A Focus on Learning and Results
Learning Intentions and Success Criteria Workshops
March 19 - Seemingly Simple yet Surprisingly Complex
No matter where you are on your Learning Intention journey, this session will challenge your understanding and enhance your clarity.
We will look at the research supporting the power of Learning Intentions and promote the inextricable links to Success Criteria, Strategic Questioning, Feedback, Student Self and Peer Assessment and Goal Setting.
Weaved into the workshop will be opportunities to challenge our understanding of what it means to 'differentiate' instruction and the part reflective practices play in ensuring student voice is alive and well in our classrooms. An essential PD for teachers and leaders in all curriculum areas.
April 22 Assessment FOR & AS Learning- Building a Reflective Classroom
Assessment FOR and AS learning strategies are vital in order to close the loop on an effective lesson. This full day workshop will further expand on the elements introduced in session one, Learning Intentions and Success Criteria. (please bring along samples for us to reflect and expand on)
Feedback , effective questioning and peer and self assessment will be central to the day and I will share Bacchus Marsh Primary Schools ‘Portfolio Assessment’ initiative as a strategy to embed ‘formative assessment’ practices in partnership with ‘3 Way’ Teacher, Student and Parent Interviews.
July 29 - It’s Planning and Process that makes the difference...
We can write Learning Intentions and Success Criteria and spend much time planning lessons, but if we’re not informing these practices with relevant data we’re at risk of missing the mark for many of our students.
Research by Nuthall, 2005, shows half (and perhaps more) of all material taught in any class is already known by students.
This session will give teachers and Team Leaders an opportunity to reflect on the messages in session 1 and 2 from the perspective of their individual and team ‘planning’ processes.
Participants will be encouraged to bring planning documentation and data sets where possible to allow for rich conversations that encourage digging deeply into the data to find the point of need for all students.