Goal 1 | Aisha Ali Semester 7

Goal 1: Planning for challenging activities

Page overview:

This page includes details on my first goal for this semester, including the purpose, plan, and evidence.

Teaching Competency: Planning for Learning

SMART Goal

In order to make goals more attainable, a specific criteria must be followed, and this criteria uses the acronym SMART (Specific, Measurable, Attainable, Relevant, Time-based) (University of California, 2016).

Specific

To plan for challenging activities, specifically for the high achievers in the classroom.

Measurable

Results will be measured through the use of video recordings of students as they work, plus getting feedback from my mentor teacher.

Attainable

Using a Teaching Target Model (TTM) template, I will note down the targeted students' levels as they work through the regular activities, and compare it to what level on the TTM they are in when new activities are introduced.

Relevant

I already have prior knowledge about differentiation, so I can use that to my advantage in creating challenging work.

Time-based

Constantly reflect on students'reactions to activities, n order to make appropriate adjustments.

Justification

In one of my previous practicums, I received a comment from my then mentor about the importance of stretching the more able students. I have always lacked the strategies to stretch high achievers, and so I developed this goal in order to broaden my understanding of challenge. Costley (2012) writes that challenging tasks are important for cognitive growth (Costley, 2012).

Previous Mentoring School Teacher's (MST) Comment

My MST's comment on my need to stretch the high achievers during the lesson lead me to establishing this goal.

Teaching Philosophy

My teaching philosophy advocates the use of cognitively challenging activities. The basis for this belief is Lev Vygotsky's theory of the Zone of Proximal Development (ZPD), in which the activities must be matching to that of the child's level (Arends, 2015).

Click on the button below to be redirected to my teaching philosophy page:

Teaching Philosophy

Goal Implementation Steps

Step 1: Identify the high achievers in the classroom

I created a list of students' names, and marked the high achievers in the classroom with a green symbol, to make it easier to identify them.

Step 2: Use the Teaching Target Model (TTM) to note down current activities

Using a template inspired by Nottingham's idea of the Teaching Target Model (TTM), I noted down what level of learning students were experiencing with their current activities.

Step 3: Present new activities

Later, I began to implement the new activities. This image is of an extension activity during a lesson about long e, in which students played a game to find four long e words in a row as a stretching activity after the main one.

Step 4: Note down the Teaching Target Model (TTM) with the new activities

After experimenting with several activities for the high achievers, I noted down the levels they were working in with the new activities.

Evidence of Progress

Activity 1: Reading

Activity 2: Descriptive Phrases

Activity 3: Concept Stretchers

The purpose of this task was to have the high achievers practice reading throughout the activity. Later, I concluded that this activity was not very challenging, as it did not aim to cognitively challenge students in a variety of ways.

This activity required students to construct a descriptive phrase consisting of three elements (size, color, name). This group of students were given several tasks. First, students had to identify which element each foam cup held. Second, they had to construct a phrase with an element from each cup. Last of all, they were given a checklist to to self-assess their answers. Unlike previous tasks, students showed signs of critical thinking, indicating they were being challenged.

After completing the main activity, I gave the high achievers an extra task, which was to find four words in a row that had the long e. Students finished it unexpectedly quickly, and so I learned that in-depth planning is vital to ensure that the activity will require some time from the student, and challenge them to stretch their learning.

Feedback

Mentoring College Teacher (MCT)

One of my aims as part of challenging pupil's was to increase discussion between them, and my MCT mentioned that it was apparent that students were working collaboratively through discussion, which indicates that it was a successful lesson in terms of challenge.

Reflection

Reflection plays a vital role in the planning of activities. After each activity I implemented, I learned something new. For example, students might find certain tasks too difficult, or too easy. Therefore, constant adjustments must be made. In the end, I was able to successfully challenge students as many signs were apparent, such as the increase of discussions, asking questions, and problem-solving. In addition, I learned that creating tasks that aim to stretch the individual through various cognitive skills is essential to develop thinking (Scottish Network for Able Pupils, n.d.).

During teaching practice, I reflected on some of the strategies, which I wrote about on week 4 of my weekly reflections. Click the button below to view the reflection:

Weekly Reflections

References:

Arends, R. (2015). Learning to Teach. New York City: McGraw-Hill Education.

Scottish Network for Able Pupils. (n.d.). Guidance for addressing the needs of
highly able pupils. Retrieved March 31, 2020, from https://www.gla.ac.uk/
media/Media_138127_smxx.pdf

University of California. (2016). SMART goals: A how to guide. Retrieved April
29, 2020, from https://www.ucop.edu/local-human-resources/_files/
performance-appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf