RE Observation feedback and feed foward

https://docs.google.com/presentation/d/e/2PACX-1vQcYBnYqEzVVJvIaUUBOgZ7qToT7oX3QF6Gng5dq7XQC3wKvJtOj_m5SQrFK9KjoA/pub?start=false&loop=false&delayms=3000    

Brendan observed my RE lesson on the 15th of October 2020.
Constructive feedback and feedforward were written such as too many items at prayer stations. The less the better. 

DMIC Observation 28/10/2020

 

Mepa showed me how to do an Algebra warmup activity. 
This helps students to think of more than one pattern. 

DMIC PD 27/10

https://docs.google.com/presentation/d/e/2PACX-1vRqfzqKk1NEJdxAeI-OU_AJla1PeiiejkXSxp1j53ytMgPNKtLOgmWg8CCVWO8IXNhipcxmm5PNfm2zmEBMG2E/pub?start=false&loop=false&delayms=3000 


DMIC PD 
This PD helped us to know what is assessment for learning in DMIC.
This helps the teachers to understand why moderating is vital when marking this assessment. 

Called Yash's mum

 I've called Yash mom today and she told me her situation about Yash going to camp and how she has doubt on us to take him because he is a hassle.

I've told her that we have many teachers and parents who have first-aid certificate and if you write the health medical form precisely we will make sure he takes the medication. I said to her it will be sad for Yash not going because camp is a good opportunity for him and his learning. 

At the end of the phone conversation, she did say that Yash will go and write the health form and give it to me. Let's hope that she doesn't change her mind. 

Te Reo Maori langauge week

 As a school, we sang Mo Maria across the school. 
Mo Maria was sang in Te Reo because we wanted to celebrate the Te Reo language. 

DMIC Observation

 

DMIC observations Mary and Lori came to my room to observe my DMIC lesson. 
Mary wrote feedforward for myself as a teacher what to do when doing DMIC lessons. (Feedback and feed forward). 
Conclusion: Overall how I felt about this DMIC is every facilitator is instructing different things when they come to my classroom. Therefore quite confused about launching the problems to scaffold the questions or not to scaffold the questions. The interesting thing was the connection questions that I have made was more of the main story and my main story was more of a warm up question. 

Meeting with Alyssa's family.

 Talked about Alyssa's next step for learning.
Although she is doing well. However, there are some missing gaps for her to progress. 
The parent assumed that the work that was set for Alyssa was quite boring, easy and knew everything.
I explained to her that there is always something to learn from a lesson for example last DMIC session I've asked Alyssa if she knew what the graph was she said bar/line graph which was actually a scatter graph.  Purpose of a graph? she don't know. 

Spelling that I've given to the students during term 1 was way to easy which I thought it was to Alyssa. However, looking at her writing there are quite few spelling mistakes such as biscuit, pasted instead of passed.  there, their and they're mixed up. 

 
At the end I did say to the family I think the mindset that Alyssa is having at the moment won't allow Alyssa to learn. She will need to have a growth mindset and ask many questions to go further. Saying its boring won't get her the full amount of learning. For Alyssa to go further she have to ask questions to extend herself. 

Overall the parent was happy? and ended our parent conference in a happy manner. (Hopefully)