BEST Cluster Project: Principles of Learning and Teaching in Action NamePOLTSchool address Michael Cifra POLT 5.5 Using evidence from assessment and feedback to inform planning and teaching Eumemmerring College – Endeavour Hills Campus

1. What was the teaching and learning challenge to which you responded? Which PoLT did you address? POLT 5.5 Using evidence from assessment and feedback to inform planning and teaching With my 8D Science class (an extended group) I surveyed the students with respect to their likes and dislikes in Science, to determine which topics and aspects within a topic would be covered. As to my 9C Science (a low literacy group), the challenge was to use test grades and other assessment to modify their work so as to make their work challenging yet understandable for their appropriate levels.

2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions? 8D Science, Topic: Chemistry - The survey they did indicated that more focus should be on practical work. This class also can complete more discussion and written work than other Year 8 classes. 9C Science, Topic: Environment/Energy – The area of focus was on Energy and Cycles. They looked at food chains, pyramids and the Water Cycle, Carbon Cycle and the Nitrogen Cycle.

3. What could the students already do alone? What did the students already know? 8D Science- The students knew the 3 main types of matter but not much else, ie what atoms were and their constituents. 9C Science – The students knew about general aspects of the environment (which is constantly in the news) but very little else. Their language skills were poor and scientific terms were difficult for them.

4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence. 8D Science – They did plenty of practical activities here( practicals included flame tests, looking at different types of elements and dry ice activities).Their literacy skills were good so they did quite a deal of theory work too. 9C Science – They started with a mind map and pre testing. Their pre-knowledge of terms was poor so the terms had to be taught to them. Their topics included the components of the environment, energy levels, transformations and cycles

5. Review. How successful was the learning sequence? What will the students do next? 8D – The students were tested for the topic and the class received an average of 64% which is well above other Year 8 groups. Their practical grades were much higher demonstrating that theory work combined with practical examples assist in developing understanding. 9C – Students were assessed differently than 8D with more short quizzes and more focus on basic understanding. Also more assignment type work was used for assessment with this group.

6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work. Click here