ASD Professional Development Post 1

Effective Pedagogy - Effective Evidence of Achievement - A4L Learning Community Meeting 25.5.16

Checking in our Target Students - We are now 1/4 of the way through the year. Have we managed to accelerate their learning? Language they speak at home? Who speaks what language? Learning Maps - What is their back story?

Special Needs students -

Category 1 - using assistive technology for learning, fm system, voice activated software, computers - achieve at or above standard

Category 2 - won't move off Level 1 - ORS

Category 3 - differentiated programmes - ALIM, special programmes

How can we strengthen our culturally responsive practice in terms of our target students?

Different modes relating to whanau - students have wider access to family - might get to know parents, grandparents, aunties etc, hui for parents to come to, with food, going to visit the marae, inviting parents/whanau into the school to observe, meet, chat, inviting Maori families for sharing of learning, what can we see in the classroom that is inclusive of Maori?.....

Tataiako Summary - Maori learners achieving educational success as Maori

Ako - Practice in the classroom and beyond

Wananga - Communication, problem solving, innovation

Whanaungatanga - Relationships (students, school - wide, community) with high expectations

Tangata Whenuatanga - Place-based, socio-cultural awareness and knowledge

Manaakitanga - Values, integrity, trust, sincerity, equity

Accelerated Learning - Have I managed to accelerate the learning of my students?

What worked? What was powerful for them? Helped them move?

• Inquiry Learning for the whole day- Students involved in a project for the whole day, going through a process of learning, not just for a specific time. Students were tangibly engaged. Creating art by following clear success criteria, completing a project that all could succeed. Writing a statement of art - to share their artwork and choices. Writing for purpose. Target students thoroughly enjoy the choice and feeling of success and achievement.
• Using symbols for 'remember to's' - put in book and assess at the end of the session.
• Used past learning experiences for scaffolding not for re-teaching. Teaching is the next step on. Knowing the gaps - being aware as the teacher of the children's needs, as you teach for the next step you scaffold through the gap, don't hang around in the gap because the teaching point is for the acceleration, not the remediation.
• Passion Projects - student ownership of what they want to learn. Scaffolding through the process.
• Providing multiple opportunities in different forms for modelling, experience etc.

Effective Pedagogy - Effective Evidence of Achievement

ESOL Learning progressions

Pge 4 and 5 - breaks things down.

Pge 8 and 9 - Terms and definitions

Student speak learning progressions

Stepping Stones for e-asttle rubric.

Pose Pause Pounce Bounce

No hands up - wait for the pause - teaching your students a culture of learning.

Posing the question - waiting for the response - throw the question to someone else to add to - bounce around the class (to someone directed).

eg. "How would you solve....?"  ________ answers. "_______ can you add anything?"  Bounce around the room to gain thinking, critical thinking development.

Setting protocol in your class around discussions.

Locus of control - who do we want to do the thinking? The ones talking are doing the thinking, so how can we encourage all to be thinking. Who is going to have to answer the question? So sets expectation that we are all thinkers and all learners at once.

Growing an idea:

You cannot say the first thought that pops into your head, you have to grow the thought into a better one, and then when you share you have to share the first thought and then what you added it to.

Self and Peer assessment

Video of students giving peer feedback - face with labels for success criteria  for each part. Face for the idea.

Students draw parts of the face as they see the success criteria. eg. draw an eye for an opinion, draw another eye for giving a reason why....

Clear simple success criteria is needed for peer assessment to work.

Model the learning - peer feedback process

"Remember to's...."

• Highlighting evidence
• Students accessing against the criteria and having control of the pen (not the teacher) - kids take ownership. If they have a very clear picture of what the learning looks like due to exemplars and teacher modelling, then they own the process on their own work - making improvements etc.
• Code the success criteria - symbols
• Leadership and Assessment Folder - practical suggestions for self and peer assessment.