For my R.I.S.E reflection this term, I decided to film my guided reading teacher group. This term in Year 6, we are learning about fractured fairy tales. I chose the fractured fairy tale 'Honestly, Red Riding Hood Was Rotten!' to study in the teacher group this week. When we have studied fractured fairy tales in the past in the guided reading teacher group, the students and I have discussed what the regular plot of the fairy tale is, so that we can identify the similarities and differences between the regular fairy tale and fractured fairy tale once reading has concluded. Instead of this discussion, this week I engaged the students in a hexagonal thinking task to gauge their knowledge of the regular fairy tale.
Charlotte and I first discussed the effectiveness of the hexagonal thinking task, as we had both learnt about this method during our meetings with Tom Barrett. We both agreed that I demonstrated various strengths in order to gauge the students' prior knowledge, and set learning intentions for the students to achieve success. We then discussed possible improvements to the task that I can implement during additional guided reading sessions. I need to ensure that my focus is directed at all students in the group, not merely the students that are actively engaged. We also noticed that I need to withhold my teacher input, especially with the Newman students, to give the students the opportunity to explain and justify the links they created. I will film another guided reading session next week to implement these improvements.
The R.I.S.E process this year has been so valuable in order to improve my teaching practice. I never realised how much you notice about your teaching when you film a lesson and watch it back! Discussing my strengths and possible improvements with my colleagues over the course of the year has built my confidence and allowed me to implement strategies that I may never have thought of on my own. It's definitely true that teaching cannot be tackled alone!