PLT Sharing

 Started PLT this week with the data! Last term, every PLT engaged in conversation around how they will use the data wall to inform their practice, when and with what. The following agreements were settled upon, with each team determining their own timeline' within the space of a term (see photo).

Year 2 used a Grammar and Punctuation assessment (see photo) and a cold 'whole-text' write (see photo) as well as student book work/observations from the last 3 weeks of term to determine current student placement on the wall.
The assessments used reflected the modelled, guided, shared and independent instruction focuses the team had incorporated into their Literacy block time.
The team found that students who have stayed within a particular CrT section might have moved within that section (a continuum within). They had some students making large jumps they could celebrate. Only one student went backwards, which the team felt was a reflection of the student 'trying to impress' with rich vocabulary but losing sight of the actual sentence construction. The conversation to follow has been around what will we do now with the students who have 'stayed the same?' What is it that worked for those that have had growth? What is still a barrier? What strategy for one might help many? Why do we do what we do everyday? One student stood out immediately to their class teacher who is quite 'stagnate' that they will be bringing to the CMM this week in order to get a brainstorm of other possible strategies they could use.


This example highlights how the wall helps to build collective teaching efficacy. By sharing strategies and measuring whether these strategies are the right (or most effective) ones, we can ensure we are making an impact on student outcomes. Everything a teacher does has impact, but which ones create the biggest impact? These are the ones we should spend our energy on and build our capacity to be better at.





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