ELM PARK SCHOOL TEACHER PROFESSIONAL LEARNING PLAN

February to December 2012

Name:  Alicia Howard

Reading Learning Goal

Knowledge and skills for teaching and learning

To confidently and effectively familiarise myself with the implementation of the Elm Park School Reading Progressions document into my class program.

Actions

Ways you will achieve this goal

  • Using data collected from Running Records and AsTTle to ensure children are at the appropriate reading level and for targeted teaching.
  • (Children’s) Document will become embedded in instructional reading lessons.
  • Familiarising myself with the Reading Progressions document as part of planning and teaching
  • Weekly planning will reflect progressions related to students level.
  • Breaking down the LI’s and SC’s in the Reading Progressions document to unpack language and other learning.
  • Deliberate teaching of reading strategies based on the needs of each reading group (DAT)
  • Use of SOLO and Reading rubrics to promote deep understanding of reading and reading comprehension by the students
  • Use of high quality resources that appeal to the children

Success Criteria

How will you know that you have achieved this goal?

  • Children will be able to reflect and upload evidence of formative assessment related to their current reading progression (level)
  • Evidence will be shown in children's Reading Progression Folders.
  • Evidence of Learning Intentions related to EPS Reading Progressions in weekly planning.
  • Evaluations in planning and next steps included.
  • Using SOLO rubric to help with student assessment of the Reading Progressions.
  • I feel confident using the Reading Progressions document and can plan and teach effectively for students.

Self Review

How successful were you and what would you change next time if necessary?  What

Most of the children in my class are very competent when choosing evidence for reading.  They go to their Reading Progression folder, look at the L.I’s that we have been focusing on.  They then go to their reading exercise book to find a piece of work that relates to the learning intention.  Most children know what their reading age is without looking at the Reading Climbing tree.  Although I have been using the progressions folder all year, I am still only familiar with the current levels of the children.  We (children and myself) found it quite difficult writing success criteria (without the teacher examples).  Also some of the language was quite difficult for the children.

Found it quite challenging to add specific progression to planning as they often changed during the lesson.  With the progression in front of the children they often saw a LI and changed it to suit.

With the learning progressions it was very easy to see where the gaps of the children were and where they should be going to next.

Did not use the SOLO rubric.  

Appraiser

Feedback as a result of your learning conversations

Well done using the SOLO rubric to help you group and set up the learning strategies for reading. Although learning intentions can change as you go through a text, if you are being true to the intention and the success criteria, although you will see other strategies being used, you need to stick with the given learning intention. If you do not, you run the risk of confusing the learner as to what the goal of the lesson was. You started out e.g finding the main idea but ended up looking at author purpose. While the two do overlap, one is different from the other, and it is those points of difference you need to make clear to the learner. If you are not clear about the differences, this too is a problem, as you confuse the learners and learning intention is not achieved. The success criteria was there as a guide but it does not mean you have to use it exclusively. If you have criteria you think is important, then you need to add that to what is already there. As for the language, this is part of the learning for you and your students. We tried to get consistency across the school, so the language part is something the teacher needs to be explicit in teaching and not assume that the children know. For example what do explicit and implicit mean? This takes a long time for the children to learn well, but continual use of the words and its application to texts, will help clarify for the learner what the differences are. Again, you may need to change the success criteria to include this understanding.

I suggest that you can help your learners by doing the above and also by spending time on one text over an extended period, so that they are able to familiarise themselves with reading strategy and its application well, especially those deeper strategies like finding the main idea, author purpose and inference.

Written Language Learning Goal

Knowledge and skills for teaching and learning

To focus on reluctant writers by motivating, planning and teaching short pieces of writing focused around their interests and scaffold to succeed.

Actions

Ways you will achieve this goal

  • find out what the interest of the learners are and use this for context of writing.
  • specific with small writing tasks, designing specific learning tasks for writing e.g. brainstorming (just looking at this)
  • modeling with clear examples for learners to refer back to (collated into a modeling book specific for this group)
  • using visual aids to attract the students into writing
  • give students the opportunity to present their writing to the class in various ways e.g. play, keynote, garageband etc
  • in collaboration with students design SOLO rubric
  • give students time and opportunity to improve writing and share with the rest  the class.

Success Criteria

How will you know that you have achieved this goal?

  • children (especially boys) will be interested in writing.
  • children’s writing will be  coherent
  • children will be writing confidently and independently.
  • children understand the purpose and audience  for whom they are writing.

Self Review

How successful were you and what would you change next time if necessary?  What

Found it very different with the small group of reluctant writing in my class.  They were so reluctant that I didn’t even get interest topics from them.  The best strategy that worked with this small group of children was to sit with them and ‘hand spoon’ then.  I.e. What did you do next?  etc.  I did find that shorter writing time slots suited these boys better.  They also liked seeing their work on the blog (although it was very time consuming for them to upload it, so often I uploaded their work.)  Having detailed learning intentions suited these boys better as they ticked off what they could do (even if they only managed to do this once)

All children have made progress in reading.  

Appraiser

Feedback as a result of your learning conversations

You have identified that this target group of reluctant writers need very specific and small learning goals. This is the best for learners who cannot retain lots of information in their head at once. They would also benefit from visual stories or music videos and words that tell a story and that you can unpack and look at the meaning and yet capture their interest. Getting them motivated is a huge part of writing, so bring other resources e.g comic life,  can be used to interest them in writing a recount or argument or report. Another idea is to pair these children with more able children, in mixed ability groups to work on paired writing or small group writing together. These children often lack the ideas or the knowledge of where they can go, but working with a more able partner can help them learn what they can do. Writing doesn’t have to be long as you have experienced, but it does have to have a focus so they achieve that. This focus is in the global or big learning intention, and must be brought to the fore throughout the writing process, so they know this is what they need to achieve. So if audience and purpose is the main aim, whatever you do in your writing, e.g the relevancy, the LI needs to be related back to this goal, so they know what they are trying to achieve with their writing.

Oral Language Learning Goal

Knowledge and skills for teaching and learning

To improve children's confidence when presenting information or speaking to a group.

Actions

Ways you will achieve this goal

  • give children clear learning intentions, success criteria and expectations for oral tasks.
  • give the children lots of time to practice their oral skills and feedback to one another and self assess.
  • give the children the opportunity to present on their chosen topic of interest.
  • encourage children to take a risk and try again and improve upon a performance.
  • give the opportunity for children to perform for others in the class, syndicate, assembly.
  • to use speeches and powerpoint presentations as specific activities to practice oral language.

Success Criteria

How will you know that you have achieved this goal?

  • When children are taking responsibility for their learning by participating and contributing to chosen activities.
  • When children are using feedback to identify their own and others strengths and weaknesses in a presentation.
  • When children can utilise the opportunities in class and beyond and create some of their own to give an oral performance in a specific context e.g reporting news event as news reader and Yr 5 speeches/powerpoint presentations.
  • When children will take a risk and try new things they have not done before.
  • When children who were once reluctant speakers show enthusiasm and confidence in their own ability.
  • When children can show other learners how to be confident speakers.

Self Review

How successful were you and what would you change next time if necessary?  What

Most children have gained confidence when speaking to larger groups of people.  In class we presented a lot of our work to either small groups or the whole class.  My child who cried at the thought of speaking in front of the class got up and said her speech to the whole class this year.  Most of the class love recording themselves on GB and listening to themselves.  Some children reflected on each others recordings.

Appraiser

Feedback as a result of your learning conversations

This is an achievable goal and one where you have used ICT to help them present their work. However, there is more to public speaking than just the presentation. There is the message in what they are saying, which cannot be overlooked when they do oral work. It is about knowing who you are presenting to and for what purpose. Then arranging your presentation to meet that criteria too.

If you are looking at the other parts of speech presentation i.e expression, eye contact, stance, gestures, pitch, volume, then you have to target an activity/ activities that specifically look at these things. However, there is so much you can do to improve children and their oral language abilities. Along with this is teaching them not just language literacies but visual literacies as well. Afterall, this generation of children are very much visual learners and oral language is a part of that visual language. Using poems and pictures is an activity where the children can work in small groups to find appropriate pictures that tell the story of the poem, while practising their expressive oral skills.

Numeracy Learning Goal

Knowledge and skills for teaching and learning

To continue to plan explicit lessons addressing students needs, using data from Gloss, iKan,  AsTTle, and observations.

Actions

Ways you will achieve this goal

  • Analyze IKAN results.
  • To analyze GloSS results to focus on specific stage in each Domain.
  • Set goals for e-Portfolio with students’ based on results.
  • To move Stage 4a (add/sub) to Stage 5
  • To move Stage 4 (mult/div) to Stage 5
  • use practical/hands on examples (using materials)
  • Use Curriculum Overview
  • Use Peter Hughes (Understanding and Extending Mathematical Thinking)

Success Criteria

How will you know that you have achieved this goal?

  • At the end of the year children will have moved up in stages.
  • Develop specific lessons for target groups.
  • Use resources that target the learning gaps that will move children on.
  • Using CO during planning stage to enable movement within all groups to move forward (using OTJ in moving children on)
  • Use specific resources to take snapshots of children learning and to help plan and teach resources.

Self Review

How successful were you and what would you change next time if necessary?  What

All children were grouped according to  strategy stage in each of the domains begin taught.  This meant different groups for some children but all children knew where to access their level for each domain.  All children have moved a sub level or level within the stages.  Still have a small group of children who are quite below for the expected level.  2 children are quite confident in number knowledge but are not able to transfere to strategy.

Appraiser

Feedback as a result of your learning conversations

This is an area of concern and something that you will need to target and monitor next year. A solution to the problem you have is to use more problem solving in your maths. This necessitates the learner to use knowledge, strategy and interpretation of the problem, while also applying these skills to solving an authentic problem. Teaching just knowledge or strategy or both and doing little or no problem solving doesn’t stretch the kids thinking and teach them apply the things they learned. Teaching in isolation doesn’t help them connect the dots. Trying mixed ability groups in maths would also help, with clinics given at each stage level for those children that need the front loading for knowledge and strategy. Something to keep in mind for next year and see if this improves your maths results. With accountability sitting more and more on our shoulders, there is a need to look for solutions to improving student achievement that is outside the methods already tried and found wanting for those learners who most need it. So have a go next year and see if the suggestions I have provided make a difference.

Assessment for Learning (AfL) Learning Goal

Knowledge and skills for teaching and learning

To co-construct success criteria with my children for writing.

Actions

Ways you will achieve this goal

  • write clear learning intentions so children know where we are going with their learning.
  • use AFoL language with the children when discussing learning intentions.
  • unpack learning intentions and record children’s responses in modeling books

Success Criteria

How will you know that you have achieved this goal?

  • Children will be able to look at set success criteria and tick off achievements.
  • Understand where to next for Success Criteria
  • To unpack Learning Intention first and draft Success Criteria
  • After feedback with children can respond by using latent criteria if required when revisiting SC
  • Personally feeling more confident when constructing Success Criteria.

Self Review

How successful were you and what would you change next time if necessary?  What

Beginning with this goal.  To be honest I need to really focus on this next year.  I have been quite despondent with AfL this year as I don’t feel I have had much support.

Appraiser

Feedback as a result of your learning conversations

Thank you for your honesty. I believe that next year there will be more support for AFL than there has been this year and you will need to take advantage of the opportunities to target the specific areas, like constructing success criteria, that will be given to you. Part of the co-constructing or making any criteria, is that the teacher needs to have a good idea and knowledge of what they want to achieve in the lesson. Breaking down the LI and having specific criteria that reflect the process/steps required to achieve the LI, may be what you start with, especially when you introduce a new concept. As your students get more confidence and familiarity with a concept, the success criteria can start changing to more product i.e the end product will look/be this, criteria. However, you can’t jump to product unless your learners know the steps to get there. That is where you need to be clear in your head, exactly what needs to occur around the learning.