Today we will be looking in-depth at the Domain: Engage. We will be looking at the levels (1-4) within the model. A teacher can be doing the things found.

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Presentation transcript:

Today we will be looking in-depth at the Domain: Engage. We will be looking at the levels (1-4) within the model. A teacher can be doing the things found in all of a level or more often than not, doing the things found in parts of each of the levels. We will also be exploring each of the capabilities within Engage.

ENGAGE- focuses on the 4 teacher capabilities of:  Develops shared norms  Determines readiness for learning  Establishes learning goals  Develops metacognitive capacity

On your tables are A3 sheets that provide a breakdown of each of the capabilities within the Domain of Engage.

On coloured cut out cards are tasks that Teachers at the 4 different levels would be doing for each of the capabilities. Fit the coloured cut out cards into their correct positions. How you do this is up to you as a team.

e 5 The teacher refers to shared norms in their interactions with students and shares responsibility with them for reinforcing protocols. PoLT 1.2 Promotes a culture of value and respect for individuals and their communities. PoLT 2.2 Uses strategies that build skills of productive collaboration.

VELS STANDARD/LEARNING FOCUSSENTENCE STARTER/QUESTION L1 - Students begin to take initiative as learners by asking questions when needed and attempting small projects. Who did you ask for help during that task? What did you ask them? L2 - Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers. If you are not sure about what to do where and how can you get help? L3 - Students seek teacher feedback to develop their content knowledge and understanding. In this last session, I asked my teacher/should have asked my teacher how to... Examples of what you can get students to do:

VELS STANDARD/LEARNING FOCUSSENTENCE STARTER/QUESTION L1 - Students begin to take initiative as learners by asking questions when needed and attempting small projects. Who did you ask for help during that task? What did you ask them? L2 - Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers. If you are not sure about what to do where and how can you get help? L3 - Students seek teacher feedback to develop their content knowledge and understanding. In this last session, I asked my teacher/should have asked my teacher how to...

VELS STANDARD/LEARNING FOCUSSENTENCE STARTER/QUESTION L4 – Students seek and respond to teacher feedback to develop their content knowledge and understanding. When I ask my teacher for help, I can use his/her response to help me learn by... (eg having another go, paraphrasing back to my teacher, explaining it to someone else) L5 – Students seek and respond to feedback from peers, teachers and other adults and explain how their ideas have changed to develop and refine their content knowledge and understanding Today I got feedback from... and it impacted on me in the following way... L6 - Students seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. Today I received feedback from... and as a result I am now going to investigate...

Writing student goals. SMART  Specific  Measureable  Achievable  Realistic  Time based i.e. In an effort to improve my learning I will… 1. to be on time everyday in math By the end of semester 1, I will have contributed more in my English group discussions but also give my class mates a chance to talk. I will keep a record of my progress. A daily entry mapping my progress will be an excellent way to help me understand what I’m doing right and what I’m doing wrong.