Atticus Primary School Direct 14-15 by Joe Maguire

Rita Pierson

jmaguire42 — 2014-09-08 21:35:05 UTC

Anne swot

user_1412343126 — 2014-09-09 10:18:43 UTC

Strengths: good relationship building with ey fs team; have chatted to lots of other staff; asking lots of questions; have led some activities eg story time; know names of all children and have chatted or played with them; have talked to lots of parents. As a parent, I feel I have an asset in first hand experience of parenting! and of having children start school

Weaknesses: ability to "spread" myself evenly across the group of pupils; subject knowledge; ks2 children's fiction

Opportunities: project to develop story with sign/actions, another display on wall

Threats: tricky child

Faith Watkins SWOT

Thunder6a — 2014-09-09 10:18:49 UTC

S- Patience, willingness, strong understanding of SEN and approachable

W- age appropriate behaviour management

O- leading a club and learning new teaching styles and activities

T- Planning and Assignment balance

Kirsty swot

2014-09-09 10:18:54 UTC

S - Patience, personable, helpful

W - fear of 'stepping on toes' in class, unsure of role

O - work with Sam on strategies in our literacy class, use the experiences of other classes

T - Organisation, timetables,

Charlotte - SWOT

user_1412342959 — 2014-09-09 10:18:59 UTC

S- name learning and start of relationship building with children

W- lesson movement/transition

O- to work with/focus on/build up lower ability children

T- time management

Charlotte - WWW & EBI

2014-09-09 13:16:13 UTC

WWW - children are adjusting well to year 3 now some of the structuring from year 2 has been bought in which has been good to witness how the first days of term pan out. Children have worked really hard and behaviour has been generally really good - almost know all names!

EBI - had detailed background info on each child regarding what level they finished year 2 on, what they find especially difficult, what they're working well towards and what is their favourite part of class/ what they're really good at, info on their hobbies, personality. Did have notes from previous teacher and understand a lot of this is easier to take in when you have a child to attach it to!

Faith - WWW &EBI

2014-09-09 13:16:16 UTC

WWW: Beginning to build relationships with students. I've been given the chance to be a part of a variety of different activities which has allowed me to collect evidence and take notes. I have noticed the use of quality first teaching and how it is implemented in the classroom. I feel as though I have learnt a lot from just being in the classroom a week.

EBI: I had more knowledge of where the child was at academically at the end of year 1 and where they need to be at the end of year 2. This will help me when I start planning and teaching.

Kirsty - WWW & EBI

2014-09-09 17:36:20 UTC

WWW - Having the chance to observe three different classes and five different teachers has given me a huge amount to think about. I have had a chance to see challenging behaviour and how the different teachers deal with it and with the same child. We've done alot of art work this past week which has allowed me to get to know the children and their personalities, as I've been able to talk to them without distracting them. I've loved getting stuck in straight away.

EBI - I was 'clued in' on some aspects of the children's behaviour before I witnessed it in class. This would have meant I wasn't as shocked. Also if I had more information about what was expected of me in class, and timetabling issues.

Anne WWW & EBI

2014-09-10 21:10:14 UTC

It was great to start the placement on the first day of the Autumn term, as this enabled me to observe how the EYFS team establish routines and set expectations of behaviour with the children. After shadowing the teacher, I have been able to complete some of the baseline assessments for the cohort. The teacher has been extremely generous with her time and knowledge, explaining plans and processes and answering my questions.

EBI: slight worry that I have no idea what MMU were expecting me to have 'done' in school by this point - having spent 8 days at school before the formal MMU induction.

Children are at school to learn, not to behave

jmaguire42 — 2014-09-22 10:55:34 UTC

Establishing the Ground Rules

jmaguire42 — 2014-09-23 11:41:45 UTC

Characteristics of effective learners

jmaguire42 — 2014-09-23 16:02:32 UTC

-Resilience

-Inquisitiveness

-Resourcefulness

-Reflectiveness

-Collaboration

-Pride

-Creativeness

-Independence

How do we develop these in our pupils??

The Piano

jmaguire42 — 2014-09-23 16:05:06 UTC

Amazing short film, there are loads more on literacyshed.com

Ken Robinson: Changing Paradigms

jmaguire42 — 2014-09-23 16:10:10 UTC

Tom Bennett: The Teacher Persona

jmaguire42 — 2014-09-23 16:12:00 UTC

SD Handbook 14

jmaguire42 — 2014-10-20 21:33:37 UTC

Standards Evidence Gathering

jmaguire42 — 2014-10-21 08:39:37 UTC

Gorsey Bank School Direct Schedule 2014-15

2014-11-17 15:15:25 UTC

DfE Assessment Principles

jmaguire42 — 2014-11-20 11:42:42 UTC

10 Principles of Assessment for Learning

jmaguire42 — 2014-11-20 11:44:06 UTC

Inside the Black Box

jmaguire42 — 2014-11-20 11:44:59 UTC

The original research doc on formative assessment by Dylan Wiliam and Paul Black

Dylan Wiliam - SSAT Annual Conference Speech

jmaguire42 — 2014-11-20 12:03:29 UTC

Dylan Wiliam - Unpacking Formative Assessment

jmaguire42 — 2014-11-20 12:04:14 UTC

Tim Oates on Assessment without levels

jmaguire42 — 2014-11-20 12:13:50 UTC

Formative Assessment Practices

jmaguire42 — 2014-12-02 13:44:54 UTC

- marking (achievable targets, highlighting relevant strengths, response time)

-'See 3 before me' - peer support

-Success Criteria - self/peer-assessment, skills of reflection, children should have input in writing these

- Eliciting information about what pupils know/can do - whiteboards, thumbs up

-Questioning - probing, random selection, no hands-up, open-ended, conversational, think-pair-share

-extension activities - result of self-assessment

Sutton Trust / EEF Research

jmaguire42 — 2014-12-09 21:49:44 UTC

Austin's Butterfly

jmaguire42 — 2014-12-09 21:51:32 UTC

Kirsty - Working with other adults

2015-01-25 11:28:05 UTC

Building relationships.

Parents

Be visible, make contact as soon as possible to be sure that the first conversation is not negative.

Don't react defensively, speak in a calm manner.

Always listen to what they have to say, they may not have gotten the whole story from their child, and dismissing them could store up trouble for a later date.

Don't make everything negative, tell them if their child has done well in something.

Include in planning meetings, and daily tasks.

Find out what their strengths are and use them.

Use clear communication to detail what outcome you would like from the lesson/group they are working with and have a debrief of who is struggling or excelling.