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Halberg Inclusion Training

Presentation Link

This afternoon the team from Halberg Inclusion Training came in to show us some activities for P.E that is inclusive for all learners. I enjoyed the activities as it encourage successful opportunity and collaboration. I liked how the instructor showed us how we can introduce the lesson before going through the main activity. Then how we can extend or adapt the activity to make it more exciting.

PTS Standard 2, PTS Standard 4

Probe testing observation

SO WHAT? Observation notes

9.30 am: LC: introduced the text in the Probe text. 

LC: “read this to yourself first then go through the questions - remember all of the answers are in the text. Go back through, find the key words in the text for the answers and we’ll go back through the test”

LC: then reads through the questions and the student answers the questions. 

LC: “can you tell me more?”

LC repeats the question more clearly if student has answered incorrectly. 

9.43 am: one the L completed all questions. LC then went back to question 2 in which the L struggled to answer. 

9.44am: LC then introduced a new text and had the L repeat the same thing again before asking questions. 

9.50am: test complete and L seemed to have done well on the second test. 

Now what? What are my next learning steps after my observation

I work with learners who are on the PM colour wheel. When I next work in a new habitat, I’d request for the mid/high learners so I can put what I’ve learnt into practice. I can go back to my observation notes for support on how to do the test. 

Questions I may have?

Q: When you asked if she could tell you more, what was that for? 

A: L wasn’t giving enough info - answers were in the book. 

Q: Are the answers already loaded on the sheet you are filling in?

A: There is an answer book. 

Q: When you had the learner read the second story, was it because she didn’t do well on the first one?

A: You have to get minimum 70% but she only had 60%. If she answered the 2nd correctly then she would’ve passed. 

Q: What level was she at which level did she start with and where is she now?

A: Using fiction testing data set 8. Tested set 9 for non-fiction but she struggled. However she did well on se 8 for fiction so she’ll remain set 8. 

Comments if any:

Groups are created by fiction levels. 

I’d most probably observe the process of marking and deciding whether to move the learner up a level or down, or remain at the same level. 

Thank you for allowing me to observe this testing process. I’d like to observe another. 

PTS Standard 2

iExperience SOI reflection - ELL

ELL planning link

What has been going well?

This was a great opportunity for the learners to learn the common vocab at our school, and understand how they can apply it in their everyday practice.

The learners have been engaged in this lesson as there are so many students who are passionate in improving their vocabulary skills.

For the first week we focused on the common vocabulary in OrmPS (or at school) which then transferred into week 2 where the children applied their knowledge in role plays.

What have you noticed?

The students were quite surprised about this lesson, as it was something different than what they're use to doing for iExperience. Instead of doing arts, social science, or science we solely focused on building our vocabulary, and confidence in speaking (Learning Languages).

What would you do differently?

I would adapt my use of materials. Creating visual prompts can take some time, so I tried to make the plan user friendly. I would incorporate physical items as well as visual prompts. I'd also have the learners write their work in their iExperience books to keep a record instead of using whiteboards.

PTS Standard 3, PTS Standard 4, PTS Standard 5, PTS Standard 6