AsTTle Writing Moderation Document

 Created a document to explain the AsTTle writing moderation process that could be used by all learning coaches across the school. 

Distance learning

As a result of the Covid-19 outbreak, schools were closed down twice this year. This has been a bad experience for both educators and learners.

As a result, I had to provide Distance learning, e-learning, and online learning - a form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication.

I decided to look at how I can better support learners online both during the lockdown and afterwards because in our modern society we need to all be tech-savvy. I used QuickTime Player to make teaching videos to help my learners in their learning.  QuickTime Player allowed me to play, record, edit, and share audio and video files on my computer.

I also used Google Meet which is a video-conference-calling platform designed primarily for professional use. This linked me together with my learners for real-time interaction and online teaching.

Finally, to add to their distance learning I created a weekly home learning grid with a variety of activities that learners could do. I posted it online and learners could share what they did online too.

Mentoring PLD

What?

During the lockdown, I attended a Zoom Mentoring PLD hosted by Sandra Joseph

So What?

In this PLD, Sandra covered the following:

Big Picture

- Induction and Mentoring, Teaching Council guidelines

- School programme/outline, roles and expectations (what is accessible for all the PCTs in your school)

- Key resources to support I&M

Certification requirements

- Evidence keeping of  the induction and mentoring programme, Code and Standards

- What is happening for/ with your PCT(s) for ongoing growth and development

Mentor PLD

- The mentor role

- ePCT modules to support individual needs as a mentor

Now what?

When I go back to school, I will share what I learnt with other staff members. I will also organise for Sandra to come to our school to conduct a workshop with our mentors and PCTs.

School wide goal presentation

What?

For ELT I did a presentation for our school-wide goal based on literacy.

So what?

The presentation involved:

- Trends in school-wide E-asttle Data

- What’s happening with literacy in our habitat?

- Takeaway Task

Now what?

Each habitat will Log on to E-Asttle and generate their habitat’s reports and notice what trends can they identify? They also collect student voice from a minimum of 10 learners, a mix of learners working at developing towards, learning at, or learning above.

AsTTle Writing

What?

Led the school for Asttle writing ELT.

So what?

Educators were put in pairs and had to moderate a high, medium, and low script using the Asttle marking rubric. 

Now what?

I will support educators who need more assistance with their marking.

Developing an effective writing programme

What?

At this workshop, Sheena and Louise shared practical ideas for planning and teaching writing at emergent, early, and fluent levels, with reference to ‘The Writing Book’.

Aims for the workshop were: 

• To introduce the key principles of an effective writing programme 
• To break down the components of a balanced writing programme 
• To explore the features of both long and short writing lessons 

So what?

Session 1: Introduction

Guiding principles

The gradual release of responsibility model

Reading/writing links

Overview of the Writing Toolkits

The writing classroom

Creating a culture of risk-taking for writing

Organising guided writing

Planning for writing

Authentic opportunities for writing

Text types vs other writing forms

 

Session 2: The writing lesson

Generating ideas for writing

The writing lesson

 

Session 3: The skills toolkit

Organising ideas for writing

Mini-lessons to teach specific skills

Quick Write activities

Now what?

I will try to
implement what I learnt into my teaching practice.

Culturally Sustaining Pedagogy

What?

For ELT today we had a discussion about a culturally sustaining pedagogy.

So what?

- We had to be open to the ideas and experiences of others.

- When we disagreed, we had to make sure that we used arguments to criticize the idea, not the person.

- When offering an opinion or answering a question, we had to support our assertion with arguments and evidence, not generalizations.

- If we were nervous about speaking, we had to remember that our perspective is valid and the group deserves to hear it.

- We had to observe the Chatham House Rule which is: 

“When a meeting, or part thereof, is held under the Chatham House Rule, participants are free to use the information received, but neither the identity nor the affiliation of the speaker(s), nor that of any other participant, may be revealed.”

We watched a video called Brown Brothers where we had to listen to the speech and see what stereotypes we heard.

Now what?

I will try to implement ideas from our discussion today in my teaching practice.