PRT observation (maths) – 22/08

(Hard copy in PRT folder)

Teacher Professional Reflection

Teacher Practice

What did I do? What happened?

Guided session:

• -      Re-caped on previous learning
• -      Student practice
• -      New learning – equivalent fractions – Learning intention introduced, explained and modelled.
• -      Steps for successful learning explained.
• -      Student practice
• -      Re-cap of sc

Student Learning

What happened?

• -      Some students experienced difficulty practicing previous learning that they showed that they can apply independently – possibly due to the pressure of a group environment. Followed up later in the day with a student that was having particular trouble
• -      Students self-assessment at the end of the session showed that they are comfortable with the concept of equivalent fractions. Student practice during this session also showed this. Questions where at a moderately easy level with part of the answer provided to the students

Analysis of Student/teacher voice (refer PRT folder for hard copy):

Teacher Voice:

• -      Identified the intended learning and shared this with students (level 3)
• -      Considered Relevance of learning, but did not share with students (level 2)
• -      Developed achievement criteria and shared with students (level 3)

Student Voice:

• -      Student able to articulate aspects of learning (level 2)
• -      Student was able to make tentative links to why they are engaging in this learning (level 2)
• -      Student makes reference to provided achievement criteria (level 2)
•  

Next Steps:

Teacher Voice:

• -      Make reference to intended learning and involve students in a conversation about this (level 4)
• -      Tell the students reasons why we are learning this (level 3)
• -      Negotiate with students to develop clear achievement criteria to support learning (level 4)