Readers set goals
“When students ‘own’ their reading goals, they direct their efforts towards accomplishing the goal rather than completing the task to appease the teacher. Satisfaction comes from achieving what they set out to do. They are motivated by their accomplishments, not stars and stickers which fosters little more than dependency and resistance. ”
Teachers need to listen to students read, interact with students to find out their interests and choices to be able to negotiate reading goals which meet student needs.
Free Voluntary Reading
Students who participate in FVR:
Improve in reading
Increase their quantity of reading
Discover that reading is pleasurable
Develop superior general knowledge
Improve spelling, writing, grammar, reading comprehension, writing style, and vocabulary
Boost their understanding of English
Increase scores on reading tests and other subject matter tests
Become better thinkers
Increase their reading speed
Become motivated and interested in reading
FVR is dependent upon teachers’ trust, student choices, allocated time to read and quality reading resources.
What data sets are most helpful to you in humanising the Faces in your class, school and system?
How does knowing the data have an impact on what students learn?
How do you ensure that each Face counts and is accounted for?
How do teachers know what data sets look like for the whole school and system – beyond their class and school? In other words, do they get to see the big picture,too?
1. Begin by knowing the learners
2. Co-plan using student diagnostic data
3. Make learning goals (from curriculum expectations) and success criteria visible
4. Use continuous informal assessment during teaching
5. Deliver ongoing formative assessment and reflect on mid course corrections through formal assessment
6. Provide students with oral and written descriptive feedback
7. Create opportunities for peer- and self- assessments
8. Ensure that summarise assessment informs next steps for students and parents
9. Use the data wall process to see the big picture and the detail – the Faces – so that teachers self-assess and reflect on their teaching
10. Share learning with whole-school collaborative marking of student work.
How am I impacting the learning for all students and teachers?
How do I know?
Do I start with knowledge of the learners?
How do I select what is to be taught?
How do I make the learning goal easily understood to all students?
Do teachers do-construct success criteria with the students?
Are all students and teachers improving?
If not, why not?
Do I give descriptive feedback that is factual and objective and outlines how to improve?
Where can I go for help?
Set their own individual goals and monitor progress toward achieving them?
Seek clarification or assistance when needed?
Assess and reflect critically on their own strengths, needs, and interests?
Identify learning opportunities, choices, and strategies to meet personal needs and achieve goals?
Persevere and make an effort when responding to challenges?
– Ontario Ministry of Education 2010
5 Key Questions for Students
What are you learning?
How are you doing?
How do you know?
How can you improve?
Where do you go for help?
||be aware of
||be open to
||make meaning of
||make sense of
||read between the lines
||tell a story of
Action Verbs for Acquisition, Meaning, Transfer
adapt (based on feedback)
adjust (based on results)
Important to know what the purpose of the learning is and what the learning will look like.
Verbs – what will students be expected to do, understand, be clear about level of understanding
SOLO – what will students do, say, make and write
Activities must match:
Could students do the proposed assessment(s) well but not really have mastered or understood the content in question?
Could students do poorly on the specific assessment(s) but really have mastery of the content in question?
Could students do all the designer-proposed activities in Stage 3 but not really be ready to explain/ justify/ infer meaning or transfer their learning as demanded by assessments in Stage 2?
Could students do all the proposed activities in Stage 3 but still be ready to handle tasks in Stage 2 that require higher-order inference and other kinds of meaning-making?
Calculating an effect size from Cognition Education on Vimeo.
Who is correct?
Is the educational community really not checking researchers?
Would the educational community really put someone in charge of the Australian Institute of Teaching and School Leadership who has made strong recommendations that now seem to be questioned?
We are being told that we need to use researched based practices. Which research can we trust?