciprocal-reading.pdf - Engaged in Professional learning with Anabella Gonzalez (Literacy Coach) (Term 3 - Week 9 during PPT)- which was a check in to see how Reciprocal Teaching in 6.1 was going so far and a look at 'Where to from here...?' We discussed the trial of a Reciprocal Teaching Planning Proforma for Term 4 - Engaged in Professional learning with Anabella Gonzalez (Literacy Coach) (Term 4 - Week 3 during PPT)- which was a check in to see how Reciprocal Teaching in 6.1 was going - Anabella Gonzalez (Literacy Coach) came in to model Reciprocal Teaching (Term 4 - Tuesday Week 4) during a Guided Reading
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Sylvia Gonzalez
May 26, 2021
In Sylvia
My Learning Goal: By the end of 2021 I will: - participated in and completed the Proficient ME&E course - Implemented learnings in my classroom - Use the pedagocial learnings of how Launch works in other key learning areas Evidence: - Attended ME&E Inservices on 22/02/21, 04/05/21, 11/10/21, 22/11/21 - Engaged in professional conversations with the ME&E HA Leaders (Leaders of Learning) - Wrote LAUNCH Tasks - Taught LAUNCH Tasks - Had LAUNCH lessons observed by ME&E HA Leaders (Leaders of Learning) - Lesson modelled Lucy Owen Paratasis came and modelled Launch Strategies such as Fish Bowl, Spy Walk, Present a Powerful Image and Showcase Space. These were strategies that I was unfamiliar with, but once seen in practise, I could see their value and how i could implement them into my own lessons. - Attended Workshop 1- Monday 22nd February - This workshop provided and insight into the ME& E course and how to develop learning intentions and success criterias in writing Launch Tasks. -Attended Workshop 2- Tuesday 27th April - This workshop focused on mathematical thinking and the 5 practices to help teachers when creating and implementing launch tasks. Some of the Launch strategies were also demonstrated and I was able to observe a different way of using Showcase Space to what I had previously observed. - Modelled Launch Lesson- Monday 21st June Lucy Owen Paratasis came and observed a Launch lesson taught. Pre lesson conversation and debrief conversation directly before and after the lesson. We also had a collaborative analysis of the practices I used in our feedback conversation. During the lesson I used Master Class, VIP, Spy Walk and Fishbowl strategies. - Year 4 Term 2 Collaborative Planning Tuesday 22nd June - Year 4 spent this time working with Lucy Owen Paratasis to collaboratively write Launch tasks. We spent time looking at the cycle of writing teaching Launch tasks including consolidation. - Attended Workshop 3 Monday 11th October (Zoom) - This workshop focused on 3d Space. , identifying opportunities for students to set goals, practise, master, automate and apply knowledge. We were then also assigned with the task of creating a K-6 Knowldge Package within the school as an added assignment. This allowed me to focus on the Scope and Sequence and 3D Space and the key concepts, skills and language that are applicable and apppropriate across the different stages. My Performance Goal: By the end of 2021 I will: - By the end of 2021, I will have developed my Guided Reading practise utilising the Reading Progressions and data to inform my teaching. Evidence: - Engaged in professional conversations with the Leaders of Learning within the school - Wrote and planned for Guided Reading Lessons - Read Professional Readings - The Reading Book (Sheena Cameron & Louise Dempsey, 2019) - Engaged in Collaborative Planning and mini workshops with Dee Rotondo and Anabella Gonzalez during Term 1 and Term 2 PPT time
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Sylvia Gonzalez
Sep 07, 2020
In Sylvia
My Learning Goal: - By the end of 2020 I will engage in professional learning to create a Shared Reading Program, with a focus on explicitly teaching the different comprehension strategies My Performance Goal: Professional Learning - Met with the Literacy Team/ grade partners to discuss and collaboratively contribute/ write the program. - Engaged in professional dialogue and reading.
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Sylvia Gonzalez
Jun 17, 2019
In Sylvia
- "At its best, feedback should help students become more consciously aware of what they are doing..." - This comes from three sources- self, peers, and teachers." - The 3 big questions feedback should address * Where am I going? * How am I going there? *Where will I go next? This is what I have taken from Chapter 5: Assessment Capable Visible Learners and applied to my classroom practice. I have used collaboratively developing a success criteria as a class for writing as my primary focus this term. This was selected to be my guide as it looks at 'Where am I going?' and 'How am I going there?'. It allows opportunities for ongoing teacher and self feedback and at the end of the term we will use peer feedback (we will use 2 stars and a wish on the final writing assessment). This gives the students purpose for each lesson that we have had and the students have had input in and contributed to (Where am I going? How am I going there?). This seems to be working well with the students as they like articulating what the purpose of the lesson is and assessing afterwards if that is what we have done and using self reflection on their own progress/ efforts. This will hopefully guide them on 'Where will I go next?' I am also trying to encourage students to take risks with the 'Riskometer' which links with feedback and our Visible Learning Dispositions.
Assessment- Capable Visible Learners content media
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Sylvia Gonzalez
Jun 17, 2019
In Sylvia
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. 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. 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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Sylvia Gonzalez

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