tpl friday presentation

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  • 1.

2. In my practice
3. Engage
Shared responsibility for learning made evident
Facilitates processes for students to monitor the effectiveness of their learning
DweckMind Set Survey
It is students themselves, in the end, who decide what students will learn Olson 2003
4. Explore
The teacher supports students to reflect upon their understandings and challenges misconceptions through specific tasks and questioning to extend student thinking.
Perhaps of more importance than teacher questioning is analysing the questions that students ask. Structuring class sessions to entice, teach and listen to students questioning of students is powerful
(Hattie et al, 1998).
How do I maximise pupil talk and give them the time to think, discuss Question =
5. Explain
Teachers guide students to establish independent practice routines to reinforce and extend the students level of understanding.
John Munros
7 High Reliability Literacy Teaching Procedures
1 Getting Knowledge Ready
Reading aloud
7 Reviewing and consolidating
John Munro believes :
Knowledge is stored in pictorial images.
New information is more meaningfully engaged if you activate what the student already knows.
Children need to talk about their understandings.
Teachers need to give time to students to think and visualise before they come up with the words and sentences.
Meta-cognition is important students need to think about the thinking and reflect.
Students should respond in sentences. This helps the memory and the structure they may need to respond in. e.g. essay.
Visualisation is important in preparing students to develop pictures about their knowledge.
Visualisation and prior experience helps one to gain knowledge.
6. Elaborate
The teacher explains the taxonomy used to structure the task and inform the assessment criteria children set this . They support students to critique anothers ideas to increase the intellectual rigour of the conversation
Learning, Activity , Criteria-
Success criteria must be generated by pupils to have maximum impact. (Clarke 2008)
Monday Morning
Introduce Talk partners
Pupil talk is central to active learning The dominance of constructive, pupil dialogic talk in a classroom is a key identifier of a formative assessment culture
(Clarke 2008)
7. Evaluate
The teacher conferences with individual students using student reflection and teacher judgment to discuss progress against curriculum standards. This used to identify future learning goals.
Over to Chelsea and Jak
8. Use Of Student learning DATA What Has Changed
Where am I?
Where to next?
Key strategies involved in formative assessment

  • Creating a classroom culture in which al involved see ability as incremental rather than fixed

9. Clarifying Learning objectives and establishing pupil generated and therefore pupil owned criteria. 10. Enabling and planning effective classroom dialogic talk and worthwhile questioning 11. Involving pupils in analysis and discussion about what excellence consists of. Not just meeting of success criteria but how best to meet them 12. Enabling pupils to be effective self and peer evaluators 13. Establishing continual opportunities for timely review and feedback from teachers and pupils(Clarke 2008)
14. Improved Pedagogy