Archive of ‘Professional Learning’ category
Leadership for Teacher Learning – D Wiliam
categories: Improving Student Learning, Professional Learning
5 principles of teacher learning have appeared to be especially important:
choice
flexibility
small steps
accountability
support
(Wiliam, 2007)
For leaders, four aspects to the creation of supportive accountability:
1. Creating expectations for continually improving practice
2. Keeping the focus on the things that make a difference to students
3. Providing the time, space, dispensation, and support for innovation
4. Supporting risk-taking
Using data
categories: Differentiation, Professional Learning
Dylan Wiliam – decision driven data collection
– data driven decision making
I can see the utility of both of these. Use PAT-M, NAPLAN data to decide on key aspects to focus on for cohorts, year levels, individuals, and then decide what formative assessment processes need to be set up during instruction. Use this formative assessment to inform and adapt instruction.
Guttman Chart used to identify Zones of Proximal Development. Needs to be explored more.
Dylan Wiliam Teacher practice implied in STEM course, involved students being directed to/or self selecting various activities depending on their level – practice/ recall, apply, analyse, evaluate/ create.
Dylan Wiliam interview
Most cost effective things to improve – D Wiliam
- Feedback
- Metacognition and self regulation
- Peer tutoring
- Early Years Intervention
- One-to-one tuition
- Homework (secondary)
- Collaborative learning
- Phonics
- Small group tuition
- Behaviour interventions
- Digital technology
- Social and Emotional learning
Developing Assessment Capable Visible Learners – Frey and Fisher April 2018
Wow! Check out the assessment capable 5 year old learner describing what quality writing looks like (just before th 40:00 minute mark on the video above)
Dylan Wiliam Formative assessment
Students Posing Questions
categories: Improving Student Learning, Professional Learning
This year I have made a deliberate effort to encourage students to pose more questions, believing that this gives me a better insight into students’ thinking. On Friday, during a Geography lesson, I saw the benefits of this. In planning the lesson I had decided to model reading the climate statistics of Adelaide, so that students could then explore the climate statistics of their chosen country.
I presented the following table and graph:
I had planned to pose questions like:
- What is the highest average maximum temperature? When does this occur?
- What is the lowest average maximum temperature? When does this occur?
- What is the average rainfall for June?
- etc.
Instead I referred to the data and got students to pose the questions. They asked much higher order questions, such as:
- Who collects the data? – Do they record accurately or can they manipulate the data if they are climate sceptics? (This wasn’t worded in this way, but it was what they were getting at.)
- How accurate is the data?
- What is the area related to the rainfall? How does this affect the data collected?
- Has there been major differences between the climate each year?
- After looking at the average temperatures, and knowing that the temperature can be much higher than these in Adelaide, one student thought that the statistics may be different if the last few years’ data was used, rather than the previous 30 years.
- Is the data reliable?
- When was it recorded?
- Who recorded it?
- Why is January the hottest month and has more rainfall than February? – February is usually hotter isn’t it?
- Why does the minimum temperature follow the maximum? (Recognition of pattern)
- Why does June have the highest rainfall?
I will continue to encourage students to pose and answer their own and others’ questions.
What sort of questions are your students posing?
What does this show you about their thinking?
Useful resource to analyse NAPLAN Numeracy
Assessment for Learning in STEM – Q and A