Archive | September, 2013

Reflection of Appraisal Goals:

11 Sep

Reflection of Appraisal Goals:

12/ 09/13

Goal One:

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 provides new ideas and tools to use in the classroom, which will then provide new and engaging learning opportunities.

Reflection:

This term I have been achieving and reaching my goal with incorporating ICT into my classroom by using a new tool. All of the teachers, this term, have given an Ipad to use within my classroom to ‘have a go’ at using. I have found it is hard to use with the children, when there is only one, but with many they would be wonderful tools to have in the classroom.

Here are some of the things I have been doing with the Ipad within the classroom:

  • Using it within my reciprocal reading groups- The children are using the Ipad to find out about ideas and words they come across when they are reading. They can use Google to research information about the idea or look up the word using an online dictionary. I have found this means I do not need to put up my teaching station or do anything to work alongside them, they are independent and they love having this responsibility.
  • Games- When I have finished with my lower reading group I have allowed the children to play the matching games with words and also the rhyming games. They are entertained, enthusiastic and focused on learning using these games as its fun but interactive.
  • Looking up information in whole class discussions- When the children want to know about an ideas or topic or news article we just pull out the Ipad. It is easier to turn on, easier to use and so handy to have right beside me. Very useful and the children are interested to find out information that has been found on the device.

These are just some of the ways I have started to use and ‘play’ around with the Ipad. It is just until the end of the term and then we will discuss, in our teams, what we want to do with them (groups for classes to book out/ individual one for each class etc). I will try to see what other resources I can find that will be handy to use within the classroom. I know that I have to consciously make an effort to include them in my class programme at the moment, but over time it will become less and less planned, but just constantly used by the children and I naturally in all areas of learning.

 

 

 

Goal Two:

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.

Reflection:

This term I have been working on speeches in the classroom for Formal Oral Language. I have been getting the children to work through the persuasive writing style of writing and the ‘hamburger’ structure of writing (which backs up the Talkit resource ideas and strategies). The children have become confident with writing speeches and even talking about some ideas or topics casually, by using this structure quickly in one off talks to the class and in sharing. I also have had Del come into observe a Formal Oral Language lesson I did with the children using poetry. I wanted to focus and to promote the children presenting to an audience with confidence and using the correct speaking techniques. I have some notes from this lesson (that can be found in my appraisal journal).

Here are some of the activities I have been running in the room to promote Formal Oral Language:

  • 1 minute talks- children brainstormed a topic they knew well in draft books. They then were drawn out of a hat and had to get up in front of the class, using the hamburger structure to present their ideas. This was very effective and the children really enjoyed doing this.  We used the Feedback and Feed forward model to give advice or positive comments to all children, which they could then apply to when they practised their speech.
  • Using the hamburger structure with writing on a range of topics/ persuasive writing style used and taught-

Topics used in the class:

-Sports should or should not have to be played by children?

-Family or friends are more important? (This one was used as a writing sample for the children’s portfolio)

  • Poetry as a whole class- reading with enthusiasm and presenting to an audience and be clearly understood. This was lots of fun and something different for the children to participate it.

I have really enjoyed teaching Formal Oral Language and it has been used more than what I thought and I believe has been taught more effectively than I thought I would be able to teach it, which is greatJ.

 

My next steps to work on in Formal Oral Language after Del’s observation:

  1. To discuss with the children how facial expressions can IMPROVE their enunciation and clarity of speech. I will get them to use these more when practising their speeches and when playing Oral Language games.
  2. Make it be not an ‘option’ to share to the class, but an expectation to do it and scaffold the children who need more support to get them to be able to present something to the class.
  3. Get the children to focus on standing and using the right posture when standing in front of an audience. This will be great for when presenting speeches and when having to talk and share in front of audiences in a range of situations.

 

I know that to build on my knowledge and get better as a teacher these are the areas I will encourage my children in, and with more, to allow them to be more effective with their Oral Language skills and to develop more in this area. It will also allow me to become a better teacher and allow me to use these skills in the future.

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Del’s Observation Notes

10 Sep

Del's Observation Notes

Here are the notes Del wrote about my Formal Oral Language Lesson.
VERY positive and I am VERY happy with the feedback!

Oral Language Lesson

10 Sep

Oral Language Lesson

Reflection of Del’s Observation

 

I felt that my Oral Language lesson went really well when Del came into observe. The children discussed the learning outcomes, success criteria and even used the Feedback and Feed forward chart so confidently.

 I was really proud of the way my children interacted with the lesson and how well I taught and I could scaffold them to be able to confidently read and perform the poem I selected. 

Here is my next step to work on within Formal Oral Language:

  1. Discuss with the children how facial expressions can IMPROVE their enunciation and clarity of speech. I will get them to use these more when practising their speeches and when playing Oral Language games.
  2. Make it be not an ‘option’ to share to the class, but an expectation to do it and scaffold the children who need more support to get them to be able to present something to the class.
  3. Get the children to focus on standing and using the right posture when standing in front of an audience. This will be great for when presenting speeches and when having to talk and share in front of audiences in a range of situations.

Overall I felt that the lesson went really well and I was proud of how my children responded to me during the lesson. It was great to see how well the Feedback model had been used previously in the class and the children just ‘naturally’ used it when reacting with one another. I really enjoyed the poem and sharing it with the children was a lot of fun. I will definitely use a poem again in Oral Language and work on the three areas discussed- facial features, no option to share and standing still and correct posture for the children. I believe I had a positive teaching experience and the children had a valuable learning experience from my lesson.

 

 

Formal Oral Language Lesson

10 Sep

Formal Oral Language Lesson

Del into Observe

 

  • Introduce a class poem

 

Poem: (put up on teaching station)

http://www.fizzyfunnyfuzzy.com/poem/bod_my_fat_cat

 

Bod, My Fat Cat

 

Refer back to the purpose of the lesson: “We are going to focus on our learning outcome of making sure we are being understood in a large group and to constantly demonstrate vocal energy. When we read this poem together we need to ensure we are enunciating the words correctly and showing enthusiasm by having lot of energy.”

 

  • Warm up-

Stand up: Opening mouths as wide as they can. Moving their tongues from the top of their mouths to the bottom. Tongue touching their nose (heading to the ceiling) and then down as low as it can go. Moving it from side to side, top to bottom. Opening and closing their mouths.

 

  • Read the poem as a class.

 

  • Read again: this time focusing on reading punctuation (paying close attention to it) Commas – means pause “one”. Full stops – means pause count “one, two”. Focusing on adding pauses to their poetry reciting helps to draw the audience in and entertain. Looking at the lengths of lines in poetry is important to- tells us how long we need to pause at the end of lines or how fast we need to read it.

 

  • Read again:  this time focusing on reading as if it were really our cat (add expression to gain the audience interest) E.g. if it was our cat would we be annoyed at Bod? Would we laugh at him? Would we be explaining to the audience how embarrassed w were about him so to do this we will need to change pitch/ volume and pace (Use resource Page 81- to refer to)

 

  • Give children their buddies of the week (Talking partners)

 

  • Go away in peers and read standing up in front of their buddy of the week.  They need to perform the poem to one another focusing on the L.O. Discuss the purpose of what this will help them become more confident when speaking in front of an audience for when it comes to presenting their speech in a couple of weeks.

Remind the children about using the Feedback and feed forward chart as they present to one another- this will give children some confidence and an area to improve on for next time.

Teacher roams the room to see what children are doing and give pointers and tips as they go around to children who need it

 

  • On the mat come down- Teacher asks for a couple of volunteers who would like to present the poem to the class (remind children what L.O is)

 

  • Use the Feedback and Feed forward model- link to L.O of lesson to assess children at the end.

 

  • Link back/ refer back to their L.O- did they achieve it? Reflect as a class.

 

  • Evaluate the poem- Did they enjoy reciting it why yes/ why not? – discuss.