CPS LEARNING
  • Our Vision
  • 2013 tpl
    • Numeracy Professional Learning Term 2 2013
      • Open-ended Questioning in Mathematics
        • Reflection on Open-ended Questioning
        • Instructional Rounds Term 3 2013
          • SDD Term 3
            • The Instructional Core
            • A Theory of Action
            • A Problem of Practice
            • The Roles
            • The Process of Rounds
            • Practising the skills
            • Where to next?
          • Instructional Rounds 1
      • Newman's Error Analysis
        • Reflections on Newman's Error Analysis
      • Problem Solving Strategies
        • Reflection on Problem-Solving Strategies
      • Student Reflection - Building Understanding
        • Reflection on Incorporating Student Reflection
        • Numeracy Professional Learning Term 3 2013
          • Essential Questions
            • Reflection on Essential Questions
          • Tools for Questioning
            • Questioning Self-assessment
            • Investigating tools for scaffolding student questions
            • Reflection on Tools for questioning
          • Reflecting on the 'Theory of Action'.
      • Instructional Rounds Term 4 2013
      • Numeracy Professional Learning Term 4
        • Assessment As Learning
          • Reflection on Assessment As Learning
          • Writing Learning Objectives
  • 2014 tpl
    • Professional Learning Term 1 2014
    • Instructional Rounds Wk 5 Term 1
    • Instructional Rounds Week 6 Term 2
    • Round 2 - Term 2
    • TPL Term 3 2014
      • Calendar
      • Instructional Rounds Term 3 2014
    • SDD Term 4 2014 - PBL and FLS
      • Project Based Learning
      • Flexible Learning Spaces
  • 2015 tpl
    • Instructional Rounds Term 2
    • Introducing Instructional rounds
      • The Instructional Core
      • A Theory of Action
      • A Problem of Practice
      • The Roles
      • The Process of Rounds
      • Practising the skills
      • Where to next?
  • 2016 tpl
    • Instructional Rounds 2016
      • What are instructional rounds?
      • A problem of practice
      • Doing Instructional Rounds
      • Learning from Instructional Rounds
      • A theory of action
      • Taking Action
        • Assessment and PBL Time
        • Planning a culminating event
        • Student voice and teacher direction
        • Scaffolding learning in PBL
        • Term 4 Rounds Reflection and Theory of Action
  • 2017 tpl
    • Planning Assessment in PBL
    • STEM/Tech TPL Term 2 2017
    • SDD Term 2 2017
    • Instructional Rounds 2017
    • SDD Term 3 2017
  • 2018 tpl
    • Term 1 2018
      • SDD Term 1 2018
      • TPL Week 1
      • TPL Week 3
    • Term 2 2018
      • Instructional Rounds Term 2
    • Term 3 2018
      • Whole School Mathematics Assessment and Moderation
      • Effective Questioning during mathematics lessons
  • 2019 tpl
    • Instructional rounds 2019
      • Term 1
  • 2020 tpl
    • SDD slides: School culture and vision
      • What underpins our vision?
        • Restorative Practices
        • Student Voice
        • Intrinsic Motivation
        • The role of the teacher
        • Project-Based Learning
    • Mathematics Project
      • Number Talks
    • Lesson Study Approach
      • AITSL - Lesson Study
      • Assessment Practices
        • Formative Assessment
          • Trialing formative assessment strategies
      • Lesson Study at CPS
    • High Potential and Gifted Education
    • Strategic Improvement Plan
  • 2021 tpl
    • Camdenville's Culture and Shared Vision
    • Individual Education Plans
    • Professional Development Plans
    • Three-Way Conferences
    • Instructional Rounds
      • The IR Process
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • School Development Day T3 2021
    • SDD T3 for SLSOs
    • Learning From Home
      • Zoom
      • Number Talks
      • Evidence-Based Practice for Teaching Reading
    • Assessment - Return to School
      • Phonological awareness diagnostic assessment
      • Interview for Student Reasoning (IfSR)
  • 2022 tpl
    • Inclusive Education for students with disability and IEPs
    • Project-Based Learning
      • Need to Knows
      • SC / Products / experts
    • Instructional Rounds
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • formative assessment strategies
  • 2023 pl
    • T1 School Development Days
    • Creating a Classroom Community
    • instructional rounds
      • problem of practice
      • debriefing and the next level of work
  • 2024 pl
    • bill rogers
    • 2024 Differentiated TPL
    • AITSL Self Assessment
    • Reading Assessment
    • writing moderating
  • 2025 pl
    • Performance and Development (PDPs)
  • Our Vision
  • 2013 tpl
    • Numeracy Professional Learning Term 2 2013
      • Open-ended Questioning in Mathematics
        • Reflection on Open-ended Questioning
        • Instructional Rounds Term 3 2013
          • SDD Term 3
            • The Instructional Core
            • A Theory of Action
            • A Problem of Practice
            • The Roles
            • The Process of Rounds
            • Practising the skills
            • Where to next?
          • Instructional Rounds 1
      • Newman's Error Analysis
        • Reflections on Newman's Error Analysis
      • Problem Solving Strategies
        • Reflection on Problem-Solving Strategies
      • Student Reflection - Building Understanding
        • Reflection on Incorporating Student Reflection
        • Numeracy Professional Learning Term 3 2013
          • Essential Questions
            • Reflection on Essential Questions
          • Tools for Questioning
            • Questioning Self-assessment
            • Investigating tools for scaffolding student questions
            • Reflection on Tools for questioning
          • Reflecting on the 'Theory of Action'.
      • Instructional Rounds Term 4 2013
      • Numeracy Professional Learning Term 4
        • Assessment As Learning
          • Reflection on Assessment As Learning
          • Writing Learning Objectives
  • 2014 tpl
    • Professional Learning Term 1 2014
    • Instructional Rounds Wk 5 Term 1
    • Instructional Rounds Week 6 Term 2
    • Round 2 - Term 2
    • TPL Term 3 2014
      • Calendar
      • Instructional Rounds Term 3 2014
    • SDD Term 4 2014 - PBL and FLS
      • Project Based Learning
      • Flexible Learning Spaces
  • 2015 tpl
    • Instructional Rounds Term 2
    • Introducing Instructional rounds
      • The Instructional Core
      • A Theory of Action
      • A Problem of Practice
      • The Roles
      • The Process of Rounds
      • Practising the skills
      • Where to next?
  • 2016 tpl
    • Instructional Rounds 2016
      • What are instructional rounds?
      • A problem of practice
      • Doing Instructional Rounds
      • Learning from Instructional Rounds
      • A theory of action
      • Taking Action
        • Assessment and PBL Time
        • Planning a culminating event
        • Student voice and teacher direction
        • Scaffolding learning in PBL
        • Term 4 Rounds Reflection and Theory of Action
  • 2017 tpl
    • Planning Assessment in PBL
    • STEM/Tech TPL Term 2 2017
    • SDD Term 2 2017
    • Instructional Rounds 2017
    • SDD Term 3 2017
  • 2018 tpl
    • Term 1 2018
      • SDD Term 1 2018
      • TPL Week 1
      • TPL Week 3
    • Term 2 2018
      • Instructional Rounds Term 2
    • Term 3 2018
      • Whole School Mathematics Assessment and Moderation
      • Effective Questioning during mathematics lessons
  • 2019 tpl
    • Instructional rounds 2019
      • Term 1
  • 2020 tpl
    • SDD slides: School culture and vision
      • What underpins our vision?
        • Restorative Practices
        • Student Voice
        • Intrinsic Motivation
        • The role of the teacher
        • Project-Based Learning
    • Mathematics Project
      • Number Talks
    • Lesson Study Approach
      • AITSL - Lesson Study
      • Assessment Practices
        • Formative Assessment
          • Trialing formative assessment strategies
      • Lesson Study at CPS
    • High Potential and Gifted Education
    • Strategic Improvement Plan
  • 2021 tpl
    • Camdenville's Culture and Shared Vision
    • Individual Education Plans
    • Professional Development Plans
    • Three-Way Conferences
    • Instructional Rounds
      • The IR Process
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • School Development Day T3 2021
    • SDD T3 for SLSOs
    • Learning From Home
      • Zoom
      • Number Talks
      • Evidence-Based Practice for Teaching Reading
    • Assessment - Return to School
      • Phonological awareness diagnostic assessment
      • Interview for Student Reasoning (IfSR)
  • 2022 tpl
    • Inclusive Education for students with disability and IEPs
    • Project-Based Learning
      • Need to Knows
      • SC / Products / experts
    • Instructional Rounds
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • formative assessment strategies
  • 2023 pl
    • T1 School Development Days
    • Creating a Classroom Community
    • instructional rounds
      • problem of practice
      • debriefing and the next level of work
  • 2024 pl
    • bill rogers
    • 2024 Differentiated TPL
    • AITSL Self Assessment
    • Reading Assessment
    • writing moderating
  • 2025 pl
    • Performance and Development (PDPs)

Reflecting on and adjusting our Theory of action

If teachers learn about different strategies to
enable students to ask questions then teachers might feel more confident about including question time in their mathematics lessons.
On track - using different strategies and incorporating explicit question time.
If question time is explicitly allowed for and scaffolded then students might begin to ask more questions about their learning.
Students are beginning to, is taking a lot of time at the moment, still exploring  different ways of scaffolding questioning to make it effective.
If students begin to ask more questions about their learning they might begin to take more ownership and direction of their learning. Working well in the Year 6 room, some students taking ownership and directing learning tasks. Generally heading in the right direction.
If students take more ownership and direction of their learning they might make better connections to their learning. Yes - some evidence of it starting to happen.
If students make better connections to their learning then they might be more engaged.Yes - starting to happen.
If students are more engaged in learning then they might be more motivated to gain a deeper learning of the content and skills. Using blogs and iPads is engaging students in asking questions and doing independent research on topics or questions.
If they have a deep understanding of content and skills students might achieve better results in mathematics.

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  • Our Vision
  • 2013 tpl
    • Numeracy Professional Learning Term 2 2013
      • Open-ended Questioning in Mathematics
        • Reflection on Open-ended Questioning
        • Instructional Rounds Term 3 2013
          • SDD Term 3
            • The Instructional Core
            • A Theory of Action
            • A Problem of Practice
            • The Roles
            • The Process of Rounds
            • Practising the skills
            • Where to next?
          • Instructional Rounds 1
      • Newman's Error Analysis
        • Reflections on Newman's Error Analysis
      • Problem Solving Strategies
        • Reflection on Problem-Solving Strategies
      • Student Reflection - Building Understanding
        • Reflection on Incorporating Student Reflection
        • Numeracy Professional Learning Term 3 2013
          • Essential Questions
            • Reflection on Essential Questions
          • Tools for Questioning
            • Questioning Self-assessment
            • Investigating tools for scaffolding student questions
            • Reflection on Tools for questioning
          • Reflecting on the 'Theory of Action'.
      • Instructional Rounds Term 4 2013
      • Numeracy Professional Learning Term 4
        • Assessment As Learning
          • Reflection on Assessment As Learning
          • Writing Learning Objectives
  • 2014 tpl
    • Professional Learning Term 1 2014
    • Instructional Rounds Wk 5 Term 1
    • Instructional Rounds Week 6 Term 2
    • Round 2 - Term 2
    • TPL Term 3 2014
      • Calendar
      • Instructional Rounds Term 3 2014
    • SDD Term 4 2014 - PBL and FLS
      • Project Based Learning
      • Flexible Learning Spaces
  • 2015 tpl
    • Instructional Rounds Term 2
    • Introducing Instructional rounds
      • The Instructional Core
      • A Theory of Action
      • A Problem of Practice
      • The Roles
      • The Process of Rounds
      • Practising the skills
      • Where to next?
  • 2016 tpl
    • Instructional Rounds 2016
      • What are instructional rounds?
      • A problem of practice
      • Doing Instructional Rounds
      • Learning from Instructional Rounds
      • A theory of action
      • Taking Action
        • Assessment and PBL Time
        • Planning a culminating event
        • Student voice and teacher direction
        • Scaffolding learning in PBL
        • Term 4 Rounds Reflection and Theory of Action
  • 2017 tpl
    • Planning Assessment in PBL
    • STEM/Tech TPL Term 2 2017
    • SDD Term 2 2017
    • Instructional Rounds 2017
    • SDD Term 3 2017
  • 2018 tpl
    • Term 1 2018
      • SDD Term 1 2018
      • TPL Week 1
      • TPL Week 3
    • Term 2 2018
      • Instructional Rounds Term 2
    • Term 3 2018
      • Whole School Mathematics Assessment and Moderation
      • Effective Questioning during mathematics lessons
  • 2019 tpl
    • Instructional rounds 2019
      • Term 1
  • 2020 tpl
    • SDD slides: School culture and vision
      • What underpins our vision?
        • Restorative Practices
        • Student Voice
        • Intrinsic Motivation
        • The role of the teacher
        • Project-Based Learning
    • Mathematics Project
      • Number Talks
    • Lesson Study Approach
      • AITSL - Lesson Study
      • Assessment Practices
        • Formative Assessment
          • Trialing formative assessment strategies
      • Lesson Study at CPS
    • High Potential and Gifted Education
    • Strategic Improvement Plan
  • 2021 tpl
    • Camdenville's Culture and Shared Vision
    • Individual Education Plans
    • Professional Development Plans
    • Three-Way Conferences
    • Instructional Rounds
      • The IR Process
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • School Development Day T3 2021
    • SDD T3 for SLSOs
    • Learning From Home
      • Zoom
      • Number Talks
      • Evidence-Based Practice for Teaching Reading
    • Assessment - Return to School
      • Phonological awareness diagnostic assessment
      • Interview for Student Reasoning (IfSR)
  • 2022 tpl
    • Inclusive Education for students with disability and IEPs
    • Project-Based Learning
      • Need to Knows
      • SC / Products / experts
    • Instructional Rounds
      • Observations
      • Problem of Practice
      • Debriefing and the next level of work
      • Actioning next steps
        • formative assessment strategies
  • 2023 pl
    • T1 School Development Days
    • Creating a Classroom Community
    • instructional rounds
      • problem of practice
      • debriefing and the next level of work
  • 2024 pl
    • bill rogers
    • 2024 Differentiated TPL
    • AITSL Self Assessment
    • Reading Assessment
    • writing moderating
  • 2025 pl
    • Performance and Development (PDPs)