Reading and Mathematical GroupsMy time at Campbellfield Heights provided me with an opportunity to become more involved in planning and organising class lessons. During my time at the school I was given creative freedom to plan and implement lesson for the low level reading group and the low level mathematics groups.
As an Introduction students would begin class together and would read a big book together. My mentor or I would run through picture recognition and ask questions related to the story. This process gave us an idea of what areas were improving and what areas needed more work as well as assisting the student in understanding what the book is about. After the introduction students would then break up into their reading groups. These groups were based on ability. Students would complete running records to determine which group they would be in. I was given the low-level ability group to work with. I would use the guided, modelled and shared approach to plan my lessons with the aim that students would not only improve their reading skills but also with the hope that they would gain a better understanding about any book they were reading. The school had a large amount of ESL students and my class in particular. The guided, modelled and shared approach seemed to be the best way to plan and run classes. In Mathematics I was given the low level group and used the same organisational process to plan lessons. I would begin with an introduction to the topic and demonstrate different methods and techniques to correctly solve the mathematical problems. This particular lesson I planned was for multiplication, both long and vertical. For students who are ESL and in a low ability group the guided, modelled and shared process was a great way to plan and develop lessons. Each students needs were met and I was able to assist any student who needed assistance. I would assess students by using the before (FOR), during (AS), and after (OF) assessment methods. This allowed me to monitor progression and find out where students were improving and where they were having difficulties. |
Robert Tarzia - Teaching Portfolio