Term 1 Writing

Term 4 writers workshop

Term 3 in depth 2 hour writing blocks

TPL The impact of reading

and strategies for Student responsibility

Student vocabularyStudent reasoning

Student Responsibility – The culture and mindset of learning.

‘praising pupils’ intelligence harms their motivation and their performance. Children love to be praised for their intelligence and talent, but if this is the norm, the minute they encounter an obstacle their confidence drops. If success means they are clever, then failure can only mean they are not. This hooks them neatly in to a fixed mindset. (Dweck 2006)

‘It’s great that you don’t know how to do it and are finding it difficult. If it was easy I’d have wasted my time on the weekend planning and I should’ve stayed at home today. Learning isn’t easy...” (Haslam sometime this term)

The teacher refers to shared norms in their interactions with students and shares responsibility with them for reinforcing protocols… (e5 engage level 4)

Hattie effect sizesClassroom behavioral 0.8

Student Vocabulary – The Language of Learning‘A word is not a crystal, transparent and unchanging, it is the skin of a living thought and may vary greatly in colour and content according to the circumstances and time in which it is used.”(Oliver Wendell Holmes Jr)

The main words and phrases that make up a lesson are the key concepts or “building blocks” for the knowledge being developed. John Munro

Between 40 and 50% of student comprehension is due to vocabulary. John Munro

Hattie effect sizesVocabulary Programs 0.67 Reciprocal Teaching 0.74

The teacher supports students to use the language of the discipline and to select the mode of language appropriate to the task. They support students to meet the literacy demands of the taske5 Explain level 4

Reciprocal TeachingThe process allows teachers and students to jointly construct meaning from text for any Victorian Essential Learning Standards (VELS) domain, fostering a collaborative approach where students take responsibility as ongoing learners.DEECD website

Student ReasoningThey (the teacher) support students to critique one another’s ideas to increase the intellectual rigour of the conversation. (e5 elaborate level 4)

They (the teacher) support students to reflect on their learning outcomes and evaluate strategies used. The teacher conferences with individual students using student reflection and teacher judgement to discuss progress.(e5 evaluate level 4)

The dominance of constructive, pupil ‘dialogic’ talk in a classroom is a key identifier of a ‘formative assessment’ culture. Shirley Clarke 2008

Hattie effect sizesFormative evaluation 0.9Self verbalization & self questioning 0.64

Some of the cognative developments Clarke argues Talk Partners help foster in 10 / 11 year old students:Higher quality discussions in which students often rethink answers and realise there is often more than one solution to a problemPupils become very skilled at assessing their own and their partners talk (e.g. Don’t be afraid to say I’ve done something badly.”)The teacher’s role is more of a guide than a leader. More teaching and less controlling takes place. Enabling teachers to make better assessments. ‘No hands up’ leads to more contributions from girls.

Talk Partners

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