Collegiate+classroom+activities

=Collegiate Activity 1=

** COLLEGIAL TEACHING ACTIVITY PRO FORMA ** ** Discussion prior to activity ** // Provisionally registered teachers and mentor teachers should complete this record together. //  Teachers involved: Natalie Hicks   Rick Connors   Date: 11/08 /2011 I would like to learn the use of technologies in ways that reflect professional and community practices. I would also like put in practice the whole, small, whole strategy of teaching. This is in line with Principles of Learning and Teaching Principle 5 and 6 - 6.3 uses technologies in ways that reflect professional and community practices. 5.2 ensures that students receive frequent constructive feedback that supports further learning || ** NB: this is not a lesson plan. **  I have planned for students to be shown how to calculate the perimeter of an object. The whole class focus will be an interactive whiteboard activity where students will click on the answers to the quiz. This will show how to calculate the perimeter of objects. Students will then break up into small groups and use the trundle wheels to measure the perimeter of a space they choose. We will then come back together and discuss the process in which each group went through to measure the perimeter. || The students have shown a good understanding of measurement in previous lessons. They have also developed good skills working together in groups. I have decided to allow students to choose their own groups. During other learning times they have been allocated groups. My students are also using a lot of technology in the classroom and are using it well. They are engaged with it as a learning tool and discovering ways in which it can enhance their learning. || ** COLLEGIAL TEACHING ACTIVITY PRO FORMA ** // Discussion following the activity // Clear focus that students were able to identify from the start of the lesson. Great to see you checking for student prior knowledge at start of lesson. It’s a great way to check for any misconceptions and clear these up throughout the lessons. Interesting discussion about different ways to add up the lengths when finding perimeter. Always good to see discussion taking place in mathematics about the various ways that a problem can be solved. The sharing of strategies with peers can really help students expand their knowledge and understanding and also shows that there can be multiple paths to figuring out problems. Estimating lengths before measurement is also a great way to engage students as they like to be right and make a good guess. Again it’s great to see you giving student’s choice in what they want to measure. Differentiating the task adds more interest to the activity and creates possibilities for extra discussion and learning opportunities. Bringing the discussions back to real-life examples helps ground the activity and make it purposeful so was really good to see the practical discussions taking place. || This activity went quite well. The whole class focus engaged the students. A couple of students did not fully understand the concept of measuring perimeter until they were completing the small group activity. I was hoping to complete both area and perimeter however we did not have time to do both. We concentrated on perimeter to begin with. I am discovering that a lesson can often take more time than is expected. The small group activities worked. It was the first time for some time that groups of friends could work together. It seemed to work well. All groups kept focusing on the learning task. Students were working as a team to complete the task. They were recording details and discussing their answers. The whole group discussion afterwards helped students to clarify any questions about perimeter. The discussion was productive and encouraging. I think the mix of designated small group and the students choosing their groups works well. I will keep this mix and give the students the opportunity to work with their friends. || Signature of experienced colleague: ……………………………………………………………………...    Signature of provisionally registered teacher: ……………………………………………………….......  =Collegiate Activity 2=
 * ** Professional Learning Focus for Practice ** ||
 * ** What do I want to learn from working with another colleague? The answer becomes the learning focus of this teaching activity. Refer to Standards 5 and 6 as a guide and consider focusing on engaging students in meaningful learning, assessing student learning and providing feedback to students, or managing a safe and challenging learning environment . **
 * ** Outline of the Planned Learning Activity ** ||
 * ** What are the learning outcomes in relation to the content? What do I want students to learn? **
 * ** Other Contextual Information ** ||
 * // Record any relevant information about the students or the learning environment //
 * ** A Summary of the Teaching and Learning ** ||
 * // Record the effective teaching practices and what this meant for student learning. (To be undertaken by provisionally registered teacher and mentor/experienced teacher) //
 * ** Reflection on the Activity ** ||
 * // To be completed by the provisionally registered teacher using the prompts below as a guide. //
 * // Reflection starters: // // What did you observe the students doing? How did this link to the teaching focus? // // What did you observe in the class that supported the learning of students? // // What have you learnt for your own teaching practice? How can this learning be applied? // // What professional learning does this prompt you to pursue as a result of this reflection? // ||

** COLLEGIAL TEACHING ACTIVITY PRO FORMA ** ** Discussion prior to activity ** // Provisionally registered teachers and mentor teachers should complete this record together. //  Teachers involved: Natalie Hicks   Rick Connors   Date: 19/08/2011 I would like to learn the use of technologies in ways that reflect professional and community practices. I would also like put in practice the whole, small, whole strategy of teaching. This is in line with Principles of Learning and Teaching Principle 5 and 6 -  6.3 uses technologies in ways that reflect professional and community practices. 5.2 ensures that students receive frequent constructive feedback that supports further learning || I have planned a lesson to help students understand scale. Students will measure an item or area and work out what is needed to create a plan of the object. || The students have been working on a maths project. They have designed a plan for a construction and then built this. The students have a basic understanding of scale. Students have been completing a student-centred self-paced maths curriculum. ||
 * ** Professional Learning Focus for Practice ** ||
 * // What do I want to learn from working with another colleague? The answer becomes the learning focus of this teaching activity. Refer to Standards 5 and 6 as a guide and consider focusing on engaging students in meaningful learning, assessing student learning and providing feedback to students, or managing a safe and challenging learning environment . //
 * ** Outline of the Planned Learning Activity ** ||
 * // What are the learning outcomes in relation to the content? What do I want students to learn? // // NB: this is not a lesson plan. //
 * ** Other Contextual Information ** ||
 * // Record any relevant information about the students or the learning environment //

** COLLEGIAL TEACHING ACTIVITY PRO FORMA ** // Discussion following the activity // INTRODUCTION-Initial discussions about scale – good to see this relating back to activities that students have done, making connections with prior learning. Great to see that tasks have been differentiated in regards to the product that was produced at the end of the lesson. Eg. All students built a house and had to relate this to a scale. Some students used lego, other’s made a house out of cookies. Students were allowed choice and freedom with planning their houses. Looking at Pirate Maps and the possibilities of how scales can be represented because there is often not just one way. WHOLE CLASS TASK - Students were again given choice in what they could measure. Some wanted to measure people, others tables, while others chose rooms. This allows differentiation in the learning environment and students can follow and explore based on their own interests. Working in teams allows discussion between students and sharing of concepts and understandings. Relating the concept of scale back to something that they have physically done themselves can make their learning more relevant. INDEPENDENT TASK – Students have ongoing math’s projects that they are going on with. These activities have been selected by students based on their ability levels. Great way for students to select their own learning pathway, but also shows student’s awareness of where they are at and where they want to be going. Students are independent learners and show great motivation in their learning. They are engaged in their projects which is great to see. || This activity went quite well. The students could relate their plans and structures to a scale. They understood how to measure and create a scale for an object. After the whole group activity the students worked well in small groups. There were an number of students helping other students with a description of how to create a scale. I have learnt that students work well when they can select their own projects. They seem more engaged with their learning and less bored. I would like to develop more self-paced student-centred projects making sure I include whole groups focus with my lessons. || Signature of experienced colleague: ……………………………………………………………………...    Signature of provisionally registered teacher: ……………………………………………………….......
 * ** A Summary of the Teaching and Learning ** ||
 * // Record the effective teaching practices and what this meant for student learning. (To be undertaken by provisionally registered teacher and mentor/experienced teacher) //
 * ** Reflection on the Activity ** ||
 * // To be completed by the provisionally registered teacher using the prompts below as a guide. //
 * // Reflection starters: // // What did you observe the students doing? How did this link to the teaching focus? // // What did you observe in the class that supported the learning of students? // // What have you learnt for your own teaching practice? How can this learning be applied? // // What professional learning does this prompt you to pursue as a result of this reflection? // ||

Collegiate activity 3

** COLLEGIAL TEACHING ACTIVITY PRO FORMA ** //** Discussion prior to activity **// // Provisionally registered teachers and mentor teachers should complete this record together. //  Teachers involved: Nat Hicks Rick Connors Date: 15/08/2011 I would like to learn the effective use of reciprocal teaching during literacy groups. I would also like to understand how to keep students engaged and on topic. This is in line with Principles of Learning and Teaching Principle 5 - 5.2 ensures that students receive frequent constructive feedback that supports further learning. ||
 * ** Professional Learning Focus for Practice ** ||
 * // What do I want to learn from working with another colleague? The answer becomes the learning focus of this teaching activity. Refer to Standards 5 and 6 as a guide and consider focusing on engaging students in meaningful learning, assessing student learning and providing feedback to students, or managing a safe and challenging learning environment . //

I would like to observe the students learning reciprocal reading. I would also like to see students moving from a whole class focus to small groups focus and managing their own learning during this time. ||
 * ** Outline of the Planned Learning Activity ** ||
 * // What are the learning outcomes in relation to the content? What do I want students to learn? // // NB: this is not a lesson plan. //

Nat is situated in one of the end classrooms in our senior section building. The classroom is an unusual shaped room. She manages to use the shape to her advantage. She has an area for a whole class focus and then three areas where small groups can retreat to for small group work. Nat’s room has many teaching tools up on the walls and ||
 * ** Other Contextual Information ** ||
 * // Record any relevant information about the students or the learning environment //

** COLLEGIAL TEACHING ACTIVITY PRO FORMA ** // Discussion following the activity // Whole Group Focus - The Black Dog During the whole class discussion Nat had the sections of reciprocal teaching on the whiteboard in an area where all students could see this. Nat also placed a the learning focus on the white board with an area for the learning outcomes. The learning focus was 'learning to clarify while reading'. Nat read through a few pages of the book and asked the students to write down any words they did not understand. She also asked students to list any sentences or ideas that weren't clear to them. Students wrote down a few words and anything they did not understand. Nat asked students what they had written. She questioned other students that did not write the words down and highlighted to them if they didn't understand then they should have written them down too. Students were then broken up into small groups. 1. Guided reading group (with teacher), 2. Comprehension, 3. Computer activity, 4. Finish off posters Share time. The students came back together after small group activities and discussed their learning during their time with small groups. This was not used as a show and tell about the work, it was used as a discussion about the way they learned. || This lesson showed me how important the whole, small, whole structure was in a learning environment. The whole class focus allowed all students to feel comfortable with the instructions. They appeared to be relaxed and willing to take risks with their learning. They assisted others when it was needed and spoke up in group discussion. The use of small group activities highlighted the interaction that happens between a small group and the teacher. The focus on reciprocal teaching allowed students to fully understand this method of reading. || Signature of experienced colleague: ……………………………………………………………………...   Signature of provisionally registered teacher: ……………………………………………………….......
 * ** A Summary of the Teaching and Learning ** ||
 * // Record the effective teaching practices and what this meant for student learning. (To be undertaken by provisionally registered teacher and mentor/experienced teacher) //
 * ** Reflection on the Activity ** ||
 * // To be completed by the provisionally registered teacher using the prompts below as a guide. //
 * // Reflection starters: // // What did you observe the students doing? How did this link to the teaching focus? // // What did you observe in the class that supported the learning of students? // // What have you learnt for your own teaching practice? How can this learning be applied? // // What professional learning does this prompt you to pursue as a result of this reflection? // ||