Criteria 6 - conceptualise, plan and implement an appropriate learning programme

Term 1 2017:
Sue Winters PD questions/interviews.

2016: What did you do in 2016 to help kids have greater student agency?

• Collaborative classroom
• Shared docs/slides
• Individual blogs
• Self directed reading activity
• SLC
• It got better as the year progressed
• Students choose own groups to work with in writing
• Shared feedback and feedforward of student work and tasks
• Design brief..let class add to it

Reflective Interviewing:

What is the best question i can ask next to clarify questions, situations

How , why, who questions help them to unpack

So what ...how….so how does this reflect…

Questions:

L1 Tell me when you thought your kids were ready for more ownership?-quality improved when agency..drip fed it in, not always successful

L2 What is the purpose of the design project?What outcomes do you hope to gain?-To understand design process had to work thru..a need,,modify.independently

L3 So what may you do differently?How does this lead to..better student voice?-reflective..not so much on google slide..paper portfolio ….smaller groups.

Pose a question but suspend judgement.high level of trust..so we can get to the next level.

Term 3
DRS role I have tried to help support all teachers in the RE programme in their classrooms. I actively have sought contacts, resources, sites to help in set up of this role.
I am really njoying this role. IT FEELS RIGHT!

• have advertised RE courses
• have held staff meeting on RE planning
• have held litugy
• have held first Mass
• met Father re Mass wishes
• poromoted Baptism course in newsletter
• have run DRS message in both parish and school newsletter
• attending next 2 papers in RE to go for diploma in RE
• craeted slides for middle school on Assumption, Sacraments, MMK
• held MMK day at school
• rearranged staff RE board and prayer table for this term

ASSUMPTION

mmk mass

Term 3

ICT workshop held for staff. I delivered a workshop to staff interested on Coggle and what blended classrooms are and look like. see link>Flipped Classrooms
Feedback was fantastic. Attendees were happy to try out coggle and hear about what flipped classrooms are. We in middle school are using blended classroom techniques already. It is a great way to get feedback from parents and families. It reaches a wider audience. It ios not time constrictive or territory constricted.


 Term 3 2016
Attended Alim lesson of Margot.
reflections:

• warm ups to build upon already known
• access to materials all around
• group of 6
• use language of maths have a list up to refer to
• building knowledge games-squissy number cards
• use jump line
• 10s 
• super powers every time they gain one when learn a new strategy.

Enjoyable, informative, ideas gained, next steps clear-games, referral lists.

Term 4 2014

This term the class has really focused on moving appropriately about the room and knowing where to go for help and what to do next after they have finished an activity.

They understand the visual rotation board and what groups they are in. They know where to put finished work.

They are learning to understand there is a time to speak and a time to listen,  a time to share and a time to try new learning.

Most follow these guidelines really well. I am trying to promote independence in learning and to take responsibility for their own learning.

I have visual aides to remind them on the IWB, on rotation boards, in the writing model book and photos hanging up of what we are supposed to be doing.

Term 3 2015
I provided a graph for the BOT to show the progress to date of Reading Recovery StudentsReading Recovery Acceleration Chart

I will add to this as children on reading recovery as discontinue the programme.

Term 4 2014
We discuss this each day as a quick recap.

I look at what is planned for each week and try to fit it all in. Sometimes disruptions have  occured  and subjects are 'squeezed 'that day due to Ronald Macdonald or Kelly sports. But I always fit in reading, writing and maths.

I use the previous weeks progress to plan for the next week and recap if needed and move on if I feel the majority have grasped the concept.

A lot at this level is reinforcing letters, sounds, words, and routines. With new children arriving we always have to revisit our phonics, letters, words and numbers to 10.

With my unrelenting focus group this is essential and they get 10 mins extra T tim e4 x a week to reinforce these things.

I try to make the programme as integrated as possible to our concept and RE and Art and Oral language and Writing can often do this to some degree.