WEEKLY STAFF BULLETIN

January 21-25

WEEKLY STAFF BULLETIN

Good morning and Happy Tuesday!

I hope everyone had an enjoyable three day weekend despite the cold temps. Hopefully, the Pro-Core B assessment goes smoothly this week, and it can provide us with some insight on your students' growth as well as some areas to focus on before testing begins.


As I did last time, I will leave the Professional Development the same next week to allow more time to read it.


Have a great day and week!


Aim High and Dream Big!!

Trish

What's Going This Week

This week is Science Supervision.


Monday- No School

Tuesday- Pro-Core Begins- BLT Meeting

Wednesday-EH-Focus Groups-Basketball- Hamersville ( Girls Home)

Thursday- Basketball- New Richmond (Girls Home)

Friday-

Saturday- Cheryl's Birthday

Identifying Students' Strengths Through Effective Feedback

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Feedback enables students to recognise their strengths as well as areas for development, and to identify and plan with their teacher the next steps in their learning. Students should be provided with opportunities to improve their knowledge, understanding and skills through feedback that:

  • is timely, specific and related to the learning and assessment intention
  • is constructive and provides meaningful information to students about their learning in a variety of forms
  • focuses on the activity and corrects misunderstandings
  • identifies and reinforces students’ strengths
  • provides information about how they can improve
  • facilitates the development of and provides opportunities for self-assessment and reflection during the learning process
  • informs future teaching and learning opportunities.

Feedback can occur at any point in the teaching, learning and assessment cycle. It may:

include regular teacher–student dialogue to guide student learning

focus on particular knowledge, understanding and skills related to content, and/or processes applied to an activity.

Students may benefit from opportunities to self-assess, self-monitor and make judgements about their work in relation to standards and should be provided with regular opportunities to reflect on their learning.

The Power of Feedback John Hattie

Engineering effective classroom discussions activities and learning tasks that elicit evidence

  • no hands up
except to ask a question- students elected at random (pop sticks, name generator)
  • hot seat questioning
a series of questions posed to a student to probe understanding- another student selected at random to summarise
  • ABCD cards
each student has a set of A-E cards and T/F cards to show answers
  • mini white boards
whole class immediate short written response to a question
  • exit passes
used for longer responses to gauge evidence of understanding
  • thumbs up, thumbs down
to quickly elicit evidence of understanding


  • Plus, minus interesting
brainstorming activity to look at an idea from more than one point of view

Providing feedback that moves learning forward

  • two stars and a wish
Students self-assess or provide feedback to a peer. They give tow things they thought were for and one suggestion for improvement
  • more of, less of
Teacher provides feedback on 2-3 strengths (what they need to do more of) and 1-2 specific aspects to improve (what they need to do less of) in relation to the criteria
  • met, not yet, I noticed
Teacher places a tick in either the Met or Not Yet column based on student work against the criteria, then adds a brief comment focusing on progress made from the last task.
  • margin symbols for daily work/tests
Margin symbols for daily work/tests- Students use symbols to demonstrate their understanding, for example * I agree, ! interesting, ? I don't understand
  • stairs and steps
Provide the sttudent with some 'star' feedback based on the quality of their work in meeting the learning target. Then identity which learning target has not been demonstrated and provide feedback on the next 'steps' the student should take to meet the learning goals and improve their performance.
  • one grad
  • post it notes
  • match work samples to feedback
  • find it and fix it

Activating leaders as owners of their own learning

  • Traffic lights
  • learning portfolio
  • red-green discs
  • I used to think.. but now I think
  • learning logs
  • general learning scale
  • before you go what do you know
  • parking lot
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