Wednesday, 30 November 2016
Visible classroom planning
During this year I have altered the way I display my weekly planning. I used to keep all planning on my computer and only print it out in order for it to be filed into a term book. After finding out ways in which my team leader used her plans as her daily student planner, I though I'd like to try something similar. I wanted something that would promote student self-management skills and that could easily be seen, altered and positioned for when we needed to know each group was working toward.
Using a magnetic whiteboards for both reading and maths I am now able to display the week's work and learning objectives (WALHTs) quickly onto my teaching station whiteboard. Using this system I could use my working planning documents in a practical way for the students. Any changes I made to the hard copy plan could then be filed away into my term book at the end of each week.
Here is an example of a maths plan, the changes and post teaching anecdotal notes:
Here is the display of planning used as the student's reference during maths time. This gets placed next to the weekly and daily plan during maths lessons. Note: because this is a working online document I use the hyperlinks
Here is a finished maths plan- once used as the student's checklist I can make anecdotal notes on tasks as I go before filing at the end of the week. Here I found the Level 2 Dice Problem from nzmaths.com a real challenge for the Smart Cookies group, so I altered the plan to make the next lesson more suitable for the Brain Boxes by altering the planned activity)
Using a magnetic whiteboards for both reading and maths I am now able to display the week's work and learning objectives (WALHTs) quickly onto my teaching station whiteboard. Using this system I could use my working planning documents in a practical way for the students. Any changes I made to the hard copy plan could then be filed away into my term book at the end of each week.
Here is an example of a maths plan, the changes and post teaching anecdotal notes:
Monday, 28 November 2016
Tuesday, 15 November 2016
Student Conferencing
Most of my feedback and feedforward occurs during face-to-face class conference. Below is a link demonstrating a writing conference with a student. I believe a conference is needed for a student to demonstrate their knowledge, ask questions and connect a task's success criteria to their own work.
I find a short written affirmation and a succinct next step is as much 'written feedback' as the students need. The bulk of the feedback comes orally.
I have tried to pose more questions to the students during conference time this year as it allows them the opportunity show deeper thinking and self-reflection on their achievement.
I found very few students would start the next writing session by looking back though a teacher's indepth previous comment, so opted to keep the comment to a minimum with usually just a next step that is narrowed down to one of two targeted areas for growth. A long written comment was usually wasted effort as it often needed the teacher to unpack for the child anyway.
The cons of having one to one face-time means it can take a long time to see every student. This will be a future focus of mine- to find a more streamlined way to get around the class.
These are examples of feedback/feedforward in draft writing books. Each of these comments was coupled with a face-to-face conference:
I find a short written affirmation and a succinct next step is as much 'written feedback' as the students need. The bulk of the feedback comes orally.
I have tried to pose more questions to the students during conference time this year as it allows them the opportunity show deeper thinking and self-reflection on their achievement.
I found very few students would start the next writing session by looking back though a teacher's indepth previous comment, so opted to keep the comment to a minimum with usually just a next step that is narrowed down to one of two targeted areas for growth. A long written comment was usually wasted effort as it often needed the teacher to unpack for the child anyway.
The cons of having one to one face-time means it can take a long time to see every student. This will be a future focus of mine- to find a more streamlined way to get around the class.
These are examples of feedback/feedforward in draft writing books. Each of these comments was coupled with a face-to-face conference:
Sunday, 13 November 2016
Growth Mindset- Karen Boyes PD
This is great to explain to students when conferencing. The language I use when I student say 'I don't know' is important in promoting a growth mindset and 'can do' attitude.
The Pit of Learning will be a great display to have on our wall from the beginning of next year.
Thursday, 10 November 2016
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