Getting ready to share our journey

 


In Term 4 Week 3, the Learning Collaborative went for three days of learning face to face with Lyn. We were asked to share where we were up to in our journey with other schools.






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The Assessment Waterfall Chart

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  The learning Collaborative team engaged with learning around the Assessment Waterfall Chart. We begun by analyzing the purpose of assessment. The learning focused on how every meeting should start with data and ensuring our instructional strategies move students to learning the deeper, broader concepts that sit beyond the context of the activity.   We also contemplated how learners best learn and how this might influence us as teachers of students and each other as professionals. The Assessment Waterfall Chart directly connected to the 5 Questions we ask with Learning Walks and Talks. If students are able to answer the questions then the Waterfall chart is evident. As a Learning Collaborative we discussed the importance of unpacking each section so that our students can become assessment capable learners (an effect size of 1.44).  With staff we shared how The Assessment Waterfall Chart depicts all of the components of assessment as and for learning, NO amount of instruc...
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Where we are up to

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Using the fishbowl technique staff viewed a Case Management Meeting which involved the Principal, Year 2 teacher, Year 1 teacher (Knowledgeable Other) and Assistant Principal (Learning and Teaching). The team viewed the work sample provided by the Year 2 teacher. The teacher had the opportunity to share the student's profile and what instructional strategies had been trialled so far. Following the script, the Knowledgeable Others made suggestions for instruction and so did each table of teachers. The team will resume in three weeks time to review the impact of the instruction.  Staff agreed on the following practicalities: Our next staff meeting was to determine what data would be used to create the data wall. Staff were asked to consider, given they were within the current reporting period, their current class and place students within the Venn Diagram. Many staff used their work samples to help confirm their judgements. Teacher Assistants looked over all three classes and gave in...
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CrT (Learning Progression) in the Classroom and AW as a framework to guide pedagogy

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We are exploring ways to use the data wall to help our instructional practices in the classroom. First we mapped sentences to the CrT sections of the Learning Progressions. The little yellow ripped up numbers equate to where the sentence matches on the data wall CrT section. These sentence examples would become the Bump It Up Wall for students to compare themselves to. The teacher then used these sentences for their Bump It Up Wall. They specifically are using the strategy: 2 stars and a stair. This is the Bump it Up wall in its entirety. Then there are zoomed in photos of the specific sections of the BIUW. The star indicates what's right about the sentence. The stair helps the student to identify what is the step they need to move to the next level. The next level might match part of or all of the next CrT section we want the student to achieve. Additionally, teams have been using the waterfall to guide their English unit planning for Term 4 (kind of like a concept planner). This ...
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