PLC 2 Padlet Victoria, Michael, Namaste, Jana by

Protocols

janakuehn1_1 — 2024-07-23 06:14:52 UTC

-Everyone's contribution is equally welcomed and valued.

-We will bring a computer to every PLC session.

-We will use Teams group chat to communicate updates and absences.

-We agree on a common observation focus and protocol prior to a peer observation.

-We will be mindful of each other's workload.

Problem of Practice

janakuehn1_1 — 2024-08-06 06:05:04 UTC

Teachers don't give students enough time to elaborate on their response and provide support too quickly. Student do not have sufficient opportunities to demonstrate the breadth and depth of their knowledge and skills.

Strategies to Adress PoP

janakuehn1_1 — 2024-08-06 06:07:16 UTC

Increase wait time before asking another questions or providing support structures.
Asking student to elaborate with questions like: 'Tell me more. or What makes you say that'.
Scaffold answers by providing necessary language structures in another question like: 'Do you go to the cinema or do you play sport?'

Adressing the PoP

janakuehn1_1 — 2024-08-20 05:59:56 UTC

PLC Week 8 bring OLB and choose a lesson for peer observation. Discuss strategies to be used based on the specific oral lesson. Plan strategies to increase wait time and strategies to encourage students to define what stops them from speaking, elaborating (content/language/both), e.g. 'What do you need to say more?' repair strategies.
Peer Observation Week 9
PLC Week 10 Discuss results of peer observation and success of strategies implemented.

Peer Observations

janakuehn1_1 — 2024-09-03 05:47:32 UTC

Victoria observing Jana Thursday, 5/9 2.45pm

Jana observing Victoria Tuesday, 10/9 between 11.45 and 12.30pm

Alex will observe Namaste Thursday 5/09 at 1.40-1.55

Jana will observe Michael Wednesday, 4/9 at 2.45pm

Namaste will observe Alex Wedenesday 11/09 at 11.30

Reflection Conversations

janakuehn1_1 — 2024-10-29 05:18:00 UTC

*Post observation conversations were completed in pairs

*Reflections included:

Think time/Wait was hard to obeserve if the teacher was unfamiliar with the language or oral lesson content.
A repertoire of pre-prepared questions to ilicit further information/elaborate worked well. For example: Can you tell me more about that? Your turn!
Modelled examples worked well for students finding it difficult to respond at all/start with a task.
Asking students to summarise what they learnt was more effective than asking student to confirm their understanding.