Archive | February, 2013
Aside 24 Feb

 

MANCHESTER  STREET  SCHOOL

PERFORMANCE APPRAISAL –  Information communication technology( ICT)

 

GOAL

To be taken from the Registered teachers criteria Professional Knowledge In practice.

 

RTC: To demonstrate commitment to ongoing professional learning and development of professional practice.

 

Specific Goal:

To discover and develop new tools/ resources in ICT by working with, and learning from, colleagues. To attend   professional development workshops that provide new ideas and tools to use in the classroom to provide new and engaging learning opportunities.

 

 

WAYS OF ACHIEVING

(KEY TASKS)

Who/ What will help me?

 

I will look for suitable Professional development sessions, with a focus on ICT, and participate in these.

 

Use resources available to me within the school, for example the Interface magazine offered to me.

 

I will go and make observations of other schools, and my own colleagues to gather ideas on where and when different tools are appropriately and effectively used in the classroom. 

 

I will trial new tools/ games/ activities and strategies in my class.

 

Read professional material linked to ICT tools and programs.

 

 

EXPECTED OUTCOMES

For Practice

What do I hope to achieve?

 

 

I will have more variety of ICT tools/ resources to use to teach children new skills in the classroom.

 

Make learning tasks more exciting and fun for learners.

 

Become more confident with using ICT in the classroom and use it as a teaching tool not a ‘publishing’ or ‘game’ centered approach.

 

Use a range of ICT tools through a range of subjects in the classroom.

 

Become more aware of what is ’out there’ with ICT in classrooms and become a confident user of the tools available. 

 

Performance Indicators

(Evidence)

How will I know if I have been successful?

 

My children will be engaged in learning tasks.

 

ICT will be used more within the classroom, not only by me, but by the children.

 

I will experiment using a range of programs and even if they are unsuccessful I will learn through trial and error what is a good tool to use or adapt for a range of learning situations.

 

I will be able to share my discoveries with other colleagues and confidently show them and demonstrate how to use an ICT tool/ resources.

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Aside 24 Feb

MANCHESTER  STREET  SCHOOL

PERFORMANCE APPRAISAL – Oral Language.

 

GOAL

ORAL LANGUAGE

 

To be an effective teacher  of Oral

language.

 

To develop an in-depth

understanding of the process and skills in  the teaching of Oral language.

 

To have an in-depth knowledge of the “Talkit” programme and resource.

 

WAYS OF ACHIEVING

(KEY TASKS)

Participate fully in all

Professional development sessions

 

 Gather and analyze data  using the matrix.

 

 Trial new teaching /games/activities and strategies in class

 

Observe colleagues teaching oral language lessons.

Give feedback to colleagues on their teaching of oral language.

 

Read professional material linked to the teaching of oral language.

 

Make oral language a focus area of classrooms and programmes.

 

EXPECTED OUTCOMES

For Practice

 

 

Teachers confidently teaching oral language

 

Using professional knowledge about the teaching of oral 

language and

assessment data to plan

effective programmes and lessons

 

Confidently gathering, analyzing and assessing student’s oral language to provide next steps for students.

 

Confidently using a variety of approaches, programmes and resources to engage students in oral language.

 

Classrooms clearly show a focus on Oral language skills.

 

Parents are aware of the focus on oral language through classroom programmes and learning conferences.

 

 

Performance Indicators

(Evidence)

A clear vision of what is

expected of students when learning oral language skills.

 

Reflections/Notes in Learning

journal.

Oral language planning and teaching demonstrates in-depth

knowledge and understanding of the teaching of oral

language skills.

 

Evidence of oral language skills

development , next steps and levels in portfolios.

 

Consistency throughout school and teams in  the teaching of oral language.

 

The school and classrooms have an identified focus on oral language.

 

Teams regularly discussing oral

language skills, programmes and

Students progress.

Teacher Only Day

24 Feb

Teacher Only Day

25-02-13

 

Oral Language- Area of learning focus for 2013.

 

Talkit!

Oral Language for the Classroom

Del Costello

 

Today Del Costello came into our school and shared with us some wonderful games, activities and tasks we can share with our children to ensure they are developing their speaking and listening skills in Oral Language.

Del was a great speaking and had us doing hands on activities. We all had a lot of fun and I found it very rewarding by doing the games and actually acting out situations that we would be in within the classroom.

 

I got a lot out of the conference, and you can find all of the information and points I managed to gather in my notes, but here are just some of the main points I thought I definitely want to include in my classroom and what I want to ensure I teach my children in my class this year:

  • Oral Language display- it is important to display the Learning Outcome and the Success Criteria for the children. Having a space on the wall to have this is important. I will set one up within my classroom for all children to see and focus on. They will clearly know the focus in certain weeks. In this display it is also important to have the feedback model.
  • Side coaching is important in oral language as the teacher needs to model and support for those children who struggle or who are afraid to talk and speak to others in a larger setting in the classroom.
  • Don’t every dumb language down. Do use and encourage big words in the classroom. Have a word a week on the board that the children have to use in a sentence during the week. Talk about what it means and why we use it.
  • Sharing news and weekend news with each other in the classroom is great; it just needs to be taught in an effective manner- see page 8 in the Talkit resource booklet for an example under ‘new sharing’. Great idea to let the children have a system in place and talk with each other specifically on topic and about relevant ideas. Page 61 in the book also has some examples of what kinds of news can be shared by kids and what kinds of items they may bring.
  • Talkit, the booklet, has so many games and activities within in it. I think it is a great resource and I cannot wait to start using these within my class to build up my class’s knowledge and understanding of Oral Language.
  • Feedback and feed forward is important in the class for children to use to one another. Start off by getting the children to tell one another feedback and feed forward maybe once a week, when prompted by the teacher. Eventually the children will not need to be told but just go and tell one another consistently when working on peer and group tasks.
  • Get the children to stretch their mouths, tongues and bodies before speaking.  A lot of the times children are not ready to talk, this prepares them.
  • Tongue twisters are another great way to warm up the mouth and prepare them for talking. It also allows them to pronunciation correctly and clearly when talking.
  • Activity: Get the children to buddy up. With their buddy the children have to build them up by giving their buddy some kind of feedback or feed forward during the week or day, depending on their buddy timeframe. The children also have time where they can talk for 2 minutes each, without being interrupted, and then the person who listened has to sum up and respond about what their buddy talked about and NOT bring it back to them.
  • Physical environment is important when children are working in groups. The children all need to be at the same level and also need to be in an open area.
  • Role play is very beneficial in the classroom. Gets children thinking about other peoples feeling/ emotions and puts them in other person’s shoes. They start to identify with the role they are playing. You can use hats or puppets for this. Activities in book that are great to use this in are: Hot seat and Park Bench (page 34).
  • Interviewing skills are very important for children, especially seniors. Notes can be seen in the Talkit book page 37. Games can be found on page 40.

 

Assessments will start as soon as school starts and be completed by week to ensure we see the change in children’s Oral Language before they develop and become stronger in this area.

I got a lot out of today and enjoyed it immensely. I am looking forward to implementing some of this in my classroom. It will be a fun, but challenging learning experience, but I am up for the challenge.