2016 - Term 1 Observation and Feedback (Charmaine)
Observer: KG RS CH ES
Year(s): Room: B Time:10.15 - 10:45am
The following sections are set with observer and observee in focus discussion prior to observation
Goals: - set with observer and observee in focus discussion prior to observation
(Highlight focus for observation)
#4: demonstrate commitment to ongoing professional learning and development of personal professional practice
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Engage in available and manageable PLD that will support the use of both personal and class blogs.
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#6: conceptualise, plan and implement an appropriate learning programme
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Plan and implement a more detailed learning programme, with next steps for learning that explicitly support progress of target learners
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#11: analyse and appropriately use assessment information, which has been gathered formally and informally
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Analyse data to support the delivery of programmes that cater for the needs of target students' learning for writing.
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FOCUS DISCUSSION NOTES
What do you want us to observe?
Students are engaged in their writing. Everyone understands what they need to be doing. Short sentences to ensure students are writing what they say.
What do you think we will see?
Students drawing their picture plan. Writing simple sentences. After whole class instructions, moving to Hamish and Matthew with another student to support them.
Is there anyone or anything that you want us to pay particular attention to?
Anna-Rose and Olivia (understand the task). Ethan - focus.
Is there anything you need to give us a ‘heads up’ on before we start?
Matthew and Hamish will likely be off task when everyone is sent to their desks for writing. They might go and read a big book. Charmaine will focus the two boys once all the class are writing independently.
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Group members: whole class with a focus on thinking, saying, writing and re-reading one sentence at a time.
Learning Intention (WALT) Basis:
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Success Criteria
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Think it, say it, write it, then re-read our sentences
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KEY: EVIDENCE OF TEACHER EFFECTIVENESS
Explicit Teaching, Learning Intentions, Links to Prior Knowledge (PK) Teacher Interaction (TI), Catering for Diverse Needs (Div)
DAT’s - Modelling (M), Prompting (Pr), Questioning (Q), Feedback (F), Telling (T), Explaining (Ex), Directing (D), Integrating strategies (IS)
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Observation
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Teacher sitting at whiteboard drawing on a modelling book, Class sitting on the floor. 5 pictures on the board.
Mildy at kidney table, Ethan at bin, all others on floor. Mildy inattentive.
T: Thinking about what we did yesterday What’s the first thing we need to do
T: What is the first thing I need for my story.
Res = draw a picture
T: I am going to draw a picture imagining i was in the water, I was a bit jealous.
T drew picture.
Tania - helped
T - what do I do next?
Write it
T - before that
Think about it
What do we do if we want to
Thought said, write it
What Olivia - write it
T: write it, well done. T wrote story
T: now what do I do Le Bron?
LeB - read it
T: now what do I do. (Anna Rose and Olivia off task)
We say it. In swimming we had to sit on the bottom of the pool, thought about it and now I am going to write it. M
T: Now what am I going to do.
T: now we think about our next sentence. T modelled next sentence - we had to hold our breathe. Oops mistake, cross it out. M
Chn responded (incorrectly)
T: asked again
T: To start I had to put a ----capital letter (class) and at the end I need a ---- full stop.M
T: show me 5. (slight wait time)(Control strategy). Matthew, no more (silly sentences)
Outlined hands up rule
T: Matthew
T: have I carried on writing.? NO M PR
T: I have to think about the next one before I write it. Teacher thought. Got it, We had to hold our breath. I will write it.M
T: Do I keep writing Damien
D - No because you have to think of the next one
Damien acknowledged.
T: what you are going to do now Q/Pr
T: Thank you to the people who are showing me 5. I want you to look at the pictures. T: When I give you your books what is the first thing you do. Q
Picture - when the music goes off what do you need to do? Before you start writing what are the 4 things Okeroa Q
Correct answer (Jacob off task all session to this point)
T: What do we do. Okeroa - think it, write it, say it
T: handed out books 1 at a time - by name
T: reminded about finishing handwriting.
Think it, say it. write it, read me.
Jesse - birthday boy.
Students went to tables.
Teacher getting chn things and organising everyone
T: got hendrix to help Matthew
T got timer, ‘okay, I’ve set the timer for our pictures’ (good strategy - music not on??)
T sorted pencils with kids (slow, impractical??)
T: everybody should have heads down and drawing, you’ve got 5 minutes remember.
T - sorted Hamish with Sue R - so I have set the timer
T: where are all the pencils? use a pen for now? Asking different students if they have a picture.
T: Everyone should be drawing their picture because the timer will go off shortly
Hamish arrived in class with Sue R.
T: Sorry guys I am going to take one of the pictures off to show Hamish. (Ex)
T: What can you see in the picture Hamish?
T: I want you to draw a picture of Hamish. Hold your pencil … hold your pencil x4 I am not going to do it for you.
T: Matthew, draw me a picture of you swimming with Mrs Bashford. T 6x hold your pencil properly. Thanks you. Good boy. (Jacob off task) T moved to Jacob. T circulating and looking.
T: Say it together - Think it, say it write it read it. Well done. (not all read it).
T went 1:1 supporting and prompting - what is your sentence. You need to think about it before you write it. IS
T took rubber - we are not using rubbers in writing.
Mildy calling out - ignored.
T: Sorry people my phone must be playing up. We need to start writing. What are the 4 things , think it, say it, write it, read it.
T walking around the room asking students what is their sentence. (F)
Yet to cover whole class - Kaycie, Sara Jae and Damien not spoken to.
T working with Hamish
Mildy - ‘Miss Hape x2’ T - hold on
Mildy - ‘Miss Hape’
T working with H - show me how you hold your pen properly (x3).
Mildy - ‘Miss Hape’ x2 ignored
Olivia showed work - acknowledged and reminded of next step.
T with H. What are we writing about?
H - ___
T: No, swimming
H - putting my head under water
T: you do put head under water.
H - repeated back
T: wrote for H IS M/Pr Mildy to T - Miss Hape how do you spell ___
T: no you go and wait
H - come here I want you to colour in your hi 5
Mildy -‘Miss Hape’ x2 is that star fish
T worked with Mildy. Kaycie spelled word beside him.
Mildy ‘starfish as well’
Mildy - Kaycie, how do you spell as well?
Kaycie spelt word, Mildy wrote.
Mildy - Miss Hape I’m done
T: go and do another sentence
M - just one
T: (louder) Room B I need you sitting at your desks and waiting for me
T at tables working, Damien interrupted - I’ve finished.
T: open book and show me. T read Damien’s sentences - 1 more sentence. Damien didn’t go. T - remember I asked you to go and sit down and I will be there shortly.
T stamping books.
T reinforcing quality writing out loud, but not explicitly to all.
We don’t use rubbers in writing
LeB - What is your sentence …Q you have not thought about it. T Moved to other students asking what is your sentence (Q)
T: Where is the rubber? Took it
T: Hamish what is your story? (Q) I am swimming ….. good boy, high five
Olivia showed the T, I will see you shortly. Have you thought about the next one.
T: Matthew --- up here. What are we going to write about Matthew??? No, we are going to write about. Matthew ----? (Q) Yes you do put your head under water. Where’s Mrs Hape’s pen
Mildy ????? some inaudible comment
T: No you keep them on track (to Hendrix?) T moving from table.
T: What was your sentence Ethan … (Q) T: write it. (T)
Anna Rose - stamping date, good girl. Have you thought about the next sentence? (Q) Good girl. Have a think
E - mudcakes. T: what has mudcakes got to do with swimming
T: And remember ‘making’, it’s in our blue cards (PK). You can sound it.
T stamping date on all books.
T: Nice beautiful full stop and capital letters.
T: What is the rest of your sentence, read it. Why have you written it when you haven’t thought about it? Well done how many sentences have you done (Q)
T: Room B I need you sitting down at your tables waiting for me. If you didn’t finish your handwriting ...
Pointed to library Angelisa got a book and sat on the floor
Ethan - watching Angelisa read. Back to writing.
Hendrix - did not know what to do.
T: Go and read the instructions to find out how to do it. (T) Hendrix banged the legs of his table down. Read instructions completed work.
H- I have finished Miss, it was easy.
T: go back and sit down you can see that I am working with my class. Hendrix back at desk with nothing on his desk.
Tania walked past Hendrix and said, “do your work.”
Ethan reading his sentences to Anna Rose and finished saying full stop
Mildy at Le Bron’s table annoying them “Hi Le Bron, Hi nobody.
T: can you go back to your table please
M - my seat is going to be cold. (went back to seat)
Damien had book club out - T told off.
D - I am waiting for you. (disrespect)
T: what have I told the class to do if finished. Kaycie?
K - paused. Mildy answered
M - reading sentence out loud.
Children appeared all over room, working and some not (?early finisher activities?)
T: Damien come back to your desk.
T: Tania you need to go to your desk you can’t write there. Damien lying on the group. Damien, Damien. Damien returned to his table. 3 students lying on the floor completing handwriting
T: Room B you need to finish your sentence and bring your writing book to the mat.
T: Breeze - where’s your book Handwriting.
M - sought T attention
Okeroa interrupted T who was with Sara Jae
T: why are you using pen.
Kaycie called out, “Mrs Hape there were no pencils.”
Mildy played with pencils - T took container and worked with Sara-Jae
Toilet interruption managed
T: right Room B finish off your sentence …
Get writing books and bring them to the mat
T: called chn to mat.
T - H to the mat, good boy.
T - ah Hendrix … (nothing else said)
T - well done those with writing books on mat, just waiting on 1, 2 3 people
Le Bron sitting on cushions. T - Le Bron.
T: where are we going to start today.
T: reinforced those sitting quietly, others kept talking. Hendrix singing (distraction)
Ethan started reading to class - T well done. Most sitting paying attention??
Chn chosen to read - Damien, Jesse, Hamish (Le Bron off task and distracting Jesse), Kaycie (no), Olivia. Matthew in middle of group, lying forward - chn ignored). Rangimarie. T - sorry, Kaycie can you go and close our door please hun. He did.
T asked others - refused. Ethan & Damien clicking. ‘go for it Mildy” He read. Bell went.
T: nice, some nice short sentences. We are practicing. What are the 4 things Olivia. Think it, say it, write it read it.
Children are able to opt not to read.
T: We are going to keep practising. What are the 4 things we need to do in our writing. (Q) Think it, say it, write it, read it
T: back up, back up.
T: You have done so well this morning, don’t spoil it. Want you to get into one line and put your books nicely into the bin, get your hats and morning tea and go.
You have done so well this morning don’t spoil it.
Wait time
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RESOURCES USED - LEARNING ENVIRONMENT
Photographs, Modelling book, writing books
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EVIDENCE OF STUDENT ENGAGEMENT
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PROMPTS FOR REFLECTION:
Why you chose to do this lesson?
This lesson was taken from a formative assessment from their regular writing so far this year. I felt that the class were writing for the sake of writing and not paying attention to the sentence structure and their writing did not make sense.
Query - how does this tell you the need? Most were writing stories that didn’t make sense, had random words that didn’t make sense - sentence structure had and, and, and. Felt they were not thinking about what they were writing after the first sentence - sequence missing. Need to get them to slow down and think about what they are writing.
How did the lesson go?
It went better than expected, although it wasn’t until reading the observation notes that some students were off task and I did not notice. Example was Jacob - not doing what he was doing at the end of last year.
I was not prepared enough for early finishers (e.g. Angelisah - maybe group lesson, not class?).
What things worked for the children?
Constant checking that they knew the LI (think it, say it, write it, read it). Rikki - did it? How do you know? Children knew the LI with some putting it into practice.
Positive reinforcement for students. Rikki - ratio? Specific? Tagged with a negative?
What have I learnt about these students?
Matthew and Hamish need a lot more support and motivating activities in writing.
Different levels of understanding and writing skills.
What are my next steps?
More explicit teaching around the four areas from the LI, e.g. breaking down and completing one, then the next and use of groups. I still do not think that they fully understand the concept of thinking, saying, writing and reading one sentence at a time.
Making sure that all students are seen when roving the class.
Explicit teaching around what happens if they need to talk to me and I am busy with another student. C3B4me?
We need to support Hendrix better - what can we do here? (Rikki)
Have spoken with Kyra and Buffy to get more work for him. Recently found out that he already had work in his scrapbook but did not know about it (or didn’t look). Need to discuss Hendrix’s reintegration at SLT meeting.
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The following sections are shared between the observer and observee during the feedback session.
APPRAISERS’ FEEDBACK / QUESTIONS FROM OBSERVATION
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APPRAISEE’S NEXT STEPS
(Based on evidence from the teaching observation, and student achievement data)
STRATEGIES I WILL TRIAL, DEVELOP AND IMPLEMENT
(in my teaching to meet student needs, linked to my focus)
.(what might I notice and look for in the next observation - Terms 2, 3 and 4)
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SUPPORT I NEED TO ACHIEVE MY GOALS
(e.g. feedback on my teaching, coaching, reading, resources, focussed observations of others)
Another teaching kidney table
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EVIDENCE OF IMPROVED ACHIEVEMENT / IMPACT OF MY TEACHING ON STUDENT LEARNING
RTC # 6 - articulate clearly the aims of their teaching
RTC # 8 enable ākonga to make connections between their prior experiences and their current learning activities
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