Maths Program

I had a chat with a DP of a school and she turned out to be a numeracy enthusiast. She talked to me about how to use the nzmaths website for maths progressions and how to use numeracy games and the Figure it Out books to reinforce the learning. I am finding that this is working as the kids are holding onto information. Also, she mentioned to incorporate marking into my teaching time. I have found this beneficial as we can look at how they got it wrong and it reinforces the learning.

RTLB Writing Beginning of Term 3

Meet with Rachel to look at how the program was going and things that are working or not working. She observed a tumble and then we discussed what she saw. One thing to develop was the self managing of the spelling program and the noise level.

The guided group were writing a persuasive piece about whether they should do homework. I'm am really enjoying using the learning intentions that are glued in their books. This helps them to focus on the skills that they should be using in their writing.

One thing that I needed more support with was the conferencing. She sat with me to look at what I was doing and found that I was doing the right thing. The only thing I need to think about is not letting the chn get confused between the genre of writing and the learning intention.

On the whole, I feel really positive about my writing program and feel there has been some improvement in the chn writing.

Writing Program Reflection Term 2

Below is a list of things that you would have seen in my writing program and what you would see now.

Before:
-See one group for 45 mins. This included teaching points, conferencing and proof-reading and editing.
-Chn would follow tumble of activities that they had to do e.g word activity, publishing, handwriting and creative table.

Now:
-I see the whole class for 15 minutes working on something genre based or a skill the whole class needs e.g. features in a cameo or how to proof-read and edit.
-I see 2 groups for about 20 minutes each.
-One of those groups is a teaching group where we a re focusing on one skill. The chn have their learning intentions in their books and their success criteria.
-The other group is a conferencing sessions where each child should be able to tell me what their learning intention is and their success criteria.
-There are actives that the chn have to do that target other skills e.g. spelling, punctuation and word work etc.

I have found the latter to be successful as the kids know what they are focusing on and the have to prove that they know what they are focusing.