PLT Check in

Staff indicated what they are doing well on the left of the AW chart and where their area for growth was on the right. Staff then watched a video from a student in the class. Was what they were saying or not saying reflecting what they believe about their own practice? Could the student answer the following questions:

What are you learning about? Why are you learning about that? (LI)
How are you going with your writing and how do you know? (SC)
Where do you go for help with your writing? (Descriptive feedback/3rd Teacher)
What's on the walls in your classroom that help you and how do they help you?
Do you talk to anyone about your writing? How do you know what to talk about? (Peer assessment/accountable talk)
What does the teacher do to help you with your writing? What do they say you need to do to improve? (Descriptive feedback/goal setting)
What goal are you working on in your own writing? (Self assessment) What goal has the teacher set for you or a peer? ,

Once again, the power of video can never be underestimated. It allowed student voice to rekindle improvement in pedagogical approaches and prompted teacher goal setting.

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