Observations

In Class Support Visit

Observer: Kristin Lee                                                                             Date: 15.3.16 Teacher:   Helen Taege                                                                              Lesson: Reading Goal / Purpose: To continue to integrate ICT into class programmes in order to enhance students’ learning (School Goal)
PTC	Evidence of PTC	Observations
Practising Teacher Criteria Establish and maintain effective professional relations focused on the learning and well-being of akonga. Demonstrate commitment to promoting the well-being of all akonga. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. Demonstrate commitment to ongoing professional learning and development of personal professional practice. Show leadership the contributes to effective teaching and learning. Conceptualise, plan and implement an appropriate learning programme. Promote a collaborative, inclusive and supportive learning environment. Demonstrate in practice their knowledge and understanding of how akonga learn. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga. Work effectively within the bicultural context of Aotearoa New Zealand. Analyse and appropriately use assessment information, which has been gathered formally and informally. Use critical inquiry and problem-solving effectively in their professional practice.	3) 10) You used Te Reo instructions to instruct children to come to the floor and to listen. Maori numbers and months are displayed 6) You have a good understanding of texts your children are reading. You have linked IT tasks to the content of these books. 7) Your classroom is a calm and focussed learning environment. Children are engaged and can talk about their learning. 9) 11) You have recently carried out Running Records and PROBEs and have used the analysed data to inform your planning and groups.	You went through what each group would be doing for the session. You gave clear expectations and guidelines for each group before sending them off. Children were involved in a variety of tasks including comprehension (writing full answers), buddy reading and vocabulary dictionary work. One group was using chromebooks to record the “parts of a car that kept you safe” on a describe map on google slide individually. Children on chromebooks were confident and capable to record their ideas on their describe map. Children were confident to discuss what they were doing and what they would do next. You read with your Marvellous Matilda’s group. You discussed key vocabulary like cargo, key ideas and linked to their prior knowledge. Children were asked to bring an ipad to the floor. You instructed children to create a pic colllage to encourage people to keep our rivers clean. You gave clear expectations for what you wanted on their poster ie 2 pieces of information, what children could use for their picture and a title. You conferenced with your group on chromebooks. They had to open a Google doc (which you had shared prior to the lesson) titled “Parts of a car that keep us safe.” Each child had their own individual copy. Your children know the routines in your class. They know what to do and you set clear expectations for each task.
Questions/To Discuss/Reflections Could you get children to collaborate on the describe map and Google doc? One way to do this is give them a box each and then they can use these ideas to write a paragraph describing how that part keeps them safe. Would it have been better to get children to use a part whole map instead? How are you finding using Hapara?Is now using hapara to send out work for student to complete Do you use your data projector to model? Not often during reading. Yes for other curriculum areas. Do you use your class blog during reading? Not at this stage Next step To continue to integrate IT into classroom programmes To plan collaborative learning tasks for children