ALiM 1 - DELIBERATE ACTS OF TEACHING

Deliberate acts of teaching:

Modelling	Think aloud. Modelling book. Explain everything. Scaffolding.
Prompting	Connecting with prior knowledge
Questioning	Talk Moves Re voicing. Asking students to restate someone's reasoning. Asking students to apply their own reasoning to someone else's reasoning. Prompting students for further participation. Using wait time.
Giving feedback	Using feedback to: Affirm. Inform. To guide future learning. Checking against success criteria
Telling	Supplying vocab that the student needs to proceed with the activity. When to use a particular strategy. Making explicit that a student may apply existing knowledge to build awareness of when to use this knowledge in the future.
Explaining	What You want the students to do and think about while trying a particular strategy. How a certain task will help the students to achieve a particular goal. The background to a maths word problem.
Directing	Giving specific mathematical instructions. How to play a mathematical game.

SIT TEAM:
The SIT team were an integral part to the success of ALIM at SPS. They allowed me to bounce ideas of them and were always there for support or guidance. This was especially important when I was challenged with providing students with independent plans when they were struggling in certain areas. They would help me develop a plan that would help accelerate that students learning. The SIT team worked together to create the CAAP document. Having the SIT team in the same syndicate as the students was great, because they would feedback on that students achievement and the effectiveness of the extra maths in class.

WOW MOMENTS:

1. Student engagement and enthusiasm.
2. Students recognizing where to use strategies in class lessons (making connections).
3. Student conversation and correcting.
4. Explaining their working

IMPACTS ON TEACHING:

1. Talk moves
2. Rich tasks
3. Vocabulary

Success:

1. Students engagement 
2. Student acceleration
3. Student ownership

Barriers

1. In class lessons were extremely short and chaotic with interruptions. 
2. Student achievement and participation was effected by consistent absences of in class students