Last Term goal: Implementing the rubric to support student feedback by the next rise session.
The more I do these self-reflections the better I feel I am getting at them! I hate having to watch myself on camera, especially when teaching but I feel that this experience has made me more confident in my teacher as whilst watching I am able to identify not only the challenges I have faced but the great incidental teaching moments that occur each day! Instantaneously after watching Brookes clip, I had a lightbulb moment, we discussed how when Brooke was conducting her feedback session she had the students read their own texts aloud but when I was providing feedback I read the students text aloud. We discussed how the role of the teacher during this session is to act as the students intrinsic ‘thinking voice’ rather than the ‘reader voice.’ This was evident at one moment with one of the students I filmed as I was reading a sentence that had a grammatical issue I was able to spot it automatically as I was the reader, whereas if the student was reading it they would have had the opportunity to identify the error and I could have modelled effective intrinsic voice to the student. By having the student read their text aloud it is providing them with the opportunity to self-monitor and edit while i guide their thought process. Isn't it funny in hindsight why didn't I let the kids read it! Now I'm thinking it's crazy that I was reading it! how was I meant to do both facilitate and provide feedback whilst reading... I'm good but not that good! (pause for laughter)
For this rise sessions, my focus was on providing feedback to students based upon the marking rubric. As we are doing discussions as a grade we discussed with Tom Barrett how it is difficult to use the persuasive rubric as it naturally falls into both categories of informative and persuasive. We collectively decided to create our own rubric for marking but would provide students with three developed writing goals in which they could one that best suited their needs. Progressing from this session I want my students to be able to at the end of our feedback session write themselves a brand new goal (be able to identify their own needs!). We discussed the issue that we don't have time for a specific goal setting sessions and came up with creative ways to embed it into our writing time. Brooke discussed how in Year 3 they have an extended writing session which is now their goal setting time as well.
Term 2 Goal: Allocating an extended writing time on Fridays to allow for conferencing in order to embed goals within the English block. Gradually release students to begin cultivating their own goals.