Skill Streaming - Observation

Angela Warmke  observed me Teaching a Skill streaming lesson on Friday 24 August

This Programme has been implemented to support Jackson to develop the social skills he needs. However may other children in the class are benefiting from the explicit teaching and reinforcement of these skills

Click here to view planning for this lesson

The session went well and Andrea provided me with some helpful feedback on clearly differentiating the skill from closely related behaviors. For example Brave talk needs to be differentiated from Angry talk. She also suggested giving the group Jackson is working in for the role play part more direction and less choice regarding the selection of an idea,

Andrea also provided support with ensuring close communication with the parents to support practice and reinforcement of the skill at home.

Reflection: 

Ensure either myself or another adult supports Jackson's group and gives them clear direction about the idea and content of their role play, May need this written down as a story board and expect the group to stick to this.

Keep communicating with Rick and Mereana to encourage reinforcement of the skill at home.

Continue to reinforce the skills learnt throughout the day

Implement a separate reward for Jackson with a daily reward for the skill

Copy of the email she sent to all team members below,

Good morning Team,

Touching base with a Skillstreaming update and relevant additional information/resources for Mere and Rick to support the Skillstreaming at home.

Following my initial Skillstreaming session with Debbie and Sandra on 7^th August to discuss set up and implementation, the following skills have been covered in class so far:

§  Listening

§  Using Nice Talk

§  Using Brave Talk

It was great to see a Skillstreaming session in action on Friday morning.

Debbie also shared with me the “I am a good listener, I give 5” model (see attached) that the class has been using since the start of the year.  Rick and Mere – you may also find this useful to support Jackson’s listening skill development at home (e.g., using the same language/key words used at school).

Mere and Rick - I have attached the three skills so you have additional information about the key steps for each skill, and how to support Jackson to practice the skills at home.

Jackson will also be bringing home a book with the Skillstreaming homework sheets to complete.

A few key points to support Jackson with practising the skills at home:

·         Remind Jackson to use the skill when you see a time the skill could be helpful.

·         Respond positively to Jackson’s skill use (allow the skill use to be successful).

·         Reward Jackson’s use of the skill.

·         Ask Jackson to teacher you (or other family member) the skill.

Please let me know if you have any additional questions about Skillstreaming.

Keep up the great work team!

Kind regards

Angela

Angela Warmke | Educational Psychologist | Learning Support
DDI +6468336793  Mobile +64 27 707 8593
8A Lever Street, Napier

Peer Observation -Maths

Jill observed me teaching Maths on Wednesday 25 August

A copy of the obversation is below

The link to view the original https://docs.google.com/document/d/17H4F2WR8b851A-5Gc-UmtRdhQ69yEY1jwFNSUJamTls/edit

Term 2, 2018 Teacher Observation

Teacher: Debbie Observer:  Jill Skjottrup

Curriculum Area:

Maths

Activities Observed:  

Warm Up-

Using a rich task ,modelling first “how many more make … 10, then 20. Children selecting  groups to work based on self evaluation - Debbie asked

‘Have a think in your head..what is it you need to learn next…”

The task was leveled to ensure a challenge at selected level. The game process was based on the modelled activity but enabled children to work with a range of numbers at their appropriate level. Debbie roved between groups, then followed up with the group who needed the most teacher support to manage themselves and gain some success.

Whole class task modelled:

Using circle seating, Debbie demonstrated use of new game activity which combined basic facts and geometry. Children moved quickly into pairs /groups to attempt this task. Following this Debbie reminded the children of their independent activities displayed on wall in relation to their maths learning goal,which they were free to choose from.

Independent tasks and choices :

Children knew where to refer to on the wall to guide their choice of independent tasks. They were able to talk about their learning goal. They managed themselves with confidence and were able to cooperate with each other. Tasks were prepared to ensure that children had the hands on equipment required. Some choosing  using ipads to link into :mathletics, as well as blocks[outside] and dough[inside] along with other maths based tasks.

Group teaching :

Three groups were withdrawn from their independent tasks starting with two boys with well paced lesson to develop counting on using teen numbers and suitable materials . positive feedback from the teacher, enthusiasm and fun. teacher also feeding in the maths language, reinforcing the vocabulary and concept of ‘counting on’. The rest of the class continued to be  involvement in independent tasks. .

Debbie roved in between taking groups, The pace of the session was appropriate to the stages of the children and Debbie used statements like -

“How did you get that so fast?” “ I like the way you put eight in your head - and counted on to get 11,”  “Show us how you are doing that?:

Debbie also modelled and reinforced the use of maths language frequently.

The children’s responses were reinforced by using whiteboards to record their ideas and share these with a partner.Children who needed extra support were given individualised attention during and at the end of their group session.

Evidence of Student Agency in action:

There was plenty of choice for children to select their independent tasks relating to their goals. They managed themselves independently and cooperatively throughout.

Children showed confidence in engaging with the environment and each other as well as the teacher.There were many opportunities for them to identify where they thought their next steps would be and which group to join in with for the fun warm up rich task.

What I liked and will take back to my own practice…

The high organisation involved prior to maths session -all the activities were well presented and immediately available when needed. The rich task warm up was suitable for all to be involved in and the pace of the lesson management was most impressive.!

What aspects of the ‘Eskdale Way’ Curriculum were observed…

Children were encouraged given to take risks ,problem solve, and were given time to think.Learning opportunities were offered in a variety of ways-whole class, individually, mixed and ability groups as well as individual choice.Children were encouraged to share their learning . They were engaged meaningfully, building on existing knowledge, experience and interests. Debbie used a range of deliberate acts of teaching -revoicing, renaming , revisiting etc.

A rich task for the whole class began the lesson and lead to sharing, and problem solving.

From my observations today I wonder…

How can real life problems[from the children’s perspective be incorporated into the maths experiences and/ or across other curriculum areas so requiring mathematical thinking ?

Debbie Reflection…  I am thinking of trialling expanding on their interests e.g. I have a group of boys really into making paper planes so I’m thinking a provocation like, I wonder which plane can fly the farthest? might interest them and provoke them to set up a paper plane race which would involve exploring the concept of measuring.  

Reading / Play Observation/Appraisal

Observation of Instruction Reading Groups and Independent Play

Term Two  30 May 2018

Mike observed me teaching Instructional reading groups and the other children in the class were engaged in self selected play activities.

See the link for a record of this observation

https://docs.google.com/document/d/14hnIddTbQ9UJ84zlHDEPCXC31q_X3GWzYBiZDfB5AFQ/edit

Teacher Reflection - 30 May 2018

My next steps for play are to...

Continue to wonder and research and incorporate more opportunities for learning through play into the daily programme.

From my observations including opportunities for learning through play helps to engage the children and calms them down so they are more ready for instructional sessions with me.

Flexibility to use play when the class are engaging in it in a spontaneous way is useful (to keep behaviour on track and provides opportunities to respond to the children as “whole” people.  

I will continue to examine the research around play (more extensively) to ensure I am fully aware of the what, why and how of teaching and learning through play.

It is going to be a negotiation and balancing act for me as I want to keep the proven aspects of the daily programme like instructional reading, instructional writing, handwriting, maths groups and individual goal setting and practise as well as including more play!  

The deck making use of the deck - I am thinking if it could be covered in artificial grass it would enable more activities.

Having a range of exciting equipment for the children to use on the deck would also make this space more enticing to the children.

he other area I currently use is the cloak room and this is going well.

23 August - Term Four - Reflection of where I am at currently

I have trialed using the deck however we are very constrained by the size of the deck. Taking the blocks outside and using a rug to prevent them from falling through the decking works well.

I am currently thinking that a wood work bench could work well in this space.

Letting the children break out into the corridor space also works well and at present this is a perfect area for flying and making paper planes.

I have attended the Long worth learning through play course in Taupo and I am exploring how to work collaboratively with other staff members to implement opportunities for play outside more regularly as the equipment we have allows the children a wide range of opportunities to use their agency, imagination and skills of innovation.

Mathis Obversation/Apprasial

Maths Observation 

On 21 August Tristan Observed the class engaged in maths.
During this time I worked with two math groups.
One learning to subtract by counting back from the biggest number and the other group learning to use multiplicative stratiges to solve multiplication

See the link for the observation notes.
https://docs.google.com/document/d/1r_2A_8An7bN0c_CyXGp7g6DgaFWoT7ov8M-0fGJ-gsA/edit?ts=5b7b606c#heading=h.ngjw5t2wjbxr

Where to next from here

Teacher Reflection:

Continue with building mathematical language so the children can more clearly express their thinking and reasons why they agree or disagree. With the maths workshops it would be good to get some student voice and ask them what they would like to learn in the maths workshops?

Also interesting to note the children did not see choosing their independent math goal as a choice.

I guess it is not a pure choice as they all need to be working towards achieving an independent knowledge goal.

Connections - Key Competencies, Ready Willing and Able - Making Sense of Play learning

GUY Claxton Book Summary
https://www.buildinglearningpower.com/2015/09/whats-the-point-of-school/






https://www.buildinglearningpower.com/2018/06/putting-it-all-together-how-perseverance-might-grow-when-we-nurture-it/

Reading Inquiry 2018

“Inquiry is a stance. It’s a way of professional being, it’s not a thing. We don’t ‘do’ inquiry. We’re just always asking ourselves and seeking for the evidence that we are making enough of a difference.”

Reading Inquiry - Aksel
Throughout the year I have tried many variations in my teaching to move Aksel on. I initially focused on building his phonics knowledge and then building his recognition of sight words however he could recognize most of the early words in set 1. Running records showed he noticed errors and was able to reread and he can make self corrections. However as he has progressed he has become stuck at green. I have struggled to effectively progress Aksel. His processing can be slow and he lacked fluency, I worked on fluency and motivation through the use of plays. Aksel is reading level 9-11 texts with lovely fluency and often on the second read his fluency is astonishing.
For this inquiry I have been lucky enough to work closely with Kate Roundtree the Resource Teacher of Literacy as the student I am inquiring into has received Reading Recovery and has not made the progress expected. I have had a hunch that there is a puzzle piece missing and if I could just figure out what piece it is then things might fall into place for Aksel. This has not been easy for me to pinpoint.
Link to the inquiry Document

https://docs.google.com/document/d/1xiZHsVh34M59GI2Vyo08lH1tlBPoqE-ussHgnYVKMTY/edit

Graduate profile - Super learning Powers

Super Learning Powers Term Two

Arranging for explicit acts of teaching and learning -
Developing understanding the key comp entices AKA Graduate profile
These are woven throughout the day. For the purposes of this blog my focus is on the children articulating what makes a great learner. The Key comp and the dispositions from the graduate profile have been linked to super learning powers as we have a poster display in this genere and the children relate to this idea.

Now - Keep expanding on the children's understanding and highlight the dispositions in action as well as supporting the children to set goals and evaluate hoe well they are going with the dispositions on the graduate profile