2011 Schools Seminar November 2012

Programme: To review what has been accomplishedsince our last seminar. To examine the AFL capabilities we haven'tlooked at yet To have a clear understanding of what youand your school’s next steps are

Clarity about what is to be learnt Curriculum understanding Learning Intentions success criteria relevance Exemplars/modelling Assessment Knowledge of assessment, assessment tools and use of assessment information Promoting Further Learning Timing Student involvement Closing the gap strategies Next steps Active Reflection About learning and the learning culture Self and peer assessment Shared clarity about next learning steps Shared knowledge of ‘where to next’ Effective Learning Building Learning-Focused Relationships A foundation of an environment that is focused on and cultivates shared ownership of learning

Purpose To deepen your understanding of promoting further learning So that you can lead other staff indeepening their understanding So that you can find some new learningthat will make you more effective inpromoting further learning (with adultsand students)

Promoting further learning Some people refer to this as feedback Chapter 6 in Clarity in the Classroom

What does good feedback feel like? Use a partner and a piece of paper and build up a list of the qualities of good feedback that has led to good learning for you. This is an important part of this learning because we will be adding to this sheet all morning. Keep the paper close to you.

What about the qualities of feedback that make it a learning mechanism? Rather than a control mechanism ie “I’ll give you a sticker when you rule off your page without having to be reminded”

“Providing appropriate support is a skilledact of teaching that must both leave thestudents with responsibility and motivationfor their learning and also help themadvance that learning. It is at the heart ofeffective teaching and it a capability that wenever perfect. “ Absolum (2006)

“ Hattie and Timperley (2007) argue that feedback should help answer threeoverlapping questions:Where am I going? (goals), How am I going? (performance as measuredagainst goals), andWhat next? (future goals).”

Going back to go forward "Feedback has its greatest effect when a learner expects a response to be correct and it turns out to be wrong". Hattie & Timperley(2007)

Hattie and Timperley confirmed that feedback is effective when it is specific and focused.

Bucket & Ball Activity This is a practical activity to show you the difference between poor feedback and good feedback A volunteer is needed

We are learning how to throw accurately, Why? To demonstrate the effectiveness of promoting further learning

Success criteria (What do we need to do to be successful?) Have the correct height Correct length Correct direction Correct force Hit the target

What principles of promoting further learning have we just used in this feedback? Add them to your list

1.Affirms learner’s ownership of the learning 2.Focuses on LI & SC 3.Is provided at the ‘right’ time 4.Confirms what has been taught and supports the next step 5.Provides appropriate response 6.Does not swamp the learner 7.Allows repeated opportunities to act on the feedback ( p.120 Clarity in the Classroom) Principals of effective feedback

After morning tea Allan and Barbara Anne will take you deeper into what Promoting Further Learning really looks like, feels like and sounds like.