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)

TPL TERM 3 2014

Session 1 Thursday July 17
Content: revisting learning objectives and looking at success criteria in light of our theory of action from instructional rounds in Term 2.
 Please find attached power point with video links to the footage we viewed and discussed during the session. The handout with the examples of critera and rubrics is also attached.
handout_1_tpl_term_3_thursday_17_july_2014.docx
File Size: 146 kb
File Type: docx
Download File

lesson_intentions_and_success_criteria.pptx
File Size: 172 kb
File Type: pptx
Download File

Session 4 Thursday August 21
Study Guide: Staff TPL weeks 5 and 6 Term 3 2014  (The 3 readings can be found as an uploaded document below the study guide) 

Learning objectives, success criteria and feedback

Reading 1: This resource is from Ireland and is the result of an
action research project about Assessment for Learning (AfL) conducted in a range
of schools, mostly primary and researchers from the university of Belfast. It
appears to b e a teacher friendly resource that reflects the everyday issues and
business of schools. The requirements of the strategies described are easily
transported to our own classrooms here. 
 
Pages 1-18 provide a rationale or background to the importance
and role of Assessment for Learning in developing self-regulated learners. Pages
19- 35 cover learning intentions, success criteria, feedback and reflection. 
 
Reading 2: from Educational Leadership Journal: a US article by 2
educational researchers and practitioners, Moss and Brookhart. This chapter of
their book Advancing Formative Assessment in every classroom that unpacks for us
a little more about learning intentions and success criteria.  
 
Reading 3- Blog post from the UK- Joe Kirby draws attention to
some of the pitfalls of systems engaging in ‘mandating’ ( whether officially or
unofficially) rigid uptake of supposed best practice and how this can sometimes
lead to the misuse and misunderstanding of quality research and practice. 
 
Take some time this week to explore all  the readings I have given you and come
  prepared to discuss and share your thoughts about what we do well, what we can
  do better and how we might further develop our own practice around assessment
  for learning as a way of helping our students be more productive and focused
  learners. 

Key discussion points:

 1. What are the implications for students and teachers of the following statement “clarifying  learning goals and co-creating success criteria are foundational to improved learning and the development of independent learners”.   

2. Why are learning goals and success criteria the basis for effective feedback? 

3. What are some ways teachers can help students develop their understanding of success criteria? 
 
4. How do you provide for effective feedback currently? What might you do differently? 
 
5. What else do we need to consider in regards to Assessment for learning at Camdenville. 
img-821112107.pdf
File Size: 7440 kb
File Type: pdf
Download File

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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)