PROFESSIONAL LEARNING – mid year checkpoint

Steps of Inquiry Progress so farFocusing Inquiry – focus on the studentsWhat is important (and therefore worth spending time on), given where my students are at?

• This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.

What data did you use to determine what your students’ needs were? What were

the gaps you wanted to fill? Did you need to adjust your goal after you started?

Data I used: Assessment—tests for each

week. Observation General knowledge

The gap I woul dlike to fill: Group of students who

struggled to catch up with mainstream students.

Students who are speakers of the language.

I do need to adjust the goal. Originally, I was planning to focus on modenr technology and how to use modern technology to help students who struggle to achieve the expected results and to extend the learning of the students who are speakers of this language at home. After reassess the needs, I would like to change the goal to how to help students who struggle to achieve the expected results and to extend the learning of the students who are speakers of this language at home. It becomes more general instead of only on modern technology.

Teaching Inquiry – focus on the pedagogyWhat strategies (evidence-based) are most likely to help my students learn this?

• In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing

What strategies have you used? Have they been successful? Can you see any improvements in student outcomes?

I tried different apps for low achievers. It helps in certain area of learning such as numbers. However, there are not many

well-developed apps that are fun, interactive, suitable for learners of this age and cover the different areas of our learning. For students who are speakers

inquiry. of this language at home, we had rhymes, stories and songs to enlarge their

vocabulary and improve their comprehension. We are trying to make it

more systematic.Teaching and Learning – focus on the tools and trialing of them

• Teaching and Learning takes place

Summarise your steps so far. Who have you worked with? Have you involved your students in feedback on your strategies?

Do you need some additional support with your inquiry?

By now, I tried different apps and easy activities for low achievers and different

reading materials and comprehension sheets for speakers of this language and record them before the lesson starts so

that they can work independently.

Learning Inquiry – focus on the results and future plansWhat happened as a result of the teaching, and what are the implications for future teaching?

• In this learning inquiry, the teacher investigates the success of the teaching in terms of theprioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.

Eg Have you increased/improved your practice around student centred learning? Have you raised student engagement? How? How do you know? Why? Why not?

This is what you are aiming for at the end of the year – you may be able to make

some comments now.By the end of the year, I am hoping to establish a workable, systematic and

effective programme for students who are not suitable for mainstream learning. A

programme that is stimulating that keep them engaged, workable that they can

work without much supervision and effective that they can achieve as much as

they can take in.