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Project work about the Corinthia San Gorg

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Project work about the Corinthia San Gorg

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76cm tall but not free standing!!!!

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59cm tall

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Dear all
Hope you had a nice weekend and enjoy today's session.
I'm really sorry I couldn't be with you today due to other unforseen work circumstances.
Have a nice day and enjoy :)

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With the project approach students have the opportunities to use all skills listening, speaking, reading and writing - Erika

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With the project approach students have the opportunities to use all skills listening, speaking, reading and writing - Erika

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Teaching strategies which enable teachers to guide the students better

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Teaching strategies which enable teachers to guide the students better

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Sarah

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Project work is a series of activities that allows the students to study,do research and act by themselves using their abilities, interests and personal experience

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Project work is a series of activities that allows the students to study,do research and act by themselves using their abilities, interests and personal experience

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Project work is learning in a different, fun, way. Mary

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Project work is learning in a different, fun, way. Mary

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The project approach is a way where children are more involved and are engaged in a hands on method.

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The project approach is a way where children are more involved and are engaged in a hands on method.

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Patricia

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The project approach is a cross curricular way to incorporate all subjects in a meaningful setting addressing skills more than content

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The project approach is a cross curricular way to incorporate all subjects in a meaningful setting addressing skills more than content

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Learning to work in a community. Linking different areas of teaching and learning.

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Project work - Collaboration between students - Josette

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Project work - Collaboration between students - Josette

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Looking forward for meeting tomorrow.
Have a good day! Josette

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Good morning!  Looking forward to meeting you again on May 2nd!

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Will be seeing you on Tuesday.
Mary

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Hi! Looking forward to Tuesday! Sharon Camilleri Brimmer

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Feedback - What are you taking with you from today's session that you might find useful in your daily practice? Any other reflections?

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Feedback - What are you taking with you from today's session that you might find useful in your daily practice? Any other reflections?

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1. How the learning outcomes can facilitate the teacher's work and through the LO educators get to know their students better. 2. The difference between an objective and a learning outcome.
(Sarah Agius)

1. The importance of preparation and planning on the part of the teacher. 2. Having clear objectives to reach all students.
(Rachel Ellul Wain)

Thanks a lot!
1. The Project Approach 3 Phases - really interested! 2. Love the literacy tree too ... will disseminate with my teachers.
(Sharon Scifo)

1. Difference between objectives and outcomes. 2. Padlet 3. Project Approach.
(Patricia)

1. I'm taking with me how to break down outcomes and write more specific outcomes using Bloom's taxonomy. 2. What a project-based approach entails.
(Sharon)

1.The use of Padlet.  The similarly between AFL and LOF. 2. The cross-curricular approach.
(Victoria Spiteri)

1. More awareness of the positive values of LOF. The use of Padlet. 2. Further training expecially more training for teachers.
(M. Pollacco)

THANK YOU!!
1. The Padlet project can surely be used both during Staff PD sessions and also in class. Apart from enjoying the project itself it can be very educational through cross-curricular activities.
(Marvic Psaila)

How interesting a padlet is!!
(Erika Rapa)

1. Sharing is learning.
2. How can we promote good practices of teachers that are already applying some principles we talked about today?
(Jonathon Sammut)

1. Children learn at different times and in different ways. It's us teachers who need to change.
2. As a member of SMT I would personally need more training like today.
(Stef. Bartolo)

1. The interesting approach to integrate learning in such a positive meaningful way through what in reality had been happening to achieve outcomes. 2. The project approach; would like to know more about this.
(Josette Debono Dalli)

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PSCD - Level 6: Subject Focus: Developing my personal identity and intrapersonal awareness​

3] I can recognise my uniqueness, feel good about myself and be proud of my achievements e.g celebrating achievements so far, wanting to do well and making the most of my opportunities and talents.

Listening and Speaking Outcomes:
* I can use language to present my thinking logically and clearly and can talk to engage an audience while analysing and evaluation through an open-ended approach.
* I can use spoken language to share my ideas in a collaborative way, appreciating the social elements of conversation such as waiting for my turn and listening to what others have to say.

Outcomes:
I can:
- outline what constitutes a good performance;
- compare and contrast different showcases;
- judge accord to our pre-set criteria.

Audition - Our Class Showcase

i) Children identify criteria upon which some of them will be chosen to represent their class in a Talent Show.
ii) All children showcase a talent (drama, music, poetry recital, reading a story), while the other children judge the performance.
iii) In case of a tie, finalists have to justify why they think they should be the winners.

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Literacy through Mathematics:

Brief description of activity:
Pupils visit a supermarket and will be invited to take photographs of offers which they can find around them. When back in the classroom, children will be invited to share their photographs on padlet and to give their reasons as to which offer is best. They can use critical thinking to be able to find out how much money they will be able to save, whether the offer actually offers a discount, check the expiry date of the product, etc. This reasoning which is done in groups will then be shared and presented in their preferred way (PowerPoint, Presentation, Video, etc)

CCT :
Listening and Speaking

1) I can use langauge to present my thinking logically and clearly and can talk to engage an audience while analysing and evaluation through an open-ended approach.
2) I can use spoken language to share my ideas in a collaborative way, appreciating the social elements of conversation such as waiting for my turn and listening to what others have to say.

Mathematics LO:
4] I can plan an activity within a given budget e.g. using tickets, travel brochures, price lists, menus ...
5] I can use receipts, simple menus, entrance tickets to work out totals and change.
6] I can understand that prices marked as €0.99 are a marketing strategy to make prices more attractive.

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http://www.schoolslearningoutcomes.edu.mt/en/pages/literacy

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Listening and speaking
I can converse in a range of situations, both formal and informal, matching register and language to the situation and audience.
I can listen to and understand spoken text well and respond or apply the information appropriately with comments and/or questions.
I can use langauge to present my thinking logically and clearly and can talk to engage an audience while analysing and evaluation through an open-ended approach.
I can use spoken language to share my ideas in a collaborative way, appreciating the social elements of conversation such as waiting for my turn and listening to what others have to say.
Expressive language
I can use expressive language to develop my own thinking, using words to explore, clarify and confirm ideas.
I can use expressive language to develop my thinking and the thinking of others by contributing to the explorative talk of my peers and the dialogic talk of my teachers.
I can use expressive language to organise and rehearse ideas, arguments and language structures in order to synthesise and evaluate before writing and while editing.
Reading and understanding
I can decode print effectively and successfully establish multisensory linking and phonemic awareness between grapheme and phoneme.
I can read text in a fluent manner and understand what is written, gain knowledge and enjoy the process.
I can select real, virtual and multimedia texts to entertain and inform me, constructing meaning from text, using words and visual or audio information to confirm, complement or change what I already know while discarding the superfluous.
I can approach texts purposefully:  I am aware of what I hope to gain from them and am able to use retrieval devices, cross references and links to follow themes or ideas through various means including texts accessed via technology.
I can select appropriate texts for my purposes, taking account of implied readership and provenance as well as subject matter and format.
I can identify and follow the different reading conventions of my academic subjects, regarding the place and purpose of reading texts in learning and in questioning or accepting the authority of these texts.
Writing
I can draw on what I have read, what I have done and what I have felt at home, at school and at play to inform my writing.
​I can convey my thoughts powerfully and eloquently through speech and text.
I can select the appropriate language, register, genre and medium for the texts I write.
I can use writing in both manuscript (handwritten form) as well as digital form in order to inform, to persuade and to entertain other people.
I can use writing to consider ideas and to reflect on and consolidate my own thinking and learning.  I can follow the writing conventions of the genres and subjects I am studying.
Accuracy
I can write accurately using language conventions and rules such as those established by Standard English / Kunsill Nazzjonali tal-Ilsien Malti / l-Akkademja tal-Malti.
I can use my knowledge of morphology as well as my phonological awareness and visual memory to attempt to spell unfamiliar words and recognise correct spelling.
I can use a range of punctuation marks to make my meaning clear to a reader.
Planning and reflection
I can plan my written work and think what I want to communicate before I start to write.
I can understand the need for drafting; I can edit and proofread my work and allow sufficient time in which to complete a piece of work.
I can reflect about my writing and think about how I learn best.

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http://www.schoolslearningoutcomes.edu.mt/en/pages/literacy

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Rachel Ellul Wain
Stephania Bartolo

Skills
Continuous Assessment
The Way Forward
Targets
Formative and Learner Centred Approach

Theme Learning Outcomes:
Listening and speaking
I can converse in a range of situations, both formal and informal, matching register and language to the situation and audience.
I can listen to and understand spoken text well and respond or apply the information appropriately with comments and/or questions.
I can use langauge to present my thinking logically and clearly and can talk to engage an audience while analysing and evaluation through an open-ended approach.
I can use spoken language to share my ideas in a collaborative way, appreciating the social elements of conversation such as waiting for my turn and listening to what others have to say.
Expressive language
I can use expressive language to develop my own thinking, using words to explore, clarify and confirm ideas.
I can use expressive language to develop my thinking and the thinking of others by contributing to the explorative talk of my peers and the dialogic talk of my teachers.
I can use expressive language to organise and rehearse ideas, arguments and language structures in order to synthesise and evaluate before writing and while editing.
Reading and understanding
I can decode print effectively and successfully establish multisensory linking and phonemic awareness between grapheme and phoneme.
I can read text in a fluent manner and understand what is written, gain knowledge and enjoy the process.
I can select real, virtual and multimedia texts to entertain and inform me, constructing meaning from text, using words and visual or audio information to confirm, complement or change what I already know while discarding the superfluous.
I can approach texts purposefully:  I am aware of what I hope to gain from them and am able to use retrieval devices, cross references and links to follow themes or ideas through various means including texts accessed via technology.
I can select appropriate texts for my purposes, taking account of implied readership and provenance as well as subject matter and format.
I can identify and follow the different reading conventions of my academic subjects, regarding the place and purpose of reading texts in learning and in questioning or accepting the authority of these texts.
Writing
I can draw on what I have read, what I have done and what I have felt at home, at school and at play to inform my writing.
​I can convey my thoughts powerfully and eloquently through speech and text.
I can select the appropriate language, register, genre and medium for the texts I write.
I can use writing in both manuscript (handwritten form) as well as digital form in order to inform, to persuade and to entertain other people.
I can use writing to consider ideas and to reflect on and consolidate my own thinking and learning.  I can follow the writing conventions of the genres and subjects I am studying.
Accuracy
I can write accurately using language conventions and rules such as those established by Standard English / Kunsill Nazzjonali tal-Ilsien Malti / l-Akkademja tal-Malti.
I can use my knowledge of morphology as well as my phonological awareness and visual memory to attempt to spell unfamiliar words and recognise correct spelling.
I can use a range of punctuation marks to make my meaning clear to a reader.
Planning and reflection
I can plan my written work and think what I want to communicate before I start to write.
I can understand the need for drafting; I can edit and proofread my work and allow sufficient time in which to complete a piece of work.
I can reflect about my writing and think about how I learn best.

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assessment
skills
opportunity
structure
the way forward

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Opportunity, Holistic, Individualised, Cooperative

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Sharon Scifo
Marvic Psaila
Victoria Spiteri
levelled work
planning
inclusive classes
union dispute
students full entitlement
scaffolded learning
EXPRESSIVE LANGUAGE
LISTENING AND SPEAKING
WRITING
LISTENING AND SPEAKING in English / Music
I can respond to music through physical and vocal responses: when  I clap/tap with music; when I  find my pulse; I can select instruments, vocalisations or body percussion that can recreate effects and moods to explain how these are related to the music that I heard
1. Listen to the song
2. Ask some questions about the title.
3.Listen to the song again, this time with lyrics
4. Focus on a particular verb tense or aspect of grammar
5. Focus on vocabulary, idioms and expressions
6. Round things off with some creativity

Level 5

1.ask students to come up with imagery etc., when they listen to the song
2.what personal experiences can you associate with the song
3.does this song remind you of any other song?
4.would it help you in your every day experiences?
5.do songs help you deal with your emotions? If not what helps you?

Mode of Assessment

Have the learners plan a music video for the song. In groups they decide the location, the characters, and what happens. Then each group explains their idea to the rest of the class and the learners vote on the best one. The results can be surprising, as they frequently come up with an interpretation that hadn’t even occurred to you!

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Elaine Muscat
Mary Pollacco
Assessment
Learner-centred
Continuum
Cross-curricular approach

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APPLYING A LITERACY OUTCOME BASED APPROACH - WORKSHOP

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APPLYING A LITERACY OUTCOME BASED APPROACH - WORKSHOP

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PD Session Literacy Team St Clare College 2 March17