Instructional Rounds Term 3 2014
Problem of practice:
What can we see in our classrooms that indicates how our focus on improving student engagement at CPS has had an effect?
Evidence:
* students giving each other feedback
* students on task
* learning experiences linked to the real world
* specific feedback from teachers to students
* students asking questions of each other and the teacher
* students moving around - choosing how and where they would learn
* students working in groups, pairs and individually
* referring back to success criteria
* students developing own success criteria
* students identifying what to do when they got stuck and how they knew they were finished
* students using ICT to: research, create, collaborate
* students knew what they were learning and why
* rich language used by teachers and students
* common language across classes - success criteria, wow words
* open ended tasks
* students able to identify if their work was correct in a varitey of ways - not just because the teacher says so
* students and teachers enjoying tasks - positive atmosphere
* each room set up in a different way
* students independently using classroom environment and features to help them learn
Predictions:
* students can make links between their learning and the real world
* students understand what needs to be done to be successful
* students can work in different spaces and configurations
* students use technology in authentic and meaningful ways to create
* students work collaboratively to complete and evaluate a task
* students know how to use success criteria to guide their work
* students know how to help themselves if they get stuck
Where to next:
* extend and embed PBL across the school
* flexible learning spaces in all classrooms
* differentiation - may look different because of the open nature of PBL and rich tasks and flexible learning spaces allow for more flexible groupings and differentiation via student choice. However, how do we ensure that student progress is being maintained when the more standard scaffolds and structured differentiation processes are changing? We may benefit from broadening our understanding of what curriculum differentiation looks like in different subjects and curriculum areas/tasks and how we can utilise different strategies.
* success criteria - how can we utilise success criteria to support and scaffold all students? We may need to further explore how we are embedding success criteria in all lessons.
* sharing practice - how do we share the good practice that's going on in all the different classes across the school? Find a way of teachers connecting to learn about specific areas of expertise from each other eg learning spaces, PBL, exit slips. Focusing on ideas or strategies that are applied across the school. Look at having practice sharing sessions during PBL, teachers to volunteer to share.
What can we see in our classrooms that indicates how our focus on improving student engagement at CPS has had an effect?
Evidence:
* students giving each other feedback
* students on task
* learning experiences linked to the real world
* specific feedback from teachers to students
* students asking questions of each other and the teacher
* students moving around - choosing how and where they would learn
* students working in groups, pairs and individually
* referring back to success criteria
* students developing own success criteria
* students identifying what to do when they got stuck and how they knew they were finished
* students using ICT to: research, create, collaborate
* students knew what they were learning and why
* rich language used by teachers and students
* common language across classes - success criteria, wow words
* open ended tasks
* students able to identify if their work was correct in a varitey of ways - not just because the teacher says so
* students and teachers enjoying tasks - positive atmosphere
* each room set up in a different way
* students independently using classroom environment and features to help them learn
Predictions:
* students can make links between their learning and the real world
* students understand what needs to be done to be successful
* students can work in different spaces and configurations
* students use technology in authentic and meaningful ways to create
* students work collaboratively to complete and evaluate a task
* students know how to use success criteria to guide their work
* students know how to help themselves if they get stuck
Where to next:
* extend and embed PBL across the school
* flexible learning spaces in all classrooms
* differentiation - may look different because of the open nature of PBL and rich tasks and flexible learning spaces allow for more flexible groupings and differentiation via student choice. However, how do we ensure that student progress is being maintained when the more standard scaffolds and structured differentiation processes are changing? We may benefit from broadening our understanding of what curriculum differentiation looks like in different subjects and curriculum areas/tasks and how we can utilise different strategies.
* success criteria - how can we utilise success criteria to support and scaffold all students? We may need to further explore how we are embedding success criteria in all lessons.
* sharing practice - how do we share the good practice that's going on in all the different classes across the school? Find a way of teachers connecting to learn about specific areas of expertise from each other eg learning spaces, PBL, exit slips. Focusing on ideas or strategies that are applied across the school. Look at having practice sharing sessions during PBL, teachers to volunteer to share.
