Visible Learning COL Feedback August 20, 2018


Visible Learning Feedback: Target Road School


What are our Strength?
If we want to get to the next level, we need to imbed what good maths, reading and writing looks like.

What are the learning behaviours that we expect to see?
Assessment Capable: able to get feedback on the impact I am having on their learning. How are they feeding back to each other, and how are they feeding back to the teacher?
Tell them what you want them to learn, give them the tools, time and resources to give them and then step back. Then during feedback see how they have done at meeting their SC.

Area's to work on:
Embed the TRS learner profile: What does TARGET stand for? What does this look like for me as a learner? How can I improve on these 6 components of a learner profile? We need to use the same profile

Teach our students to be assessment capable: Effective use of modelling books, helping them to articulate their next learning steps, use WALT's and SC's, and using student feedback (the opportunity for students to feedback what they have learnt in the session. Ensure SOLO and writing symbols are used consistently across the school.

As a school we need to discuss assessment data regularly: Becomes part of every day practice. Helps each other to know what this looks like in our rooms, helps us to know how we can move students forward.

Increase student agency: "We are hoping to make our student irrelevant". Students should be able to have one good teaching session from you, and then you becoming irrelevant. They need good examples, resources, and things they can refer to. They need to have aspirations across the curriculum and know how to get there "I want to get to level XX and I will get there by..."

The 4 Aspects of Visible Learning:
The Visible Learner
Know thy Impact
Inspired and Passionate Teachers
Effective Feedback

Comments

Post a Comment

Popular posts from this blog

PBL Meeting - Oral Language 1.11.18

Glenfield Intermediate PBL meeting – Oral Language Linda and Anne from Longworth Education Linda – Developing oral language in junior classes How many of you have a student with an oral language age of around 3-4? Think about how many times that you have a conversation with the children in your class during the day; a real conversation. Not talking to them, not giving them instructions, but sitting down and having a conversation. Many schools don’t have the time to sit down and have a conversation. Statistics show that to raise oral language, we need to have conversations with our students and they need to have conversations with peers. Not about filling their heads with information about oral language, but instead get them speaking. Research 88% of the time teachers have a role-given right to speak to anyone. Students have limited opportunities. 6% is spontaneous non-legitimate speaking 6% is allowed by teacher. High achieving classrooms, teachers talk about 55% of the time...
Read more

Staff Meeting: Student conferences July 22 2018

Image
Ways to run your Student Led Conferences Met in Room 11. Charlotte walked us through what she does with her students. It is a very in-depth student reflection and the students lead the conference start to finish. Students know Miss O is there to help if they get stuck on any questions from mum and dad, but otherwise Miss O has a basically silent role. Students flag pages in each book that they are really proud of and have to justify why they are proud of their work; statements like "because it was cool" are not acceptable. Highlight for Charlotte is getting feedback from parents on their children's learning on the last page; this is feedback the students can use to improve their learning, or take pride in their work further based on parent praise. Notes to help students structure what they are going to say, they know what they're going to say, they're not stuck on the spot with mum and dad and teacher all staring at them expectantly. Means they're n...
Read more

Staff Meeting - 29.10.18

General admin comments: Reports should already be familiar content to the parents. If you make a statement in the students' report, you need to be able to discuss how/when you have talked to parents about this in the past. Reports may have a way to assess student progress against the curriculum, e.g. english, maths, science? and a general statement regarding key comps, SOLO, etc. and how they relate these things to their individual learning Prize Giving Discussed how we should structure the awards
Read more