CHCEDS002Assist in the Implementation of Planned Educational Programs

LESSON STRUCTURE

Whole

Students share their learning Students display their knowledge by summarising the concepts

GroupStudents work independently on

activities to reinforce the concept

Focus teaching group for student who require extra assistance or

extension

WholeTunning in activities The explicit teaching is done here

THE 3 THINGS What do you want the children to know

How are they going to learn it

How will they know if they know it

CODE OF CONDUCT

OBJECTIVES VS OUTCOMES An Objective is a result you intend to

achieve. may also be referred to as targets, aims,

goals.

An Outcome are broad indicators (benchmarks) of student achievement.

MATHEMATICS OUTCOMES Are they specific? Are they measurable? Are they achievable? (do you think they

are reasonable for a prep child) Do you feel the time frame is

reasonable?

BLOOM’S TAXONOMY

A SIMPLER VIEW

DESIGNING NOTES, HANDOUTS & WORKSHEETSBefore creating you must know Purpose Audience

Your Notes, Handouts, Worksheets must: Be engaging Written in pain English Simple language Use short sentences Include key instructions Allow plenty of space for students to answer Easy – difficult Reasonable length Easily adaptable for students with disabilities Error free.

SUPPORTING LEARNING STRATEGIES Peer Tutoring Small Group/Co-Operative Learning

Ad hoc groups. Homogeneous ability groups. Teacher structured heterogeneous groups.Friendship groups.Random groups. Interest groups.

‘Buddy’ Support/ Cross-Age Tutoring

SUPPORTING LEARNING STRATEGIES Modelling Cross Curricula/Theme/Inquiry Multi Level Teaching (differentiation) Individual Instruction Vertical Grouping

DIGITAL TECHNOLOGY IN LEARNING Computers/laptops Tablets Printers cameras Video cameras MP3 players Electronic Whiteboards

DIGITAL TECHNOLOGY IN LEARNING

Technology is a to support Learning

Digital Technology can be use in any lesson.

It should only be used if it enhances the lesson and extends the learning.

ROUTINES Children enjoy a routine. It makes them

feel safe to know what is going to happen and when.

It helps with time management It serves as model for the students in

developing their own time management skills

Most classrooms will have a daily routine displayed

POSITIVE RELATIONSHIPS1. Greet people in s bright, relaxed manner2. Offer encouragement to stressed colleagues.3. Show interest in colleagues and students4. Greet people with a smile5. Consider a positive sign for the classroom6. Don’t focus on the negatives7. Look for the positive in people8. Show appreciation9. Thank those who make your job easier10. Acknowledge a job well done11. Make an effort to laugh and enjoy your job12. Practice random acts of kindness13. Be enthusiastic14. Avoid gossip15. Be honest16. Share your knowledge

BUILDING RESPECT WITH CHILDREN Praise

Acknowledgment & Encouragement Interest and AcceptancePositive body languageAcknowledgement of effort and

achievement

BUILDING RESPECT WITH CHILDREN Be specific

Focus on behaviour/actionsFoster discussions with student about their

workUse names when giving feedbackRelate praise to how it benefited someone

elsePromote initiative and attempting new skillsEncourage persistence & independenceAcknowledge independent thought &

creativityReinforce problem solving skills

SUPPORTIVE CLASSROOMS Physical & Emotional Support are

equally essential to the creation of a supportive classroom environment

ANECDOTAL RECORDSWhy Document strengths and weakness for all students Ensures data is gathered on each student Provides additional data for students with special

needs Helps teachers spot instructional gaps help teachers plan whole class, small group,

individual instruction, or focus lessons based on needs

provide immediate feedback to students give voice to narrative comments on report cards provide specific examples to share at parent

conferences reflect how well you know each student

When to Take Anecdotal Notes silent reading time literature circles small reading groups guided reading writing workshop individual writing conferences Author's Chair

What should be recorded? The setting Everything the students does and says Be objective When things happen

LEVELS OF SUPPORT

Acknowledgement

Positive Reinforcement

Scaffolding/ Modelling correct behaviour

Role Modelling

redirection

FREQUENCY OF SUPPORT

Persuasive

Extensive

Limited

Intermittent

TIPS FOR GIVING FEEDBACK Give your feedback directly to the

person it applies. Be specific and give examples Choose the right moment. Choose the right place.  Don’t dwell on the past.. Leave out the "but Remember that you are not the master

of the universe.