As you can see, one of the areas I need to work on is 'Scan' - what outside factors are contributing to students not being able to retain number knowledge well in their heads.
This term, I will looking at the 'Share' part of our framework.
Student achievement data eg. standardised tests, OTJs, internals and externals
Anecdotal evidence eg. observations, formative assessment tasks, student voice, parent voice, previous teachers, surveys, learning walks and reciprocal visits
Wider perspective on learning not just aspects that are easily measured eg considering perspectives of our young people and their whānau. How engaged are they with learning? Can they describe what they are learning and why it is important? (AfL) Links to Key Competencies
Looking at all the evidence, thinking hard about its “shape”. Noticing where there are cohort trends that extend out beyond the class, to the team or department, maybe even for this school across schools in the CoL
Clearly identifying the common learning challenges or problems.
Looking for and identifying strategies that are known to have the greatest impact on on this/these challenges
Analysis and interpretation often take place in the mind of the teacher, who then uses the insights gained to shape their actions as they continue to work with their students. These theories for improvement should connect with the inquiries related to the Achievement Challenge of the Department/Team, the School and the CoL.
“This involves asking questions about how well current strategies are working and whether others might be more successful. Teachers search their own and their colleagues’ past practice for strategies that may be more effective, and they also look in the research literature to see what has worked in other contexts.”
“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry