I masterclasses episode 5

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Students reflect on their SMART Goals in Blogs in Ultranet. Today we look at some examples of sentence stems which guide students through the reflection process. This session shows in detail how PLTs can work together effectively to have SMART Goals and Reflections available to students, teacher and parents 24/7.

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  • So what will be the time frame for reflections? What makes a good reflection?
  • So what will be the time frame for reflections? What makes a good reflection?
  • Use the symbols to indicate which one of these resonates most with you?
  • The development of Learning Goals should be a shared process of recording, monitoring and reporting on personal learning goals, involving conversations between the student and the teacher. The conversations need to be relevant, and related to each student’s needs. “Express Space Learning Goals” Ultranet DEECDMuch teaching and learning has occurred between teacher and student/s to support students creation of SMART learning goalsWhen working on reflections, students will need to identify their progress so farThe purpose of reflecting is to monitor and record progress and plan the next stepUse sentence stems and reflection rubric to support students to write reflections Dot point 3 :may include setting a new or amended goal)Rubrics -areas to consider include: reflection, dialogue, decision-making and content or evidence.
  • In a sense both learning goals and metacognition are in the hands of the student. Students are takingaction to improve their learning while it is in process. Act 4-4A Strategies for Assessment as Learning p4http://www.education.vic.gov.au/studentlearning/studentreports/schools/personalgoals/suppmonitorplg.htmSome questions to prompt reflection are:What did this make you think about or wonder?What did you learn that you didn't know before?How could you do this differently next time?How could you use this learning in different ways?How have your ideas changed?Two things I have learned...and one thing I still wonder about?Additional ResourcesMurdoch, K., (2005) "Take a Moment - 40 frameworks for reflective thinking", Seastar Education Consulting
  • Rubrics -areas to consider include: reflection, dialogue, decision-making and content or evidenceLocated Attentive listening in the upper grades by Date Created: February 24, 2010Author: Ms. Greenwald and modified 18th May 2012
  • Concept circle can be followed up…These ideas are then recorded by the student in theirlearning logs/ eXpress space blog for further examination - or they can be discussedwith the teacher next time there is an opportunity to do so.
  • What have you found successful? What works for you to encourage students to reflect on goals? Have you tried one of the examples previously mentioned how did it help students to reflect on goals?
  • Link to DEECD Student Reports Personal Learning Goals –this is in iMasterclass Design Space http://www.education.vic.gov.au/studentlearning/studentreports/schools/personalgoals/suppmonitorplg.htmAlso scroll down for more information: support activities. Pro formas and Student Learning and Improvement Reflection formhttp://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/proflearning/module4.htm
  • I masterclasses episode 5

    1. 1. title Episode 5Student Learning Goals Reflection Part 2
    2. 2. Welcome to iMasterclass-Episode 5Hume Region presents: Student Learning Goals - Reflections Part 2 Brendan OBrien, Gail Stanley and Libby Delbridge
    3. 3. Purpose of these SessionsThese online professional learning sessions will: Build a community of teacher/learners beyond your school Provide a framework for effective PLTs Develop an effective process for Student Goal Setting Provide confidence and skills in using Ultranet
    4. 4. The Learning Intention for today is...... How do my students reflect on their learning goals The Success Criteria will include........1. I will be able to explain how to support students to reflect on their learning goals2. I will learn how to model reflecting on goals3. I will be able to understand how a PLT can effectively plan to support students to reflect on their goals
    5. 5. In Episode 4 we learnt what arereflections and why are they importantReflections are self assessment…“Effective assessment empowers students to askreflective questions and consider a range of strategiesfor learning … Students, as active, engaged, and criticalassessors, can make sense of information, relate it toprior knowledge, and master the skills involved …Students are their own best assessors.” Earl, L. M. (2003). Assessment As Learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press.
    6. 6. Where arewe from?
    7. 7. POLLAs part of the series of sequential PL did youparticipate in iMasterclasses Learning Goals – Reflections part 1 last Thursday? Did you know? That prior to this series on Reflections there were three sequential episodes on Learning goal setting. You can watch the recordings of these sessions and pick up all the resources from the iMasterclasses Design Space
    8. 8. Setting learning goals is anongoing and cyclical journey
    9. 9. Reflections on goals Core conversations about the progress to achieve learning goals between student and teacherThe teacher can support by asking students questions that will• Probe student’s evidence of progress towards their goal – data, work sample• Investigate students thinking and opinion of their progress – focus attention on students understanding of their own strengths and areas for improvement• Revisit student understanding of their current knowledge and of what knowledge they need in order to improve
    10. 10. Metacognition is about:• Being aware of what needs to be done and what options and choices are available to do it• Self-monitoring (or regulating) thoughts and actions to keep focused on the goals and the best pathway to achieve them • Self-evaluating progress and taking steps to change direction if necessary. (Wilson 2000) More examples of metacognitive questions: – What are the steps I need to take? – Are there two possible strategies I could try? – Which is the best strategy to take? – What should I focus on first? – Am I concentrating on the right part? – Is there a strategy I haven’t tried? – What would improve my work?
    11. 11. Rubrics• Deciding on rubrics or sets of easily understood criteria that describe qualities of successful achievement and show progress towards achieving personal learning goals. These rubrics or criteria can: – help students picture the type of knowledge, skill and behaviour they need to have developed – help them to identify evidence – keep track of their progress towards achieving their goals.• Rubistar http://rubistar.4teachers.org/• Find rubric• Keyword search eg. listening• Search found: Attentive listening in the upper grades by Author: Ms. Greenwald Date Created: February 24, 2010 which was then saved and personalised
    12. 12. Eg. Rubric: Attentive listening in the upper grades http://rubistar.4teachers.org/ Author: Ms. Greenwald Date created: February 24, 2010 Then saved and personalised with your students
    13. 13. What have you found successful? What works for you to encourage students toreflect on goals? Have you tried one of the examples previously mentioned, howdid it help students to reflect on goals?
    14. 14. Let’s watch a 3.30 minute video to see how PLTsmight plan to support students to reflect on theirgoals Please pressvia Web Tour PLAY yourselfFUSE LINK:https://fuse.education.vic.gov.au/THEN ENTER FUSE ID W8DCMY
    15. 15. Response to the VideoPut your hand up to grab the microphonea) What makes a good reflection?a) How can the PLT benefit teachers to support students to reflect on their SMART goals?
    16. 16. Possible starting points for reflectionsSentence stems See link below Resources are available in the iMasterclasses Design Space http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/proflearning/module4.htm
    17. 17. How to join iMasterclasses Design space...1. Join the Hume Region iMasterclass Design Space2. Go to Design Spaces3. Click Available Spaces tab4. Search by Space ID number (139211104)5. The space is Open access so click the Actions box and Join6. After you have joined click on the title to open the space
    18. 18. In Episode 6…• Make SMART Goals and reflections available to students, teacher and parents 24/7..• Extend the ways that students can reflect, using Web2.0 tools like VOKIs and more
    19. 19. How are you feeling about supporting students to reflect on goals in the classroom?
    20. 20. Open microphone/Questions
    21. 21. Thank You!• Libby Delbridgedelbridge.elizabeth.n@edumail.vic.gov.au• Brendan O’Brien @brendanoobrien.brendan.p@edumail.vic.gov.au• Gail Stanleystanley.gail.d@edumail.vic.gov.au
    22. 22. Resources:Ultranet Online Support Module 9 (ultranet support site)https://ultranet.vic.edu.au/portal/web/support/reflectDEECD Student Reports-Personal Learning Goalshttp://www.education.vic.gov.au/studentlearning/studentreports/schools/personalgoals/suppmonitorplg.htmDEECD Prep to Year 10 Assessmenthttp://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/proflearning/module4.htmReferences:Earl, L. M. (2003). Assessment As Learning: Using classroom assessment tomaximize student learning. Thousand Oaks, CA: Corwin Press.Acknowledgements: Alan and Dora Show Elaborating MathematicseBookboxes

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