Charlotte Verity Professional Learning (School Based)

Anne Sliwka, University of Heidelberg Innovative Learning: What does the OECD say? OECD: Key features of innovative learning environments They are well organised for co-operative learning, hard work and challenge They demand hard work and challenge is offered & students encouraged There are clear expectations with formative feedback  “Horizontal connectedness” occurs – age, stage, community - mixed ability learning groups. Educators need to consider not just the surface structure but the deep structure of learning taking place…what type of learning is happening? For who? How? Who could be extended? Metacognition & self-regulation are emphasised in instruction and students are (hopefully) more aware of their metacognition and need to self-regulate Despite the above point, some students struggle to self-regulate and may need support/direct instruction and cater for those students who need more direct instruction Professional learning communities occur on...

Conclusion - my next steps as a teacher * Set up handwriting tracing books as a 'can do' writing option * Send home letter formation and tracing activities for those who might benefit * Provide lots of engaging, varied subjects for writing e.g. labelling, simple sentences, silly sentences, language experience * Use think aloud in my modelling * Use questioning to prompt students - e.g. 'Re-read your story to me. What is your next word?' and 'Stretch the word out. What sounds do you hear?' Where the students are at: Frequent assessment of my students' writing is allowing us to celebrate their specific successes, and identify next steps. Identifying next steps with students is helping them progress. Progress so far Achieving:  two of the five students are now saying, writing and re-reading as they write. They use initial and some middle/end sounds, with minimal teacher support.  Next steps:  * Using spaces * Using fullstops * Us...

My Questions For Observation *How can I use this to help my more advanced writers? *How is teacher  and / or peer feedback provided? Writing Modelling Book Lesson Outline Students were sharing facts about space, in preparation for writing factual reports about space (stimulus / ignition).   The teacher revisited yesterday's modelling, on putting facts in order. Students had a reason for writing  and the specific teaching of genre was woven in according to this purpose. Clear WALT (learning objective) in modelling book. Independent writers were given feedback the day prior, and sent off to continue with their work. Modelling for First Focus Group Teacher Focus Group 1 The teacher ran a focused group with target writers (WALT: use our picture plan to write), creating a modelled/shared piece of writing. Teacher and students discussed  facts related to the picture plan. The teacher used questioning and probing to help students think of further i...

This month, I am collecting work samples of target students' writing. Hyperlink to: Individual Monitoring Documents Four out of six students can now: * Say a sentence and draw a picture plan * Identify (at times, with teacher prompting) the initial sound. Children use the phonics card for this, or known sounds * Three of the students are writing known high frequency words: the, to, Mum * One student is now using spaces consistently, and writing middle and end sounds for most words (VF) What has worked: * Sharing info with home - so parents can do further practise with students * Phonics practise and cards (songs, chants, games with parent help) * Explicit modelling on finding start sound and using 'knowing words' * Giving individual feedback to each child after writing * Slowing down handwriting teaching - teaching each letter over two days, and modelling/explaining how to write each letter for students * Holding a teacher focus group with ...

Rowena Barker, my team leader, is highly experienced in literacy. I was excited to come and have her watch my writing lesson.  Notes:  https://drive.google.com/drive/folders/0BxdNc5F9bYO1bE1SRDN3WjVmY28 Appraiser Observing Rowena Barker Observation Date 4th April 2016 Teacher Charlotte Verity Observation Time 10.50-11.35 Topic being taught  Writing with Target writers (LC, AA, AVV, TP, RMC, KR) The specific area of my practice / a specific strategy I am trying to implement, that I would like data about or feedback in from the observation:  to use deliberate acts of teaching (modelling, prompting, questioning) to support target students to say, hear and identify letter sounds in writing. Lesson Focus:  I will also provide a sentence starter ‘I went’ to scaffold students. I will model writing a sentence, and ask students to help me to say, hear and identify lett...