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Performance and Growth 2020
In Tanya
Performance and Growth 2020
In Tanya
Tanya Fernando
Sep 12, 2020
Evidence of Launch
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Performance and Growth 2020
In Tanya
Tanya Fernando
Sep 12, 2020
Term 3 Evidence PPT with Anabella and Dee- Worked collaboratively as a team to plan shared and modelled reading lessons fortnightly that address learning to read and learning to comprehend. This term the focus is on : Learning to read - Regular past tense words -Irregular past tense words - Word endings - Reading for meaning- does it look right? Does it sound right? Does it make sense? Learning to Comprehend - Predicting/activating prior knowledge - Asking and answering questions -Inferring -Visualising Anabella Observation This term, Anabella modelled Shared Reading lessons based on learning to read and learning to comprehend. In the lessons the learning intention and success criteria was clear and it was evident that students knew the outcome. Anabella modelled a lesson on predicting. It was good to see how she used think alouds to model to the students the process of her predicting and the way she justified why she was thinking that. In the second lesson, Anabella modelled reading past tense words. It was a very explicit lesson and she kept referring back to the success criteria during her think alouds. In her final lesson, Anabella modelled inferring and it was great to see how this was taught through use of inferring scaffolds. Many great strategies and I've adopted these into my own reading lessons. Shared/Modelled Reading Observation and feedback Anabella observed me teach a lesson on Inferring and reading past tense words. I will be meeting with Anabella soon to receive feedback. STAFF DEVELOPMENT DAY- Visible Learning and Reading This day was based on the reading progressions and as a Stage One team we looked at learning intentions, skills, concepts and contexts. It was a big learning area for all today and we left the day with a working document that is in progression: We are learning to read and understand sentences, words and texts CONCEPT Words Sentences Texts Text represents people, places and ideas Solving unknown words : We are learning to solve unknown words Punctuation creates meaning Grammatical patterns Express/interpret ideas sole SKILL Improve our understanding Solve Represent knowledge of texts Identify and recognise CONTEXT Nouns Pronouns Action verbs Base words Verbs/Adverbs Rhyming words Synonyms Clauses Learning Intentions We are learning to form our ideas through ... We are learning to solve unknown words We are learning that people, places, things and ideas are represented in texts. We are learning about parts of simple sentences We are learning that many sentences make/create a text We are learning to improve our understanding by recognising patterns We are learning how punctuation adds meaning We are learning how grammar helps make meaning
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Performance and Growth 2020
In Tanya
Tanya Fernando
Sep 07, 2020
16/06- lESSON OBSERVATION ANALYSIS OF PRACTICE My Launch mentor Gabi, observed a launch lesson today and together we sat down at the end of it to reflect on my practice. Learning Intention: To model parts of a whole Success Criteria: Model a collection, show part of the collection, describe it and choose a different part to represent. Challenge- share 40 jellybeans. How was each part of the lesson used to enhance learning? LAUNCH: Paint the picture used to relate to real life and connect to the lesson, build curiosity, predict what will be in the success criteria based on learning intention and problem. Going through the language. EXPLORE: Fishbowl was used to enhance their learning, open ended task was used to demonstrate numbers to make different equal parts and experiment with numbers. Used enabling prompts to share, some students were given the number. SUMMARISE: Hearing students say they need to practise and what they found difficult for tomorrow to inform tomorrow's consolidation. Timing ran out and would have spent more time on check understanding. No time for showcase space. CONSOLIDATE: Did your check understanding question give you a snapshot of student learning? Yes because I think we need more work on parts of a collection. What pedagogical moves did you choose and why? Fishbowl mainly used and painted the picture. I was meant to use the showcase but no time. Fishbowls were used to show different teaching points for students. Equal groups will not always work, different parts of the success criteria and important points. Reflecting on the lesson What do you think you spent most of your time doing? Helping students with their work. What did the students spend most of their time doing? Students were exploring and working on the task. They were all engaged the entire time. They enjoyed the activity. Only a few students got to eighths. What were the most important things that the students/teacher engaged in? Students were engaged in the task itself. With them it was drawing rather than modelling. I think we need more work with modelling to investigate. Teacher- today I was looking at how they were learning and what I can do to help them understand. I have a clear focus of where I need to go tomorrow. We need to work on parts of a whole. Did the lesson provide opportunities for all students to learn? Yes I think it did, they did learn and they were all engaged and learning. Did you provide any explicit teaching? why/why not? Yes I did at the beginning because I wanted them to know the language they would be hearing to be more successful. Also because the words are brand new and we've only done parts of objects not a collection. Reflecting on Practice Inner circle- What are you already doing well? I think I engage them really well and get their attention and get them ready to do the task. I am starting to learn some of the ways in how to use launch pedagogical moves and getting better at using them more. Outer Circle- What would you like to improve? This can be your goal for next time! What would you like to focus on in developing your practise? Time management to complete the lessons. Look back at the lessons and see if they achieved what I wanted them to get out of this lesson. More purposeful in my selection of fishbowls and things.
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Performance and Growth 2020
In Tanya
Tanya Fernando
Sep 07, 2020
TERM 3 EVIDENCE 2020 Term 3 Professional Workshop: ME &E Proficient workshop 2 Tuesday August 4th This was an informative workshop run by Marie Tran our Maths Coordinator. The workshop was based on the Measurement strand with a focus on student thinking. In this workshop we looked at important Mathematical ideas, identified pedagogies to support student noticing, examined the area content from K-8 and looked into pedagogical moves to support teaching and learning. Throughout the workshop Five Practises were introduced to support teachers in making instructional decisions in response to learning environments. These include: Anticipating, Monitoring, Selecting, Sequencing and Connecting. From this workshop, I experienced a launch lesson and what stood out to me most was the pedagogical moves. I had used a few moves in my Launch lessons such as fishbowl, gallery walk and showcasing. After this workshop I will be trialling the wow cards and doing more paint the picture. Overall a great workshop and I was able to make many connections to what I am already doing. Term 3 Professional Workshop: ME &E Proficient workshop 3 Thursday September 3rd This workshop was run by Marie Tran and based on Geometry with a focus on setting goals to practise and master learning. Within this workshop we explored approaches to consolidation which I found very useful.. The 3 approaches are a follow through move such as a relaunch, a mastery goal move which can be a range of closed tasks and a fluency program. Currently within the classroom, I do consolidation based lessons frequently. I have developed a fluency program which is based on the needs of the children as identified within their clinical interviews. I do mastery goal moves at least twice a week to consolidate learning and I have also taught follow through moves like relaunch when required. It was great to visit these 3 areas, gain new insights into my learning and have all my questions answered. We also looked at the K-8 content for geometry. It was great to see a progression of learning from K-8 and look at activities to address all the learning effectively. 25/08 lESSON OBSERVATION ANALYSIS OF PRACTICE Learning Intention: We are learning to use a number line to take away Success Criteria: Make a collection, take away some of the collection, draw a diagram, write a number sentence, use a number line to prove they were correct, explain the strategy used, use inverse strategy to prove they were correct. How was each part of the lesson used to enhance learning? LAUNCH: Yesterday I noticed the number line was what they needed to work on. I started today with a focus on the number line and how to do it. As I reflect I need to go deeper than that and be more explicit. EXPLORE: We used fishbowl because Aiden organised his numbers into 5s to show the kids, we did a spy walk for the whole class especially for wow work. SUMMARISE: With Brian we showcased his work, the ss were all at different levels and some were missing a couple of steps, BrIan did the whole lesson so I showed each step. It showed the kids that they have to do each part of the success criteria. CONSOLIDATE: Did your check understanding question give you a snapshot of student learning? I used questions for what they needed to work on. What pedagogical moves did you choose and why? Fishbowl - to show organised counters and number tracking, spy walk - to look for examples of good work (wow work as well), showcase- to show all steps of sc, master class- make a collection, take some away, draw a diagram Reflecting on the lesson What do you think you spent most of your time doing? Today, I found they were all at different stages. My time was spend walking around and helping them. I was thinking about pedagogical moves but because they were at different stages I let them go and assisted individual kids. What did the students spend most of their time doing? Probably making their collection and they spent a lot of time drawing their diagrams. What were the most important things that the students/teacher engaged in? For the ss it was using strategies to prove they are correct. Also they learnt we are in a learning pit and we will consolidate tomorrow and we will get there. For me it was that I have to step back and do less explicit teaching. Where I want them to go next is using a number line properly. Would the lesson provide opportunities for all students to learn? Yes- all students achieved parts of the success criteria Did you provide any explicit teaching? why/why not? Yes at the beginning because I felt they needed it from the previous lesson. I wanted to at the end but I didn’t because of timing. Evidence of Classroom Practice I created this program based on the data collected in clinical interviews
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