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Thanks Gillian. So many of these are new to me. I’ll have to spend time exploring them and figuring them out!
I like the opportunities that learning centres create, allowing different learners access resources that suit their style of learning; an auditory station for some, visual for others, kinesthetic etc. I probably have offered the different styles within a lesson , but not as centres in the classroom. I am slightly nervous as once organised by the teacher, it leaves the learning to be much more independent. Though in project work, it is similar and the children are very engaged and focused.
There is more pre-organisation for the teacher, but once set up it should take on a life of its own. I do see the benefits and would be open to trying this in September. I wonder if the disruptive child would have more of an opportunity to interfere with a lesson, in this freer classroom style?? Perhaps not.
I teach in SET at the moment and the programmes being run are more station driven. However, even offering children a choice of manipulatives for them to use to complete a task in maths, would let the see what supports their learning and make them more independent.
The digital learning tool I’ve chosen to assess literacy is Google Suite; using both google slides and google docs. It is relatively easy to create a digital portfolio of the child’s work and the child themselves can be involved in the choice of their, ‘best work’ and easily add and delete from their own portfolio.
However, the convenience of assessing their work through the use of digital rubrics, is I believe, one of its great benefits. Having set 4 different areas of assessment and giving points totaling 100 to them, it gives the teacher a clear marking scheme. The children love its clarity and see the areas needing improvement.
This suits the senior classes.
I am looking at the Talktime resource on the NCSE website. Really interesting. I’ve used the Language programme from NEPS for infant classes and this is a further resource to support vocabulary extension. The emphasis on Tier 2 and 3 words and the gradual learning of these is excellent.
NCSE – Supporting Talk Time – Classroom Strategies – Teacher Resource for Primary Schools
Thanks for that Anna;
https://docs.google.com/presentation/d/1z7iaEe-dWT36dlL8DOXzxaKZO-p3TrWIZ5k8B-CGKTE/edit?usp=sharing
Hopefully that should work now.
Anna, I agree that the amount of resources out there can be overwhelming. I tend to find a few things that work for me and stick to them, though having done this course I will try and expand that list. I love the digital portfolio idea using Seesaw. I would prefer though if I could do something similar using Google Classroom as I am far more familiar with it, though not sure it’s as straight forward.
Part of my preparation this year will be to create ICT resources that specifically target the children I am teaching. If I include them in the SSP, I think it will focus my planning and use of the technology.
Peer assessment is a good tool. However I feel that sometimes without modelling the children can be quite limited in their responses. With support, it can give them insights into their own work as well as the peer work they are assessing.
I have used the rubrics in Google Classroom very useful when assessing older children’s work. They particularly like seeing the different headings under which they are marked and see clearly how to improve their work for the next time. This work and comments are visible to parents also and are a valuable way of communicating progress.
I liked the Diary assessment suggested in the module, shared with an SNA and classroom teacher. I have an infant joining us in September in the ASD spectrum and this would give insights to help create targets later in the month, when meeting with parents.
