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    PLP Student Self Assessment 2017

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    Jessica Goldfinch completed a professional learning plan with three goals for her remaining weeks of professional experience: 1) To develop her ability to provide explicit instruction by focusing on curriculum content and connecting new learning to prior knowledge; 2) To provide specific feedback to students to help them identify what they did well and how to improve; 3) To work on the tone and projection of her voice when providing instructions versus disciplining students. She outlined strategies for achieving each goal, including using the "I do, we do, you do" modelling strategy and consciously reflecting on her voice. Her mentor Britt Ross approved the learning plans.

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    PLP Student Self Assessment 2017

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    48 views1 page
    Jessica Goldfinch completed a professional learning plan with three goals for her remaining weeks of professional experience: 1) To develop her ability to provide explicit instruction by focusing on curriculum content and connecting new learning to prior knowledge; 2) To provide specific feedback to students to help them identify what they did well and how to improve; 3) To work on the tone and projection of her voice when providing instructions versus disciplining students. She outlined strategies for achieving each goal, including using the "I do, we do, you do" modelling strategy and consciously reflecting on her voice. Her mentor Britt Ross approved the learning plans.

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    Jessica Goldfinch completed a professional learning plan with three goals for her remaining weeks of professional experience: 1) To develop her ability to provide explicit instruction by focusing on curriculum content and connecting new learning to prior knowledge; 2) To provide specific feedback to students to help them identify what they did well and how to improve; 3) To work on the tone and projection of her voice when providing instructions versus disciplining students. She outlined strategies for achieving each goal, including using the "I do, we do, you do" modelling strategy and consciously reflecting on her voice. Her mentor Britt Ross approved the learning plans.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    48 views1 page

    PLP Student Self Assessment 2017

    Uploaded by

    api-376472698
    Jessica Goldfinch completed a professional learning plan with three goals for her remaining weeks of professional experience: 1) To develop her ability to provide explicit instruction by focusing on curriculum content and connecting new learning to prior knowledge; 2) To provide specific feedback to students to help them identify what they did well and how to improve; 3) To work on the tone and projection of her voice when providing instructions versus disciplining students. She outlined strategies for achieving each goal, including using the "I do, we do, you do" modelling strategy and consciously reflecting on her voice. Her mentor Britt Ross approved the learning plans.

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    FINAL PROFESSIONAL EXPERIENCE

    PROFESSIONAL LEARNING PLAN: COMPLETED BY THE PST


    Jessica Goldfinch Student ID: 2135637
    Pre-Service Teacher
    Britt Ross Learning Area:
    Mentor Physical education & Biology
    Troy Piechnick Date: 18/5/17
    University Liaison

    A copy of this plan should be shown to your mentor, discussed and approved by Wednesday of Week 3. Please scan and email a
    copy to your university liaison by Friday of Week 3.

    Please provide a list of your learning goals for the remaining weeks of this professional experience together with a brief explanation of
    how you plan to achieve them (hand written or typed):

    1. Develop my ability to provide explicit instruction- I need to be able to meet the needs of all my students and engage them in explicit and

    clearly articulated teaching. I can achieve this goal by; Focusing instruction on identified curriculum content (particularly in year 11 biology class)

    Also, I need to make sure that I connect learning to prior knowledge or skills when beginning a learning sequence. Lastly, the main aspect that I want to

    develop is my ability to establish and maintain clear learning goals and expectations for each lesson. I can achieve this using the I do we do you do

    modelling strategy. In the last 3 weeks I will aim to use this modelling technique to enhance my explicit instruction.

    2. Providing specific feedback- In my year 8 physical education class I need to be able to provide specific feedback that enables the learner to

    identify what was done well and what may still need improvement. Instead of great job, I need to say things like Good try Mitch, next time keep

    low by bending your knees or well done Mitch, awesome dribbling. My aim for the final 3 weeks is to provide specific feedback to each student

    for every class.

    3. Tone and projection of my voice I need to work on the tone of my voice and vary it when providing instructions compared to when I am

    disciplining students. To achieve this, I will make sure that I am consciously thinking about my tone when teaching and reflect on this after each class.

    Also, in PE I need to be aware of my voice projection. I need to develop strategies to be louder. Again, this will come down to me consciously taking

    note of my voice projection in class and making adjustments when necessary.

    Pre-service Teacher: Jessica Goldfinch. ..................................... Date: 18/5/17

    I have discussed and approve these learning plans:

    Mentor: Britt Ross ........................................................................................... Date: 18/5/17

    I have discussed and approve these learning plans:

    University Liaison: .................................................................. Date:

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