Embedded Files
Plan and implement actions - lessons/units of work – explore new strategies and approaches - take risks, make mistakes. This action plan can be compiled with support from your Faculty and Appraiser.
Planned Actions
Planned Actions
(Deliberate Professional Acts) What do you intend to do?
By When
By When
Links to evidence of Impact
Links to evidence of Impact
What will I collect as evidence of impact? – including reflections eg. positives, negatives and interesting (PMI), Unit/ Lesson Planning, Images, Videos, Student voice, Evaluations
Planned Actions
Planned Actions
(Deliberate Professional Acts) What do you intend to do?
My action plan was written under the heading: Focusing as my practice strategies
Focus - My Practice:
To stand by the door and greet them individually
Checking in with every one of my students to see how they are doing (emotionally as well as in Mathematics class)
pronouncing their names right (especially the Maori pronounciations)
To make eye contact with each one, as they enter and leave
At the start of each lesson, make contact with each student and let them set learning goal for the day: "by the end of this lesson I will have finished...."
Keep them accountable for this goal.
To say goodbye and give them each a compliment as they leave.
To chunk the work into smaller pieces
To have the same ORDER of how things progress/work in the class for example:
1.. Learning Intention
2. Explaining/teaching 10 min, 5 min BB,
3. Worksheet either on -line or in book.
Heaps of practice assessments before the real assessment. Making sure everyone can ACHIEVE.
Changing their attitude from: oh no it is wrong, to Oh yes I have another opportunity to get this right.
changing: Not right, to: NOT RIGHT YET...
changing: I can't do it, to : I can't do it YET..
Let's try and try again...as practice do make perfect!!
INTRODUCING GAMES - board games such as UNO, Rummykub, SKIPBO etc at the end of their topic assessment, or during brain breaks.
By When
By When
from day 1
from day 1
from day 1
from the first topic
every day
1. as a starter for every day
2. every day after the to do now, and have the answer up on the site, for those who are absent
3. Every day
4. Every lesson, we call it a brain break
5. range of online and hard copies (worksheets)
changing their attitude, worksheet by worksheet
6. Give them the negotating power of when a brain break happens/how often
7. Make sure to connect if if looks asif they need support
Christine Ruby Davies - Reflection and PMI
Accelerated Literacy Learning (ALL) - Resources (video, PowerPoint)
Links to evidence of Impact
Links to evidence of Impact
What will I collect as evidence of impact? – including reflections eg. positives, negatives and interesting (PMI), Unit/ Lesson Planning, Images, Videos, Student voice, Evaluations
link to y12 and y13 class site
link to Hapara workspace
student choose their own topic, after having one on one meeting with me
Some of them want to choose their own/ most of the students (the ones who are not sure, I guide by saying: "I think, knowing you and seeing a bit of your personality/knowing what you want to do after school, I suggest: Have a look at .... , and if you don't like it, then choose this..."
Students know that they can share with me, when they need some "time out", as I always stand by the door and look in their eyes and can usually spot the "emotion" of the day
Kamar results EOY 2023
Report abuse