Susan Leslie - Assessment for Learning 2/8/2021

Key messages

Success Criteria

Involve students in the process of unpacking the learning

Have success criteria in your mind beforehand

Pull out success criteria from an exemplar eg writing playscript from image or clip 

Be clear about Learning intention - Make sure it is not what they are doing - what they are learning 

- attach the learning to the big picture 

- Get children to think about why they are learning it. 

Process or Product Criteria

What do you need to do as part of the process to achieve the product?

Actions: 

Build posters and Y charts around learning 

What it looks like, sounds like, feels like

Create a google form to survey our learner focussed relationships.  

Begin to use more exemplars as a way for children to establish a purpose for learning, promote relevance to children to improve motivation. 

Observations. 

Select three students for observations. Think of passive students. 

Preobservation sheet to fill out 

Observations - Weeks 4,5, and 7 Mon to Thursday 20 min 

Focus area or subject doesn't matter

eg Henry / Daisy ?????

 

TinkerCad Presentation Ormond School - Monday May 24th 2021

Pangarau Maths Kahui Ako Hui Wainui School May 14th

 Julie Crawford - Facilitator from Waiheke

Jo Boaler Clip - "Rote learning of times tables are boring our kids" Messages from parents aren't helpful. Eg 'I was never good at maths' - I didn't have a maths brain.' 

Need to go deep with children. Fewer questions more investigating and deeper. 

Encourage kids to struggle. They need to be challenged. Mistakes should be encouraged. 

Collaborative problem-solving is what our kids need to be doing. 

85% Year 4 Achieving at or above the expected level in Maths. 

45% Year 8 

Real world - Maths World (Exploration)- Different entities. Need to be in both

Timetables opportunity. 

Pool balls activity

Maths for Love website

Decimat - great for decimal conception

Learning Progressions Signposts  a series of tasks that show what children can do. Don't focus on task, focus on what they do with the task. What do they do and say? How can that inform your next teaching and learning steps.

Curriculum Progress

Signposts        1         2       3        4       5          6     7

Curriculum 

Levels             1        1       2        3      3-4        4     5          that these correspond to. 

Acceleration - Understanding where children are at and what they need next. Scaffolding the learning appropriately. 

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