Page 52: Final Placement Interim Review ...
Interim Assessment update!
Week 6 of placement was my interim assessment. This involved a visit from university (due to the pandemic this was my first observation from the university team), discussion with my university tutor, lesson observation and interim target points to fill in.
My lesson:
Before reflecting on my interim goals and lesson observation, I think it is necessary to share my lesson plan! The subject chosen was geography, partly because this was the lesson at the time of the planned university observation, and it secondly fitted perfectly as this was the part if the scheme of work I created for this year group just based upon the schools linked curriculum and the DfE national curriculum.
This topic was town's and village's and in this lesson, it was a predominantly a whole class writing lesson where children were to write what they would find in a town or a village and then to conclude on which place they would rather live in. They were hooked into the lesson through a fun and engaging practical task. (I wish I managed to get some pictures of the discovery tables!)
Lesson Plan (teaching input) ...
Teacher prep before
Organise books into literacy tables and have WALTs on top
Get whiteboards and pens by door
Tables with items and magnifying glasses ready
As chn are entering the classroom from previous groups, quick metacognition task. A3 countries and capital sheet on the carpets 4 a day slide on board. With peers around, fill this in. whole class feedback and get onto main starter (5 mins)
Main Starter: (10 mins)
I will have all whiteboards and pens by door as chn come in from mixed RWI lesson to smooth transition.
Start with small discussion on last week’s work, in partners what is in a town and village. How is this different to a city? What can we use in the classroom to help? (working wall).
Whole class feedback – refer to working wall and walk over to this to read the definitions
Hook into recap of the writing:
Children as detectives.
The tables are labelled 1-5. On each table there will be a magnifying glass, images and items which will either be from a town or village. I will explain instructions to the class. Pupils on whiteboard will write 1-5. They will move around the classroom and decide whether it is from a town or village. I will model table one. Hold up magnifying glass and objects. TTYP what do you think? …..
Set pupils off to task. Put a 3-minute mission impossible timer on board (included in powerpoint). Whilst chn completed this myself and TA supporting tables. I will be further questioning how and why do you think that?
1-5 numbers and magnifying glasses too.
1- leaves, sticks and tree images
2- toy cars and road images
3- fast food packaging, menus and restaurant pictures
4- mini tractors toys and animal farm pictures
5- super market bags (Aldi and Sainsbury’s and many as can get) and lots of food Recycling from branded shops
Will then pull out lolly pop stick and that child say what was on that table. They will go to the table, hold the item up and say answer.
Whole class: writing lesson input (10 mins)
Share spare WALT and stick it on the flipchart. Explain as a whole class what will be doing.
Follow on from starter and discussion of what would be found in each, start by writing a list as a whole class of possible parts of a village/town that you could write and draw upon. Explain how we are writing and want to extend our sentences so ttyp about what is a conjunction, and what conjunction you could use in your writing. Stick this onto interactive board. Then model sentence structure for pupils writing and how to lay books out. Date and WALT (stuck in) and write sentences starters/framework and conjunctions on flipchart. When I am modelling miss full stops and capital letters for chn to correct. As chn are building up the sentence. Use the RWI phrase and practice “hold a sentence” using MYTY to build up writing.
In a town there are __________ .
In a village there are ________ .
I would prefer to live in a __________ (add conjunction) __________ .
Individual tasks: (Literacy Groups) (20 mins)
Pupils to write a sentences of what you would find and where you would rather live.
(5-10 mins) Plenary: proof read. Make a check list on board as a class:
Capital letters
Full stops
Finger spaces
Reflection:
Personal reflection is vitally important and key. I felt the lesson went really well. I felt in control and on top of my behaviour management in what could have been a manic start to the lesson, setting clear expectations and following class routines. In terms of the writing, from clear modelling and drawn elements of previous knowledge and linking back to the starter, a great hook for writing was established where the children could draw on their investigation and findings. The support for writing and differentiation of this worked well which I was able to reflect upon during live marking as well as follow up marking and assessment of the work after the lesson. In terms of my feedback given from my university tutor during the visit and observation, I was really happy with and it was reassuring that I am on the right track! It is definitely easily to forget to give yourself that deserved pat on your back at times! In terms of formal areas of development and targets, it was to focus on testing and writing moderation in furthering my CPD and use of so in the classroom. The following week after interim was assessment, I was able to explore and tackle this through the guidance and expertise of my class mentor, carrying out the tests with the class, marking and uploading the data and leveling. I also was fortunate enough to have the opportunity to attend and work alongside reading and literacy subject leads in writing moderation, an area I am now much more confident and feel confident to tackle.
General interim reflections and feedback:
After the university visit, this last step of my final interim assessment (only the final assessment to go now!), was to fill in my report sheet. There were 11 interim placement learning outcomes all based upon the vital CCF standards. Against these outcomes, we could be graded not met, met, or exceeding. I was really thrilled and proud to achieve exceeding in 9 of these areas after working so hard and throwing everything and more into my teaching.
These helped to conclude my strengths so far to be:
1. Planning, preparation and assessment
2. Relationships with children, staff and parents
3. Teaching experience folder and organisation
From reviewing my interim assessment and what together we believed my targets and next steps to be, we concluded to work towards
1. Continue and further introduce own behaviour schemes alongside the schools scheme for spotlight children in this area
2. Take further control in wider professional responsibility, particular focus on the Christmas concert organisation and preparation
As always, I think is it vitally important to share my journey as I progress, not only for my own critical reflection but to hopefully help others too. Since my interim point, I have been able to really work and target my areas of development and I throughly enjoyed the writing moderation opportunties I have now had and learnt lots from. Working with a range of colleagues with expert knowledge is vital in your CPD, so really snatch up any potential opportunities when training or qualified.
Back to my quotes, I will end today's page with what I believe is a quote that sums up my mindset, work ethic and drive which had really lead me to the point I am at now.
"Self motivation is the driving force between success and growth" - Unknown
- Miss Yeoman
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