Sally Avern's Professional Journey

referred to your writing from previously- would have been better if I had of focused on a particular piece of writing so that I could have used that to mention the types of information. The model used was from this week, I thought that they would have read it by then already but they hadn't, needed to use something they were familiar with.  I made the contextual load high because they didn't know the paper. If I used the model that we used for their writing previously and planned information to add, it would have been easier to discuss the way of the revising and then could have used the model/ more effectively.  Showing them the types of information to add. I wish I had of made/ used an incomplete chart of conjunctions for this group and then added the last column later. This is where the differentiation would have really helped. This kids got the how, which was great. But they didn't understand the why or when. I am not going to be able to say later- go and add more

What is happening and why? After scanning my students for what their needs were I found out that I needed to facilitate Literacy learning in a group of Ell students. They are just below the expected level in all 3 main curriculum strands and so I needed to find out what it was that they were struggling with. By looking at the assessment data that I have gathered it confiremed they are all still just under, but that the effort put in is not the problem. I though perhaps for one of them it may have been lazyness- in the last few weeks though I had changed a few things to make them a bit clearer and made instructions more explicit for everyone in class. This has changed the attitude of some of my students. They are now excited to do things and help others- although this is a positive, it debunks my theory for those couple of students. I know the work is al their level as I can see them do it with a little explanation. But they are struggling to get things complete.  To help focus my

Week 25 During Week 1, I shared the action plan with leaders at my school and my students. Week 2 I collected baseline data from my class in terms of giving and receiving feedback, as well as qualitative information on their writing skills. Since Week 1 the classroom culture has been built around supporting learning, as well as the vocab that is necessary for feedback facilitation (what is SC etc).  Week 3 saw the collaborative teacher construction of the format for feedback and the introduction of this format to two groups of students separately. I have not shared my intentions yet with whanau as planned, it is within my job description already that I track data and record lessons for my practice. The only reason I saw to share with these people to have more critical eyes on my teaching and learning.  I do believe in building a supportive learning environment and including parents. Consequently, as Ann Milne suggests, to gain the trust and respect of my communit

What is happening? I am trying very hard to make kaupapa and Māori knowledge important in my classroom. I incorporate a whakatauki in our learning to integrate into our reading program and to underpin our class culture. We use kupu, nga tau, and the students and I try hard to weave both reo and kaupapa into our teaching and learning. Part of this though is thinking about whose knowledge is important, and thinking of my students as cultural beings. Not just as Māori, but as members of our community. Dr Anne Milne, asks, is their cultural identity embedded into every aspect of the school day, no matter the subject, etc? It needs to be "modelled by those in leadership roles". In my class I am in a leadership role, and I am trying to embed cultural identity into everything.  But I am on the outside. I want to use more opportunities to find out and learn. There is one incredibly obvious step I can take, although it could be perhaps seen as a 'token' effort. I need to