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Professional Development Activity: February 2006
SECTION A
Completed by the beginning teacher
PERSONAL DETAILS
DE Teacher Reference Number
Teacher’s Name
MM
Name and Address of School
St. Rose’s High School, Belfast
Name of Main Teacher Tutor
Mrs. R G
Name of School Principal
Ms. Teresa McNamee
Professional development activity 1or 2?
PDA 1
Date of beginning this PDA 1ST FEBRUARY 2006
MY PROFESSIONAL NEEDS AS A TEACHER:
School Priorities
1. To promote the use of ICT as an effective resource in the classroom by using it to enhance the
teaching and learning of the pupils in the school. Furthermore, with the increase in the number of
interactive whiteboards available in the school there is a major focus on the training of staff in this
area so that this new resource can be incorporated into daily lessons.
2. To develop both Literacy and Numeracy skills across all subject areas as well as improving pupil
outcomes through effective assessment and encouraging positive behaviour.
3. There has also been staff development as regards different learning styles and effective questioning.
Both these areas are important with regard to developing new teaching strategies. Many pupils have
completed a learning style inventory which enables them to understand what type of learners they are.
This also enables teachers to plan lessons based on the different learning styles within the class.
Effective questioning can improve the pupils understanding within the classroom.
4. To promote the policy of encouraging positive behaviour, not only in the classroom but at all
times: at lunch and on the corridors.
5. To develop marking for improvement. This also ties in with assessment for learning. This means
that the pupil will gain confidence and learn from their mistakes.
Departmental or Key Stage Priorities
Within the languages department ICT plays a very pivotal role in the teaching and learning of the pupils. In
fact the department wishes to enhance communication and learning with the use of ICT and also wants
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Information Communication Technology to continue to be a vital teaching-learning resource within the
department. ICT is a key skill and therefore must be incorporated into a number of topics taught in the
department. It is also a vital resource mentioned in the Schemes of Work and with increasing use of the
interactive whiteboards this resource can also be included in the Schemes of Work in the near future. It is not
only the teacher that must incorporate the use of ICT but the pupil has a vital role in this as well, as a class
and individually. Examples of this include emailing foreign students, using word processing for assignments
and using the internet to enhance their knowledge in the subject through language websites and cultural sites
to improve their knowledge about the country and its heritage.
My Professional Needs in the Context of these Priorities
My professional needs as a teacher are generally to adhere to the priorities stated above and to maintain a
level of interest and enthusiasm for my subject, which will in turn enhance the learning process of the pupils.
I believe that by using ICT, especially a promethium whiteboard, the pupils will be extremely interested in the
lesson as ICT can be very stimulating. In my Induction portfolio I focused on Classroom Management and
the level of Target Language used in the classroom. This included the way the pupils entered and exited the
room, my strategies and techniques and how I handled disciplining the students. It also involved trying to use
as much target language as possible and trying to encourage the pupils to do the same. I would still like to
develop these aspects further and hopefully increase the use of the Target Language with a power point
presentation on the whiteboard. I want the pupils to realise the potential of ICT in the classroom by showing
good practise on a cross-curricular manner. I also hope that it will improve my skills as a teacher. The pupils
that I am targeting in this PDA are 8R, a Special Needs Class. I feel that by using bright colours, pictures and
large print this will increase their learning immensely as many of these pupils have Special Educational Needs.
8R pupils enjoy actively participating in the lesson. All pupils, except one, are kinaesthetic learners which
means they will enjoy coming up to the whiteboard for certain activities. Furthermore, I want to boost their
confidence so I am hoping that the use of ICT and the whiteboard will encourage this. ICT is my main
objective but I hope to incorporate Literacy, Numeracy and cater for the various learning styles in my lesson
as well. I feel that it is extremely important for me, as a young teacher to move ahead and to use new
technology to enhance the education of my students. Many of the school’s staff development days have
focused on the importance of ICT, not only in regard to teaching and learning, but for record – keeping and
general administration. Therefore it is vital that I improve my knowledge of ICT. I also want to focus on
Marking for Improvement and I will do this by consolidating what the pupils have learned at the end of the
lesson.
Context for the Professional Development Activity
Phase
Key Stage 3 8R Special Needs Spanish Class
Topic
I hope to use the interactive whiteboard as an effective learning resource within language teaching.
Focus of PDA
• To encourage and motivate pupils from a low-ability class to increase their learning using an ICT
resource: the whiteboard.
• I would like the pupils to gain more confidence in the use of ICT within the classroom and show
them that ICT can be used in any subject and can stimulate them in their education.
• I would also like some of the pupils to engage more in the class and to freely participate especially in
regard to vocabulary learning.
• The pupils will develop their ICT skills and their knowledge of the whiteboard including how to use
the mouse pen.
• Pupils who are kinaesthetic or visual learners will find the activity very stimulating.
• Pupils will be more confident to use ICT, especially the whiteboard.
• Pupils will gain a sense of achievement and this will improve their self-esteem.
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•
•
•
Focus is on the learning of new vocabulary: describing your height in Spanish.
I will do a comparative study. I will see how much vocabulary they remember from a normal lesson
and then see if using the whiteboard makes a difference. I hope that by using ICT the pupils will be
more engaged in the lesson than beforehand.
Quiet pupils will start to vocally participate due to the use of ICT.
Purpose of PDA
• I would like to increase my own knowledge of ICT and its role within the classroom.
• I also want to increase my knowledge of the whiteboard.
• I also want to show the pupils that ICT is an excellent resource within the teaching and learning of
Modern Languages.
• I want to continue to focus on the important role of Classroom Management and using Target
Language within the class. I will do this by encouraging the pupils to say as much in Spanish as they
can.
• Professionally I would like to increase my use of, and develop making, power point presentations and
activities on the whiteboard.
• To produce resources suitable for S.E.N pupils
• To develop skills in the use of power point presentations
• To share good practise with other department members.
• To develop strategies to motivate “more reluctant,” learners.
Related Competences:
• Competence 20: Teachers will use a range of teaching strategies and resources, including eLearning where
appropriate that enable learning to take place and which maintain pace within lessons and over time.
I expect to use materials and techniques that are appropriate to the level and interest of this class.
• Competence 14: Teachers will set appropriate learning objectives/outcomes/intentions, taking account of what
pupils know, understand and can do, and the demands of the Northern Ireland Curriculum in terms of knowledge,
skills acquisition and progression.
The lesson will continue on from previous lessons about describing yourself in Spanish and coincide
with other subjects like PSHE and mathematics, as pupils will describe themselves and later they will
use metric measurements for height.
• Competence 11: Teachers will have developed a knowledge and understanding of how to use technology effectively,
both to aid pupil learning and to support their professional role, and how this competence embeds across all the
competences.
I am hoping that by using ICT and the whiteboard I will enhance pupil interest and involvement as
ICT can be very stimulating. I also hope to use the kinaesthetic approach to learning where the pupils
may come up to the board and move things around. This learning style is popular with many Special
Educational Needs pupils. Therefore I expect to become more confident and competent using ICT
as a teaching resource and share good practise with other department members.
• Competence 23: Teachers will contribute to the life and development of the school, collaborating with teaching and
support staff, parents and external agencies.
I have already developed many effective working relationships with members of my department but
now I will be working with another colleague in a different department. I will have to change rooms
with that teacher in order to use the whiteboard as my room isn’t equipped with such a resource. I
have already had training in another local school on how to use the whiteboard. This development as
regards relationships in work is extremely important for my professional development.
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School Sourced Information
Appropriate Teaching Strategies
The objective of the lesson is to motivate and stimulate the pupils and this ties in with competence 3.1 that
states the teacher must “ plan and employ a wide range of teaching strategies appropriate to the age, ability,
interests, experiences and attainment level of the pupils and to the objectives of each lesson.”
The lesson that I will teach will act as a follow on to previous lessons on the topic of the family and
describing family members and yourself. This ties in with competence 14. As this will be with a SEN class I
must endeavour to “meet the needs of all pupils, including those with special educational needs …” (Competence 21). I
will use a power point presentation to introduce new vocabulary to the class. I will use bright colours and
large letters to motivate the learners. The pupils will imitate and repeat the new vocabulary as necessary and
hopefully will remember it due to the pictures that correspond to each new word or phrase. Individual
members of the class will be asked to repeat the vocabulary alone and throughout this I will be monitoring
three specific pupils (SM, GT, PM) who normally don’t participate in the class. Previously I monitored their
vocal involvement in a normal classroom situation and I will monitor the same pupils again to see if the use
of the whiteboard helps them participate more. I will invite pupils up to the board to match up various
vocabulary to the picture. For example a picture of a tall boy to the phrase “Soy alto.” This will then test the
more able pupils and will incorporate differentiation. This will develop the pupils’ ICT skills e.g. using the
mouse. I will also be questioning the pupils with previous vocabulary, e.g the use of the verb Ser (soy…) and
the use of the masculine and feminine. I will then consolidate learning with a worksheet with all the new
vocabulary on it. Pupils will now have the chance to show me what they have learned by matching the
phrases to the pictures. There will also be a chance for pupils to add in anything extra which they have learnt.
At the end of the class pupils will fill out a questionnaire to see if they preferred using the interactive
whiteboard rather than normal resources such as flashcards or the overhead projector. Good marks will be
awarded at the end of the lesson to those pupils who worked extremely well.
Pupils’ abilities
All pupils in this class are low-ability and many have very low reading ages. The average reading age is 7 years
old. SM only has the reading age of a 6 year old. She is a kinaesthetic learner. Literacy and Numeracy skills are
weak and generally learning another language is difficult. However they are extremely enthusiastic and
motivated and seem to enjoy Spanish. Therefore I feel that by using the whiteboard this enthusiasm will
increase even further. It will be new, fresh and very stimulating and will increase their learning as well as
becoming another valuable teacher resource. The majority of the class are kinaesthetic learners, however, GB
is a more visual, mathematical and logical learner. She will still be engaged into the lesson with the aid of the
bright colours on the whiteboard. GB has a reading age of seven. PM is also a kinaesthetic learner with a
reading age of seven. She is a very quiet pupil who is reluctant to answer out in class or do group or pair
work. She likes to work alone. I am hoping that the use of the whiteboard will engage her more into the
lesson and help her feel more confident to answer out in class.
Pastoral Issues
The school’s Pastoral Care Policy focuses on the child’s whole development that is a holistic approach. The
school’s motto is “Truth is at the heart of our education.” This means that not only will the pupils be strive
for life-long learning but that they find truth within themselves as they grow in confidence and self-esteem. It
is important that the pupils feel valued and that they are comfortable in a classroom situation. Therefore, they
will gain confidence in themselves if they are stimulated to work and this will be achieved by using the
interactive whiteboard. The enthusiasm and motivation will hopefully come across in the increasing number
of pupils who are keen to participate in the lesson compared to previous lessons: also questionnaires will
indicate the level of enthusiasm for this new technology.
Classroom Management
As always the normal rules in the class will apply. However, as we will be in another classroom I will tell the
pupils beforehand that despite changing rooms there will be no excuse for any bad behaviour. Bad marks will
be given to any pupil who breaches the rules. Pupils will sit in their normal seats and no pupils may shout
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out. All hands must be raised when a question is asked. I will also stress to the more vocal pupils that they
must only answer when they have been asked. Pupils must also stay seated until they are told to come up to
the whiteboard.
School Policies
The school’s ICT policy states that ICT can “assist staff in their personal professional development…”
And this is what I hope to do in this PDA. Through the use of the interactive whiteboard I hope to increase
my ICT knowledge and use the whiteboard as an integral resource in my teaching. The school’s ICT policy
also states that “…as a school we must respond to new developments in technology…” and that ICT has the
“flexibility to meet the individual needs and abilities of each student...” Therefore in my lesson I hope that all
these factors are met and that the pupils will be motivated by the whiteboard and ICT. The positive
behaviour policy also hopes to raise self-esteem and in my lesson with the help of the whiteboard I hope to
raise the confidence and self-esteem of my pupils.
Inset Days
November 2005: ICT training day. This included using the whiteboard and seeing what activities were already
being carried out on it, putting your own resources onto the school’s system for pupils to access and using
and accessing email within the school.
December 2005: Effective questioning in the classroom. This was focusing on the role of questions in the
classroom and how pupils get confused just because of the way we word our questions.
PLANNING FOR LEARNING
(You may attach this information if you already use/have an appropriate planning pro-forma)
• Class, Pupil or Group(s) of Pupils
I intend to work with class 8R. This is a low-ability class. The average reading age is 7 and the majority of
pupils are kinaesthetic learners. Test scores are normally low, even for foundation level, however test scores
in Spanish at Christmas were quite high and this perhaps shows the enthusiasm and motivation they have for
the subject. The pupils that I am focusing on are:
Pupil 1 (SM): This pupil is very quiet and finds it difficult to participate in the class. She is very shy and feels
embarrassed speaking out. Furthermore, she works hard but is very slow at writing down vocabulary. She can
get easily distracted especially when I use flashcards. She seems to dream in class so I am hoping that by
using the interactive whiteboard she will engage in the class a lot more and perhaps participate more. I want
her to gain more confidence and interact with the class much more. She has a low reading age of 6 and
attends extra classes each week to help her. She is a kinaesthetic and visual learner.
Pupil 2 (GT): I have chosen this pupil because she is enthusiastic and seems to really enjoy Spanish but she
lacks confidence when asked to speak out in front of the class. She also doubts herself when the majority of
the time she knows the answer. Furthermore, she is a visual, mathematical and logical learner and has a
reading age of 7.She constantly asks to see the flashcard again so she can remember answers in Spanish.
Therefore I am hoping that by using the whiteboard the bright colours and pictures will help jog her memory
and she will remember the vocabulary better.
Pupil 3(PM): This pupil is very quiet and never really interacts with the rest of the class. When we do group
work she is reluctant to join a group and she never really participates in the class. Therefore by using the
whiteboard I am hoping to increase her confidence in class and perhaps encourage her to speak out
voluntarily rather than asking her for the answer all the time. She is a visual learner with a reading age of 7.
•
Timescale and Relationship with Scheme of Work
This lesson with the interactive whiteboard is not part of the Scheme of Work for my department; however I
am hoping that with the increase of the use of whiteboards it will be incorporated in to the Schemes of Work
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in the future. The topic that I am using in the lesson is part of Year 8 Key Stage 3 Spanish but normally it is
taught with other resources such as flashcards or realia.
•
1.
2.
3.
4.
5.
•
Intended Learning Outcomes
The pupils will develop their ICT skills and their use of the whiteboard.
Pupils will learn more vocabulary to do with the family and descriptions with the use of worksheets.
Pupils who are normally quiet will increase their confidence and be more vocal in the class.
Pupils will find the class more stimulating and interesting as bright colours and pictures will be used.
Pupils will be more confident in using the whiteboard and coming up to the board.
Content (What)
I plan to introduce new vocabulary to the pupils using the interactive promethium whiteboard. I will bring
up certain pictures and descriptions in Spanish which the pupils will repeat many times. I will ask pupils to
imitate and repeat individually and then as a whole class. Next, I will bring up different pictures and
description in Spanish. Pupils will then be asked to come up to the whiteboard and using the special mouse
pen then will match the picture to the phrase by dragging the picture across. After this we will go over the
new vocabulary and lastly I will consolidate by giving the pupils a worksheet and they will match up again to
see if they remember the new vocabulary. At the end of the lesson pupils will fill in a questionnaire to see if
they enjoyed the class. If there isn’t enough time I will do this next lesson. Throughout the lesson I will be
monitoring the three chosen pupils to see if they interacted with the class more.
•
Teaching Strategies (How)
•
Purpose of the lesson is to use the power point presentation on the interactive whiteboard.
•
I will start the lesson with a prayer in Spanish to settle the class. I will inform pupils that at this point
no books will be needed and all their attention should be to the interactive whiteboard.
•
Firstly, I will start with questions to consolidate what was covered in the last lesson.
•
I will then bring up a power point presentation on describing people. As I bring up each picture I will
ask the pupils to repeat and imitate. I will ask individual pupils and then the class as a whole.
•
As I imitate and repeat a few phrases I will go back and cover the previous ones so as pupils will not
forget them. At this time I will be monitoring the three chosen pupils and their participation. I will ask
them to answer if necessary but I am hoping that they will be motivated enough to put up their hand
voluntarily.
•
Once we have imitated and repeated all the new vocabulary I will bring up on the whiteboard a
matching up activity. This will allow me to see what the pupils have learned and who can remember
the new vocabulary. Pupils will be asked to come up and move the words with the mouse pen to the
corresponding picture. Any pupil who is unsure will be allowed to “phone a friend” if they don’t
know.
•
I will then recap and go over the vocabulary again until I give the pupils a worksheet to consolidate.
This will be another matching exercise.
•
After marking the worksheet I will finally hand out a questionnaire for the pupils to fill in and hand up
to me at the end. If time permits I will ask the pupils the new vocabulary to see who can remember it.
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Homework will be given out. It will involve the new vocabulary that has been taught (worksheet).
Homework will be recorded in the homework diaries and conduct book. Merits and sanctions will be
awarded according to behaviour.
•
On the way out the door when the class is being dismissed I will ask each pupil to tell me something
in Spanish which they have learned.
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•
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Resources including Educational Technology (How)
Interactive Whiteboard and mouse pen
Worksheets
ICT technician (on hand in case there are any problems with the equipment).
•
Evidence You Will Use To Monitor Learner engagement and progress (impact of your
teaching on pupils)
1) State the Source of Evidence 1: Observation and written feedback by your recognised supporting
teacher.
2) State the Source of Evidence 2: Completed questionnaires by the pupils on difference between
whiteboard and normal class situation.
3) State the Source of Evidence 3: Completed worksheet that consolidates all new vocabulary learned
in the lesson.
•
Reflective Log You should make a brief note of any significant incident(s) which challenge you to think more
critically about pupil learning and your role in the learning process. See pro forma.
My plans have been discussed and agreed by
Name
Mrs. R G
Date
7th February 2006
The next stage of the process is dependent on the discussion with and agreement of the above.
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TEACHING
You should now begin to teach the lessons you have planned.
Remember to agree the format, focus and time of your observation with your supporting teacher.
REVIEWING
Discussion of Evidence with Recognised Supporting Teacher
REFLECTING ON MY PRACTICE
This section should draw together your main findings with reference to supporting evidence and your reflective log
Clarify precisely the extent to which the focus and purpose have been achieved.
Use the following questions for guidance.
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5
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What has this highlighted about pupil learning? You should refer to Source of Evidence 1-3 and your log
2 How has this influenced your professional values? (Reference Teacher Education Partnership Handbook
Section 2.1)
How did the background information challenge and extend your thinking about teaching and learning?
How did discussions with teacher tutors and other colleagues
· encourage you to use alternative approaches
· challenge your practice
· develop you as a member of a team?
To what extent do you feel you have developed in relation to the stated related competences?
How will the learning from this PDA influence your future classroom practice?
What area(s) of development has (have) been highlighted through this activity which you may address in the future?
DATE OF COMPLETION OF PDA
INDEX OF EVIDENCE
You should retain the evidence you collected and used to review your PDA.
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REFLECTING ON MY PRACTICE
M M, St Rose’s High School, Belfast
Context for the Professional Development Activity
Phase
Key Stage 3 8R Special Needs Spanish Class
Topic
I hope to use the interactive whiteboard as an effective learning resource within language
teaching.
Focus of PDA
•
•
•
•
•
•
•
•
•
•
To encourage and motivate pupils from a low-ability class to increase their learning
using an ICT resource: the whiteboard.
I would like the pupils to gain more confidence in the use of ICT within the classroom
and show them that ICT can be used in any subject and can stimulate them in their
education.
I would also like some of the pupils to engage more in the class and to freely
participate especially in regard to vocabulary learning.
The pupils will develop their ICT skills and their knowledge of the whiteboard
including how to use the mouse pen.
Pupils who are kinaesthetic or visual learners will find the activity very stimulating.
Pupils will be more confident to use ICT, especially the whiteboard.
Pupils will gain a sense of achievement and this will improve their self-esteem.
Focus is on the learning of new vocabulary: describing your height in Spanish.
I will do a comparative study. I will see how much vocabulary they remember from a
normal lesson and then see if using the whiteboard makes a difference. I hope that by
using ICT the pupils will be more engaged in the lesson than beforehand.
Quiet pupils will start to vocally participate due to the use of ICT.
Purpose of PDA
• I would like to increase my own knowledge of ICT and its role within the classroom.
• I also want to increase my knowledge of the whiteboard.
• I also want to show the pupils that ICT is an excellent resource within the teaching and
learning of Modern Languages.
• I want to continue to focus on the important role of Classroom Management and using
Target Language within the class. I will do this by encouraging the pupils to say as
much in Spanish as they can.
• Professionally I would like to increase my use of, and develop making, power point
presentations and activities on the whiteboard.
• To produce resources suitable for S.E.N pupils
• To develop skills in the use of power point presentations
• To share good practise with other department members.
• To develop strategies to motivate “more reluctant,” learners.
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Sources of Evidence
Evidence 1
My Teacher Tutor felt that my lesson was extremely well planned. She also felt that the
PowerPoint presentation was well laid out using superb graphics. She felt that the use of bright
animated cartoon characters stimulated and motivated all of the pupils as well as making the
lesson fun. My Teacher Tutor thought that consolidating vocabulary from the previous lesson
was an excellent way to begin and she felt that this also challenged the more able students.
Furthermore she felt that the learning objectives were clearly communicated and displayed to the
pupils at the beginning of the lesson and were also shown again at the end to reinforce what had
been learned. A good standard of discipline was also displayed in the classroom and it is obvious
that there is a good rapport between teacher and students. My Teacher Tutor also felt that it was
good not to encourage the pupils to shout out the answer. She also felt thought that there were a
wide range of teaching strategies to cater for all the learning styles of each pupil and that clear
and specific instructions were given throughout the lesson. Constant praise was given and the
lesson was very motivating and stimulating for the pupils. My Teacher Tutor felt that despite the
lesson going extremely well that there were some areas for improvement. I agree and I have
discussed these areas under sections 4 and 5 below.
Evidence 2
The questionnaires were very positive and encouraging as all of the pupils enjoyed using the
whiteboard and would like to use it again in Spanish. Using questionnaires in class is something
that I have not done before. However, I now realise that some of the pupils ticked more than
one box in some of the questions so perhaps in future I should guide them on how they should
be completed. Two of the pupils that I am monitoring were present on the day of my PDA and
both of them really enjoyed using the whiteboard and felt that it was an excellent tool for
languages. My results are as follows:
Question
Yes
No
1. Did you enjoy the
lesson?
10
0
3 (yes we didn’t do
any work)
2. Would you use the
whiteboard again?
13
0
-
3. Did you have any
problems with the
board?
0
10
3 (didn’t use it!)
4. Did you answer
out more?
1
0
12 (same as other
classes)
8+ = 12
7=1
5. Marks out of ten
Other
-
From the results above it is obvious that the pupils really enjoyed the lesson and would like to
use the whiteboard again. The remarkable thing is that three of the pupils felt that they hadn’t
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completed any work. They obviously enjoyed the lesson so much that they didn’t even realise
that they were still learning new vocabulary but in a different way than before. However, the
results show that the students didn’t actually increase their participation but my Teacher Tutor
did specify that the pupils being observed did in fact participate more and are just reluctant to say
it. This is true as it was a double period so obviously all the students participated more than
usual.
Evidence 3
Both worksheets were completed well by all pupils. However, only two pupils in the class failed
to achieve full marks. One of these pupils had to leave the class to go to reading. This result was
excellent because compared to a normal classroom situation on “Weather” only 7 pupils gained
full marks. This is only half the class. Therefore, this is evidence that the whiteboard did
stimulate and engage the pupils with their vocabulary learning. The homework exercise was also
a success with the majority of pupils receiving full marks including the targeted pupils who scored
full marks. I feel that this was due to the fact that they had already learned the masculine and
feminine and because famous celebrities were used. The animated characters that were used on
the PowerPoint may also have helped the students to remember the vocabulary as they were
characters that they could relate to.
1. What has this highlighted about pupil learning?
By using the Interactive Whiteboard I discovered that the pupils seemed more engaged
and focused throughout the lesson. Moreover, the more reluctant pupils seemed more
confident to participate in class. One pupil who I was targeting had been reluctant before
but did put her hand up during this particular lesson. However, she did not know the
answer and had to phone a friend which was a pity but at least she felt more confident to
raise her hand and participate. Another pupil who I was targeting was not as confident as
the others because she had to go to reading for 25 minutes of the lesson. This was
unfortunate and something that I must consider with this class in the future. This is a
special needs class and many of the pupils are taken out of class to go to extra support
classes for reading. Unfortunately it was this pupil’s turn during my PDA lesson and
therefore it was hard for this pupil to focus and catch up with the rest of the students.
This lack of confidence showed at the end of the lesson when I gave out worksheets
because she was one of two girls who did not get full marks. I also learned that constant
repetition is vital for a class of this ability especially those with an auditory learning
preference. However, as most of the students are kinaesthetic learners coming up to the
laptop and circling the correct answers was excellent for them and when they were right it
really boosted their confidence. The questionnaires were very positive and encouraging
as all the pupils enjoyed using the Whiteboard and would like to use it again in Spanish.
This showed me that doing something different really made a difference. The pupils
really loved the animation and graphics and said that these made it much easier to
remember the new vocabulary. This proves that vibrant colours and movement really
stimulate and engage the students. Furthermore, the results of the worksheets that were
completed in class speak for themselves. Twelve out of fourteen students received full
marks compared to seven out of fourteen in a previous lesson using only flashcards.
2. How has this influenced your professional values?
My role and main focus as a teacher is to care for children and promote the
development of the whole child. I feel that during my PDA, I focused on all aspects of
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the child’s whole development. Academically by learning new vocabulary in Spanish,
socially and morally through learning about describing others and learning that everyone
is different but should be treated equally regardless of their appearance and spiritually
through the guidance of following the school rules and school motto and doing
everything to the best of their ability. Discipline is also part of this as well. I feel that I
am very enthusiastic and passionate about my subjects and I want my pupils to be
enthusiastic as well and be committed to their education just like I am committed to my
profession as a teacher. By taking many different characters in the PowerPoint
presentation I showed the children that it is important not to judge others because of
their looks or appearance and I showed that everyone is equal and should be treated
equally. I also felt that I possessed high standards not only in my preparation for the
lesson but in my conduct and what I expected from the pupils in my class as well.
Through doing this PDA I am developing professionally and therefore it is important
that I can critically evaluate my teaching but also that I can learn from it and improve
in the future. The teaching profession is obviously about teaching but I must stress that
it is also about learning. I hope that through this PDA and discussion with my Teacher
Tutor that I can evaluate what I have achieved and also take on board any constructive
criticism so that I can improve in the future. I am also willing to keep up to date with
any new educational issues especially regarding my subjects and any changes that may
arise. I feel that this PDA has taught me that ICT is a great resource and should be used
more often in Languages and I feel that it is appropriate to use ICT more with Special
Needs classes. In future I think that I will use more cartoon characters and animation to
engage the pupils more especially at Key Stage 3. Moreover, I have learned that colour
and movement are extremely important for SEN pupils.
3. How id the background reading challenge and extend your thinking about teaching and learning?
I researched information about using ICT in teaching on many websites. I made some
good finds. For example, on www.leeds.ac.uk/educol/documents/00001329.htm
I
discovered an article written by a student at Leeds University about the use of ICT in
schools today. They did a study about using ICT in schools and discovered that by using
ICT pupils have a “positive attitude to their work and more commitment to their
education…” It also “enhanced enjoyment and interest, increased self-esteem and it
increases independence and confidence.” (Cox 1997) This shows that it is important to
use more ICT in schools. On www.curriculumonline.co.uk under the topic “Why teach
ICT?” the author is adamant that ICT should be used in all subjects as it is part of the 21st
century and therefore increases life-long learning as it “prepares them for the workplace.”
The author also states that ICT can in fact help reduce the teacher’s workload and help
develop new skills. Fro me the most surprising find was from a survey on
www.bbc.co.uk about learning styles. Learning styles are relatively new to me and I know
that they are extremely important for future lesson planning especially for SEN classes.
However, I found out that I in fact used the left-hand side of my brain more as I am very
organised and self-motivated and prefer to work alone. I also found out that I am multisensory and prefer to learn through a variety of styles. This finding has prompted me to
change my lesson as often as possible to ensure that the pupils are not bored. Through
my background reading I have discovered the importance of learning styles and of
engaging my students. I have also realised that ICT is extremely important in helping
pupils have more confidence and it also increases autonomous learning.
4
4. How did the discussions with Teacher Tutors and other colleagues
• Encourage you to use alternative approaches
• Challenge your practice
• Develop you as a member of a team?
Discussions with my Teacher Tutor have shown me that using ICT in Modern Languages
is extremely important for the future. Furthermore, I will definitely use the Interactive
Whiteboard more often in my lessons and encourage the use of ICT at home. I would
also like to bring my pupils to the IT suite more often and try out more internet sites. At
present I use Linguascope which as excellent games and quizzes about many topics used
at KS3 but I would also like to try www.quia.com and www.bbc.co.uk. My Teacher
Tutor also pointed out to me the importance of using more able students in the class to
help the less able ones. During the lesson one pupil finished her worksheet very quickly
and instead of using her to help some of the others I was left to try and get around
everyone. This is an excellent idea and it is something which I will definitely do in the
future especially as the less able pupils may feel more confident getting help from a peer.
In future I am also going to pair up a more able student with someone who is finding my
subject difficult as I feel that it will help me get round all the class and see how they are
doing. In future I must also foresee who will miss part of the lesson due to their reading
class and I must separate any pupils who are likely to get distracted easily. The
unfortunate event as regards the sue of the whiteboard pen was something out of my
control but in future I must check that everything is in perfect working order. However,
with technology there are always problems and I feel that I worked to the best of my
ability during my lesson. My Teacher Tutor agreed that I coped well with the technical
ICT problems. Furthermore the pupils still enjoyed coming up to the laptop and
contributing to the class. In future I must also use colours that can be clearly visible.
Yellow as not a good colour to circle the correct vocabulary especially on top of a pink
background. This is extremely important especially as some SEN pupils have difficulty
reading the board.
I had many discussions with my Teacher Tutor and other colleagues before my PDA
took place and I received a lot of help and advice from others. The teacher in charge of
the whiteboard gave me lots of advice about how to sue the Whiteboard and laptop.
Other colleagues helped with seating arrangements and the layout of my presentation.
My Teacher Tutor also helped with the focus and purpose of my PDA and about the
importance of learning preferences. As previously mentioned, this was something new to
me and it is now an important factor when planning lessons. Furthermore, by doing a
quiz and finding out about my own learning style it has become an even bigger factor in
my development as a teacher. After my PDA I decided to show my findings to other
members of my department. I showed them my PowerPoint presentation and suggested
that we should incorporate more ICT into our schemes of work and how easy it is to use
a different approach. I also explained to them that more of the pupils were engaged in
the lesson due to the Interactive Whiteboard. I felt that the department was pleased with
the results and it made everyone think about their planning.
5
5. To what extent do you feel you have developed in relation to the stated related
competences?
I feel that during my PDA all the below competences were met.
Related Competences:
• Competence 20: Teachers will use a range of teaching strategies and resources,
including eLearning where appropriate that enable learning to take place and which
maintain pace within lessons and over time.
While planning my lesson I took into account the age, ability and interests of my students.
For example, I used up-to-date cartoon characters from Disney and Harry Potter that I
knew every pupil would recognise. By doing this I took into consideration the fun factor
and their age. I also used very limited vocabulary and simple phrases because of their low
reading ages and ability. Furthermore I let the students come up to the front to use the
board as many are kinaesthetic learners. I also used imitation and repetition for the audio
learners and the bright vibrant images helped the visual learners. The objectives of my
PDA were to engage the pupils and to make the lesson fun as well as to encourage the
quieter pupils to get involved and I feel that these aims were met.
• Competence 14: Teachers will set appropriate learning
objectives/outcomes/intentions, taking account of what pupils know, understand and
can do, and the demands of the Northern Ireland Curriculum in terms of knowledge,
skills acquisition and progression.
I also had continuity in my lesson as I recapped what had been learned in the previous
lesson. We went over the hair and eye colour and all the pupils remembered the
necessary vocabulary. This made the pupils aware that the height was still part of the
“Description” topic
• Competence 11: Teachers will have developed a knowledge and understanding of
how to use technology effectively, both to aid pupil learning and to support their
professional role, and how this competence embeds across all the competences.
I also developed the use of ICT within Spanish by using the Whiteboard. It was
something new and different and all pupils enjoyed it. Every student said that they would
like to use it again in the questionnaires and I feel that all pupils were fully stimulated and
engaged in the various activities. I also feel that using ICT has increased some of the
children’s confidence and it also helps tem for life-long learning and their future careers.
• Competence 23: Teachers will contribute to the life and development of the school,
collaborating with teaching and support staff, parents and external agencies.
In order to do my PDA I had to liaise with other colleagues in my own department and in
others in order to make my lesson a success. I feel that making strong bonds with other
colleagues has helped me develop professionally in many ways and I am very grateful for
all their help. My working relationships with teachers who I didn’t know well have now
strengthened and this is excellent for the school as a whole. It is important to liaise with
others so that we can learn from each other.
6. How will the learning from this PDA influence your future classroom practice?
In the future I am going to use PowerPoint and the Whiteboard more often. I have
learned from my Teacher Tutor the importance of seating arrangements and separating
the troublesome pupils. I must also use the more able students to help others in the
class. This will be a great help and support for me as it will give me more time to
6
circulate and see how everyone is doing. Beforehand I may have neglected some of the
more able students to help weaker ones and I have learned that I must praise them more
and continue to boost their confidence as well. I must also take account of what the
students want and it is obvious that these pupils would like more ICT incorporated into
their lessons for Spanish. It may be a good idea for the pupils to do some PowerPoint
presentations of their own to perhaps revise a topic we have just finished or to
consolidate the whole topic. I have also learned that it is important to have everyone
focused on the PowerPoint presentation. During my PDA I had all the pupils at the
front without any pens or books in front of them. It was a great success because they
had nothing in front of them to distract them. I will definitely use this approach in the
future. I also felt it was important that no one shouted out the answer and therefore I
told the students that I would only ask those girls who sat quietly with their hands up.
This was a good approach as the really enthusiastic girls settled and raised their hands.
Perhaps in future it may be wise to have enough activities so that every girl in the class
has a chance to go up to the board and answer as it was unfair that some pupils were not
included. This is something which I will improve on in the future.
7. What area(s) of development has (have) been highlighted through this activity
which you may address in the future?
From this PDA I have learned the importance of ICT in the teaching and learning of
Modern Languages. It is extremely important for the future and it is vital that children
leave school with basic computer knowledge so they can succeed in the future. It is also
important to build their confidence and ICT can help in a big way. Furthermore, I will
definitely change some of my approaches and take into account the different learning
styles of pupils. Variety is also very important and I must have the confidence to try new
things. Like myself some teachers may be afraid to use PowerPoint and the Whiteboard
but once you know how it can dramatically change your lesson and you see the results
through the enjoyment and focus of the pupils. Therefore I feel that it is important to
use more ICT in the future and I would like to use it again for my second PDA as I feel
that there is much more to explore and do. I also feel that is an excellent tool for any
pupil but especially for SEN pupils as it really builds their confidence. Furthermore, ICT
increases independent study and this is vital in the future especially if these pupils proceed
to further education. Therefore if we start incorporating ICT more into all subjects now,
we will be helping to form a computer literate society fit for the 21st century.
DATE OF COMPLETION OF PDA
19th June 2006
7
EPD CLASS OBSERVATION
Name of EPD Teacher:
Ms M
Date:
20th March 2006
Class Observed:
Year 8
Observer:
RG
Position in School:
Vice Principal and Teacher Tutor
1.
Planning and Preparation
• An exceptionally well planned lesson which included a PowerPoint presentation
with superb graphics. The lesson was most appropriate to the age and ability of
the pupils. The pupils were delighted with Ms M’s choice of cartoon characters
to indicate different heights and this stimulated their interest in the learning
activity.
• The learning objectives were linked to the Spanish syllabus requirements and use
of the Whiteboard helped to make the lesson more interesting and stimulating.
Pupils were given the opportunity to develop their language skills, oral, listening
and written. Unfortunately they were unable to develop new ICT skills as the
Whiteboard pen was not working and instead of the pupils using the pen to
match the correct vocabulary to the image, they indicated their choice on the
whiteboard and Ms M had to use the laptop to display their choice. Ms M had
checked that the pen and Whiteboard were in working order before the holiday;
the technician’s help was sought at the start of the lesson but he was unable to
solve the problem. Ms M coped very well with this unforeseen problem and
continued unperturbed with the lesson.
2.
Classroom Practice
a) Organisation: introduction; transition between different learning activities
b) Time
c) Classroom layout and environment
• A very good introduction where a question and answer session actively involved
all pupils and established clear links with the previous lesson, thereby
consolidating prior learning. It was evident that most pupils had a very good
understanding of how to describe people’s eye and hair colour. By the end of the
lesson most were confidently able to describe people’s height. The learning
objectives were clearly communicated at the start of the lesson and displayed on
the Whiteboard. They were displayed again at the end of the lesson so pupils
could see what they had accomplished and feel a sense of achievement.
• The lesson was well paced and all activities, in spite of the technical difficulties,
were completed within the planned time limits. The lesson was well structured
with a smooth transition between the different learning activities. The question
and answer session helped pupils to recall prior learning – using colours to
describe eyes and hair. This was followed by a PowerPoint presentation which
introduced the new height related vocabulary. After repetition, a number of
pupils were invited to go up to the Whiteboard and match the image to the
correct word. Other pupils were then selected to circle the correct spelling of the
adjective. Masculine and feminine endings for adjectives and parts of the verb
“ser” were also revised as part of this exercise. The oral work was complemented
with a worksheet where pupils, in their written work, carried out a similar activity
to the “matching” exercise on the PowerPoint presentation. Pupils then
proceeded to copy the new vocabulary into their notebooks. Pupils’ listening
skills were also developed when they were asked to give the English meaning of
set phrases. Ms M concluded the lesson by carrying out a quick oral revision of
all work covered in class. The set homework reinforced the work covered in
class, directing pupils to underline or circle the correct height.
3.
Classroom Practice
a) Relationships and Discipline
b) Pupil Behaviour
• A good standard of discipline was evident. It was obvious that most pupils were
fully engaged and enjoyed the planned activities, especially going up to the
Whiteboard to match the correct word to the image. Most pupils were keen to
participate and the “reluctant” ones were encouraged to take part. One of the
targeted pupils was unsure of the answer so she was given the option to “phone a
friend”. Unfortunately the Whiteboard pen was not working and Ms M had to
resort to using the laptop thereby turning her back on the class. This had three
disadvantages: firstly, pupils did not have the opportunity to develop new ICT
skills; secondly, it slowed down the pace of the lesson; thirdly, two of the “very
lively” pupils took advantage of the fact that Ms M had to turn away from the
class in order to use the laptop and began to show signs of restlessness. There
were promptly brought back to task when asked firmly and politely to focus on
the lesson activity.
• Ms M maintained good discipline by discouraging pupils from shouting out
answers. One pupil who shouts out frequently in all classes was warned that she
would be sent to the back of the room if she continued. This warning sufficed
and there was not further need to reprimand this pupil. To reinforce the desired
behaviour, the teacher said she would pick quiet girls who put up their hands.
• Ms M had a very good rapport with her pupils and the pupils obviously enjoy
learning Spanish. This was evidenced by their enthusiastic response.
4.
Classroom Practice: Teaching and Learning
a) Teaching Strategies – whole class and individual mode
b) Activities to motivate and encourage
c) Appropriate resources/effective use of resources
d) Differentiation
e) Appropriate to different learning styles
• A wide range of teaching strategies was employed to cater for the needs of the
oral, visual and kinaesthetic learners.
• These included a question and answer session with the whole class, followed by a
“matching up” exercise where selected pupils were invited to the Whiteboard.
Pupils were also given opportunities to develop their writing and listening skills.
To consolidate learning, prior and new learning was revised. Pupils proceeded to
engage in individual work, completing a worksheet which incorporated the
learning activities practiced on the Whiteboard. Pupils then worked in pairs to
correct each other’s worksheets. The lesson was reviewed via a group discussion
on the main learning outcomes.
•
•
•
•
•
•
There were plenty of opportunities for pupils to give answers in the target
language. Ms M ensured that all pupils contributed orally at times focusing on the
“reluctant to speak” pupils.
Appropriate methods of differentiation were used with lower ability pupils. They
were given extra help to complete the worksheet as Ms M circulated round the
class ensuring that all pupils were successfully completing the set task. They were
also given a longer time to answer questions.
Ms M used a wide range of resources which were well prepared in advance; these
included the superb PowerPoint presentation with a wide variety of cartoon
characters, the Whiteboard, a teacher produced worksheet for completion in class
and a second worksheet using the names of pop stars to be completed for
homework. Pupils were asked to fill in a questionnaire indicating whether or not
the use of the Whiteboard encouraged them to participate more in lessons. Ms M
made a great effort to cater for the needs of the visual and kinaesthetic learners.
Ms M demonstrated expertise in the use of the Whiteboard, in spite of the
technical problems with the pen. After unsuccessfully seeking help from the
technician, she quickly switched to using the laptop and this helped the lesson to
flow smoothly.
Ms M provided clear and specific instructions/explanations on all activities,
motivating and encouraging the pupils.
All pupils were actively engaged in all activities and were appropriately challenged
and motivated.
5.
Homework
• Homework was directly related to the work covered in class and helped to
reinforce pupils’ understanding of vocabulary related to height. Pupils had to
underline or circle the correct answer. The use of pop stars’ names made the
exercise more appealing.
• Homework was clearly explained and correct responses were rehearsed with the
pupils.
• Pupils were encouraged to write homework in their diaires.
6.
Evaluation
• An exceptionally well prepared lesson making the best possible use of the
Whiteboard in spite of the technical difficulties. This resulted in the attainment
of high standards of teaching and learning.
• PowerPoint presentation, teacher produced worksheet and homework sheet were
well designed and appealed to the pupils due to the inclusion of cartoon
characters and pop stars.
• Pupils who made an effort to give the correct responses received praise from the
teacher and this helped to raise their self-esteem and had a motivating influence.
• Most of the pupils produced correct answers and this helped to generate a sense
of achievement among them. When the worksheet was completed 12/14 pupils
gained 4/4. One of the targeted pupils gained the lowest mark due mainly to the
fact that she had to go out of class for extra reading – 25 minutes approximately.
• Ms M spent extra time with the lower ability and less motivated pupils and
encouraged them to produce a high standard of written work.
•
•
•
•
•
•
7.
RG
All pupils were positive and enthusiastic when engaged in the various activities
and a high standard of learning was achieved.
Ms M is aware of how ICT can build pupil confidence and self-esteem as well as
helping them to concentrate.
Pupils’ responses to Question and Answer activities indicated that they had a very
good understanding of the work covered in the previous lessons.
The pupils responded well to the use of ICT and the Whiteboard captivated their
attention and encouraged interest and participation in the lesson.
Very good use by teacher of the target language.
Dissemination of good practice: discuss the content of this lesson at next
department meeting. PowerPoint presentation could be amended and used in
French lessons.
Areas for Development
• Peer learning: pupils who completed the worksheet early could help the “slower”
pupils or an extension activity could have been provided for them.
• Seating arrangements: try to ensure that the lively and attention seeking pupils in
the class are separated. This allows the teacher to concentrate on teaching and
learning and not be distracted by pupils misbehaving.
• Locate the more vocal pupils at the back of the room and the quieter pupils close
to the teacher – this may encourage them to participate more actively.
• Use a different colour to circle words – yellow is not clear.
Lesson Plan
DATE:Monday 20th March 2006
LEVEL/ABILITY: Low/SEN
DURATION OF LESSON: 70 mins
COURSEBOOK: Listos 1
OBJECTIVES
CLASS
LONG-TERM
Introduce and practise height
Describing yourself
RESOURCES
ASSESSMENT
Interactive whiteboard, Worksheets
Worksheet, oral practice
CLASS: 8R
NUMBER IN CLASS:15
SEQUENCE/TIMING [Incl. D for Differentiation, TL/MT P(rogression)]
Roll, prayer
S
S
2
Revision of vocabulary from previous lesson (eye and hair colour)
Speaking: Using the power point presentation the pupils will repeat and imitate
the new vocabulary.
10
15
D
P
5
Grammar: On the whiteboard I will show the different endings for males and
females and I will practise this with examples.
G
7
Various pictures will then be shown and the pupils will have to say the correct
height and then come up and write it on the board.
TL 5
Using pictures and the new vocabulary the pupils will come up to the
whiteboard and match the correct picture to the word.
G
TL
R Worksheets: Pupils will then match up the new vocabulary with pictures.
W
8
8
A questionnaire will then be filled in to see if the pupils enjoyed using the
whiteboard.
R
W New vocabulary will be copied down in pupils’ notebooks.
NEW VOCABULARY/STRUCTURES
Soy bajo, soy baja, soy alto, soy alta, soy mediana, es
1
10
QUESTIONS (Incl. D for differentiation plus P for progression)
¿Homer es bajo o alto ?
¿Maggie es bajo o baja?
¿Cómo es Chicken Little?
ANTICIPATED DIFFICULTIES (eg. Literacy, numeracy, c’management)
plus what you will do about these.
Pronunciation of new vocabulary
Behaviour/Discipline
Imitation and repetition (all class repeating?)
Grammar: alto, alta (masculine/feminine)
HOMEWORK
Worksheet: match up picture to word.
EVALUATION incl. ACTION POINTS FOR FORWARD PLANNING
I felt that the lesson went extremely well. The pupils were very enthusiastic and
really enjoyed using the whiteboard. However, the mouse pen did not work so I had
to use the laptop instead. Furthermore, some children did not get the chance to come
up to use the whiteboard so perhaps in future I should do enough examples for
everyone. The pupils worked very well and seemed to grasp the new vocabulary
quite quickly. Two pupils were a bit disruptive. I did have a word with them but
perhaps I should have separated them. Some more able pupils were finished very
quickly so perhaps in future I should ask these pupils to help the less able ones.
Despite one targeted pupil missing some of the lesson due to reading both pupils
seemed to participate more and really enjoyed using the whiteboard. I feel that using
ICT really stimulated and motivated the pupils and in some questionnaires the pupils
said that they didn’t do any work in class, therefore they were having so much fun
that they didn’t even realise they were learning!
2
Lesson Objective
By the end of the
lesson I will be able to
say my height in
Spanish
¿ Cómo eres ?
Soy alto
Soy alta
Soy bajo
Soy alto
Soy baja
Soy
mediana
Soy mediana
Pussinboots
es bajo
Blancanieves
es mediana
Masculino
Femenino
Bajo
Baja
Alto
Alta
Mediana
Empareja las palabras con los imagenes:
Soy alta
Soy alto
Soy bajo
Soy baja
Alto / alta
Alto / alta
Mediano / mediana
Bajo / baja
¿Cómo eres?
What are you like?
Soy alto
I am tall (boy)
Soy alta
I am tall (girl)
Soy bajo
I am small (boy)
Soy baja
I am small (girl)
Soy mediana
I am medium/average
height
Es …
He / she is …
¿Cómo eres?
1.
Nombre: ________________
2.
3.
1. __________________________
4.
Soy baja
Soy mediana
2. __________________________
Soy alto
Soy bajo
3. __________________________
4. ___________________________
Los ojos y el pelo
__________________
__________________
____________________
____________________
Nombre: _____________________
_____________________
____________________
_____________________
_____________________
Tengo los ojos azules
Tengo el pelo negro
Tengo el pelo pelirrojo
Tengo los ojos verdes
Tengo los ojos negros
Tengo el pelo castaño
Tengo el pelo rubio
Tengo los ojos marrones
¿Cómo eres?
Nombre: __________________
Subraya la palabra correcta:
Underline or circle the correct word:
a) David Beckham es alto/ alta.
b) Kylie Minogue es bajo/ baja.
c) Angelina Jolie es alto/ alta.
d) Brad Pitt es mediano/ mediana.
e) 50 Cent es alto/ alta.
f) Lisa Simpson es bajo/ baja.
¿Cómo eres?
Nombre: __________________
Subraya la palabra correcta:
Underline or circle the correct word:
g) David Beckham es alto/ alta.
h) Kylie Minogue es bajo/ baja.
i) Angelina Jolie es alto/ alta.
j) Brad Pitt es mediano/ mediana.
k) 50 Cent es alto/ alta.
l) Lisa Simpson es bajo/ baja.
Questionnaire
Name: ___________________
1. Did you enjoy today’s lesson? Why? Why not?
2. Would you like to use the whiteboard again?
3. Did you have any problems using the whiteboard?
4. Did you answer out in class today:
more than in other classes
same as other classes
less than other classes
5. Please fill in your marks out of ten:
Normal lesson using flashcards =
Lesson using the whiteboard =