Performance appraisal observation record
Appraisee: Paul Taylor. Appraiser: Colleen Figgins. Date: 3rd September.
Agreed focus for the observation
Session observation.
Observation
|
Comments
|
Checked HA, Ling - building independence as student had to check battery status as well as how to correctly insert battery and hearing aids.
Audition - HearBuilder activity
Language - Bridge to Vocabulary activity. Paul had pre-prepared a vocabulary activity by printing off a zoo scene and had various labels previously used for the student to label features.
Linked into describing features of animals - again adding labels to images of 2 animals in his book and referring to previous words.
Articulation/Reading: vowel song/ Ipad - recognition of how to say each vowel - recognising each vowel. Scaffolded with visual sign to support certain vowel - u - umbrella.
High frequency word recognition - word bingo on the Ipad as well as 3 flashcards for focus words - come, see, and. For second reading of text these words were used as a prompt for recognition words in print.
Reading - retell using Wh prompts - Who, where, what. Reinforced with Book creator where Paul had pre-copied a picture form the text which the student had to give a sentence to retell - orally and then record in written form.
|
Student withdrawn for 1-1 teaching.
Digital personalised timetable on Ipad - evidence of how our students benefit from structure, visual reference and spoken information.
Illustrates the importance of effectively maintaining and using assistive devices. Also about building self management.
Great audition resource - self motivating and student was totally engaged.
This vocabulary activity obviously followed on form previous work as K was familiar with the scene and understood how to proceed. I liked how you extended the activity to include preposition use and how you used a variety of ways to introduce/check new vocabulary - bear. You gave him an association clue related to Goldilocks allowing the student an opportunity to process the clue in order to locate the word. You also gave initial consonant cues to see if he locate the word and when he couldn’t you referred him to a local reference which he could relate to and then he was able to visualise the word - bridge.
Great to see repetition in a variety of ways - manual vowel song supported by picture of hand with visual prompts for each sound,m use of actual hand to prompt song and then use of ipad listening activity to recognise which vowel sound was being produced. Very interesting that K often reverts to visual support to reinforce his sounds - /U/ ( up umbrella),/l/ finger in front of lips
Great to see written form of words to reinforce his 3 new focus words. Good to see these used whilst he was reading the text as he often referred back to them to match and check. I also liked how you were able to assess his word knowledge informally by observing him play word bingo - also good to see that the words are in his workbook to reference.
This was his second reading of the text after initially looking at the pictures so after reading today he was able to do a simple retell when you gave him the Wh prompts which allowed him to focus his ideas. Doing this orally also ensured success when he came to write a sentence in his e book.
|
Discussion:
Student in a Maori immersion class point of interest 1:6 of these students have some type of hearing loss.
Paul had to continually refocus the student and he did this effectively using a range of ways - saying students name, touching students shoulder, pointing to the actvity.
