Establish challenging learning goals
PROFICIENT 3.1.2
Set explicit, challenging and achievable learning goals for all students.
Evidence
It is important for learning goals to be explicit, challenging and achievable to all students. This can be difficult to achieve with such wide range of ability in the classroom. One of the strategies that i use to overcome this is modelling 3 versions of 'your best work' when doing an activity. this works particularly well with writing tasks and allows student the opportunity to chose the goal that is suited to them. These modelled activities are displayed so students can refer back to. I have found through this strategy students have produce better quality of work and often choose to extend and challenge themselves. An example of modelling below.
PROFICIENT 3.1.2
Set explicit, challenging and achievable learning goals for all students.
Evidence
It is important for learning goals to be explicit, challenging and achievable to all students. This can be difficult to achieve with such wide range of ability in the classroom. One of the strategies that i use to overcome this is modelling 3 versions of 'your best work' when doing an activity. this works particularly well with writing tasks and allows student the opportunity to chose the goal that is suited to them. These modelled activities are displayed so students can refer back to. I have found through this strategy students have produce better quality of work and often choose to extend and challenge themselves. An example of modelling below.
Maths student goal wall
All students should be provided with a learning experience suited to their ability that is appropriately challenging, interesting and relevant. I have demonstrated ability to differentiate lessons for support, core and extension groups within the class. An example of this is my Maths program, which is something I have worked really hard on this year as part of our school goal and implemented an approach across our Year 1 grade that caters for the needs of all students. Our 3 Year 1 classes are streamed during Whole Number strand for Maths using pre assessments, CoGat data and any other data available. The program is amended to suit the supported, core and extension groups with the supported using more manipulatives and moving at a slower pace and the extended class working on activities to apply strategies to other situations and higher order thinking and problem-solving. All students are mapped on the goals wall so students know the goal that they are aiming to achieve for that week and these can be moved when students demonstrate achievement throughout the week. On Fridays students participate in hands-on maths activities that are laid out throughout the pod. Students are aware of what section of the pod has the activities for each maths goal and they are given time to practice their goal they have been working on.
All students should be provided with a learning experience suited to their ability that is appropriately challenging, interesting and relevant. I have demonstrated ability to differentiate lessons for support, core and extension groups within the class. An example of this is my Maths program, which is something I have worked really hard on this year as part of our school goal and implemented an approach across our Year 1 grade that caters for the needs of all students. Our 3 Year 1 classes are streamed during Whole Number strand for Maths using pre assessments, CoGat data and any other data available. The program is amended to suit the supported, core and extension groups with the supported using more manipulatives and moving at a slower pace and the extended class working on activities to apply strategies to other situations and higher order thinking and problem-solving. All students are mapped on the goals wall so students know the goal that they are aiming to achieve for that week and these can be moved when students demonstrate achievement throughout the week. On Fridays students participate in hands-on maths activities that are laid out throughout the pod. Students are aware of what section of the pod has the activities for each maths goal and they are given time to practice their goal they have been working on.
English writing goal
My students use a writing display in our classroom as a model for their 'best work'. The samples displayed are student samples from the ACARA website demonstrating different levels of writing. Students have been pre-taught and are often reminded on the things they need in their work for each sample. They are also reminded that we al have different 'best work' level. At any time during writing they are encourage to take their book over to the writing samples to compare and see what else they might need to add to their work. Students use this as a goal to achieve the next work sample and are reminded what they need to do consistently in their work to achieve this. This visual literacy display motivates the students to produce their best writing and has been effective in achieving a high level of growth in their writing.
My students use a writing display in our classroom as a model for their 'best work'. The samples displayed are student samples from the ACARA website demonstrating different levels of writing. Students have been pre-taught and are often reminded on the things they need in their work for each sample. They are also reminded that we al have different 'best work' level. At any time during writing they are encourage to take their book over to the writing samples to compare and see what else they might need to add to their work. Students use this as a goal to achieve the next work sample and are reminded what they need to do consistently in their work to achieve this. This visual literacy display motivates the students to produce their best writing and has been effective in achieving a high level of growth in their writing.
Gifted Education
I have a keen interest in implementing strategies and activities to extend gifted students. I believe that all students should be educated for ‘where they are at’ academically and according to their needs, therefore differentiation is vital for student progression. This is just as important for the top 10% of gifted students as it is for the students who require extra support. I understand and apply Dr Francis Gagne’s Model of gifted and talent (DMGT) and the factors such as environment, intrapersonal that affect the development process in order to turn natural abilities into talents. My knowledge is also informed by the Gifted and Talented K-12 Policy, Maitland-Newcastle Catholic Schools Office, training and consultation. Provisions for gifted students should challenge and extend the students learning. This can be achieved through curriculum differentiation, acceleration and learning beyond the classroom. I understand that this should begin in the classroom with strategies such as supportive environment, opportunity to pursue learning in depth, engaging parents, differentiation of task, content and resources, higher order thinking and reflection. These opportunities need to be also extended beyond the classroom through many in school and out of school programs. I use programs such as writing competitions, leadership days, competitions such as debating or UNSW tests, Maths Olympiad, tournament of minds and diocese gifted and talented workshop days. I am very passion about developing programs that nurture progress and extend students abilities and would love the opportunity to implement opportunities for gifted students.
I have had experience with a highly gifted student in my class in which I worked with closely with Sally Brock to implement strategies within the classroom to extend this student. This involved research based projects, STEM, individual and differentiated tasks, different homework program and opportunity to participate in high level spelling during whole school spelling. I have completed a lot of personal development around Gifted Education including K-2 Gifted Education day, Identifying and responding to the needs of Young Gifted Children at UNSW Sydney and gifted PD on MN learn. This is an area that I am very passionate about and interested in perusing.
This year i work at a GEL school and I am apart of our gifted committee, assisting to implement whole school strategies and contributing to our action research project. All students should be provided with a learning experience suited to their ability that is appropriately challenging, interesting and relevant.
Maths Investigation group
Extended students and/or CoGat identified students also participate in an ongoing maths investigation once a week where students lead an open-ended investigation that has been designed around the outcomes that they are learning.
Extended students and/or CoGat identified students also participate in an ongoing maths investigation once a week where students lead an open-ended investigation that has been designed around the outcomes that they are learning.
IntiaLit Extension for Gifted students
Through Triangulating the data and off level testing I have identified students that require extension during the InitiaLit instruction. I have mapped out when students demonstrated competency in and what lesson that need to stay in and participate in. When student require the extension they participate in a range of project based or independent activities. Some of these include research tasks, posters to show knowledge, creative writing, comprehension activities fro the revisit, reflect and retell book and other hands on activities.
Through Triangulating the data and off level testing I have identified students that require extension during the InitiaLit instruction. I have mapped out when students demonstrated competency in and what lesson that need to stay in and participate in. When student require the extension they participate in a range of project based or independent activities. Some of these include research tasks, posters to show knowledge, creative writing, comprehension activities fro the revisit, reflect and retell book and other hands on activities.
Below are some images of strategies i used to extended some of my students.
Animation example of challenging learning goals
Using animation as a learning tool can be both powerful and promote authentic engagement (Weiner, n.d). In an article on My World Express (2010) it argues that by using animation students can learn skills in many areas such as problem-solving, visual communication, concentration and innovation. The animation I created used a stop motion technique with Lego, which although challenging followed a simple method that could be taught and replicated. It also provide the engagement to scaffold new fire safety information. Students require achievable challenge and teacher must set work at a level and provide scaffolding to enable them to work in the ‘zone of proximal development’ (DET, n.d).
Please click on the link below to watch my animation
FIRE SAFETY
REFERENCES
My world express (2010) the use of animation as a teaching and learning tool to engage students interest in the classroom. Retrieve at: https://raustria.wordpress.com/2010/09/24/the-use-of-animation-as-a-teaching-and-learning-tool-to-engage-students-interest-in-the-classroom/
NSW GOV, Fire and rescue (2007) Lesson plan 3, stop, drop, cover, roll. Retrieved at: https://www.fire.nsw.gov.au/page.php?id=668
State GOV Victoria, Department of Education and Training (DET) (n.d) Literacy Professional learning resource – key concpets – AusVELS levels 7 to 10 – zone of proximal development and scaffolding. Retrieved at : http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/proflearn/pages/velszopds56.aspx
Weiner, K (n.d) Authentic engagement: Animation as a learning tool. Ed Tech 21, California, USA. Retrieved at: http://www.academia.edu/6020147/Authentic_Engagement_Animation_As_A_Learning_Tool