TS4 report form

This extract from my PP2 report form highlights the progress noted by my mentor, and headteacher, in regards to TS4. He often commented on my effective questioning and counter-questioning to encourage an in-depth understanding from all children during my lessons. I also found that this use of questioning during lessons enabled me to effectively identify and resolve misconceptions that had been formed.

The implementation of feedback and targets given from observations allowed me to greatly improve my teaching and effectively enhanced the children’s learning that took place during my time at this school. My target for this standard of contributing to curriculum planning was decided upon due to the limited opportunities for this to happen in this particular setting due to the use of schemes. However, as commented on by the headteacher, I ensured that I delivered the curriculum content in a creative and effective way to enable the children to enjoy their learning whilst making clear progress in their understanding. This is an element of teaching that will contribute to allowing me to achieve this target in my future practice.

TS2 report form

This extract was taken from my end of professional practice report form for PP2. My mentor states that I am acutely aware of all children’s attainment within the class which enables me to effectively plan learning activities to help the children make good progress in their knowledge and understanding. My own personal reflection throughout practice enabled me to consider the methods of teaching which were most beneficial to each individual child and consequently provided me with the means to adapt my own teaching to meet the strengths and needs of all.

I strongly believe that collaborative activities can enable children to progress in their learning more effectively than being limited to their own personal views and ideas. My target of continuing to regularly create opportunities for independent and autonomous learning arose through the identification of the level of scaffolding provided to some children perhaps unnecessarily in some instances. However, I do still believe that a good combination of both collaborative and independent learning opportunities need to be provided to all children.

Differentiating through provision

25.02.16 – properties of 3D shapes

The lesson plan that I have attached shows a clear understanding of the children’s prior experiences and current stage of learning and how this impacts on the current lesson, with some children completing work for the higher ability group and others being closely monitored and supported throughout the completion of the task.

It also shows a clear differentiation between the ability groups for mathematics, with the Trapeziums receiving more guidance, easier practical provision and fewer complex vocabulary and the Parallelograms being supported in independently naming complex shapes and completing the activity with less scaffolding.

My deployment of the TA during this lesson shows my understanding of the impact they can have on lower attaining children’s learning. I identified children who would need extra guidance during different stages of the lesson, be that with the understanding of key vocabulary or with the main practical component of the activity, who my TA would be able to effectively support to enable them to achieve the learning objective.

The differentiated use of practical provision enabled the higher attaining children within the class to demonstrate their knowledge of both 2D and 3D shapes as they were required to create both using the materials provided. The lower attaining children however were provided with 2D Clixi shapes which they could identify and then use to create the 3D shapes. This ensured that all children within the class were able to demonstrate their understanding of 3D shapes without their knowledge of the properties of 2D shapes presenting a barrier to their learning.

 

Self and peer evaluation

Marking Ladders – letter writing

Progressing from my understanding of Two Stars and a Wish, as previously discussed, I implemented the attached form of self and peer evaluation through Professional Practice 2.

Being accountable for children’s attainment, progress and outcomes is a vital part of the teaching cycle as it allows us to monitor their current abilities and compare these to their previous achievements to show any progress made and the next steps that need to be taken. From this point we can adjust our teaching to address the new targets that are set and work towards making progress and developing improved outcomes for each individual child in the class. Children should be informed of the assessment cycle and, wherever possible, work with the teacher to be involved in the target setting process to ensure that fair and appropriate targets are set. Using formative assessment strategies within lessons can be a useful method to obtain where each child thinks they are in their learning and also where they think they need to improve.

This evidence demonstrate my current attainment in regards to the importance of self and peer assessment. I used this model for Big Write sessions, Literacy lessons and, when appropriate, for some topic lessons. The criteria included on the ladders was differentiated for each ability group within the class (from children working on Year 4 objectives, to those working on Year 6 objectives). This ensured that the children were all aware of the specific elements they were aiming to include within their work and could assess themselves continuously throughout the lesson. Children would traffic light each criteria with either green, red or orange to signify their understanding/achievement. At the end of the lesson, the children would swap work and peer mark each others in the same way; they would check whether the self-assessments were accurate and write a positive comment in relation to the overall objective. I would then complete the ‘teacher’ column using the same method for the overall assessment of that piece of work.

I understand the potential impact that carefully monitoring children’s attainment and progress can have on future learning and outcomes as identifying current abilities allows work to be suitably differentiated and therefore allows each child to achieve their maximum potential in all areas of their learning. These ladders were very effective and could be used over multiple lessons for extended pieces of work as they ensured all children knew what they were aiming for in each piece. They could also see what areas they were confident in and where they needed to improve.

KS2 Computing – Stop Motion Animation

Take a look at @DanniMorris07’s Tweet: https://twitter.com/DanniMorris07/status/657646893179256833?s=09

I created a stop motion animation using Zu3D to achieve the aims in the computing programme of study for digital literacy in KS2. Through completing this activity children have to select, use and combine a variety of software (including internet services) to design and create a video that accomplishes a given goal, including collecting, analysing, evaluating and presenting. This is a highly engaging and creative way to achieve these aims and would definitely appeal to children.

Bucket School’s in Science

Take a look at @DanniMorris07’s Tweet: https://twitter.com/DanniMorris07/status/652460849819484161?s=09

Increasing my ideas for taking learning outside the classroom in a fun and engaging way to improve children’s understanding in a range of concept areas including animals (including humans) (for years 3 and 4) and properties of materials (for year 5).