Archive | June, 2012

Observation of Dicey’s goal

25 Jun

Diary Sheet when Visiting & Observing other Classrooms

 

Date:  25th June                                           Term:  Two                                                Classroom:  Room N                          Observer: Miss Alicia Kyle
What learning is going to happen during the visit: – Discussed prior to visit

Goal (performance appraisal)

Promoting collaborative inclusive and supportive learning environment.

Dicey’s focus: “Accepting children for who they are’

Lesson: Drama games, sharing and reading writing.

Date Description of practice Reflection Comments Future Steps
25th June

 

 

 

 

 

Teacher: told the children what was happening, and what to expect during the afternoon.

Dicey referred to the class key competencies and the learning outcomes for the class, displayed on the whiteboard for all children to see.

Dicey used a lot of positive and praise and comments when addressing the children e.g. we are a ‘team’.

Dicey then discussed the classes work: ‘activolved’ created by the whole class.

Children then get put into groups/ buddies to get to know one another:

Dicey gave clear instructions on what they were to do and while he was doing this got the children to put their hands on their heads.

The children had to find this information out about their buddy.

(Going knee to knee discussing and sharing about their day)

–          1 positive thing

–          1 thing that did not go so well.

–          1 family news or personal thing that has happened.

As Dicey gave the instructions and told the children what was to be done he referred back to the learning outcomes and the key competencies. (Appendix 1 and 2).

Children are then sent away. Children were focused and sharing with one another.

After a few minutes dicey asked the children how they were going, and to show how they were by using the symbol of their thumb:

-up = good.

-mid= ok

-down= had not started

Children come back on mat to share.

 

They hop in a circle next, to their buddy; this is called ‘circle time’.

They each share the 3 things about their buddy:

–          1 positive thing

–          1 thing that did not go so well.

–          1 family news or personal thing that has happened.

Dicey used positive reinforcement and comments while the children were sharing.

Next: the class moved onto shared writing examples as a class.

Children are then to go away with their buddy and share their writing, about personal experiences, together.

They have to say one thing that is good and one thing they could work on.

Before sending the children away Dicey refers to the L.O and K.C’s on the board.

The children worked well and positively together.

Next: a bit of an interruption. Geronimo Stilton (visitor to the class)

Came and asked the children questions about the books and character.

Next: back to writing.

Dicey gave praise to the children for being focused and switching back to writing.

 The children, who wanted to, read out their stories to the class.

As a class they offer feedback to the reader/ writer.

1 positive

1 area of improvement

More positives to finish the lesson e.g.

‘the children are all great writers’

Finished the lesson with giving final instructions for pack up.

Allowed the children to know what the lesson focus was.

 

Great for the children to see and can look back to if they are unsure of the class goals and outcomes.

 

These comments are supportive to the children and gives them confidence in their ability.

Children have ownership of the word and will therefore hopefully do it better.

 

 

Children know exactly what to do and how they should work. Hands on head means they focus only on the teacher and have no distractions.

 

 

 

 

 

 

 

 

 

 

 

 

 

The discussion and talk was very in-depth and accepting during this time.

I was really pleased with what I heard and the children’s sharing was very personal, which means they were open and accepting.

 

Symbol but effective teaching strategy. All children have to quickly evaluate the group situations and can recognise if things aren’t going well that now is the time to fix it. 

 

 

Worked effectively and all the children were encouraging to one another. This was definitely seen in the clapping used after each comment.

 

 

 

 

Very positive towards the children and reassured what they said by doing this.

 

This showed collaboration during writing lessons.

 

Another pair task to work together and share ideas and constructive comments to build them up.

 

Recap and refocus main focus of the lesson for all children to understand what the expectations are.

 

The children loved this. Learnt and got a lot out of the lesson and time with the book character.

 

I was so surprised at how well the children moved from one idea and focus to another.

 

 

 

 

Using the word improvement was a positive way on saying a negative.

Good for all children to know what to expect and be focused/ settled.

These are attached to the lesson (appendix 1 and 2).

 

Lost of it used- saw how the children became puffed up and encouraged by it.

 

 

 

 

 

 

Tended to repeat instructions lot- children seemed to understand after 2 times.

I like the comment knee to knee- meaning the children are on the same level and looking and focused on each other.

 

This task definitely required the children working together as a class and sharing together and accepting personal differences.

Dicey definitely was promoting his goal using this teaching style where the children learn from each other and get to know one another more personally.

 

I liked this symbol a lot and I may apply this to my own teaching to check on how children are working in group or in pair situations.

 

Great idea to promote a accepting and supportive learning environment sharing with one another. 

 

 

 

Comments allowed the children to feel accepted and supported by dicey.

 

Working together to find out what makes a piece of writing good and what it should have.

Giving positive comments and areas to work on coming from the children themselves is a more positive way to help and support the children.

 

I thought this part of the lesson was a bit disjointed- but it was reorganised and had to happen when it did. The children coped very well with the change from one focus to another and then back to the writing again.

 

 

Positive words used and not negatives to keep encouraging children.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Idea: Say instructions once and then get children to repeat back to you to see if they understand and listened well.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Idea: Using a ‘talking item’, that means the child holding the item is the only person who is allowed to talk.

  

Positives of lesson:

(Things used in lesson that focused on goal: promoting a collaborative, inclusive, and supportive learning environment.)

 

  1. Circle time- getting the children taking time to listen and share as whole group accepting towards one another.
  2. Talking buddies used- an accepting and encouraging way to work through an activity and also to share strengths and weaknesses and encourages cooperating with one another no matter who or what it is.
  3. Learning outcomes and Key competencies on board, all children can see. They know what to do and what is expected of them to do well and they know they can achieve it, which means it will be a more reachable goal/ activity to complete.
  4. Writing is created as a class by collaborating together ideas and thinking about what makes a piece of writing good/ bad or what the children could add to make it even better.

 

 

  

 

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Staff Meeting 19th of June

19 Jun

Staff Meeting 19th of June

Writing Moderation

Reflection:

As a whole school staff the junior, middle and senior teams got together on Tuesday afternoon to review and discuss writing levels and abilities within the teams. As a staff, we wanted to see what the most frequent level of writing was that was coming up in our teams and to see if there were many children with concerns. It would also be a good way to see what we could do, as teachers, to improve the way we teach writing and also about the assessment process we used.

We discussed about how we were using a writing sample, focusing on report writing, to assess the children’s writing level for the learning conferences this time around. It was good to hear that at the end of the year we could use our own OTJ (overall teacher judgement) on the Childs ability and level to record at the end of the year in reports and on MUSAC.

We discussed a range of ideas and ways we could gain this data we came up with some of these points some of the main ideas we can up with were:

  • Independent work behaviour in writing.
  • Assess a range of different ‘types’ of writing and ‘styles’.
  • Attitude towards writing.
  • Audience awareness and speaking.

In groups of three, with each member of the different teams involved, we discussed a certain level we were given. My group had level 2 Proficient. This was interesting to see as Margot, the assistant principal who was in charge of the whole moderation, decided that our exemplar for a 2P was now a 2A so we had to use other exemplars to help us level the work we had in front of us. I found this time working in the group interesting as we got to see how people and what people looked for when they assessed and what made them think and place writing in certain levels with their own reasoning. I got more out of this discussion than anything else.

Unfortunately I was unable to stay for the final discussion as I was not well on the evening. I had lost my voice and was not very talkative or in the mood to stay and discuss. I hope to discuss with the rest of my team and with my team leader about what the whole staff discussed and what they did to some of the works that had ‘queries’ or cases for discussing their levels.

Aside

Reflection of A…

11 Jun

Reflection of Appraisal Goals:

11/ 06/12

Goal one:

Writing: To become more confident in my own understanding of the parts of speech. I want to focus on a new part of speech every few weeks so the children have time to practice and really understand the purpose and effectiveness of parts of speech in writing.

Reflection:

As our school has been focusing on a whole wide report writing module I have spent less time being focused on using these ‘parts of speech’ and more time working on teaching the children how to write reports correctly and the system and procedures to use. My focus, which is report writing, has been displayed on the classroom wall to show the children some examples they were completed by the children themselves (in groups). I think it is good to have some signs and examples up for others and the children to see what we have been doing in writing.

Image 

 The teachers completed class assessments on the children and these have been quite successful. I had to mark my collages writing samples and this has been a big learning curve for me. I used the school matrix and highlighted on this where the children were. I am still a bit unsure of the levels I have put them on (would they be the same as other classes? Am I marking to hard, or too easy? It is a hard thing to assess and be certain of). After marking  other classes I know I did not focus on teaching how to write conclusions/ summarising comments correctly and this would have let all my children down. I now know what I need to work on with my own teaching. We are getting together in a future team meeting to talk about and share our writing samples that we marked, to see if we are all on the same page. We then have a whole school staff meeting in week 9 to assess as a whole school were our levelling should be so we are all assessing fairly and correctly.