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.
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 |
| lesson_intentions_and_success_criteria.pptx |
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.
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 |
