Professional Practical Experience Goals for 20 August - 27

September 2018
3 Weeks of Full Control

1. To have an understanding of different problem solving strategies related to ​some of

the learning areas​ ​mathematics​ so that I can support the students and their learning
with effective feedback.
What this will look like
● Using a variety of teaching and learning strategies in ​some of the learning areas
mathematics
● Having opportunities for students to collaborate, and provide feedback to the
students specific to their collaboration
Evidence
● My planning will reflect the intentional use of different strategies.
● I will gather three samples of feedback from students around what
strategies helped them in their learning.
● AT to make tally of different strategies I used

2. To create inquiry-based learning opportunities where both peer and teacher-student

feedback supports the learning process.
What this will look like
● Two student led projects.
● Students approaching me for information or support, not solely for instruction
(teacher as facilitator).
● Explicit teaching on what peer-led feedback is.
Evidence
● My planning will reflect intentional stimulation of student thoughts
surrounding relevant issues that provide opportunities for student
led inquiry.
● Photos taken of students during the inquiry process.
● Excerpts of peer feedback. (​Could have them fill out peer-led
feedback template).
3. To give specific feedback to students during the learning process of reading and
written language.
What this will look like
● Having a clear understanding of where students learning currently sits so that I
can give effective feedback.
● Clearly communicating the purpose of the learning and the success criteria to the
students so that they know the goal too.
● Building relationships with the students so that I know how they best receive
feedback.
● I will target five students, including 2 at-risk students for specific feedback and
monitor the effect it has on their learning.
Evidence
● Tracking sheets of where each student sits in relation to the
learning areas.
● Daily reflections on interactions, feedback given and student
responses (either verbally or non-verbally).
● Pictures of learning intention and success criteria of learning foci.

4. To discover and experiment with different time management and classroom

management strategies
What does it look like
● Small groups adhere to designated timing, through different strategies
● To ensure group planning has appropriate amount of work to fill time slot
● Intentional planning to reflect different strategies being trialled
Evidence
● Regular written and oral feedback and feedforward from Associate
Teacher
● Daily reflections