COPS journal

-
  1. Any updates on any progress around your current inquiry
Progress has been somewhat halted since our last meeting as we have had student teachers in full control. Something I have noticed however is that the children are much more confident talking about their learning now. Through our recent conferences the majority of children were able to articulate clearly what they have been learning and what they need to do next. Although this is not a clear reflection of why they are learning certain things it made me wonder wether the talking we have been doing about why we learn has empowered them to talk about all aspects of their learning with confidence.
  1. What is happening? Parent and Student 3 way conference, all that went well
- Children were able to confidently talk about their learning.
- A great chance to share learning.
- Parents have been shown how we use technology in the classroom through Google Drive - positive feedback about this.
  1. What is NOT happening? Parent and Student 3 way conference, all that went less well than you hoped
- Sharing of levels was not as clear due to parents not taking home a piece of paper.
  1. What needs to happen as a result? What is the “so what?” for your practice around your early use of Linc-Ed and 3 Way Conferences?
- Linc-Ed levels are a bit harsh on children, particularly section that states wether they will be below, at or above by the end of the year. This could be alarming for parents when the child is only one reading level/maths stage below where they should be. We still have 6 months of learning left, they are likely to reach the standard. Do we need to manually change this or can we tweak the parameters?

Comments

Post a Comment

Popular posts from this blog

Visibly Random Groupings

-
Image
Last year I started investigating the power of visibly random groupings in the classroom. I was introduced to an article by Peter Liljedahl (http://www.peterliljedahl.com/wp-content/uploads/Visibly-Random-Groups.pdf) looking at visibly random groupings in maths. I began using these groups in maths with mixed success. This year I have decided to use visibly random groupings with a pastoral care focus. Initially I started this as a way for the new girls to get to know the exisiting girls in the class however it worked so well it has continued all year! Each Monday all of the names get put into a 'magic bag' and randomly drawn out in partners. The girls then use these partners all week for any think-pair-share, news sharing or collaborative activities. Reflection What is happening and why? The girls have been very open-minded about learning buddies and very rarely make negative noises about the buddy chosen for them. I think as they can see it is completely random and dr...
Read more

Writing Asttle Data

-
Image
This example shows evidence of  a next step in practice in order to achieve improved student outcomes. This example clearly shows   achievement through standardised testing data. From the 'Where to next' data I can see that I need to focus more on spelling as this was the lowest score across the whole class. I will do this by including a word study/phonics based spelling programme into our timetable for terms 2 and 3. 
Read more

Four minute walk through

-
Walking through the middle and senior classes today we saw a variety of literacy programmes, most classes were doing writing (between 10.20-10.40) with one doing reading. We have been struggling with teaching writing in our collaborative team as I am concerned that teaching in a big group when modelling means some children's needs aren't being met. We have also found it hard to balance the planning and teaching as a team. When walking through other classes we saw lots of whole class teaching and modelling with one class working in groups. Writing groups is something I have tried before and haven't made work for me but I really enjoyed watching the teacher with her small group. This group were listening to each others' writing and then discussing improvements that could be made. I would like to introduce this to my writing programme as I feel this is a very authentic way for children to get feedback from their peers. I have used written 2 stars and a wish feedback with...
Read more