Rebecca Picklum aims to empower students to be more self-directed learners by providing ongoing feedback using the school's Ultranet system. Her inquiry question is about the impact this feedback will have on students' ability to reflect on their learning and set future learning goals. Currently at her school, students are grouped by math ability and teachers provide feedback and progression points after each topic. Her goal is to strengthen student ownership of learning, as outlined in the school's annual implementation plan. She plans to focus on developing shared reflection norms, cultivating higher-order thinking, and facilitating self-assessment through modeling and feedback referenced to assessment criteria.

1. Rebecca Picklum
WEEK 1 TPL
PRESENTATION

2. My Aim and Inquiry
Question
 Aim:
To empower students to be more self directed in
their own learning and to inform future
learning goals.
 Inquiry question:
What impact will my ongoing feedback for my
students, using the Ultranet, have on their
ability to reflect on their learning and select
future learning goals.

3. Current Practice
 Currently at Montpellier Primary School we
run fluid maths groups.
 The children are split into ability based
groups based on pre-tests – beginning,
consolidating and extension.
 At the end of each topic each teacher gives
their class an end of topic test, corrects it,
awards progression points for that topic and
writes a report comment for each child.

5. Current Practice
 When it comes report writing time, we copy
and paste the comments into assessment
writer but we always have to delete what we
consider the “less important” parts due to our
limit of 2,000 characters.

6. Understanding of
Available Data:
Progression Points Learning’
 Progression points for ‘Personal
and ‘Thinking Processes’ do not exist until
Grade 3, so unfortunately I will only be able
to compare mid-year to end of year
progression points of my students. I will
also be able to compare their progression
points to the other Grade 3 classes.

7. Understanding of
Available Data: Annual
Implementation Plan 2012
(AIP)of our goals for our AIP is:
 One
‘To strengthen student ownership of their
learning’.
 One of our one year targets which I can
work towards is:
‘Personal Learning to improve the 2010
achievement of 9% to 15%’.

8. Our AIP Targets

9. Understanding of
Available Data
 Most of my data will be generated from work
samples and discussions which will be
recorded and compared from the beginning
of the year to the end of the year.

10. Planning For Improvement
 My e5 capabilities that I’m focussing on
are:
Engage
Develops Shared Norms
Elaborate
Cultivates Higher Order Thinking
Evaluate
Facilitates Students Self Assessment

11. Planning For Improvement
Develops Shared Norms
 The way students reflect on their progress
and areas to focus on at the completion of
each maths topic.
 Provide students with tools and strategies to
assist them in reflecting on their work.

12. Planning For Improvement
Cultivates Higher Order Thinking
 Providing students with feedback referenced
to assessment criteria.
 Monitor student progress and provide
feedback that enables each student to
understand what they need to do to improve.

13. Planning For Improvement
Facilitates Students Self Assessment
 Model strategies for self reflection.
 Support students to reflect on their
achievements and learning processes to
frame future learning goals.

14. Understanding Virtual
Pedagogies for
Contemporary Teaching
and Learningknown, and how
 ‘...what needs to be
knowledge is stored needs to be re-imagined
in our 21st century world...knowing
something is the same as being able to
quickly and accurately find the same
information.’