CHPS PL NEWS

Term 2 Weeks 7 & 8

Week 7

Monday 6.6.16

9am - 11am - Assessment for Learning - Green

9:30am - 11:30am - NCCD 2016 Update - Ringrose - Kali

11:20am - 1pm - Assessment for Learning - Yellow

1pm - 3pm - LS Network Meeting - Ringrose - Kali & Ellen


Tuesday 7.6.16

3:30pm - 6:30pm - Twilight Session - All Staff


Wednesday 8.6.16

10am - 11am - LMBR: Schools Kick Off - Elle, Ann, Susan, Tracey

3:05pm - 3:30pm - PBL - All staff - Staffroom


Thursday 9.6.16

8:15am - 8:55am - TPL - Literacy & Maths Policies - All staff

3:05pm - 6pm - Autism Course - Lab - Kali, Ellen, Cindy, Cathie, Samantha, Betty, Lisa, Amanda, Heidi, Nava, Jenny, Sally

4pm - 5:30pm - Ringrose ECT Meeting - Seeking Accreditation at Proficient - Sok Lin, Stephanie, Elishwa, May, Gloria, Sandra, Lilas and various other teachers - Hall


Friday 10.6.16

All Day - Sally, Juliet, Lidia - L3 RFF Catch Up

12pm - 3pm - Teaching English Language Learners - Manjula & Georgia

Week 8

Monday 13.6.16

Queens Birthday


Tuesday 14.6.16


Wednesday 15.6.16

2:30pm - 5:30pm - PBL Teach Meet - Kali, Juliet, Sally, Amanda, Morrie


Thursday 16.6.16

8:15am - 8:55am - TPL - Geography Syllabus - ALL Staff

1:30pm - 3:30pm - L3 - Sally, Kali, Juliet & Lidia

3:10pm - 4pm - ECT Workshop - Using Concrete Materials in Mathematics


Friday 17.6.16

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Reflecting on the APSTs

Focus Area 3.2 - Plan, Structure and Sequence learning programs

The sequencing of a lesson may not always go to plan. Teachers often need to adjust a lesson plan midstream when it becomes apparent that such an adjustment will improve student learning. For example, a learning activity may not be working, may be inappropriate or causing confusion. Experiences teachers are able to show flexibility and modify or abandon activities. Sometimes all that may be required is a change in pace when a fast paced lesson may be leaving some students behind. Sometimes spontaneous events present themselves in the classroom which might provide a valuable opportunity for learning. Being able to demonstrate flexibility and adapt a lesson whilst still chivvying the lesson goals is the mark of a great teacher. With experience, you will gain the confidence and teaching repertoire to be able to abandon a lesson midstream and move in a new direction.


Strategies for improving professional practice

* trying to seize on major opportunities to enhance learning by building on student interests or spontaneous events

* identifying potential content or activity challenges in a lesson and designing an alternative lesson to address these

* inviting students to connect to spontaneous teachable moment to the lesson's original goals

* regularly prompting your students for their interests that relate to the lesson content.

Focus Area 3.3 - Use teaching strategies

It is through the design and implementation of teaching strategies that teacher make their content real to students. Teaching strategies that engage students in active learning enable students to absorb complex content. The quality of student learning is usually the result of the careful planning of learning experiences. As a teacher you would have experienced classrooms where students were mentally involved in new content and were actively participating in making genuine contributions to overall learning.


Maximum student learning in the classroom is evident when a lesson is carefully designed with specific teaching strategies and activities. Students can be engaged in so many ways, and there are just so many different types of teaching strategies available today that the choice is really up to you.


Strategies for improving Professional Practice

* presenting students with opportunities for high level thinking suitable for the range of students in the class

* incorporating strategies that engage students, making the content relevant to students' lives

* using flexible grouping strategies, including whole-class learning, pairs, triads, student-selected or teacher-selected groupings

* inviting student input in designing project or assessment requirements

Food for thought

* How do you ensure students are learning and benefiting from the assessment, critiquing and correction you give them?


* How do you demonstrate to students how to do a task or project and provide them examples of finished products?

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