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Sue                                    Making it clear for both teacher and student why they are there.

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Sue                                    Making it clear for both teacher and student why they are there.

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Creating a culture where every teacher believes they need to improve

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Allowing students to explore ideas

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Children engaged in learning, asking questions, learning driven by the children

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Learning that enables the learner and their peers to learn and teacher assessment.. active learning techniques

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Catherine & Susan: Timely feedback to enhance achievement. Teaching children to be independent learners and become teachers themselves

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Catherine & Susan: Timely feedback to enhance achievement. Teaching children to be independent learners and become teachers themselves

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Providing students with the content in order for them to become their own teachers, while teachers act as a facilitator.

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Discussing what we are learning and why. Setting  individual learning goals with the students. Bump it up walls.

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Michele and Brooke
Teachers and students using feedback to lead and enhance their learning

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Displaying & tracking content, goals & progression
Veronica

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Making learning progress self-assessable for the students

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Providing feedback in a timely manner

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Watching our students and how they learn. Self-assessment and ensuring that students aware of what they're learning and why.

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When students have a clear understanding of what their learning intentiona are.

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Allowing students and teachers to see learning goals to assist reaching outcomes and improve learning

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Seeing learning through the eyes of the students

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Rosa

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Learning and Teaching where students are aware of what they are learning and the learning path they need to take to get there....

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Teachers and students working together towards improving learning

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using colour coded ways of getting students to see their progress: green - i can do it; orange- i need more practise, more revising;  red- STOP - i haven't internalised that yet.

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using colour coded ways of getting students to see their progress: green - i can do it; orange- i need more practise, more revising;  red- STOP - i haven't internalised that yet.

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Listening to students and allowing them to discuss among themselves, whilst listening in.

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Making students aware of what they are learning and where they are heading,what their ultimate goal is.

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Reflection time, visual materials at the walls, 

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Reflection time, visual materials at the walls, 

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Providing activities that demonstrate learning

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Students are engaged in their learning, they're collaborating, researching, using different resources.

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Students are engaged in their learning, they're collaborating, researching, using different resources.

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Providing a.clear learning pathway with critical points en route and the intended learning to be ache Ed in each segment

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Providing a.clear learning pathway with critical points en route and the intended learning to be ache Ed in each segment

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Knowing what is or has been learned

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Sharing objectives with learners

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Prpof of learning ie: written, spoken etc

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Prpof of learning ie: written, spoken etc

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everyone involved knowing what learning is happening

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everyone involved knowing what learning is happening

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Students provide evidence of task-based outcomes.

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Making students aware that they have learned something, what exactly they have learned and what they can do with it.

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Making students aware that they have learned something, what exactly they have learned and what they can do with it.

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Students and teachers being aware of the specific learning aims of a task or a lesson and how this fits into the learners' needs and goals

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Ensuring that learners are aware of their progress

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Ensuring that learners are aware of their progress

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Having evidence of learning. ie: proof of understanding (written

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Having evidence of learning. ie: proof of understanding (written

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Making learning measurable, giving students and teachers a sense of achievement