Tpl friday presentation

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Tpl friday presentation

  1. 1.
  2. 2. In my practice <br />
  3. 3. Engage <br />Shared responsibility for learning made evident…<br />Facilitates processes for students to monitor the effectiveness of their learning<br />DweckMind Set Survey <br />“It is students themselves, in the end, who decide what students will learn”– Olson 2003<br />
  4. 4. Explore<br />The teacher supports students to reflect upon their understandings and challenges misconceptions through specific tasks and questioning to extend student thinking. <br />Perhaps of more importance than teacher questioning is analysing the questions that students ask. Structuring class sessions to entice, teach and listen to students’ questioning of students is powerful <br />(Hattie et al, 1998).<br />How do I maximise pupil talk and give them the time to think, discuss Question = <br />
  5. 5. Explain <br />Teachers guide students to establish independent practice routines to reinforce and extend the students level of understanding. <br />John Munro’s <br />7 High Reliability Literacy Teaching Procedures <br />1 Getting Knowledge Ready<br />Vocabulary<br />Reading aloud <br />Questioning<br />Paraphrasing<br />Summarising<br />7 Reviewing and consolidating <br />John Munro believes :<br />Knowledge is stored in pictorial images.<br />New information is more meaningfully engaged if you activate what the student already knows.<br />Children need to talk about their understandings.<br />Teachers need to give time to students to think and visualise before they come up with the words and sentences.<br />Meta-cognition is important – students need to think about the thinking and reflect.<br />Students should respond in sentences. This helps the memory and the structure they may need to respond in. e.g. essay.<br />Visualisation is important in preparing students to develop pictures about their knowledge.<br />Visualisation and prior experience helps one to gain knowledge.<br />
  6. 6. Elaborate<br />The teacher explains the taxonomy used to structure the task and inform the assessment criteria – children set this . They support students to critique another’s ideas to increase the intellectual rigour of the conversation<br />Learning, Activity , Criteria - <br />“Success criteria must be generated by pupils to have maximum impact.” (Clarke 2008) <br />Monday Morning <br />Introduce Talk partners<br />‘Pupil talk is central to active learning… The dominance of constructive, pupil ‘dialogic’ talk in a classroom is a key identifier of a ‘formative assessment culture…” <br />(Clarke 2008) <br />
  7. 7. Evaluate<br />The teacher conferences with individual students using student reflection and teacher judgment to discuss progress against curriculum standards. This used to identify future learning goals. <br />Over to Chelsea and Jak<br />
  8. 8. Use Of Student learning DATA – What Has Changed<br />NAPLANVELS<br />ON DEMAND ETC<br />Essential -<br /> Where am I? <br />Where to next? <br />?<br />Key strategies involved in formative assessment<br /><ul><li>Creating a classroom culture in which al involved see ability as incremental rather than fixed
  9. 9. Clarifying Learning objectives and establishing pupil generated and therefore pupil owned criteria.
  10. 10. Enabling and planning effective classroom dialogic talk and worthwhile questioning
  11. 11. Involving pupils in analysis and discussion about what excellence consists of. Not just meeting of success criteria but how best to meet them
  12. 12. Enabling pupils to be effective self and peer evaluators
  13. 13. Establishing continual opportunities for timely review and feedback from teachers and pupils…</li></ul>(Clarke 2008)<br />
  14. 14. Improved Pedagogy<br />TALKING PARTNERS<br />RECIPROCAL READING<br />ACTIVITY, LEARNING, CRITERIA<br />INCREMENTAL LEARNERS<br /> GROWTH MINDSET …<br />

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