Teaching practice checklist
Just making a note of some of the things I might want to include in my rationale of my SOW/lesson plans etc. This list will be adapted as I go through my work.
What models of literacy am I using in different activities? Session/course as a whole?
Margaret Keane’s Powerpoint (under reflection)
Self-assessment tasks – learning journal
- DFES Diagnostic
- DFES Miscue analysis
- DFES ILP
- DFES Free-writing checklist
- Handwriting analysis
As I’m working trough reading lists, trying new things out and adding things to my action plan, I realised that I needed to develop a teaching practice checklist to remind me to do things in sessions.
- This website has some useful ideas – especially around scaffolding and developing autonomy
- Speak first, write later!
Doing writing after a discussion is easier
We can scaffold the writing by using the sentence starters, or asking learners to think of their own – enables differentiation by outcome
The group then can use the pieces of writing to construct a group poem
- Scaffold feedback
- ask them to find their errors
- ask them to find spelling errors (out of 10 possibly)
- underline the errors for them – get them to work out why
- encourage autonomy – underline errors, but ask them to write/study in their personal dictionaries/use dictionary/ask peers/ask tutor/use electronic aids
- think about what’s going to be useful for them!
What to do if learners aren’t sure of something
- need to build their strategies – i.e. ask each other, use dictionaries etc, use internet – we all need a way to reassure us that our skills learnt are correct
- Make sure learners know why they’re doing something – any better ways to do this?
Make sure I try some of the different homework activities.
Do I naturally lean to the deficit model??
Reading checklist – thing to think about when planning reading.