The document discusses the importance of measuring student learning over merely tracking teaching activities. It emphasizes regularly checking for student understanding during lessons using "dipsticks" like thumbs up/down signals, polls, or Google forms to get quick feedback. Teachers are encouraged to identify activities they currently use to check comprehension, select some new dipsticks to add, and report back to curriculum teams on implementing the new strategies.

1. Teaching vs Learning

2. Teaching and Learning
• Write down every teaching activity anyone in your
group has ever used in class
• What are the best teaching activities you have
used?
• How do you know that the students learnt
something?

3. Measuring Learning (not teaching)
KNOW THY IMPACT (Hattie)
• How do you measure your impact?
• How frequently do find out?
• Are you able to respond?

4. Common methods of ‘knowing your impact’
• Summative assessment – tests,
assignments
• Formative assessment – quiz,
• Class questioning
• Low student achievement on
reports
• Doesn’t leave you time to
respond to student gaps
• Students with gaps often avoid
questions

5. ‘Dipsticks’: Strategies for checking for
understanding regularly
• Look at your teaching activities:
• Which activities allow you to check understanding easily and quickly in
class? (circle or asterix them)
• Add some ‘dipsticks’
• Eg Thumbs up, down, sideways
• Green card, red card
• Kahoot, PollEv, Google forms, etc
• Post-it note questions.
https://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

6. Curriculum Teams
• Discuss:
• Do you regularly check for understanding during each lesson?
• What dipsticks do you use? (share)
• What dipsticks could you add (choose 2-3)
• Next CT – report on your use of the new dipsticks