Meeting with my mentor teacher…

Today I met one of  my mentor teachers (2 teachers job share the position).  I am going to be in a year 3 class and teaching spelling, Math (fractions) and one other subject area all incorporating ICTs.    I am slightly limited with ICT as there is an interactive white board and an iPad.  I can book iPad’s for the whole class however you can only use the apps already on the iPad and they book out fast.  This is my first experience in a primary school teaching and to be honest I am really nervous.  Ideally the teacher would like me to teach the entire topic of fractions, from start to finish.  It will be a really great experience however I am still a little worried. Sara and  mrsmckinty are also feeling a little nervous about going on professional experience.  I am glad I am not the only one 🙂

Preparing for professional experience:

Oh my goodness! I go on my first professional experience placement in a primary school in under 2 weeks, and I am feeling rather excited and extremely nervous at the same time!

I am probably more nervous than excited as I have lots of experience working as a kindergarten teacher however no experience in a primary school! Coming from an early childhood background and working with children only up to kindergarten, I am feeling very nervous about my abilities in a school classroom. I have to learn the routines, behaviour guidance strategies for the classroom, assessment requirements, documentation requirements and the list goes on and on! Oh and I am still playing catch up with my UNI work due to work and family commitments.

Ok, so to stop thinking about all these things I decided to make a list of everything I need to organise for professional experience. Please see list below:

  • Organise meeting with prac mentor
  • Meet with mentor
  • Find out what subject I will be completing my lesson plans for, what is the prior learning students will have?
  • Find out what ICT the class has available
  • How many students are in the class?
  • Discuss how I will observe, document and then teach in class.
  • Discuss students in class e.g. any challenging behaviours, additional needs, gifted students etc
  • What is the class routine?
  • Develop 5 lesson plans from USQ study desk and send to my mentors for feedback to ensure they work in with her teaching plan for students
  • Take a certified copy of my blue card for school to keep
  • Organise my 3 children and have groceries and meals organised.

I really loved reading Sara’s and Jacinta’s blog where they have a checklist of things to do to prepare for professional experience too.

Scootle Resource…

I found this activity on scootle and is for students in Prep, 1 -2 (also could be appropriate for kindergarten students) and suits English and technology curriculum area. Students can design a talking cat, dinosaur or car to present at show and tell. They create a picture by selecting from a range of elements such as mood, size and colour. Then students can choose a voice and background picture for their image, decide on a name that suits their talking cat, dinosaur or car and then watch the animation. Students can evaluate the impact of the design by using icons and selecting a comment.   Teachers would be able to explore and discuss their thought processes with the children, emotions, size, colours and students would be able to enhance their communication skills, creativity and confidence.

My talking cat

My talking dinosaur

My talking car

Context for assessment 2….

CONTEXT

School:    The school is situated in Queensland and on the north side of Brisbane and sits on an eight hectare site. The Christian school is located in the town of Murrumba Downs and is made up of middle class socio-economic and working class people and there is a large retirement home close to the school.  The curriculum at the school aligns with State and Australian government requirements, tailored at the school level to ensure a sequential flow of content across the year levels. There are a staff of 40 teachers and a maximum of 550 students. The school has three year one classes with a mix of special needs and ESL students.

There are interactive whiteboards in each room that provide instant ability to find out more about a topic, as well as re-enforce the skills used in literacy and numeracy. Specialist lessons in Music, German and Physical Education are taught from Prep onwards. Prep children also receive a term of lessons in drama. A gross motor programme refines co-ordination skills, while ‘Fun Friends’ activities teach emotional resilience, goal setting and positive self-talk.

Technology is integrated into everyday learning, with interactive whiteboards in each classroom foundational for providing all students with access to web-based resources and a variety of digital tools and virtual manipulatives. These are supported by class sets of ultrabooks and banks of iPads, allowing teachers to plan for ICT integration at all times. An established 1-1 iPad program is available for students in Years 5 and 6, which focuses on developing proficiency in using the iPad as a tool for creating and learning.

Students can use the technology made available to them to communicate with peers, access teacher-created digital resources, (including QR codes, digital text books and video tutorials), in addition to creating their own digital products such as videos, trailers, ebooks, slideshows and word documents, video tutorials, photo stories and graphic organisers.

Students:  The year one class consist of 24 students, with 10 boys and 14 girls aged 6-7 years old. The class has a large proportion of South African families and has one ESL student and one gifted student.  Adjustments for these learners have been incorporated via one-on-one interactions with a teacher aide, the use of iPads and a range of visual aids around the classroom. The year one students participate in history lessons three – four mornings a week.

 

Special Events:  At the end of this unit the year one students will have an ‘old fashioned’ dress up day.   The student’s family members will be invited to come along and see their completed presentations.

Staff: There is 40 staff ranging in ages and gender at this school. The staff are full or part time, and hold a minimum bachelor degree in education. The year one teachers have good knowledge of ICT processes and are confident in using a variety of ICTs.

Stage one of assessment:

For my second assessment I am developing a unit plan incorporating ICTs.  Another fellow student has also decided to choose History.

Students will know that:

 

Historical Knowledge and Understanding/Present and past family life:

Content description: Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. (ACHHK030)

Content description: How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)

Students will be able to:

Historical Skills/Explanation and communication:

 

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

Historical Skills/Analysis and use of sources:

 

Identify and compare features of objects from the past and present (ACHHS035)

Historical Skills/Chronology, terms and concepts

  • Distinguish between the past, present and future (ACHHS032)