What:
Reflecting on my relationship with those teachers I work with I can identify the huge benefit I have in working across a number of classrooms and teaching programs designed by them for their learners. This challenges me to implement and understand the pedagogy behind the sequences they have planned. Working with the senior teacher from the junior syndicate has provided me with much food for thought and promoted growth in my practise.
Daily 5 is a literacy program she has implemented in her classroom to foster literacy independence and growth in her learners. Experiencing this as a release teacher I was amazed at the level of student agency and engagement in their learning through out the literacy learning block. Students have been specifically taught five different literacy rotations which they then chose from each session, these are not prescriptive and teacher directed like traditional 'follow up activities' that are seen during literacy blocks. They give the children a lot of choice over what they will read and write and when, where and how they will structure their literacy hour.
While teaching groups with Daily 5 as the background program I was able to solely focus working with reading groups and not managing student behaviour and engagement. Children settled quickly into their chosen literacy activity and remained focussed for the duration of the block, 7-10minutes. I could see a lot of prior teaching and practising this structure had been done to achieve this and so made it my goal to research this program and implement it in the classroom each week.
So What:
My first step to increasing my understanding of what this program is and why it was being used was engage in discussion with my colleague as I find dialogue and discussion an excellent way of learning, particularly when I can relate it to classroom practise that I've observed. The conversation involved an explanation of why a more traditional literacy 'centres' type system was not working for either the teacher, who was having to create a lot of follow up activities, or the students who were not particularly engaged in these teacher prescribed activities. The schools focus of increasing student agency was another trigger for change. The Daily 5 is a great reference with step by step instructions on how this can be implemented but more importantly why it would be used.
Reading this book has changed my way of thinking about what to do with the rest of the class during guided reading and given my ideas a new base which is grounded in children learning to love reading by doing LOTS of reading!
Now What
Implement all I've learnt from my reading and observation in the classroom during reading each week.
Continue to reflect and discuss the program with my colleagues to deepen my understanding and enhance the way I implement this in the classroom setting.
STP3.1
Tamsin
027 8691848
Reflecting on my relationship with those teachers I work with I can identify the huge benefit I have in working across a number of classrooms and teaching programs designed by them for their learners. This challenges me to implement and understand the pedagogy behind the sequences they have planned. Working with the senior teacher from the junior syndicate has provided me with much food for thought and promoted growth in my practise.
Daily 5 is a literacy program she has implemented in her classroom to foster literacy independence and growth in her learners. Experiencing this as a release teacher I was amazed at the level of student agency and engagement in their learning through out the literacy learning block. Students have been specifically taught five different literacy rotations which they then chose from each session, these are not prescriptive and teacher directed like traditional 'follow up activities' that are seen during literacy blocks. They give the children a lot of choice over what they will read and write and when, where and how they will structure their literacy hour.
While teaching groups with Daily 5 as the background program I was able to solely focus working with reading groups and not managing student behaviour and engagement. Children settled quickly into their chosen literacy activity and remained focussed for the duration of the block, 7-10minutes. I could see a lot of prior teaching and practising this structure had been done to achieve this and so made it my goal to research this program and implement it in the classroom each week.
So What:
My first step to increasing my understanding of what this program is and why it was being used was engage in discussion with my colleague as I find dialogue and discussion an excellent way of learning, particularly when I can relate it to classroom practise that I've observed. The conversation involved an explanation of why a more traditional literacy 'centres' type system was not working for either the teacher, who was having to create a lot of follow up activities, or the students who were not particularly engaged in these teacher prescribed activities. The schools focus of increasing student agency was another trigger for change. The Daily 5 is a great reference with step by step instructions on how this can be implemented but more importantly why it would be used.
Reading this book has changed my way of thinking about what to do with the rest of the class during guided reading and given my ideas a new base which is grounded in children learning to love reading by doing LOTS of reading!
Now What
Implement all I've learnt from my reading and observation in the classroom during reading each week.
Continue to reflect and discuss the program with my colleagues to deepen my understanding and enhance the way I implement this in the classroom setting.
STP3.1
Tamsin
027 8691848
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