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Please contact your professional supervisor for any further questions.

If needed, then contact Yvette - yvette.meara@auckland.ac.nz if required

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Kia ora What is  a tracking sheet? Lecturer is mentioning in videos? Can I get this please?

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Kia ora What is  a tracking sheet? Lecturer is mentioning in videos? Can I get this please?

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(response copied from Epsom padlet - similar Q).

Sandra kept on mentioning tracking sheets in the planning part (1c video).  Do we do tracking sheets as well or is she referring to notice, recognize and respond?

Tracking sheets are one way that you can record what you notice/recognise about students during a session to inform your planning for the next session, i.e. how you will respond.  These were introduced in EDPRAC 100 - refer back to the EDPRAC 100 Canvas module from last year.

You can also annotate your planning, provide written feedback comments linked to Lis/SCs in children's work, ask students to record evidence of their learning on post-its in the modelling book... and so on.  There are many ways your AT will be keeping track of children's learning.

I recommend using tracking sheets with groups in Reading and Maths as they provide a cumulative record of what you have noticed and recognised about learners over the course of a week.  It helps you to see patterns easily if you use a code (such as ticks, question marks, etc) in relation to progress toward meeting LIs, rather than having to process lots of detailed written comments.

A format for a tracking sheet is included in the Practicum Templates and Resources module in Canvas.  However, you can also make notes on your lesson sequence plan OR use a format your AT has developed.

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Kia ora I am going over what we need to do for the sequencing lesson planning section of the Hurahi brief and also watching  the lecture videos. I am so confused with what is being said in the brief and in the lecture. Can you please clarify: How many lesson sequencing planning do we need to do? Is it group planning for two curriculum areas. Full class for two other curriculum areas. etc. ngā mihi. 

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Kia ora I am going over what we need to do for the sequencing lesson planning section of the Hurahi brief and also watching  the lecture videos. I am so confused with what is being said in the brief and in the lecture. Can you please clarify: How many lesson sequencing planning do we need to do? Is it group planning for two curriculum areas. Full class for two other curriculum areas. etc. ngā mihi. 

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Hopefully you are referring to the lecture information on Lecture 1C at approx 21minutes (if not - watch that part).

You will observe your AT teaching groups (Observation 3 - p15 of brief). This needs to be in 2 curriculum areas and 6 observations total (so you may observe one maths group 3 times and one reading group 3 times over a week).
Then you will take over the teaching for those groups and teach 3-4 consecutive lessons for them (p.16) (the same reading and maths groups that you have observed - so 6-8 lessons you teach).

Another seperate requirement is to teach in 2 other curriculum areas (p.17) (ie, not the above, but maybe sport or arts or science or writing etc) and teach 3-4 consecutive lessons for each of these areas with the whole class (or larger group).

Please email me and we can talk over this further or have a quick zoom this week if you want - yvette.meara@auckland.ac.nz

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When we have to catch up for last year what exactly do we have to do. I know we have to do an extra day if we haven't done our full day of planning but for other LOs we didn't achieve do we have to do extra of everything and document it like we would've last year? or are we just making sure we've put extra effort into our LOs this year? Do we separate everything by year or are we allowed to integrate it into this years content without specifically labeling it as making up last years LOs? If we didn't finish teaching our sequences last year do we have to do whole new extra sequences additional to 204 requirements? I'm completely confused as to what we have to do to make up for last year.

Thanks for your question. You do not have to do extra of everything - just focus on the 2022 LO's (which are very similar to 2021) and document according to these. You do not have to seperate them into years. Do not worry about finishing sequences from last year - you have a new class/year level etc. Just do the tasks set in the brief for this year.
Keep in mind what you had as your next steps from last year and make sure that they are 'on top' for you, your AT and PS (hence sharing your 2021 report with your PS).
Remember that the tasks in the brief are the minimum - you can always do more full control or lesson sequences than what is stated.
If you want more clarification please email me yvette.meara@auckland.ac.nz or ask today in the advice sessions.

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I don't understand this Iris connect. I downloaded the app and there is no button to record it on my mobile

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I don't understand this Iris connect. I downloaded the app and there is no button to record it on my mobile

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Make sure you have downloaded the correct IRIS app " Record - IRIS Connect" it is orange.
When you open it you will need to click - new reflection - add user - Then sign in with your normal UoA sign in details. If you have any further trouble email Nigel (nigel.smith@auckland.ac.nz) with screenshots of where you got to.

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When I click the Uni logo and logged in, it goes to this. So, I can't go any further because of this issue.

Please email Nigel (nigel.smith@auckland.ac.nz) to follow this up so he can look into your account. Thanks

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Kia ora, I was just wondering if co-planning lessons count towards our lesson sequences and planning requirements? Are we allowed to co-plan with our AT and still use it? Or do our sequences and planning requirements have to be solely created by us to count towards the requirements? Thank you

Whilst we want you to experience lesson planning for yourself it is also fine to use a mix of yours and your AT's plans when on Full Class Responsibility. For your sequences this would ideally be your own planning, with some input from your AT. Make sure you share your planning with your AT in advance to you teaching so they can provide feedback.

Be cautious when you are following your AT's plans - ensure that you have a solid understanding of the teaching and learning within it. Make sure you have unpacked the lesson with your AT prior to teaching it.