Below
is my first attempt at creating and using an Observation Grid, in order to
reflect and analyse. I found using the Observation Grid quick and easy to use
after the lesson. It could also be used during a lesson, although I plan to use
an observation grid towards the end of lesson/club or shortly after it has
finished, then use my journal to reflect and add any details and further notes
etc…
On
reflection of using the grid, I have decided to add numbers to the symbols in
order create graphs and charts for further analysis, in order to improve practice. E.G The triangle would = 3. I have used triangles at starting point to code with, because we use triangles at work. I will give a little more thought to the headings in relation to my
inquiry and what I want find out and achieve.
Getting
another person to observe me and then compare her feedback with my own
reflection was very helpful. Although I am not going to go into too much detail
in this blog, but will reference the feedback in the Professional Inquiry, I
found the observation did pick up things that perhaps I had missed, but agreed
with. It also gave me some confidence in my own self-reflection/analyse and
gave me ideas to help me improve my practice and observation grid.
Brief guide of phonics plan, 20 minutes
- Recap Phase 3 sounds
- CCVC/HFW spelling
- Introduce new sound
- TPS words with new sound
- Write words and read bank of words with sound
- What? and why? questions
- Write sentence with words, apply Green Hat, add adjective to sentence or draw image of word (to reinforce meaning)
- Read sentences – swop sentences if time.
Green Hat is a part of Thinking Hats and is
for creative thinking, which the whole school uses. As part of my personal development
at work, I need to sometimes use Thinking Hats in booster groups On reflection of using the grid and an element of the feedback I have decided to create some Green Hat creative cards for the phonics group, for developing sounds, sentences, reading and use drawings/images to reinforce meaning.
Questionnaire
Questionnaire
I am currently developing my questions for piloting, I have done a little bit of research in regards to the audience in order to develop my questions and have brainstormed some ideas with my son. I have also started to give more thought to how I would analysis it. I will add the pilot in due course either during this module or as part of module 3.
Cross-curricular pilots during afterschool Creativity Club
I have run two pilot cross-curricular activities/projects
during a Creativity afterschool club. In
order to run the club, I had get permission from the Gate Keeper (Deputy Head).
The letters that were sent out to parents were also checked by the Gate Keeper;
permission/reply slips were kept in the office at work, along with a list of
names that were attending. I also kept a
register of attendance. This is in line with the schools afterschool clubs. In
addition, parents paid £5 per 6 weeks(one hour per week) to cover materials and resources etc...
This also goes through the office and is accountable.
The two pilots, were trialling cross-curricular projects that
may in the future link to a social Enterprise for Primary Schools. Developing cross-curricular
projects for mainstream lessons and learning. The club focuses on creativity within
different types learning and structure aiming to improve the attention, engagement
and learning as well as developing my planning and delivery skills. Both pilots aimed to give a purpose to
learning, developing thought process and cross-curricular projects.
The first project was aimed at children in year 2 - designing
and creating wrapping paper. I had
planned for every child who attended, to get their designed wrapping paper professionally printed and made, even if their final design went wrong.
I knew I would be able to tweak it, before sending their design to the
printers. I also had spent time researching printing companies to make sure I
could keep within budget for the pilot.
Wrapping Paper
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Year Group
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Year 2
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Overview of lesson focus
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1hr lesson
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Applied Learning
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Maths and Art
Patterns, shapes
Textures and Materials
Primary colours
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week 1
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Introduction how wrapping paper is made and creating
textures with materials
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10/15min input
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Independent
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week 2
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Primary colours, developing tones and textures with
paint
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10/15min input
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Independent
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week 3
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learn about patterns and shapes, create a pattern
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10/15min input
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Independent
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week 4
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Learn about grids Draw a grid with a ruler - thinking
about layout
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10/15min input
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Independent
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Developing fine Motor skills
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Cutting, sticking and using a Ruler
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week 5
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Final Design – brief recap
freedom to be creative
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5 min input
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Independent
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week 6
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Final Design – reflect and discuss any problems with
children, to give some direction
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5 min input
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Independent
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Take photos of work for tweaking if needed and send to
the printers.
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Overall the wrapping paper pilot was a success, there are a few things I can improve on. I think I might want to break the input into two 5 minutes, first at the beginning and then half-way through the hour, because of the age of the children and their attention span. Introduce more natural textures from outside in the environment, give some more thought into the resources and aftermath, E.G Printing, reducing costs and thinking how someone else would follow/teach using the Power Point that I had also created and used, planning and resources etc...
I also have to confess I wasn't completely sure who had designed what, although I had rough idea, but lucky enough all the children recognised their own design straight away. (Next time I will draw a little picture next to their name.) I felt a little bit like Father Christmas when I gave them their wrapping paper as I saw their eyes and faces light up, which did put a smile on my face.
The second project was aimed at year 5 writing a short story
aimed at children in year 2/3 or lower. This
time the cross-curricular element was drawing, writing and ICT. I also planned for the stories to printed in a
book and had researched printing costs, to make sure I could get there worked
printed/published within budget.
Short story with illustration
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Year Group
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Year 2
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Overview of lesson focus
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1hr lesson
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Applied Learning
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Creative
Writing and Drawing
_____________
Writing for an Audience and understanding language they might use
Illustration
Learning about copyright
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week 1
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Looking at Characters, children books, language brainstorming
ideas
Copyright
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10/15min input
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Group/Pair brainstorming ideas
spend 5min with each group pair
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week 2
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Developing plot/story using a flow map
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10/15min input
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Group/Pair develop plot spend 5min with each
group/pair
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week 3
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Introduce Publisher
Start to type up story
start drawing
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10/15min input
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Group/Pair learn publisher spend 5min with each
group/pair
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week 4
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Introduce adjectives developing openers
Introduce drawing ideas/skills
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two 5min inputs
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spend 5min with each group/pair
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Developing ICT Skills
Communication skills
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Learning how to create a double page spread.
Induction to using layers in a drawing program
working in a pair/team
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week 5
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continue writing story and drawing
Introduce drawing tools/layers if time
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spend 5/10min with each groups or pair
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week 6
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Read through stories with children
Teach drawing tools/layers
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spend 5/10min with each groups or pair
Make sure everyone has a least three drawings and
finishes story
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Take photos of drawings and children experiment with drawing tool
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I had a slight problem at first, due to it clashing with another
club of the same age group that was already running and well established, so
the uptake was lower than expected. So I slightly opened it up to children in
year 6 and then another child wrote me a creative letter to join. Whiles running
the club I did get several children approach me and asked whether I could run
it on another day, so I know the interest was there just like my first pilot.
Next time I will double check the age group of other clubs running and change the
day to suit age group I plan for, although it wasn’t too hard to adjust and
open it up to another year group
The children worked in pairs as they planned the story together,
developing ideas, thinking about the language and audience. Then one child continued
to write the story while the other child became the illustrator and did the
drawings. They had to continue to communicate with each other to make sure the
drawings matched the story. They also
learnt about Copyright and the fact the story was going to be published, that
they had to generated original ideas and drawings.
The project went well, although there was a couple
of hiccups along the way. But! The enthusiasm from the children was
overwhelming and so ‘we’ slightly adjusted the project as we went along and it
started to come together. I say ‘we’ and
not ‘I’ because the whole group worked really well as a team. They were excited
about having their story printed, had a sense purpose and some wanted to continue
writing at home.
I am pleased how this pilot went, although I believe there are things I could improve on. In terms of my delivery and planning. I
think I may also like to reflect the pros and cons with other staff members, to
get a second opinion to develop the project. I also think and observation grid would help when it comes to reflecting and focusing on improving my professional practice.
Reflection and Observation Grid Focus
Brief review- focusing on the learning
Delivery - creativity, questioning, timing, modeling, next steps etc..
Cross-curricular learning
Engagement
Resources
Delivery - creativity, questioning, timing, modeling, next steps etc..
Cross-curricular learning
Engagement
Resources
Learning Needs
Time spent planning
Flexibility within the planning to adapt if needed.
Time spent on assessing
Time spent planning
Flexibility within the planning to adapt if needed.
Time spent on assessing
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