Next steps:
My learners have been working with fifth internals(short one) and will be moving to external soon. By implementing these next steps and constantly monitoring progress for externals, I am confident that my teaching practice will continue to evolve and positively impact my students' learning outcomes, The intervention will be a testament to my commitment to continual improvement and dedication to providing educational experience for all my learners.
Year 12 Statistics(12Mas) class to enable and progress learners’ statistical capability through an explicit focus on reading comprehension and guided writing responses.
This goal provides gaining 14+ credits to the pathway into year 12 using literacy strategies and reading comprehension.
Why 14+ credits? This is a partial qualification to diploma entry-level, department, and school goals.
According to my year planner, there are five internals and one external. My learners have completed the four internal during the holiday break and working on the fifth internals.
Here is my reflection so far:
Quantitative analysis:
Reflection 1-Link
Reflection 2-Link
Reflection 3-Link
Reflection 4 - under moderation/marking at the moment.
Qualitative analysis:
Student voice -Link
Here is the current update:
I strongly believe inquiry requires commitment, honesty, and openness to feedback. By using multiple tools and gathering data throughout the year, I can gain valuable insights into my teaching practice and make informed decisions to improve student learning outcomes. In this course, there are five internals(14 credits) and one external(4 credits).
My current strengths and areas of development are:
(1) Set clear Goals: I established clear objectives(Plans) for my inquiry. For every topic, I made clear objectives(plans) that are specific, measurable, achievable, relevant, and time-bound(SMART).
(2) Select Inquiry Tools:
I used the above combinations of inquiry tools that can provide different perspectives on my teaching.
Self-observation: Reflecting on my teaching practices, I recorded my lessons ( Video and Audio) and take notes of my instructional practices, interaction with learners, and classroom dynamics.
Peer observation: I have been working with Mark Milford to provide feedback and insights on my teaching practices from an external perspective.
Analysis of Class Site: I examine the layout and organisation of my physical and virtual classrooms. Assess how the environment may affect student engagement and learning as I use online study classes as well. I work with Matt to ensure everything is on track.
Student Voice: I have been collecting feedback from my learners through Google Forms, conversations, interviews, or group discussions. Encourage honest and constructive feedback about their learning experience in class.
(3) Monitor progress:
Throughout the year, I continuously monitor their progress using tracking sheets and writing reflections after assessing every topic I have set. I adjust my teaching strategies and practices accordingly based on the feedback I collect.
Topic-by-topic reflection helps me to improve my teaching and use this documentation to provide a shift in my teaching by the end of the year. At the end of the year, I can combine the whole topic and reflect on the progress I have made. I use the baseline information gathered at the beginning of the year to demonstrate the shift in my teaching practice. Share my insights with colleagues, and communities to contribute to the broader field of my teaching and learning
I caught up with Mark Milford again to improve my literacy teaching strategies. Here is an example of one of the practice tests.
I found Miro, an online board, very useful for Matching activities to review straight lines, Parabolas, Hyperbolas, circles, and tangents.
(write out thinking, I ask…, next I ask….. If its……. Then it is a)
