5/6 Planning meeting number 17 28

th
November 2013
Only one planning day left for the year
Dena -
Literacy / numeracy planning
Timetable
RE
Congratulations to Luke and Ronald brilliant concert - again
FOR DISCUSSION
2014 class lists
Awards
Christmas crafts orders
Big Idea expo and feedback
Christmas workshop expo idea
o Week 9 start Christmas workshop planning
o Week 10 run the workshops
Need to carry out an audit on iPads, computers and related software, cords, chargers etc. Need
also to itemise what apps we want on iPads and Jacquie will clean them all up and synch them all
so that they are the same.
Back to school supplies orders to arrive Monday 16
th
December
o Diaries are already here
o What do we want to include or delete from last years list?
o No scissors required
o Investigate Bunnings drawers (cotton) for pigeon holes
Rolls make sure you are up to date with these
Christmas gifts for kids - update
o Reject shop Santa stocking
o Ronald - $2 stockings bulk order
Graduation Leanne & Marg
Closure day
Orientation days / mornings
o 3
rd
December - 9.15- 11.00am
o 10
th
December statewide orientation Marg, Luke, Rick
Budget closing November 29. What else do we want to buy?
o Brooms
o Christmas workshop supplies
Meet for breakfast before our last planning day???
Kevin (from church) happy to come to school and work with kids from Glee club, who are
interested in singing at Christmas Eve mass
FYI
Dates term 4 2013
o 28
th
November Christmas concert
The PLT section of this meeting is at the bottom about The Reective Teacher in relation to Bloom's Taxonomy, this was led by the
Mathematics coordinator, Dena, and contributed to by all.
o 2
nd
December Closure day
o 3
rd
December Orientation morning till recess
o 7
th
December Saturday day at the winery
o 9
th
December puppets anti bullying 10.00-10.45am
o 10
th
December Statewide Orientation day
o 11
th
December end of year school mass
o 16
th
December Graduation
o 17
th
December beach day
o 19
th
December final day term 4
Dates 2014
24
th
26
th
March (Monday Wednesday) Melbourne camp
27
th
July (Sunday) 2.00 pm confirmation
24
th
26
th
November YMCA year 5 camp
3. The Reflective Teacher
Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for
more on the model). Assume that a teacher looked back on an lesson (or project, unit,
course, etc) they have just taught. What sample questions might they ask themselves as
they move from lower to higher order reflection? (Note: I'm not suggesting that all
questions are asked after lesson - feel free to pick a few that work for you.) Remember
that each level can be used to support mastery of the new Common Core standards.

taxonomy of reflection
Bloom's Remembering: What did I do?
Teacher Reflection: What was the lesson? Did it address all the content? Was it
completed on time? How did students "score" on the assessment?
Bloom's Understanding: What was important about what I did? Did I meet my goals?
Teacher Reflection: Can I explain the major components of the lesson? Do I
understand how they connect with the previous / next unit of study? Where does this unit
fit into the curriculum? What instructional strategies were used? Did I follow best
practices and address the standards?
Bloom's Application: When did I do this before? Where could I use this again?
Teacher Reflection: Did I build on content, product or process from previous lessons?
How does this lesson scaffold the learning for the next lesson? How could I adapt the
instructional approach to another lesson? How could this lesson be modified for different
learners?
Bloom's Analysis: Do I see any patterns or relationships in what I did?
Teacher Reflection: What background knowledge and skills did I assume students were
bringing to the lesson? Were the instructional strategies I used the right ones for this
assignment? Do I see any patterns in how I approached the lesson - such as pacing,
grouping? Do I see patterns in my teaching style - for example do I comment after every
student reply? What were the results of the approach I used - was it effective, or could I
have eliminated or reorganized steps?
Bloom's Evaluation: How well did I do? What worked? What do I need to improve?
Teacher Reflection: What are we learning and is it important? Were my assumptions
about student background knowledge and skills accurate? Were any elements of the
lesson more effective than other elements? Did some aspects need improvement? Were
the needs of all learners met? What levels of mastery did students reach? What have I
learned about my strengths and my areas in need of improvement? How am I
progressing as a teacher?
Bloom's Creation: What should I do next? What's my plan / design?
Teacher Reflection: How would I incorporate the best aspects of this lesson in the
future? What changes would I make to correct areas in need of improvement? How can I
best use my strengths to improve? What steps should I take or resources should I use to
meet my challenges? Is there training or networking that would help me to meet my
professional goals? What suggestions do I have for our leadership or my peers to
improve our learning environment?