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What is the impact of the teaching and learning?
Melissa is constantly investigating the impact of her teaching in terms of the prioritised outcomes, and uses a range of approaches. In this case, the students are self-assessing their progress and achievement on the Homai School Writing Profiles. The school has developed these over the last few years, using the Literacy Progressions, the e-asTTle rubrics, and the National Standards book, to show longitudinal progress and achievement in writing over their six years of primary schooling.
For this assessment, the task was for the students to write about their science investigation. They had to select their purpose - to explain, describe, or instruct - and to use the appropriate structure and language. This was an independent writing sample, with one teacher conference. They look for evidence of their goals, and annotate their own writing sample by highlighting, on the profile rubric, the criteria they have achieved.
The challenge is to involve the students as they discuss, clarify, and reflect on their own goals, their achievement of these and their next steps. Melissa supports the discussion in a group conference, where students work in pairs to discuss their sample of writing. They need to understand the desired outcomes and criteria for success. They know where they are going, they know how they are doing, and they know where they need to go next. Thus they are becoming assessment capable.
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Watch video clip 4: Student learning inquiry
Questions for teachers:
Following these group conferences, Melissa reflects on the impact of her teaching, asking herself the three key questions:
She considers what teaching strategies were successful, what students learnt, and what they need to learn next.
Watch video clip 5: Teacher reflections of learning inquiry
Reporting, like assessment, happens throughout a teaching inquiry and is not just limited to presenting at teacher evenings. Students and whānau need to be kept constantly informed about progress and achievement, in language they can understand.
Resources to support conversations with parents, families, whānau and communitiesLiteracy and numeracy resources to help teachers in their conversations with parents, families, whānau, and communities.
Reporting to parents - examples and templatesA selection of example reports and templates for schools to use or adapt.
Introducing the e-portfolioA short presentation designed for those who are unfamiliar with e-Portfolios. It defines, illustrates, and identifies the impact of e-Portfolios on learning with a focus on the 5–18 age group.
Red Beach School vision In this Ministry of Education seminar, staff, students, and a parent from Red Beach School discuss the use of ePortfolios as a teaching and learning tool.
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