Академический Документы
Профессиональный Документы
Культура Документы
Term 1 2016
2.0 Units
We created the Unit Folder. Kylie to clarify the Te Reo Mori
planning.
11 Tuesday Overview and units for next term with an emphasis on Oral
Language preparation and Reading Reading Rocket and Rita
Palmer (Sheena Cameron)
TERM 2 2016
Holidays Overview
We met to ensure that Paula knew what she was doing with her
overview.
5 Tuesday Testing and integration of new students from 20. We discussed the
new students that have been moved from Room 20 and have just
arrived in Room 19 today. To integrate them as easily and seamlessly,
Paula running record tested her new students which I did the update to
their diagnostic tests so they could be grouped quickly and needs
identified. We completed the testing.
We discussed how Paula could best ensure her new students were
made to feel at home in Room 19.
When discussed with students, they were each excited to move
into Room 19. Individual students from Room 19, discussed how
they were going to help make the transition easy for these students.
Space has become a bit of an issue but they are going to look at
how they can use the modern furniture.
7 Tuesday Paula and I discussed her Taonga Files. She has made a really
good effort for her first time through Taonga Folders. She has
included learning tasks with good feedback related to what was
expected in the task and in relation to progress towards math and
literacy standards. Her reports were well written and were really
individualised. She was focused on what they could do and what
their next steps were. We went through areas that needed to be
changed and clarified meanings.
We discussed parent/whanau discussions and what should be
discussed during the meeting. Ensure that if you have parents that
would like to talk further, reschedule a time after school of the
following week.
Holidays Overview
We went through Paulas Overview and her units.
We discussed her Olympic inquiry unit in detail and shared resources.
She is linking the Olympics into her Reading Programme for her more
able groups and is very clear about what she is doing and the resources
she is utilising.
We discussed the difference between report writing and recount
writing when looking at newspaper and news reports.
Teacher Inquiry
Paula shared the work that she was transferring from the inquiry
template that Luke had introduced to the Nikau Team to the school
templates. She outlined where she was up to with her inquiry
recording.
Week 1 Tues Checked in with Paula with her unit planning and assessments
for her term 2 units.
Paula was extremely unwell and a reliever was organised for
the next day.
Week 3 Tues Paula has not yet been given extra time to plan with Koka
during the school day.
Pangarau
We discussed how you can deliver two of the NZ maths units together
as you can combine the Planning a Statistical Investigation with the
Sports context. Kylie showed her how you can display it so that
students can deconstruct and then check their learning against the
models on the walls.
Review - PB4L
We briefly discussed the team review of PB4L. Have reflections and
evidence available to discuss with the team on lessons and the effect it
has had on school goals and student learning.
Following the same review process, you need to review the units she
has taken so she can share her ideas with her team.
What have been the outcomes for your students?
(Kapa haka was an area that she expressed concern in).
What recommendations would you give about how your students
work through Kaupapa?
What do you think needs to change now to accelerate student
learning?
Remember to include your views of using the ideas around team
teaching and modern learning environments.
Term 4
Week 4 Tuesday Horizontal Team Level Teacher Inquiry into Maths and
Deliberate Acts of Teaching.
Star Data Analysis
Kylie to take Paula through Data Analysis and comparison to Term 1
data
Taonga Folders
Kylie checked Paulas folders and reports and gave her feedback.
Week 6 Tuesday
Week 4 PAT
We discussed how to look at PA tests and gain a better
understanding of them. These tests do adjust as a student
goes through the test depending on what they have
answered. You can analyse a PA test in the same way that
you analyse a STAR test. The key things that need to be
considered in a PAT are:
If you have a student that is not operating at a Stage 4 to 5
comfortably, they will struggle to work through the PAT. You
need to think carefully before asking a student to work
through this test and whether it is going to give you any more
information than what you already know about them.
Anything that is incorrect below the line, you need to check to
see if it is a gap. If so then this will need to become a focus
for targeted teaching.
If the student gets a question incorrect between the bottom
two lines then it is something that should have been easy but
they may not have gotten correct. If this is a gap in their
learning then it will need teaching.
If the student gets a question incorrect above the middle line,
but below the top line then this was a harder question but the
could have answered it correctly.
If a student gets an answer correct above this top line it could
be a good guess and you should not assume that this is their
true understanding.
Look at the area/strand of greatest need and teach this as a
priority.
Since the gathering of baseline data and the teaching you can
fill in the students learning in Term 1 in green. We discussed
what evidence we have that would support our knowledge of
what the individual student has learnt.
Post samples, learning activities, photos, videos, self/peer
assessments, student voice, Seesaw, running records,
numpa diagnostic testing. We discussed how we could note
learning so we can put our hands on the evidence easily. eg.
SS = seesaw.