Category: Goal Setting

A New Year Unlike Any Other…Autumn 2020

Below are my actions to prepare for online learning and the 1st month of school:

  • Clarify: Fully understand the different expectations and models of e-learning since February and how we have evolved through the feedback and experiences of last term. (The DX Training Modules and ES Guides have helped).
  • Captivate: Rethink how I can use potentially high engagement apps (Kahoot/Flipgrid/Socrative) in a way to Captivate or Consolidate whilst avoiding pitfalls. (Kahoot – I’ve found it can create an over-emphasis on competition when used in classroom).
  • Care: Ensure adequate time to caring for my students so that I get to know them well, can gather data on their overall assets, strengths and weaknesses, so that we can co-create a plan of goals as a pathway to fully access grade level content. Care for my team and build new relationships with the new HR DL teachers. I will also show Care by sharing objects/photos/stories that are personal to me, and where it is ‘real’ for me, I will introduce English language ‘feeling’ words that will increase their emotional vocabulary to communicate socially and emotionally.
  • Clarify with parents what they can do to support their children with regular front-loading of content that will be covered and at-home ideas to support their child’s dual language journey.
  • Blended Learning – familiarize myself with Collaborative & Captivating tools that I have not personally used before such as Flipgrid / Popplet / Padlet and upgrading zoom knowledge to manage breakout rooms. These will support Blended Learning potential for higher EAL participation and at a pace/time/place they are comfortable with. This aligns with the WIDA philosophy that we actively seek the assets of English language learners and reduce the dominance of the ‘loudest’ voice in a traditional setting. Take aspects of EAL good practice (e.g frontloading) into the Blended Learning environment where students can pre-access and prepare for content.

Strengths: (Care) I felt a strong connection to my students even through the asynchronous screencasts I made for my students last term. Following lessons, I gave timely constructive and positive verbal feedback to young learners. Students as young as 5 would often respond to me in their voices messages that revealed much affection and a trust that I was listening at the other end of the line – even if I was not with them in person. I found this bond touching and surprising given the ‘digital’ nature of it with young students whom I was not seeing in person.

Growth Areas:

  • Collaborate:
    • Between Students: The courage and bandwidth to experiment and leverage a wider variety of e-learning tools and technology that enables greater community building within the class: “People learn through their interactions with each other and their world around them…creating a community of learners who can make meaning while interacting online” (Catlin R. Tucker – Taking offline classes online).
    • Between my Team: Formative Assessment – continue my growth gained in KG last year with Alexis with regards to gaining very quick formative assessment data that may then result in an adjustment to the planned scope and sequence of TCWRP phonics. I will collaborate with my DL HRs with regards to data collected. Create or source a simple Word Study standards-based data sheet for each class of students to document individual growth.
  • Captivate: Reflect on our professional development with Jennifer Whathall on Personalized-Individualized-Differentiated learning. When planning my lessons, use the question prompts of Personalised Learning to adjust my instruction with greater student choice.
  • Clarify: Incorporate built-in times to Consolidate & Clarify learning objectives at the beginning and end of each lesson. I will encourage students to build their meta cognition skills by modelling with a personal anecdote that reflects my own learning journey. Also, reflecting on last term’s experience I will ensure screencasts are kept to 10 mins or under!

 

Consolidate …as well as ‘clarify’

On reflection of our student survey and December assessment results, I’m going to add ‘consolidate’ as a second goal to work on, in particular: “To help us remember, my teacher talks about things that we already learned”. Scopes and sequences, learning continuums and all those documents, meetings and reminders that tell us where we should be at each stage of the curriculum can sometimes mean I don’t give my students enough time to review their past – and impressive – learning. At the beginning and at the end of a lesson is a ‘convenient’ time to do this but is it better to seamlessly weave in past and present knowledge throughout the lessons in a week? Do the students have metacognition that they are ‘reviewing’ then? So the next time they answer they’ll answer ‘yes’ to that question in the survey?!

New year, new school, new goal – Clarify

CLARIFY is the Big C for me this year.

I will do this by creating and being more explicit in explaining the content objective and aligned language objective for teaching phonics and word study in the Dual-Language Enrichment teacher for K-2.

I hope that students will be able to say, read, understand and have success with the objectives.

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