Artefact+document+page

ARTEFACT ** 2010 Teacher Professional Leave ** ** Central Network Grampians Region ** Darren Beer Ararat 800, Natalie Neville and Tahnee Waterston Ararat West,Sue Knight Ararat North

// __**Please note**__ that due to space restrictions on this wiki some parts of the artefact (the teaching footage and xtranormal movie) are located on Darren Beer's private learning space on FUSE and not for general viewing until the peer review process has been completed. //
 * Our Artefact consists of three parts, outlined below: **


 * 1.** **__MOVIE__:** Click here to access the humerous (!!!) Xtranormal movie describing our e5 journey.

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OR ALTERNATIVELY...

Use the FUSE ID number WXWBX9.

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 * 2. __TEACHING FOOTAGE - 'BEST PRACTICE IN e5 Videos'__:** We filmed many lessons and used edited sections to form short presentations that demonstrate each e5 capability. These can be used for staff PD to introduce/further explore e5, to initiate discussions around e5, or as a starting point for teachers to film themselves. We have linked the footage to the new e5 workbook (Teachers connecting with e5). Log on to FUSE and use the following ID numbers to view our e5 teaching footage. It's a world of brillance........ :)


 * ENGAGE: ** MCBBC9
 * EXPLORE: ** 8899LL
 * EXPLAIN: ** L98XLW
 * ELABORATE: ** M9BWMW
 * EVALUATE: ** LBW8WM

(Note: to open and print embedded documents open slide show in edit mode)
 * 3. __POWERPOINT__:** This outlines the lesson study cycle and is embedded with resoures that can be adapted to suit your needs e.g. planning, observing, feedback and relfection resouces. As we observed each other teach we developed a number of proformas to help us focus our classroom observations. While the process of developing shared documents is invaluable, these are a sound starting point for any school beginning peer observations, learning walks or lesson studies. They can be adapted as required. After each lesson we taught and observed, we had a feedback session. We deveoped a protocol to guide this session to ensure we stayed within a realistic time frame for a regular teaching day, that both teacher and observer had adequate time to speak and that our feedback was non-judgemental.

Darren Beer, Sue Knight, Natalie Neville, Tahnee Waterston, Grampians TPL Team