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No More Mystery Bus Tours
Digging Deeper <ul><li>last year – deconstructing 1.5 – 1.9 to understand questioning, consistency in moderated marking </...
The Focus of Our Feedback Work Intentionality increases Specificity develops – thinking   Have-a-go Meta- cognition Owners...
What it Sounds Like, Looks Like <ul><li>Specificity  – “What is it that the author wants you to know, but doesn’t tell you...
Supporting the Math <ul><li>PRIME training </li></ul><ul><li>Co-teaching lessons </li></ul><ul><li>CIL-M  </li></ul><ul><l...
Feedback in Math <ul><li>Co-constructed with Coldwater teachers during CIL-M </li></ul><ul><li>Considered process expectat...
Inquiry Model   <ul><li>Accountable talk </li></ul><ul><li>Higher level questioning </li></ul><ul><li>For  and  As  feedba...
<ul><li>How do we provide opportunities for  students to ‘fail-safe’ </li></ul><ul><li>What effects does accountable talk ...
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No more mystery bus tours

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No more mystery bus tours

  1. 1. No More Mystery Bus Tours
  2. 2. Digging Deeper <ul><li>last year – deconstructing 1.5 – 1.9 to understand questioning, consistency in moderated marking </li></ul><ul><li>Movement towards Learning Goals, Success Criteria and feedback </li></ul><ul><li>Differentiated by divisions (e.g. intermediates guided reading) </li></ul><ul><li>Shift in timing – division makeup </li></ul>
  3. 3. The Focus of Our Feedback Work Intentionality increases Specificity develops – thinking Have-a-go Meta- cognition Ownership
  4. 4. What it Sounds Like, Looks Like <ul><li>Specificity – “What is it that the author wants you to know, but doesn’t tell you?” </li></ul><ul><li>“ Why is your connection important to the author’s message?” </li></ul><ul><li>“ How do you know that your evidence supports the question?” </li></ul><ul><li>What do we mean by more detail? </li></ul><ul><li>Meta-cognition – numbering of SC, feedback logs self/peer/teacher </li></ul><ul><li>Ownership – state the feedback in your own words, model using feedback, assessment/instruction connection </li></ul><ul><li>Document cameras </li></ul>
  5. 5. Supporting the Math <ul><li>PRIME training </li></ul><ul><li>Co-teaching lessons </li></ul><ul><li>CIL-M </li></ul><ul><li>Supporting highlights </li></ul><ul><li>and Summaries </li></ul>
  6. 6. Feedback in Math <ul><li>Co-constructed with Coldwater teachers during CIL-M </li></ul><ul><li>Considered process expectations, Achievement Chart categories, Polya’s problem solving </li></ul><ul><li>Student-friendly wording </li></ul>
  7. 7. Inquiry Model <ul><li>Accountable talk </li></ul><ul><li>Higher level questioning </li></ul><ul><li>For and As feedback </li></ul><ul><li>Guided reading </li></ul>
  8. 8. <ul><li>How do we provide opportunities for students to ‘fail-safe’ </li></ul><ul><li>What effects does accountable talk have on student performance and student efficacy? </li></ul><ul><li>What is the bigger question? </li></ul><ul><li>What is the ‘difference that is making a difference’? </li></ul>We Wonder….

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