Code of Professional Responsibility

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This example shows evidence of practice in order to achieve improved student outcomes. This example clearly shows improved student outcomes through brainstorming and documenting all the ways we meet the Professional Standards.

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Visibly Random Groupings

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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...
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Writing Asttle Data

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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. 
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Four minute walk through

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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...
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