welcome to…€¦ · • creating a ‘my portfolio’ account/storing artefacts maintaining...

Welcome to…

EDPRAC 201:

The Professional Teacher

Primary 2

Next session: Return to the Faculty on the

final day of practicum Friday 21 June 2013 at

1.00 – 3.00pm

Welcome to…

EDPRAC 201:

The Professional Teacher

Primary 2

Note: Return to MIT on Thursday 20 June at

1.00 – 3.00pm for your final on-campus

session and then return to your practicum

schools on Friday 21 June for your final in-

school day.

Overview of Lecture 4:

“Operationalising your learning:

Preparing for EDPRAC 201”

Intentions: • Unpacking key aspects of the Practicum Brief

including:

- General/Specific requirements

- Reflecting on personal practice

- Assessment of practicum including the

professional conversation/e-portfolios

- Practicum Tasks

plus…

• Professional relationships

• General considerations and reminders

• Evaluation

Practicum Brief:

• Overview of on-campus sessions

• Purpose/Overview of requirements

• Learning Outcomes/Assessment Criteria and

Professional Expectations

• Student teacher requirements:

- General requirements

- Specific requirements

• Assessment of practicum

• Practicum Tasks

• Student Teacher Self-Assessment Report Form

• Reminders for student teachers

Practicum Brief:

Overview of on-campus sessions - useful for ATs/VLs/STs

Purpose

LOs are based on four recurring themes: • understanding the complexity of the teacher’s role

• forming professional relationships

• focusing on purposeful teaching and learning*

• being a professional teacher in Aotearoa NZ

The focus for this practicum is…

“effective pedagogical practice that

optimises learning for children”

(Practicum Brief, p.3)

Practicum Brief cont...

Overview of requirements:

“...student teachers will be required to

work towards teaching the whole class

and to take full responsibility of the

class programme for a minimum of

seven consecutive days.” (Practicum Brief, p.3)

The framework: “Teaching as inquiry”

Aitken & Sinnema (2008); Ministry of Education (2007);

Timperley, Wilson, Barrar & Fung (2007)

*88888 FOCUSING INQUIRY What is most important,

given where my learners

are at?

LEARNING INQUIRY What happened?

Why did it happen?

Implications?

TEACHING INQUIRY What strategies might

work best?

What could I try? Evaluation of

learning/teaching

Reflection

Planning

Teaching

Observation*

Assessment*

* ongoing

General requirements: (p.6-7)

Preparing for practicum • attendance

• making contact – School/AT/VL

• familiarity with the practicum brief

• organising your practicum file(s)

• creating a ‘My Portfolio’ account/storing

artefacts

Maintaining documentation • clearly labelled

• accessible

• manageable

• evidence of your professionalism

General requirements cont...

ICT

- knowledge

- use of

Your e-portfolio

*more on this when we talk about the

Assessment of practicum

Discussions with principal/colleagues

- both formal and informal opportunities

- will require preparation and thought

- documentation of responses

Specific requirements: (p. 8-11)

FOCUSING INQUIRY

Observing *refer Guidelines for Focused Observations Practicum Handbook p.7

During EDPRAC 201, you will complete and

document specific observations that focus on:

the classroom learning environment

your associate teacher’s teaching process

collecting and using assessment information

for planning, teaching and learning

NB: AT’s have been asked to observe

your practice throughout EDPRAC 201

Specific requirements cont…

Observation focus: (p.8)

the classroom learning environment

During the first week..observe carefully and ask your AT and children questions to identify important information about:

• the members of your class

(eg class composition; diversity)

• what children are learning/have learnt

• the classroom culture

(eg routines, expectations)

• your AT’s teaching philosophy



The teaching process (ie assessing, planning, teaching, evaluating, reflecting)

• complete at least 4 observations of your AT

in at least 2 curriculum areas

Before each observation:

- discussion with your AT...identify a ‘focus’

During each observation:

- record deliberate teacher actions

Following each observation:

- post-observation analysis with AT to surface

conclusions, considerations and your ‘next

steps’

Observation focus: (p.9) The teaching process

Possible categories of questions for

post observation analysis : • prior knowledge

• learning purpose

• learning experiences

• teaching strategies

• organising learners

• managing learners

• identifying/evidencing/reinforcing learning

• ‘next steps’

*see CECIL Resources for our item bank

of examples of questions



Collecting and using assessment

information for planning, teaching &

learning (ie noticing, recognising and responding to children)

Before the observation:

- discussion with your AT re assessment

- note how and when information is recorded

- select a curriculum area and one group of chn.

- design a template to document

diagnostic/formative assessment information

about this group of children eg a Maths group


Observation focus: (p.9) During the observation: - record information about children’s learning

Names:

What I noticed… I recognise

that …

I will respond

by…

Stacey

Miko

TIm



Following the observation

• discuss your findings with your AT

• repeat this process for another

group of children in the same

curriculum area eg 2x Maths groups

• repeat this process for two groups of

children in a different curriculum

area eg 2x Reading groups

TEACHING INQUIRY/LEARNING INQUIRY

Planning considerations

What [planning] strategies might work best?

What could I try?

What are the most appropriate AO(s)? LOs? SC?

How will I communicate the LOs/SCs to my learners?

Motivation activity?

What teaching strategies(evidence-based) are most likely

to help my learners learn this?

How will I ‘tailor’ the learning experiences to make the

intended learning accessible for my learners?

How best would I sequence these? Timing of these?

Possible resources?

Organization of learners?

Important teacher focus questions to target key concepts?

Assessment strategies?

Concluding activity and plenary?

What did my evaluations of learning and teaching reveal?

What do I need to reflect on further? …….


The language of planning

• Learning purpose:

ie AO(s)/Strand(s); LOs/LIs; KCs

• Indicators of success: ie Success Criteria

• Learning opportunities: ie Learning experiences

Strategies for monitoring children’s learning:

ie Assessment strategies

• Procedures that will enable learning and

teaching to be assessed:

ie Evaln. of learning/ Evaln. of teaching

• Process for deepening understanding of own

teaching practice: ie Reflection

plus…Date; Duration; Resources


Teaching considerations What [teaching] strategies might work best?

What could I [deliberately] try?

modelling ie ‘showing how’

prompting ie encouraging learner to

use what they already know and can do questioning – used for multiple reasons

giving feedback – affirm; inform; guide

telling ie supplying what the learner needs

explaining ie verbally explicit extension of

telling

directing ie giving a specific instruction

Useful Link:

http://literacyonline.tki.org.nz/Literacy-Online/Teacher-

needs/Pedagogy/Deliberate-acts-of-teaching


Assessing, planning, teaching,

evaluating (p.10)

You will need to provide documented

evidence of:

• sequences of lessons for multiple groups of

children in two curriculum areas

eg Maths, Reading

• sequences of lessons for the whole class in

two other curriculum areas

• short-term/weekly planning



evaluating

Sequences of lessons for multiple

groups (p.10)

• use assessment information to plan,

teach and evaluate 3-4 consecutive

lessons for the same groups of children

eg 2x Maths groups and 2x Reading groups

• share planning with your AT

• continue to assess/evaluate in an on-going

manner to inform your planning and teaching

• follow-up discussion with your AT

LI: We are using the context to clarify words we don’t understand SC: I could look for other words in the paragraph that would give me clues

LI: I can solve addition problems by looking for compatible numbers



evaluating

Sequences of lessons for the whole

class (p.10)

• in collaboration with your AT, prepare a sequence of

lessons in 2 other curriculum areas that you will

teach to the whole class

• discuss ways for collecting and recording some

diagnostic/formative assessment information

for individuals or a group within the class in

relation to the LIs/SC

• teach the lessons, continue to assess/evaluate in

an on-going manner using this information to inform

subsequent planning and teaching



evaluating

Short term planning (p.11)

• in consultation with your AT, identify a

planning format that is suitable for

documenting short-term/weekly planning

• note both your AT’s and your own teaching

responsibilities throughout the practicum

• show appropriate links between your

short-term planning and long-term planning

Short-term (weekly) planning linked to…

MATHS Number: Add & Sub

Blue LI: solving + problems by compensating with tidy nos Red LI: solving + problems by…etc Orange LI: solving…etc

* see separate plan

Blue: Stage 6 LI: I am learning to solve addition problems by compensating with tidy numbers

Maths weekly group planning…

Achievement Objectives

Number: Level 2 Number: Level 3 Algebra: Level 3

Number Strategies AO1:

Use simple add itive strategies with

whole numbers and fractions.

Number Knowledge AO1:

Know forward and backward counting

sequences with whole numbers to at

least 1000.


Use a range of add itive and simple

multiplicative strategies with whole

numbers, fractions, decimals, and

percentages.


Know basic multiplication and d ivision

facts.

Equations and Expressions AO1:

Record and interpret add itive and simple

multiplicative strategies, using words,

d iagrams, and symbols, with an

understand ing of equality.

Strategies being developed

Problem progression References Knowledge being developed

Resources

Solve multiplication problems using repeated addition

2 × 6 = so 3 × 6 =

4 × 5 = so 5 × 5 = , 6 × 5 =

5 × 8 = so 6 × 8 = , 7 × 8 =

10 × 4 = so 11 × 4 = , 12 × 4 =

Teaching Mult iplicat ion and Div ision (Book6)

Introduction (11-12)

Threes Company (12-14)

Animal Arrays (15-16)

Figure It Out

N 2.1 Multiplying Madness (12) N 2.1 Pig Pen (13) N 2.2 To market (16-17) BF2-3 An apple a day (9) BF 2-3 On Track (10) BF 3 Field of 100 Sheep (16-17)

Say the forwards and

backwards skip-

counting sequences in

the range 0-100 for

twos, threes, fives, and

tens at least.

Teaching Number Knowledge (Book 4) Counting (11)

Skip counting on the number line (11)

Using calculators (14)

Figure It Out

N 2-3 (16) Stepping Out

BSM

1-3-12, 11-3-13, 11-3-54,

11-3-55, 11-3-85, 12-3-13

Solve five times tables by doubling and halving (and learn them)

2 × 10 = so 4 × 5 = 4 × 10 = so 8 × 5 = , 6 × 5 =

3 × 10 = so 6 × 5 = , 7 × 5 =

4 × 5 = so 5 × 5 = 8 × 5 = so 9 × 5 =


Twos, Fives, and Tens (21-23)

Figure It Out

N2.2 Double Trouble (18)

NS7/ 8.1 Flying Feet (9)

Recall groupings of two

in numbers to 20,

groupings of five in

numbers to 50, and

groupings of 10 in

numbers to 100.

Teaching Number Knowledge (Book 4) Skip counting on a Number Line (11) Beep (12) Fabulous fives (22) Tens in hundreds and more (27) BSM 9-1-7, 9-1-8, 9-1-45, 9-1-46, 9-1-83, 9-1-84, 12-1-5, 12-1-44, 12-1-45, 12-1-84

Use the commutative property,

e.g. 4 × 6 = 6 × 4

沨5 × 6 = as 6 × 5 =

9 × 2 = as 2 × 9 =

10 × 7 = as 7 × 10 =

100 × 6 = as 6 × 100 =

50 × 2 = as 2 × 50 =




Turnabouts (34-36)

Figure It Out

BF 3 Choco-Blocks (10)

Automatically recall the

multiplication and

d ivision facts for the

multiples of 2, 5, and 10.

Teaching Number Knowledge (Book 4) Number mats and number fans (34)

Bowl a fact (35)

In and out (36)

Multiplication flash cards (38)

÷ ÷

…linked to Maths Long Term plan Maths Unit Plan: NUMBER Term 1 Weeks 5-7

Monday Tuesday Wednesday Thursday Friday Notes

Monday Tuesday Wednesday

1

2

3

4

MATHS WEEKLY

GROUP PLANNING

WEEKLY PLAN

Number: Level 3 Algebra: Level 3

Use simple additive strategies with whole numbers and

Know forward and backward counting sequences with

whole numbers to at least 1000.


Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals, and

percentages.


Know basic multiplication and division facts.

Equations and Expressions AO1:

Record and interpret additive and simple multiplicative strategies,

using words, diagrams, and symbols, with an

understanding of equality.

References Knowledge being developed Resources

Teaching Multiplication and Division (Book6)


Threes Company (12-14)


Figure It Out

N 2.1 Multiplying Madness (12)

N 2.1 Pig Pen (13)

N 2.2 To market (16-17)

BF2-3 An apple a day (9)

BF 2-3 On Track (10)

BF 3 Field of 100 Sheep (16-17)

Say the forwards and backwards skip-counting

sequences in the range 0-100 for

twos, threes, fives, and tens at

least.

Teaching Number Knowledge (Book 4)

Counting (11)

Skip counting on the number line (11)

Using calculators (14)

Figure It Out

N 2-3 (16) Stepping Out

BSM

1-3-12, 11-3-13, 11-3-54,

11-3-55, 11-3-85, 12-3-13


Twos, Fives, and Tens (21-23)

Figure It Out

N2.2 Double Trouble (18)

NS7/8.1 Flying Feet (9)

Recall groupings of two in numbers to 20, groupings of

five in numbers to 50, and

groupings of 10 in numbers to

100.


Skip counting on a Number Line (11)

Beep (12)

Fabulous fives (22)

Tens in hundreds and more (27)

BSM 9-1-7, 9-1-8, 9-1-45, 9-1-46, 9-1-83, 9-1-84, 12-1-5, 12-1-44,

12-1-45, 12-1-84

as 6 × 5 = Teaching Multiplication and Division (Book6)



Turnabouts (34-36)

Figure It Out

BF 3 Choco-Blocks (10)

Automatically recall the multiplication and division

facts for the multiples of 2, 5,

and 10.


Number mats and number fans (34)

Bowl a fact (35)

In and out (36)

Multiplication flash cards (38)

÷ 8 =



Pirate Crews (17-18) (

Figure It Out

N 2.2 Dinosaur Dig (19)

Record the results of mental multiplication

calculations using equations and

diagrams

Figure It Out

BF 2-3 Times up (8)

BF 2-3 An apple a day (9)

Twos in 20 so fours in

Tens in 30 so fives in 30

Twos in 16 so fours in

Fives in 30 so fives in 60

Fours in 16 so eights in

Fours in 12 so fours in


Biscuit Boxes (19-20)

Figure It Out

N 2.2 Dinosaur Dig (19)

䦋㌌㏒㧀琰茞ᓀ㵂Ü 䦋㌌㏒㧀琰茞ᓀ㵂Ü

MATHS LONG TERM PLAN

(Unit)

NUMBER:

Addition and Subtraction

Automatically recall the multiplication and division facts for the multiples of 2, 5, and 10.

Record the results of mental multiplication calculations using equations and

OBSERVATION

ASSESSMENT

Sally Jensen

Carl Andersen

Pene Faumuina

Geranium Periot

Jennie Rowling

Abraham Matangi

The different levels of planning…

LEARNING INQUIRY Reflecting

What happened?

Why did it happen? Implications?

Remember…

ogres, like onions, are many layered…so too is a

reflection

by peeling away the layers relating to a particular

aspect of our practice we reveal the reasons

behind it and for it

undertaking a dialogue/ discussion with yourself

or others brings clarification and understanding to

an aspect of our teaching practice

LEARNING INQUIRY Reflecting

Reflecting on personal practice (p.11)

• reflect regularly on your own teaching,

learning and/or interactions causing

uncertainty

• both oral and written analysis with AT,VL, and

others

• record a minimum of three reflections using

DATA model

*refer Lecture 3 for further details

Assessment of practicum

*refer Practicum Handbook p.11

Assessment for learning (formative assessment)

Regular written and verbal feedback:

• is vital for student teachers’ learning and professional

growth;

• assists student teachers to provide evidence that the

learning outcomes have been met.

Discussion of learning and progress :

• will enable student teachers to identify and plan

implementation of ‘next steps’;

• encourages student teachers to self-evaluate and

reflect upon their learning and teaching.

Questions to guide discussion/self-evaluation

(*refer p.11)

Assessment of practicum cont...


Assessment of learning (summative assessment)

Summative assessment of the student teacher’s learning in the

practicum will be based upon professional judgement in relation to

their achievement of the learning outcomes…

To gain a pass for the course, student teachers must achieve all

of the learning outcomes…

Towards the end of the practicum, student teacher performance

is jointly assessed…

A three-way professional conversation is an effective forum for

this purpose…facilitated by the VL and evidence-based

consensus is sought…

Student teachers should be encouraged to take a role in leading

aspect/s of the professional conversation, referencing evidence

from their professional portfolio.


*refer Practicum Brief p.12

The professional conversation Before the professional conversation:

• both you and your AT should each complete a pre-assessment

of your professional learning, as demonstrated at that time,

using the assessment reports provided

During the professional conversation:

• you, your AT and your VL will each contribute his/her informed

professional judgement of your work in relation to the LOs, as

demonstrated through the assessment criteria

• while the professional conversation is facilitated by your visiting

lecturer, it is expected that you will lead the discussion relating

to Learning Outcome 3 by referencing at least (3) artefacts

from your e-portfolio as evidence of your achievement and

providing a brief justification for their selection

Following the professional conversation:

• The VL records the provisional assessment agreed upon.




Assessment evidence may include:

From the Student Teacher Documentation of observations,

assessment, planning, teaching

evaluations and reflections; records of

self-determined professional activity;

self-assessment report (p.14)

From the Associate

Teacher Documentation of regular written and

oral feedback/forward; associate

teacher assessment report

From the Visiting Lecturer Documentation collected from the

observation/s and the student's file




(Q) What sorts of evidence would I reference

in relation to LO3: (NZTCGTS: aspects of 1 2 4 5 )

Demonstrate effective pedagogical practice that

optimises children’s learning and is informed by

theory, research and practice?

(A) Material you have generated as part of

your work on practicum as an effective

teacher practitioner

eg observations, assessments, planning,

teaching, evaluations of learning/teaching,

reflections

*refer Practicum Brief p.12


• review the summary of requirements presented

• ‘Reminders’ on p.15 should prove useful

• Read the paragraph beginning...

“The final decision… about pass/fail will be

made and recorded by the visiting lecturer on

the basis of the documentation and material

supplied as evidence of your achievement of

the learning outcomes (inclusive of specified

NZTCGTS aspects), when you return to the

Faculty”.


Practicum Tasks (p.13)

Compulsory Task 1 : Pre-practicum

Read each of the LOs and Assessment Criteria

for EDPRAC 201 (*refer Practicum Brief p.4-5)

For each LO identify two actions that you could

take that would contribute to your professional

learning

Describe how you will document evidence of your

work in these areas

Share your work with a Critical Friend for

feedback

Compulsory Task 1 : Pre-practicum cont…

Criteria:

One or two appropriate actions are identified for

each LO

Actions are designed to optimise own learning on

practicum

Documentation methods are described

Feedback from CF is included

NB: This work needs to be completed prior to the

practicum, confirmed by peer/critical friend,

placed in the front of your practicum file, shared

with your AT and signed by your VL


Identify key words in the LO/Key Question…

eg LO2:

Communicate effectively with chn and adults and

establish professional relationships within the

school community

Key question:

In what ways do you use communication to

establish and maintain professional

relationships in the school and its community?


So, in other words…

LO 2: Establishing and maintaining

effective professional relationships

What could you do to provide

evidence of this LO?


LO 2: Establishing and maintaining effective

professional relationships

Actions:

eg Chn - know names by end of Day 2

AT – establish contact prior to practicum

Parents/Caregivers – send a brief note/letter home

introducing myself (clear with AT first)

Evidence:

eg Chn – seating plan of classroom

AT – email

Parents/Caregivers – copy of letter

Professional Relationships

These are people who are generally

considered to be skilled

communicators…

What behaviours have you observed

them use consistently?

…have a chat

Professional Relationships cont…

Examples of their behaviour:

showing interest

have done their homework on

their interviewee

asking carefully thought out questions

getting the interviewee talking

Reasons for their behaviour?

Transferral possibilities?

General considerations to support your success during practicum…

Relationships…

How might you establish and maintain

effective working relationships with members

of your school community?

Communication skills…

What skills do you have?

What skills do you need?

Dispositions…

How might others describe you?

What messages do your actions give?

Practicum does involve certain…

DILEMMAS • Taking risks v emotional security

• Trialling new ideas v conforming to

expectations (assessment concerns)

• Fulfilling requirements v time available

emotions efficacy

General considerations cont…

FACT: We all take different amounts of

time to learn new things

FACT: There are a number of requirements

for EDPRAC 201 which will present as

“new” learning for some of you

FACT: varying amounts of time have been

needed for some people to successfully

address these requirements

General reminders:

Professional Conduct/Expectations

- leave, absences, concerns etc (Practicum Handbook p.4-5)

Be proactive …once in your classroom,

negotiate to become increasingly involved!

Maintain professional standards re your

use of social media…

http;//www.education.auckland.ac.nz/uoa/home/for/current-students/facilities-and-resources/social-media-guidelines#

…plus

EDPRAC 201 Session 4 May 2013 Epsom and MIT %5bAutosaved%5d.ppt




Check “Reminders” page (Practicum Brief p.15)

Before EDPRAC 201 I have…

• attended all EDPRAC 201 on-campus sessions

• read my Practicum Brief

• organised my practicum file/folder with clearly

labelled sections

• created a ‘My Portfolio” account and uploaded

Compulsory Task from EDPRAC 101

• made contact with my school/ associate teacher

• contacted my visiting lecturer

• familiarised myself with the LOs for EDPRAC

201 by completing Compulsory Task (1)

All the very best…ENJOY!!!

Remember, there is another

optional EDPRAC 201

‘catch-up’ session on

Monday 13 May

3pm – 4pm H203!

Next session:

Friday 21 June 2013

- Epsom: 1.00 pm – 3.00 pm

• Share experiences of different classroom

contexts

• Consider your key learning/experiences related to the LOs

• collaborative activities to support you in organising and justifying artefacts in your “My Portfolio”

• Identify possible ‘next steps’ for EDPRAC 305

Next session:

Thursday 20 June 2013

- MIT: 1.00 – 3.00 pm

• Share experiences of different classroom

contexts

• Consider your key learning/experiences related to the LOs

• collaborative activities to support you in organising and justifying artefacts in your “My Portfolio”

• Identify possible ‘next steps’ for EDPRAC 305

References:

Aitken, G. & Sinnema, C. (2008). Effective pedagogy in Social

Sciences? Tikanga a iwi: Best Evidence Synthesis Iteration [BES].

Wellington: Ministry of Education.

de Botton, A. (2002). The art of travel. London: Hamish Hamilton.

Eckerman Pitton, D. (2006). Mentoring Novice Teachers: Fostering a dialogue

process. Thousand Oaks, Ca: Corwin Press.

Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2006).

Teaching Challenges and Dilemmas. South Melbourne: Thomson Learning.

Ministry of Education. (2007). The New Zealand Curriculum. Wellington:

Learning Media.

O’Connor, A. & Diggins, C.(2002). On reflection: Reflective practice for Early

Childhood educators. Lower Hutt, NZ: Open Mind Publishing.

Peters, J. (1991). Strategies for reflective practice. In R. Brockett (Ed.).

Professional development for educators of adults: New directions for adult

and continuing education. San Francisco: Jossey-Bass.

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional

learning and development: Best Evidence Synthesis Iteration [BES].

Wellington: Ministry of Education.

Wiggins, G. (2010). What’s my job? In Robert Marzano (Ed.). On

Excellence in Teaching. Bloomington, IN: Solution Tree Press.

welcome to…€¦ · • creating a ‘my portfolio’ account/storing artefacts maintaining...

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