Reflexion questions

How well are your lessons paced?

maybe a bit too fast

How interactive are your lessons?

A lot with me, less interaction among students

How successfully do your lessons pique students’s curiosity and engage them actively in inquiry? 

More with some units than others. Different food in biffants Spanish countries bring a lot of enthusiasm ans lead to active inquiry

How do your vocal inflections, movements, and mannerisms communicate your enthusiasm and contribute to capturing and holding students’s attention? 

My interaction, mouvements, miming, … are non stop during my lessons, so they can understand in the target language without using English .

How effectively do you use appropriate technology to engage students in learning? 

Students love using technology, we are using great educational sites for grammar, vocabulary, inquiry,

( francais/ espagnol facile, kahoot, quizlet, sites with songs filling-gaps, teacher,…….)

Example of activity

Promote interaction among students encuesta comida

 

My Plan to Captivate

To start :

  • I will capture and hold students’ attention
  • I will use a variety of methods for promoting interaction among students ( survey about healthy living with Spanish Intermediate this week)
  • The teacher uses appropriate technology to engage students in learning ( lingua scope with Spanish Intermediate this week. We made 4 teams and they were playing the ones against the others.)
  • Always plan accordingly

 

 

 

 

Aim of Captivate

Captivate ideas of activities

CAPTIVATE

Teachers who captivate spark and maintain student interest in learning. They stimulate and engage students by cultivating curiosity and inquiry and by making lessons interesting, relevant, and enjoyable.

Instructional Strategy In One Sentence: What is the point? How used by teachers?

 

How use by students? Hattie Check – what’s related that is a .4 or higher?
Jigsaw Model & Student Teach Content Students have shared responsibility for knowledge and skills of lesson. Students have a shared responsibility and they understand the content better when they teach it to others. Teachers identify important content and students are grouped by interest and then students summarize and share content creatively. Students become experts in a sub-topic and communicate with their class. ·       Jigsaw 1.2

·       Summarization .79

·       Reciprocal Teaching .79

Questioning Students are encouraged to have equal voice and choice over what is discussed/learned through the inquiry process. Open-ended questions encourage students to participate and be engaged. Create opportunities for students to ask open-ended questions within the unit/lesson. Students learn the inquiry process to spark learning and chose individual topics within a specific theme. ·       Prior ability .94

·       Strategy to integrate with prior knowledge .93

Role Play Give students a scenario to emulate a real-life event. Student will play the role that takes a position or represents an idea that will engage with other students’ thinking. Teachers can identify an appropriate opportunity to engage students in an open-ended debate / discussion. Students prepare a position to present in na open forum with structured debate. ·       Class Discussion .82

·       Rehearsal and Memorization .73

Make connections to the content being taught Students are provided opportunities to create relevant connections to the content. Build lessons that are stimulating and are responsive to students’ interest. Teachers convey relevance or importance of key facts, ideas, concepts and skills by providing authentic learning connections Students are able to share their own beliefs and values in order to express themselves through learning and content. ·       Prior ability .92

·       Transfer strategies .84

Use of hook/connection/provocation/phenomena/inclusion at beginning of lesson Teachers begin a lesson with a brief story/connect/image/phenomena to introduce the content. Stimulate and engage students in the learning. Plan for the hook, image, invitation to bring students in. Students are invited to ask questions, wonder, work together. ·       Class Discussion .82

·       Strategy to integrate prior knowledge .93

Experiential learning opportunities Use experiential learning opportunities to motivate students and connect to the real purpose. Connect learning to outside world and experiences. Invite other experts/ locations/ perspectives into the learning. See other perspectives, try new skills, work with students and teachers in a new way ·       Meta cognitive learning .60

·       Field Independence .68

·       Self-monitoring .60

·       Service Learning .58

Authentic controversies Consider what aspects of the content are debated by practitioners in the field (outside of school).

 

These controversies get students interested in the content and connect them to the real world outside of school. Seek opportunities to connect your lessons to what the experts are debating. Debates, evaluation of various models or explanations. ·       Class Discussion .82

 

KWL (Know, want to know, learned) Identify the whys of learning- What do they know already, want to know about this topic and have learned once they’ve finished. Cognitive thinking about their progress, development, goals and efficacy. Begin and end each unit with a KWL activity. Engage in classroom discussions or individual evaluation of their knowledge/abilities. ·       Cognitive task analysis 1.29

·       Self-efficacy .92

·       Learning goals .68

Selection of relevant, timely and important content and materials Students learn content important to them in the present. Engage students in learning that is relevant and of current interest. Drives decisions about content and material used to teach.

 

Students have some choice in what they learn based on their age, context, and interest ·       Strategy to integrate with prior knowledge .93

·       Self-efficacy .92

·       Deep motivation & approach .69

Learner-driven topic choice Students are given the opportunity to select the topic they will learn about or research. Students are able to leverage their interests in order to demonstrate their learning. Teachers co-construct with students the topics they will study, or they give autonomy over this choice to the learner. In this class, you will have the opportunity to identify things you want to learn about in order to demonstrate the identified learning objectives ·       Self-efficacy .92

·       Effort .77

·       Deep motivation and approach .69

Interest Surveys Identify what the students are interested in learning, are passionate about, or new topics/skills they want to explore To connect content and classroom work with students’ personal interests Teachers create specific surveys/check-ins dependent on content/unit. Students respond to interest surveys/activities to guide students learning ·       Concentration, persistence/engagement .56
Readiness/baseline Tasks Identify students’ prior knowledge/skills and abilities to guide teaching and learning practices. To meet students where they are and to plan differentiated learning experiences for classes. Teachers create activities/tasks to have an understanding of where the students are at academically. Students engage in activities so teachers can get a better understand of where the students are in the content, skills. ·       Planning and Prediction .76

·       Scaffolding .82

·       Teacher estimates of achievement 1.29

·       Prior Ability .94

·
·

 

Change my goal from Consolidate to Captivate

Consolidate French Advanced

consolidate General Rules

Consolidate Spanish Intermediate

SI 2SI goals

 

Students integrate and synthesize key ideas

We review and summarize

We connect ideas

Welcome!

Welcome to your Professional Learning Blog! This is a place for you to post your goals, and reflect on them throughout the year.

  • Decide on your goal, perhaps in consultation with your colleagues or principal, and create a post to share with this online professional learning community that you are now a part of! Categorise this post in Goal Setting. Set your goal by considering:
    • Self assessment and reflection based on new teacher standards  (Tripod 7C’s)
    • Previous or new observation data from peers and principals
    • Student surveys (online surveys developed and aligned with 7C’s)
  • Identify colleagues, coaches, principals etc. that will play a supporting role in achieving your goal, and invite them to view and comment on your post. Encourage them to bookmark your blog and visit regularly.
  • Throughout the year, collect and share evidence to support your progress. Categorise these posts in Reflection.
  • Encourage your colleagues to share your learning journey by engaging with your blog. In return, engage with their blog (and others across the School)
  • You may also like to share work that your students have created or your own professional achievements that may not be directly related to your goal setting. This is encouraged! Categorise these posts as Showcase.

If you need support using this platform, please don’t hesitate to contact Ed Tech, we are always happy to be of assistance!

© 2020 Christelle Gamet

Theme by Anders NorenUp ↑