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http://yr4learningspace.weebly.com/learning-progression2.html

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Learning Intentions and Success Criteria

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Learning Intentions and Success Criteria

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http://yr4learningspace.weebly.com/hass-term-1.html

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It is with pleasure and high expectation that I submit my application for Primary Learning Leader at Southern Cross Catholic College. I am a principled young Catholic woman, who holds a Bachelor qualification in Education, majoring in Early Years, A Graduate Certificate in Inclusive Education and currently studying a Masters in Education (Inclusive Education). I believe I can make a substantial contribution to your wonderful school community and empower learners of all ages to shape and enrich our changing world. My teaching philosophy is grounded by the knowledge that the greatest impact on a child’s education is the teacher. As a teacher, I create a safe, supportive, engaging and inclusive environment where children can be risk takers, taking responsibility for their own learning. I value collaboration- encouraging open communication, collaborative processes and shared responsibilities. I commit to quality professional development to ensure my teaching practices are data driven and current ensuring all learning experiences are targeted and meeting the needs of my students. As a dynamic, creative and forward thinking teacher, I believe I can contribute to Southern Cross Catholic College's community as it realises its aim to grow its community by building compassionate and connected relationships with its diverse learners.

My key strength is that I am a reflective thinker and learner and campaigner for positive change, challenging myself to implement new changes in my professional and personal life.  Throughout my experience, I have made it a professional goal to facilitate children to become activators of their own learning, by providing them with a holistic education. I believe Brisbane Catholic Education’s Model of Pedagogy is essential in ‘bringing together the principles and practices of learning and teaching that lead to success for all learners.’

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In being a reflective thinker, learner and campaigner for positive change I must evaluate the impact of my teaching. This is completed by collecting the evidence of learning that has taken place. As I have planned with the goal in mind, knowing my destination, I am able to ensure that each child has or is on their way to meeting the Australian and Religion Curriculum Achievement Standards. This has allowed me to become a reflective planner where I critique my work for future lessons. It is important to not only reflect upon the end goal, but also the daily practices and steps that have guided me to the destination. As each part of this model of pedagogy ‘is interdependent it is also interconnected in its nature.’  It is through this holistic approach when evaluating on assessment I begin to reuse Brisbane Catholic Education’s monitoring tools to ensure that I am meeting my personal targets and progressing the children on their learning journey. It is with this interconnection that I reassess and begin my Model of Pedagogy guiding children to become ‘activators of their own learning. ‘

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Respond with feedback that moves learning forward

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Respond with feedback that moves learning forward

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Feedback works within the ‘zone of enhanced achievement with an effect size of 0.75.’ This means that effective feedback can have ‘powerful positive effects on children’s learning and engagement.’ When using feedback within the class it must be scaffolded. This scaffold approach involves three levels of feedback. On the first level of feedback the child is responding to their own feedback. Children begin to ask themselves the questions of “Where am I going?, How am I going? and Where to next?”. This self-feedback guides the children to be independent activators in their learning. The second level of feedback is peer feedback. Peer feedback is scaffolded by using the approach of 'Two Stars and a Wish. Through this approach a peer will deliberate two positive aspects of the work and one aspect that needs improvement. It is important to discuss and set up clear boundaries when using peer feedback. The third level of feedback is teacher feedback. This feedback is ongoing and progressive. Children can respond to the verbal feedback, online feedback or written feedback. When responding to feedback we track our progression. This is tracked using our clear learning intentions and success criteria. If the children have achieved the success criteria they move themselves on our ‘Aiming High Progression Wall.’ This wall allows children to respond to feedback as it provides visible movements in their learning.

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For this Model of Pedagogy to be effective, teachers need to activate the learning for each child in order to guide them in becoming active and informed learners. This is achieved by teaching concepts in multiple ways to assist all learners. In my classroom, the children are provided with multiple opportunities to activate their involvement in their own learning. Children are guided to activate their learning through making word walls and providing them with information that is easily accessible. These opportunities are displayed throughout the classroom with our word walls and online with our Year 4 Learning Space, allowing children instant access to their learning. Children are also encouraged to become independent in their learning journey. Using our ‘Bump it up Wall’ allows the children to further develop and enhance their learning as they activate these multiple opportunities.

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Establish clear learning intentions and success criteria

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Establish clear learning intentions and success criteria

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When establishing clear learning intentions and success criteria I must first have a clear understanding of the Australian and Religion Curriculum. These documents are the first point of call when planning any unit or lesson. The most effective way to plan is with having the assessment in mind and then back planning. By knowing the destination, we are able to plan for the future and guide the children on their learning journey. To ensure this journey is effective and allowing the growth for each diverse learner, I provide the children with clear learning intention and success criteria for each subject. These learning intentions and success criteria are easily accessible as they are stated on the Year 4 Learning Space. The children use these learning intentions and success criteria to answer the five questions for students. Children are also encouraged to establish a SMART personal learning goal in order to track their progression. These learning goals are created by using the learning progressions that can be easily found on the Year 4 Learning Space. By creating clear learning intentions, success criteria and goals I am ‘establishing high expectations for each child and more likely leading them to have high expectations of themselves and their own achievements.’

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In order to focus on the learners and their learning one must first establish a positive learning environment. This positive learning environment is fostered within my classroom as the children are welcomed into a safe and supportive community. The community created within my classroom is established by identifying each child’s prior learning. This is completed by using Brisbane Catholic Education’s monitoring tools. At the beginning of the year and throughout I access the Business Intelligence Tool to gain an understanding of the child’s prior learning. Accessing the child’s Writing Analysis, PM Benchmark, Sound Letter Knowledge, Concepts about Print, Pat R and Pat M data informs me as to where the child is on their learning journey. It is with this data that I am able to effectively plan for the diverse learners within my class. When planning I have adopted and implemented the Gradual Release Model. This year I have used the Gradual Release Model within my English Blocks. Within a weekly cycle of our English Blocks the children are exposed to lessons being modelled, shared, guided and working independently. This is evident in the planning document provided. The Gradual Release Model along with the data collected previously allows me to recognise and celebrate each child’s personal attributes. Thereby, focusing on the learner and their learning.