This entry is a reflection on the first PLD session I facilitated. It was a session on how to create personalised Google sites, and it was a part of the Manaiakalani Toolkits for term 2 2015. I will hopefully carry this on and facilitate more sessions and possibly present at the next GAFE summit.
Friday, 5 June 2015
Facilitating PD
This entry is a reflection on the first PLD session I facilitated. It was a session on how to create personalised Google sites, and it was a part of the Manaiakalani Toolkits for term 2 2015. I will hopefully carry this on and facilitate more sessions and possibly present at the next GAFE summit.
Teacher-led vs student-led
In this entry, I talk about my difficulty with trying have my year 5 & 6 students lead their own learning.
Addendum:
Professional development sessions
Professional Development in general is helpful to teachers. It can provide ideas on how to improve their practise, it can provide reminders, and it can provide training on new skills. It is dependent however, on the quality of the facilitator and the willingness of the teacher to take on these ideas.
I can't help but think though.... If teacher training was more extensive and practical in the first place then facilitators wouldn't be so busy teaching BT's (beginning teachers) skills they should already have, but instead achieve their original purpose; add to the teaching profession.
Beginning of the year
In this video I talk about the set up required for a class at the beginning of the year. Set up includes both classroom decoration and furniture layout prior to school beginning for the year as well as routines and tasks that need to be established.
Wednesday, 3 December 2014
Thursday, 27 November 2014
Camp
I went on my first school camp as a teacher in early November (a couple of weeks ago). I was apprehensive and anxious because I'm not a fan of school camps but I had fun and here are my thoughts on camp.
Formative Feedback and Scaffolding
I noticed that while I was giving plenty of feedback verbally, I wasn't getting time to give recorded feedback. My thoughts are verbalised in this video.
In addition to this, I should mention a variation on an idea that a teacher friend suggested to me. My variation on his idea is to go around and give the verbal feedback, but get the student to write (type) the feedback themselves. This is easier on paper, or if I am not worried about the students commenting on their own work, using their own accounts, however I think a work around could work. Perhaps I could have students type their feedback on my laptop. Not always feasible, but it's an option. Another option would be to have them type their feedback, then I just sign my name on it. I would also have to organise a way to be able to get around all of the students. If I can get students used to peer feedback, then I could have the students do that (which is normal practise), then just sign off with one or two brief comments. Next year will be an experiment...especially with a Y5 & 6 class.
In addition to this, I should mention a variation on an idea that a teacher friend suggested to me. My variation on his idea is to go around and give the verbal feedback, but get the student to write (type) the feedback themselves. This is easier on paper, or if I am not worried about the students commenting on their own work, using their own accounts, however I think a work around could work. Perhaps I could have students type their feedback on my laptop. Not always feasible, but it's an option. Another option would be to have them type their feedback, then I just sign my name on it. I would also have to organise a way to be able to get around all of the students. If I can get students used to peer feedback, then I could have the students do that (which is normal practise), then just sign off with one or two brief comments. Next year will be an experiment...especially with a Y5 & 6 class.
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