Preparation for the Staff Development Day

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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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A deep dive into LWT's with the Learning Collaborative Team

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We reviewed the last staff meeting that covered Learning Walks and Talks - looking for the 3rd teacher in each other's rooms. We started our meeting then with data - exploring the new analytics site and in particular the use of Hattie's effect size to determine how our school was scoring using NAPLAN Data. Interestingly, we were in the negative in each learning space - Numeracy, Language Conventions, Writing and Reading. Our Learning Intention was stated. We are learning to understand a leadership learning walk and talk so that we can continue to develop assessment-capable learners in our classrooms As a team presenting out success was based on whether participants could: - understand the purpose of a learning walk and talk - recognise the links to the assessment waterfall chart - identify what learning walks and talks are and what they are not There are two ways of authentically monitoring student progress and teacher collective capacity-building. 1. : Developing and maintain ...
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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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