Reminders For Teachers At Beckenham
Staff Professional Learning 9 May 2016
Red text are my next steps!
What is working for our Hub?
* Using books to ignite ideas
* Explicit teaching of phonics to help students attempt spelling
* Individual feedback and prompting
* LOTS of modelling for target students
* Sentence starters to build confidence e.g. I can, I went, I like etc
* Differentiation: encouraging independence for those who can, providing one to one scaffolding for those who need direction (e.g. by sending off independent students before modelling some days)
* Using teacher think alouds & explaining to guide students
* Individualised followup e.g. questioning to help child add details; word practising; re-reading and editing
Ideas from other staff:
* Using books as inspiration e.g. Mr Men
* Using icons for self-reflection
* Using looking, knowing, sounding words
* Good resources: National Geographic photos online
Challenges:
* How do I extend my able/very able writers while still supporting my target (high needs) students?
* New Entrant students don't always recall feedback. Could I use a visual reminder to help students (e.g. find the yellow feedback from last session and buddy share next step)?
I need to:
1. Make sure students have something to write about (motivation)
2. Ensure lessons have a goal and students have examples
Examples on display, using students' work, modelling (goal driven)
3. Model and prompt word-level skills e.g. showing students how to sound words out, using word parts etc
4. Check students are clear on what they need to do....Students know what they have to do; what success looks like; and for NE, can say their story first (KRL, RMC & AA need extra teacher rephrasing and support with this)
5. Provide direct instruction provided (modelling, prompting, questioning)
6. Ensure student needs are differentiated
7. Create a positive atmosphere and buzz in the writing room
Staff Professional Learning 9 May 2016
Red text are my next steps!
What is working for our Hub?
* Using books to ignite ideas
* Explicit teaching of phonics to help students attempt spelling
* Individual feedback and prompting
* LOTS of modelling for target students
* Sentence starters to build confidence e.g. I can, I went, I like etc
* Differentiation: encouraging independence for those who can, providing one to one scaffolding for those who need direction (e.g. by sending off independent students before modelling some days)
* Using teacher think alouds & explaining to guide students
* Individualised followup e.g. questioning to help child add details; word practising; re-reading and editing
Ideas from other staff:
* Using books as inspiration e.g. Mr Men
* Using icons for self-reflection
* Using looking, knowing, sounding words
* Good resources: National Geographic photos online
Challenges:
* How do I extend my able/very able writers while still supporting my target (high needs) students?
* New Entrant students don't always recall feedback. Could I use a visual reminder to help students (e.g. find the yellow feedback from last session and buddy share next step)?
I need to:
1. Make sure students have something to write about (motivation)
2. Ensure lessons have a goal and students have examples
Examples on display, using students' work, modelling (goal driven)
3. Model and prompt word-level skills e.g. showing students how to sound words out, using word parts etc
4. Check students are clear on what they need to do....Students know what they have to do; what success looks like; and for NE, can say their story first (KRL, RMC & AA need extra teacher rephrasing and support with this)
5. Provide direct instruction provided (modelling, prompting, questioning)
6. Ensure student needs are differentiated
7. Create a positive atmosphere and buzz in the writing room
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