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Goal Setting Name: Lauren Hartley

Signed by co-ordinator prior to implementation (or Tuesday Teacher). (It is appropriate


to give your co-ordinator and relevant classroom teacher/s a copy of your goal).

Goal (SMART). State in one sentence.


To effectively manage a range of differentiated reading groups.

Rationale: Why has the goal been selected?


 It is important to target reading material to individual groups. Not all students
are at the same level and while they may all end up reading the same pieces
over time the way it is taught might need variation. The teacher needs to identify
where students are at and what they need help with. By targeting the level of
assistance and reading material to individual groups all students have the
opportunity to succeed.
 I recognise to have an effective reading program at this level the students need
to know what they are doing and able to work independently.
 From my experience on practicum 1 if students find work too challenging they
will often tune out and become disengaged.

Action Plan: What do I need to do specifically to achieve this goal?


• Use assessment data to differentiate instruction for each group. Recognise where children are
at, their strengths and weaknesses to address their learning needs and plan the next steps.
This is done using AT’s knowledge and planning
• Make learning intentions specific and relevant. Make sure students know their WALTS.
• Incorporate using a range of activities, using different materials such as array and beans to help.
Action Plan Steps: (what, how, when Evaluation: How will I evaluate my goal?
where?) Include a time frame. Who will give me feedback? What evidence
can I provide to show how well I have met this
Week 1
goal?
 Gather assessment data on
 Reflect on lesson plans, what went
reading
well and what didn’t, how can I tell
 Gather reading groups plans,
what was successful learning, what
what each group is working on.
engaged students most.
 Observe AT's reading
 Record session to evaluate teaching.
group sessions with a focus in
differentiation between students in 5th week.
reading work.  Ask kids for feedback
 Read through the Sheena Cameron  Take pictures of students work.
book to understand the strategies the
groups have been working through.
 Look into Blooms Taxonomy
 look closely into what they have
previously worked on.
Week 2
 Start planning and taking small group
reading lessons, starting with the red
reading group.
Week 3 and 4
 Start planning and taking more small
group reading lessons.
 Start working on moving around the
classroom.
 Keep modelling different techniques.

Where to Next? What are the implications of what I have learned for future
practice?
T: When moving around the class, ensure you to take time to read over students work. Provide
constructive feedback and feedforward. By doing so, it allows you to make an informative assessment i.e.
have students followed your expectations of answering with correct, full and detailed answers, showing
an understanding of their reading material. This exercise also allows you to form OTJ’s.
Conferencing with the students directly ensures that students understand what they have achieved
correctly and what future steps they need to take to ensure their work includes improvement.
Ensure that you work with two reading groups per session. Working alongside your reading groups may
include a guided reading session, discussing the text in further detail, establishing definitions of unfamiliar
words, discussing and looking closely at word patterns, comparing and contrasting ideas, and reading
comprehension strategies of Sheena Cameron. I.e. making connections (text to text, text to self and text to
world), synthesising, skimming and scanning for information retrieval, questioning as students read,
activating prior knowledge, predictions of the text, self monitoring throughout the text, summarising and
retelling and inferring meaning from the text.
Discuss with me the range of strategies that is applied in Room 9. Try these strategies when reading aloud
for example, i.e. have students summarise and retell the last chapter of our class novel. Skim and scan for
an answer to one of the questions of the groups text. This will inform you of who has listened and taken
note.
Ensure that you are aware of the ‘Inquiry Cycle’. This is suited for all areas of the teaching process, and
is a reflective tool used to inform us of good teaching practices. Focusing Inquiry begs us the question of
“What is most important, what do we want our students to understand, what is the BIG idea, the main
concept?” Therefore, what is worth spending time on? Followed by the Teaching Inquiry: What strategies
(evidence based) are the most likely to help my students learn from this? This is where the teaching and
learning occurs. The planning, organising and preparing etc. Followed by the “Learning Inquiry” What
happened as a result of the teaching, and what are the implications for future teaching? Did I met my goal?
What are the next steps for learning, what was covered, what got missed out, why? How did the students
react, what occured in the learning process? Would I do the same again, differently. Being reflective on
teaching practices is a constant and always evolving.

Co-ordinator’s Signature ………………………………………………… Date


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