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Presentation week 3
- 2. START OF THE WEEK…. Questioned my current practice How do I differentiate in my classroom? Groupings Planning Questioning Individual Learning Plans Conferencing How can I improve? Learning Intentions and Success Criteria Planning documents Giving Feedback
- 3. 3 STRATEGIES Learning Intentions & Success Criteria Planning Documents Giving Feedback
- 4. LEARNING INTENTIONS & SUCCESS CRITERIA Readings What skills, knowledge and understandings do students need? Focusing on both context and learning What do I want students to know? What do I want students to understand? What do I want students to be able to do? The big picture…. Why are we learning this?
- 6. WHERE TO NEXT…. Having clear learning intentions and success criteria in my planner for each activity Having clear learning intentions and success criteria located for students to refer to during the activity Providing students with clear success criteria for each task during my lessons Continuing with professional readings
- 7. PLANNING DOCUMENTS What it used to be…
- 8. PLANNING DOCUMENTS How it has changed…
- 9. PLANNING DOCUMENTS How has it changed? Learning Intention & Success Criteria now listed Extension activities for students who have completed the task Student groupings – mixed ability with students listed in academic order allowing a CRT to be able to pick up the planner and understand where kids sit. During ‘share time’ students are not just sharing what they have done, they are addressing whether or not they have met the success criteria for that lesson.
- 10. GIVING FEEDBACK What is happening at the moment…. A brief comment is given to the students on the work they have completed and sometimes if time doesn’t allow, a students work not receive any feedback. Feedback has been given to students and they have not acted upon it, therefore there is no impact on the students’ learning. What I am working towards… Students and teacher giving effective feedback to students to enable they have met the learning intention and success criteria. To develop skills in giving students better quality feedback on their learning. For students to be focused on improving their work through the feedback comments
- 11. GIVING FEEDBACK… When to give effective feedback… While students are working on a task While students are presenting At the end of a task How am I going to achieve this? A greater awareness of the feedback I provide to my students Using Posterous to reflect on student learning and provide students and parents with feedback on how their child is going. Using the Ultranet – Writing Space: effective having all students using the space to upload their writing ideas and providing effective feedback relating to success criteria and learning intentions.
- 12. WHERE TO NEXT? Sharing with staff at Bellbrae Primary School my understandings about differentiation from this week. Completing the Task Interrogation activity at a PLT session with a teachers. Fine-tuning my reading and numeracy planners to reflect differentiation in my classroom.
- 13. ‘In a differentiated classroom, the teacher facilitates student learning to ensure the best outcome for all students.’ Louise Kahle (2012)
Editor's Notes
- During our planning meeting we completed a task interrogation based on our ICT task for our writing program. Very interesting task – allowed us to see exactly what the students needed to know for them to achieve success.Also allowed use to differentiate by providing extension activities for students that complete to work.
- Previously I just had my groups listed and the tasks for that week with no consideration of the learning intention, success criteria and extension activities. I have just worked on my writing planner for this week.
- Previously I just had my groups listed and the tasks for that week.