TEACHING PRACTICE REFLECTION
Teaching Practice, Assessment, Authentic learning , Student engagement and 2017 Targets
With my team this year, we created a Learning Intent which we returned to and reviewed regularly. We worked with SENCo to develop programmes supporting at-risk learners.
We reviewed core curriculum groupings at the end of each term and made adjustments that we felt useful, eg moving some children into a different group. Assessment was completed on new children and they were placed accordingly. I also undertook regular assessment with groups of children, eg PATs, running records, GLoSS, writing samples, e-asstle assessments, etc, and ensured team members also did this and that data from the team was collated and considered with a view to teaching and learning practices.
I learned heaps of new skills around the use of devices and apps, all of which were unfamiliar to me, and I gained in confidence to push learning and tasks out to the children via devices and to use hapara to monitor work. E-asstle, further in-depth use of etap, Read Theory, mathletics, You Cubed, newsela, nzc-on-line, and i-movie were all things I came to grips with better this year, and gained confidence in using.
I feel we delivered authentic and relevant inquiry through the year. Children were often given the option of how and where to opt in, and given choices about which path(s) their learning took. the Term 1 unit was particularly child-driven, as was the Term 4 one. The school ICE Driver values were promoted throughout and I fell we did a particularly good job of the Driver in term 1, with our graduated licence and in Term 2, with the focus on innovation and creativity.
I worked hard to provide variety and engage learners through DT and through novelty in core curriculum areas. My teacher inquiry was focussed specifically on learner engagement, with some success.
Although none of our learners were in the charter target groups, we definitely had target children that we discussed regularly, both informally and at team meetings, considering how to group or specifically teach, as well as providing learning assistant support, to best meet their needs and move them on. We completed lots of CAPS and had meetings with a number of parents re progress, outside of scheduled student-led conferences.
A positive was the maths initiatives promoted by Aaron in his role as part of the maths focus group and which he brought to our team. Changing basic facts focus, promoting a growth mindset and cross-ability groupings were all a new approach and one which, I feel, provided new ways of thinking and engagement from the learners.
We reviewed core curriculum groupings at the end of each term and made adjustments that we felt useful, eg moving some children into a different group. Assessment was completed on new children and they were placed accordingly. I also undertook regular assessment with groups of children, eg PATs, running records, GLoSS, writing samples, e-asstle assessments, etc, and ensured team members also did this and that data from the team was collated and considered with a view to teaching and learning practices.
I learned heaps of new skills around the use of devices and apps, all of which were unfamiliar to me, and I gained in confidence to push learning and tasks out to the children via devices and to use hapara to monitor work. E-asstle, further in-depth use of etap, Read Theory, mathletics, You Cubed, newsela, nzc-on-line, and i-movie were all things I came to grips with better this year, and gained confidence in using.
I feel we delivered authentic and relevant inquiry through the year. Children were often given the option of how and where to opt in, and given choices about which path(s) their learning took. the Term 1 unit was particularly child-driven, as was the Term 4 one. The school ICE Driver values were promoted throughout and I fell we did a particularly good job of the Driver in term 1, with our graduated licence and in Term 2, with the focus on innovation and creativity.
I worked hard to provide variety and engage learners through DT and through novelty in core curriculum areas. My teacher inquiry was focussed specifically on learner engagement, with some success.
Although none of our learners were in the charter target groups, we definitely had target children that we discussed regularly, both informally and at team meetings, considering how to group or specifically teach, as well as providing learning assistant support, to best meet their needs and move them on. We completed lots of CAPS and had meetings with a number of parents re progress, outside of scheduled student-led conferences.
A positive was the maths initiatives promoted by Aaron in his role as part of the maths focus group and which he brought to our team. Changing basic facts focus, promoting a growth mindset and cross-ability groupings were all a new approach and one which, I feel, provided new ways of thinking and engagement from the learners.
Comments
Post a Comment