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This workshop was great for me in terms of breaking down the learning support delivery model and seeing the support both myself and akonga can access. Having a visual of the process engages my learning well.

What I liked the most about this workshop was being introduced to Shelley Moore's term 'Dont should on me', which is particularly relevant right now, especially with the sudden curriculum changes that will likely result in many students being labeled as not being 'where they should be.'

I think this perspective reminded me that instead of focusing on where students “should” be, I need to recognize and value where they are, where they could be and how can I adapt my teaching so the term 'should be' is not hanging over any of our akonga. Which connects with my commitment to Te Tiriti through valuing different ways of learning.

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This week, Janine, Alice, and I presented a PD session on explicit instruction, checking for understanding, and NZCER testing.

Janine provided us with valuable resources and readings on explicit teaching and understanding checks, which were a great refresher for me. I really enjoyed reading the examples of checking for understanding. It was a good reminder that simply asking students, "How do we feel about this?" in a group setting is often ineffective. Students may claim they understand—even when they don’t—due to fear of judgment from their peers.

I felt quite nervous about presenting to the staff, but Alice and I took time to plan who would present each part, and she reassured me that, even as a BT, my colleagues would still respect me in a leadership role during the PD. I did feel the support from staff while I presented and actually left feeling really good.

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This week I had a role in our whole school PD. We were tasked with presenting 'information and resources on phase 1 Maths - How do we get Year 2 kids doing equivalent fractions? brainstorm some Pr1me maths tips for the classroom, planning ideas, group ideas, using maths pro and maximising it and rich maths tasks.'

I decided I would like to present on the PRIME maths planning template-which I think is an amazing resource because it is easy to navigate, great for keeping up to date/tracking progress and connecting the curriculum.

I think my presentation went well. I talked through tracking maths/target groups, hyperlinking learning objectives, Keeping track of the TG,CB,PB and using the drop down boxes and merging cells.

I think it would have been great to have had a table brainstorm on PRIME planning hacks but it seemed not enough staff used the template to do this effectively. I would like to work on my confidence in these situations in the future. I think doing this more will be great.

I also walked away with lots of rich maths tasks, warm ups, cool downs and tips for navigating the MATHSPRO website.

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I am taking a BSLA course with the other Tini Whetu kaiako. It is interesting to think about the consequences for our tamariki's learning this will have when implemented. I wonder if it will be as effective as they say it will be or more confusing.

I am struggling to engage with and take in the content of the modules. I don't learn well this way, I prefer a more hands-on approach/modelling. I struggled to pay attention and engage in the workshop too. But it was comforting to know that the other kaiako were in the same boat.

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I LOVED this workshop. I feel like it was presented engagingly and was catered to our needs and PCT well.

We started off with a presentation on neurodiversity. We discussed how neurodiversity is often seen as a deficit and instead should be viewed as a different way of thinking. And we discussed practices that are consistently effective across age groups, learning areas and abilities.

Clear routines.

Task organisation tools.

Visuals.

This was great for me as I realised I haven't been setting some of my students up for success and I walked away from this with some ideas on how I can change my teaching and routines to benefit tamariki (First, then visuals)!!

Next we had Libby Paterson discuss certification and endorsement (Movement from a Tōmua to a Tūturu) requirements. This was a very clear indication of the expectations and has helped me organise my PCT folder and recognise what takes priority. I have information to take back to my mentor.

Next we discussed UDL in action. This is a framework for inclusive education and should ALWAYS be aspirational. I really liked the Analogy of where UDL came from: architecture!

5th floor: Academic learning (not the focus but the natural consequence of the below floors)

4th floor: interest/purposefulness.

3rd floor: Growth mindset (can lift people up or push them down)

2nd floor: Physical accessibility.

Ground floor: Safety/belonging.

Finally, we had a presentaion on Wairarapatanga. I have heard this word a lot lately-but haventlearnt about what it actually is! Whakaoriori kahui ako- a philosophy that believes together is better. Purpose is to improve educational outcomes for students in the area. I walked away from this with some great resources:

Whakaoriori kahui ako (Wairarapatanga) purakau and reo resources.

https://sites.google.com/hadlow.school.nz/wairarapatanga/te-k%C5%8Drero-tuku-iho

Rangitane

https://rangitaneeducation.com/

And Ngati kahununu/Potangaroa education.

I also got a great lesson idea from a video they showed where Brigham Riwai-Couch shares his perspective of the top 10 things that make a difference for him as a learner. This video focuses on Māori achieving educational success as Māori, drawing on student voice.

https://vimeo.com/325105212

Writing lesson idea: 10 Ways to teach me!

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Working towards the standards notes from PCT workshop #2

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Working towards the standards notes from PCT workshop #2

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Teaching practice reflection from PCT workshop #2

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Teaching practice reflection from PCT workshop #2

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I found this article on the Education Gazette interesting.

Takiwātanga- in your own time and space. I thought that was a beautiful and mana-enhancing way to name the unique way some people's brains work.

I like reading articles from te ao maori perspectives because of the way the culture encompasses so many things with lots of aroha and mana with the perspective of taonga.

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I loved this course. I have never had anyone lay out all the information like this. I liked learning about the formation of Iwi and hapu. It is my understanding that the term Iwi came around when pakeha started grouping Maori hapu together, and from that, I came to the conclusion that our classrooms are not whanau, but hapu because we are a mix of different whanau with different customs etc.

I was able to walk away knowing:

The key differences between te tiriti and the treaty.

How life was for Māori before the treaty (mutually beneficial relationships with pakeha).

Why maori rangatira signed the treaty.

WHO signed WHICH treaty.

What happened after the treaty (consequences for māori and their peaceful protests.)

I walked away with a much better understanding of Aotearoa's history- and a big question.

Why does Aotearoa recognise the treaty (signed by 39 Māori and NO representatives of the crown) and not Te tiriti (signed by 503 rangatiratanga and a crown representative and recognised in international law)?

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Learning Environment & Expectations.

Purposeful routines, clear transitions and learning time maximised.

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Reflection and changes made based on Janine and Amy's observations.

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Reflection and changes made based on Janine and Amy's observations.

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Janine and Amy both indicated a stong need for a better transition from P.E to maths. It was their advice that I either get students to prepare their books before we go to P.E or I get their books prepared. Given that we stream maths across Tini Whetu, I have decided that each morning I will get their books out and lay them out. This gives me control over who is sitting where and I can have both mine and Tara's small groups equipment ready to go strait after P.E.

I have also printed and displayed some visuals of how we keep our books tidy on the shelf and how we write in our books. I used a student's book work as the example and highlighted the correct format.

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Focusing- Leading Spirals of Inquiry by Linda Kaser & Judy Halbert

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Focusing- Leading Spirals of Inquiry by Linda Kaser & Judy Halbert

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The other resource was the 'Focusing" phase from Leading Spirals of Inquiry by Linda Kaser & Judy Halbert.

Focusing is the second phase in the Spirals of Inquiry process. After scanning to understand what’s going on for learners, the focusing stage helps teams narrow down to the most important areas for improvement. Rather than trying to fix everything at once, this phase encourages educators to identify key leverage points where change will have the biggest impact. It involves analyzing patterns, exploring root causes, and deciding where to concentrate collective efforts. The aim is to ensure that the inquiry is purposeful, manageable, and meaningful for both learners and educators.

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I really enjoyed this opportunity to look at the new PAT writing assessment and see how AI and OTJ overlap to create a fair but less time-consuming assessment.

What I really liked was that the assessment is done online, and while that always poses a few challenges can't help but think about the benefits this will have for students with disabilities like dyslexia.

The only thing I see as potentially problematic would be the technology's lack of te reo knowledge. Reo would get flagged in the marking process as 'misspelt' words-but this is where the manual marking/OTJ would come in.

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1. Establish predictable routines.

2. Practice the predictable routines in the classroom..

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Behaviour management:

Have firm but fair control of akonga across Tini Whetu. Use/follow through on the STAR system and use the reflection sheet.

Transitions:

Purposeful and clear transitions to maximise learning time.

Relationships with akonga:

Build strong relationships with akonga that guide/build behaviour management, planning and mana in our classroom.

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Behaviour management:

I feel confident my behaviour management has progressed over the term. I have seen a change in how students respond to me now that I have consistently followed through on the STAR system. However, I know when I need to ask for help. I have done this a few times with Amy, Rachel and Alice and I have learned to take each time as a learning opportunity- not a failure. Watch how they deal with it, the words they use, consequences issued etc and model that in the future.

Transitions were initially quite awkward to implement with the busyness of the term and things popping up that change the schedule last minute. But in the last few weeks, I have started to notice that my 5-minute warnings and visual timetables etc have created a routine that akonga are starting to know and follow independently. I am worried with the changes I plan to make to reading/maths groups that next term may take a few weeks for the students to adjust.

I have worked really hard to build safe relationships with room 8. I think initially I was too understanding and some students took advantage of that. But I have learnt that lesson and I can be understanding with the students now while holding them to the expectations of the school.

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This week's meeting felt very productive for myself and Breifne. I felt quite anxious about reaching out to staff for observations, so we sat down and drafted an email together. Breifne reassured me that my anxiety around professional relationships and particularly- presenting part of the upcoming curriculum PD, were totally normal.

We have organized for me to come and observe her class in transitions the following week.

We also discussed new learning for myself. So far I have:

Watched the PR1ME recorded webinars.

Organized in-school observations with Breifne, Kathryn, Jo and Nicole with focus on behaviour management and transitions.

Disscussed with Janine outside school observations. She is going to make contact with some principals.

Had Amy explicitly model a circle time session in room 8.

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This week Breifne and I sat down and looked at a few E-asttle papers I had marked. I wanted to know if I was on the right track and that I understood what each section asked for. Breifne marked a paper without looking at what I had marked it as and then we compared. It was very reassuring to see that I was marking fairly and correctly.

We discussed how it can be hard to mark some E-asttle papers because you know and you have seen that they can create some amazing pieces-but they haven't done well in the test conditions and have lost marks as a result. Breifne says this is where you use your relationship and knowledge as a teacher to make the right judgment.

We also discussed how I am struggling to get some real literacy work done with the last few weeks being so busy. Breifne reassures me that this is ok, and that it takes time to find, solidify, and build on routines to get quality learning.

Next week we are going to look at:

My literacy planning

Check the HERO goals I have set for room 8 tamariki.

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Kathryn has a lot of really neat additions she brings into her classroom. I loved the sign language throughout kia tipu te korero, I feel it brought a lot of inclusivity into the classroom.

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Breifne has a fabulous classroom presence which keeps her students calm and focused. I loved watching her teach her small maths groups. She appears to have a good understanding of how to actually teach the PRIME course book content. I would like to see her teach maths again for a more in-depth observation.

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Take aways:

Ed had a great ability to work under pressure/sudden changes. With his TA taken from the room at short notice he managed his small groups well while keeping the rest of the task focused on a learning task.

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This observation was focused on witnessing how Kathryn transitions her students into the learning day and through subject changes.

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This observation was focused on how Breifne maximizes learning time in her classroom while using small groups/how she manages behavior in each area so quality learning is being achieved.

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Take aways:

Bridget has a very calm and kind but firm approach with students who have learning/behavioural needs. I will discuss this with her further as I need to work on my approaches to situations like this.

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Take aways:

Jo has a great ability to balance and adapt to sudden changes. Ask Jo for advice on how she does this!

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Last week, Breifne and I didn't meet. But in my personal reflection, I realized I was not incorporating enough reo in the classroom. I use a very effective but simple reo attention grabber (modeled by Rosie). So, over the weekend, I brainstormed a few ways I could use reo effectively so both the students and I were consciously making the effort to learn and incorporate reo.

So I did some research online to see what I could find in terms of reo instructions within the classroom and reo conversation. I found a great (but basic) 'Kei te pēhea koe?' poster which I edited to suit our classroom and I created a poster with common classroom instructions. I have put them up in our classroom and explained to Akonga that we are all going to make a collective effort to be more inclusive and converse in reo.

The goal is to start basic/easy and build our confidence as a classroom.

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This week, I feel good about the boundaries I have set with Room 8 akonga. I initially was letting them push my boundaries to build relationships, but I've come to realise that I don't need to do that. So with one student in particular I have been assertive but kind when reminding her to keep her hands to herself, not to play with my hair or touch my face etc... It seems that these boundaries are working well and as a result I feel a lot more comfortable in the classroom and no relationships have been affected.

This week, Breifne and I discussed feedback/assessment. I went through my writing plan with her.

Share with Akonga their marked E-Asttle papers and have a one-on-one conversation regarding their successes, next steps, and how I can support them.

Use the laminated pencils for student visuals of their goal.

Use the goals as a resource for planning upcoming writing lessons.

We also discussed learning conversations as this is something I feel anxious about. Breifne reassured me this is not the case and pointed me in the right direction:

Focus on progress.

Discuss the new curriculum that we are keeping up to update with as a staff.

Talk with Rachel about bringing student work to the meetings, i.e, practice book or writing book.

Don't forget to ask parents questions, too.

Breifne said if I'm not sure, always tell them I will get back to them (and always give yourself a reasonable timeframe!)

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Today Breifne and I celebrated some small wins. The incentive sticker chart I am using to motivate a student to use a device to assist her learning has been successful. We discussed how not making it a 'big deal' went a long way with her and she is starting to ask myself and Rosie to use it. My next steps here would be to slowly remove some incentives so she will still receive a treat- just not as often.

We also prepped for learning conversations in week 10. She gave me great advice for when whanau have questions- ask them questions too!

We took some time to talk about the learning-focused culture standard. I shared that in Tini Whetu we encourage students to take ownership of their learning to foster a culture of engagement, self-efficacy, and shared responsibility.

This also plays a huge role in creating a safe, inclusive, and supportive learning environment.

I am excited but anxious about the BSLA learning we start next term. It sounds like a heavy load. But I recognise I need all the help I can get and this looks like a great opportunity to learn and develop my practice to support diverse akonga needs.

I am feeling ready for a break, but excited to make alot of changes in my practice in term 2.

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No meeting with Breifne this week.

I have been reflecting on my learning this term and I am happy with my progress in:

Creating routines

Effective transitions

Setting and upholding expectations.

However, in term 2 I would like to focus on:

Conflict resolution.

Upholding boundaries.

Using more culturally sustaining pedagogy.

I am grateful for the support I have had this term and I feel very lucky to have Breifne and Rachel guide me.

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Planet earth and beyond! Learning about the earth's layers through hands on activities!

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Planet earth and beyond! Learning about the earth's layers through hands on activities!

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In small groups of four students used playdough in different colours to create a model of the Earth and its layers. We then cut it in half so we could see the different thicknesses of the layers!

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This week my Target group have been focusing on regrouping. I have noticed that when it comes to simple addition/subtraction they rush through it and ultimately get the wrong answer.

So I have begun to really scaffold them.

I.e, 7-4

Use your fingers.

Use resources (tokens, stationary etc)

And I have set Tara up to take them twice a week for some very basic addition and subtraction practice.

The aim is for us to teach them to slow down and use resources until they feel confident. We have also noticed that when you give them an equation to solve that is set up differently, they become confused and start guessing.

For example: ___-4=4

Students were writing answers like this:

0-4=4

My understanding was this is because they were doing the equation backwards. So I am going to organise some work and resources to support them with this as our focus next week. I have also moved two more students into this group as one has left.

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Reflecting on this week, I know that I didn't have enough small group time with my target group. I was only in the classroom for 2 days, and a lot seemed to pop up during that time that kept me from sitting down and doing some really solid work with them.

During my coaching meeting with Amy, she helped me to see that there is more time at my disposal for one-on-one reading and small group reading. For example-during S.S.R I could easily do one-on-one reading or I could do at least 4 small group reading sessions. I think Amy gave me a different perspective on making the most of my time in the classroom, which has motivated me, and I feel like I CAN make a difference with these students.

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This meeting helped me reflect on what I need to work on. I know I need more support in the reading area of literacy, and I need to learn how to recognise if I am making an impact with the students.

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I think my target group is slowly making progress. In the last week I have seen a real motivation and engagement in two students. One student I am concerned about and have disscussed this with Rachel and Amy/Janine so hopefully we can get a screening and strategies to support him aswell as some sequential memory tasks. I am also thinking of moving another student into my TG as one has left for another school.

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In this meeting we chose not to discuss/focus on a teaching standard. Instead, we had a bit of a debrief. It had been a bit of a rough week, so I needed to have a vent. It was nice to have my feelings validated on some things and discuss some ideas to move forward.

We also got to discuss Breifne's observation of my teaching from last term. It was good to hear I am on track and learning new things each week.

Next week we are going to discuss the PCT workshop I attended and the evidence to be collected.

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Great meeting this week. Highlights:

Discussed release.

Learning how to do and use the DIBELS assessment.

Next steps are to become familiar with doing the next part of BSLA assessment.

Went over PCT/Mentor evidence/expectations.

Incentives/assessments for neurodiverse learners.

Re-examining how we write our meeting notes for working towards the standards.

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This week I made a conscious effort to make sure I sat down with my groups and got some good work done.

Reading: I have taken Amy's advice and started group reading during SSR. I can only do this three days a week as the other two this group is with Amy. The more we read together the less it will feel out of the comfort zone. During our whole class reading work I attempted to take them as a small group to work through the content but found that because they all have different capabilities some were ahead and others needed more support. Next week I will do the same, but when I recognise that they are capable I will let them go to do it independently while those that need the extra support will stay with me.

Writing: It was a big change this week with writing. I think taking this group every day while others work independently was a bit of a shock for them because they are being held accountable more than usual. Im seeing more work output.

Maths: This week felt a bit unbalanced. I think me being out for maths wed,thurs and Friday means that I didn't have enough time with them to make any judgements.

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This week we disscussed the 'understandings of Te Tiriti workshop' I attended last week. It was a highlight of my experience as a PCT so far. It was good seeing all of the information laid out and I found out a lot more than I previously knew. I feel I have a lot more knowledge in my kete now and I can teach more culturally sustaining now.

We discussed the Te Tiriti teaching standard. This is an area we both agree we will never stop learning about. I am continuing to work on increasing my Reo. Using visuals and posters in the classroom to help us use it more. I think where I am learning the most is during Kia Tipu te korero. Both the tamariki and I understand we are all at different points in our journey, and we are learning together. I have been accumulating resources to use in my teaching, and I have linked them on my Padlet.

Next steps:

Learn more about tikanga Māori.

Increasing my reo and making it more fluent.

Learn about my own whakapapa.

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We reflected on this weeks TOD.

Positives:

Writing PAT

Negatives:

Reflective practice workshop- couldn't hear a lot.

Teaching standard: Professional learning

Updates/ reflections on Padlet for teacher-only days and PD.

Accumulating resources/websites -Padlet.

Weekly staff meetings on curriculum and wairarapatanga.

Weekly meetings and reflections from meetings with Breifne.

Next week we are looking at the professional relationships teaching standard and Breifne will come to observe me on Friday.

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This week we looked at the 'Teaching' standard. We discussed how we think I am progressing in this standard:

Pace & needs of learner - teach 2 taumata for comprehension in reading. Year 5s and 6s. Same in maths - book 3 & book 4.

Know my students and a specific goal that they are working on. When I am teaching, I can focus on that goal.

Adapted literacy groups. Using PR1ME Maths as a tool (not the bible).

How could I progress:

Try new strategies: Open up my teaching more by observing others more often to see how others use digital tools, questioning and other strategies for student success.

Next week I am to observe Indy and in week 3, Breifne to see how they check for understanding based on recommendations from Janine after observation.

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I see some small development throughout my target groups.

I feel that I have a firm grasp on their abilities and goals and I have recognised that some of them need a lot more support than they are receiving. I feel motivated moving into term 3 that I will adapt and make changes to suit their needs.

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Good practice goals:

Clear how students demonstrate progress / achievement.

Next steps:

Develop checking for understanding strategies.

Keep students informed on their progress.

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I am starting to plan different and engaging checks for understanding. I feel very motivated to use this as an informal assessment of room 8 tamariki's learning and my teaching.

Examples of checks for understanding I have used:

Draw a cartoon to reflect your understanding of kaitiakitanga.

Blooket quiz on the spelling of numerals.

Self-assessments shared with a buddy.

'Just one word' Students pick a word and share with the class to summarise a topic or concept.

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Check for understanding- Use the emojis to rate your understanding!

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Check for understanding- Use the emojis to rate your understanding!

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Check for understanding-On a scale of (meme)

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Check for understanding-On a scale of (meme)

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Our tamariki love this 'check for understanding' method. It engages them really well, and I think it can be differentiated for different abilities. For example, I usually ask tamariki to share where they rate themselves on the meme scale with a buddy, then I ask for volunteers to share and explain why they chose that meme (In this case, cat pic). If you have non-verbal tamariki, you could generally gauge their understanding based on the picture they refer to.

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Call-on sticks (Check for understanding)

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Call-on sticks (Check for understanding)

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Nani introduced me to this great way of diversifying who I call on. This way is also great for holding students accountable for their learning.

I have colour coded the sticks according to who needs to be called on often to check their engagement, who is shy to be called on, who is excited to engage etc.

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Janine shared this link, I think it connects to my goal this term. Keeping students informed on their progress and understanding relies heavily on feedback.

"intentionally design assessments to occur at ‘checkpoints’"

-Check for understanding, which is not a full assessment but small insights into how students are tracking. This gives kaiako insight but also tamariki the agency to take control of their learning/progress.

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Teachers can implement a range of practices and strategies that ensure feedback to students is deliberate, planned and focused on learning intentions and success criteria.

Practices that promote effective feedback

There are 5 practices that can promote effective feedback - combining feedback and instruction, focusing on learning intentions and success criteria, intervening quickly, ensuring the feedback engages students in thinking and allowing time to enact the feedback.

Effective feedback follows instruction. When student work does not demonstrate at least partial understanding of a concept or process, feedback is not usually effective and the problems are best addressed through further teaching. Hattie & Timperley state that:

A simple clue that a student's work is not ready for feedback is that you can't find any legitimate success feedback to offer. When the work doesn't demonstrate any understanding, don't give feedback - reteach instead.

To combine feedback and instruction, teachers should:

select and sequence the learning experiences (instruction) and integrate with opportunities to gather information about the learning (assessment)

intentionally design assessments to occur at 'checkpoints' (that is, critical points during the learning where teachers and students engage in assessment to determine who is learning and who needs additional or alternative instruction prior to moving forward with the learning)

provide opportunities for feedback from the teacher, from peers, and from themselves (through self-assessment)

encourage students to use the feedback to take further action to learn and improve.

Recording patterns of behaviour

Fisher and Frey believe teachers should identify patterns in student errors so they can target instruction or intervention on specific areas of student need. They suggest keeping a table to record student error patterns.

For example, list errors in the first column, and note down the initials of students that made the error in the second column. Note: each set of initials in the second column represents a student who made an error.

Skim and scan to preview text

JC

Sourcing - information source, author, type of document

JC JT DL MM SL ST ND CT

Draw conclusions

JC JT MM TA AA LR CM TR VR IB AV TM SO KF

The information available from this pattern analysis:

all but one student demonstrated mastery of skimming and scanning

a fair number of students did not engage in sourcing - and could need re-teaching

in terms of drawing conclusions, it would be useful to re-teach the whole class.

By looking for patterns of errors, additional teaching can be designed for the whole class, small groups or individuals to address errors.

Effective feedback directs attention to the intended learning and/or success criteria, pointing out strengths and offering specific information to guide improvement (Stiggins, Arter, Chappius, & Chappuis).

Whatever the form of the feedback, it needs to be explicit about the learning intention and success criteria.

Be explicit about the learning intention and success criteria

1. Ensure students know and understand the learning intention and success criteria

2. Limit feedback to these

3. Attend to surface features every now and again.

Ensure you do not:

always focus on the elements of - presentation, quantity, surface features (such as spelling and
punctuation) and effort at the expense of the learning intention and success criteria

do not write/ talk about anything that is not related to the success criteria that you told students
about at the beginning of the task.

Prioritise feedback

1. Address the most important needs first

2. Limit feedback to 2-3 specific recommendations linked to the learning goal/s

3. adjust feedback based on individual students' readiness and learning preferences. An
appropriate amount of feedback for one student might not be enough for another, and might
overwhelm a third.

Ensure you do not 'blanket mark' (mark every error) or expect students to apply all the criteria that they have ever been taught for every task.

Focus on key feedback questions

1. Ensure feedback focuses on 'What are the goal/s?'

2. Ensure feedback focuses on 'What progress is being made toward the goal/s?'

3. Ensure feedback focuses on 'What needs to be undertaken to make better progress?'

Try not to mark errors without making improvement suggestions.

Provide 'closing the gap' feedback prompts

1. Provide reminder prompts based on student needs.

2. Provide scaffolded prompts based on student needs.

3. Provide example prompts based on student needs.

Try not to write too much as too much information can be overwhelming and difficult for a student to take in.

Check the adequacy of the feedback

1. Ask the student what support they need.

2. Ask the student directly:

Is that enough or do you need an example?

Do you know what to do next?

Is that enough help?

What will you do if you get stuck again?

3. Ask the student to tell you what they think you are trying to say to them.

Ensure you don't assume that students understand your comments or know how to implement the feedback.

Include peer feedback and self-feedback/ reflection

1. Encourage students to question you and each other to deepen their understanding.

2. Model and scaffold the types of questions you want students to use themselves.

3. Provide opportunities for peer and self-feedback prior to the work being submitted.

4. Provide and work through models and exemplars of quality work, based on the learning
intention and success criteria.

Try not to expect students to engage in peer and self-feedback without providing instruction and
guidance.

Intervene as soon as possible

1. Give the most effective form of feedback in the most timely way.

2. Offer feedback during learning as well as at the end of a task/ assignment.

3. Check-in with students as they engage in a task.

4. Formalise 'check-ins' - allocate times for 'check-ins' during learning.

5. Engage in a feedback cycle > feedback > action > feedback > action and so on

6. Limit marking and focus on one or two areas for improvement so that feedback can be provided sooner rather than later.

Ensure you don't wait until the end of a task or assignment to offer feedback or leave too much time before offering feedback.

Vince Lombardi, a famous American football coach, once stated: Practice doesn't make perfect, practice makes permanent. Only perfect practice makes perfect.

In classrooms it is important not to allow students to repeat a mistake or cement a misconception. By intervening promptly, teachers will promote effective feedback provided that they:

Feedback needs to be acted upon by the student. Providing too much feedback doesn't deepen the learning if the student doesn't need to think or do anything for themselves.

Much of the feedback offered to students can be less about improvement and more about corrections of mistakes the teacher has spotted. Comments and questions - such as 'You've missed something here.' or 'What should you have put there?' or 'What about these?' - require students to do very little thinking about the learning process.

Instead, pose more open questions to stimulate student thinking:

'Is there anything you could change to make that a proper sentence?'

'Read through this sentence and tell me what you think would make the sentence more descriptive.'

In addition, try to avoid correcting or annotating errors for the student - instead state or write comments that the student can understand and act upon.

Allow time to enact feedback

To demonstrate the importance of feedback, allocate time for feedback to be acted on. Since all feedback requires action, if the teacher wants students to take the feedback on-board, they need to provide the time to do this.

To support this process, teachers need to:

1. Allow time, opportunity and support for students to act on the information they receive
about their learning.

2. Set up routines so feedback can be enacted, for example:

read the comments

clarify the comments

act on the comments

seek peer feedback

re-submit work.

3. Break longer tasks into stages and provide feedback which is essential to the successful navigation of subsequent stages.

4. Expect to see changes/ improvements as a result of feedback.

Ultimately, the only effective feedback is that which is acted upon. This means feedback should be more work for the recipient than the donor.

How to implement feedback

The most important word in any teacher's vocabulary is 'yet'.

When a student says: 'I can't do it,' the teacher needs to respond with, 'You can't do it yet.'

In summary when implementing feedback:

give descriptive feedback where possible

focus on feedback that encourages students to think through their learning

avoid closed questions in favour of posing more open ended ones

keep feedback focused on what's important for the learner - product, process and self-regulation

restrict comments to key strengths and areas for improvement that will make the most difference

divide the time between collective, group, pair and individual feedback

ensure students understand the feedback and give them time and opportunity to respond to it

ensure opportunities for peer and self-feedback/reflection

identify something that was done well and something that needs improvement - and provide specific suggestions for how to improve

provide a range of improvement prompts to guide student learning - reminder prompts, scaffolded prompts and example prompts

ensure the feedback provided was useful in helping the student progress in their learning.

Feedback prompts

There are 3 types of prompts that can be used in the moment of teaching that Clarke (2003) has identified.

Range of prompts

Learning intention

Extract from writing

Reminder prompt

Scaffolded prompt

Example prompt

Why...?

(Justifying a statement)

To write a letter giving reasons for things you say.

'It was dismal.'

Say why you thought this.

Choose one of these or your own: It was dismal because I was bored all the time. / I found it dismal having only my grandad to talk to.

Why was it a dismal time? Why did you hate being there?

Feedback strategies

Use the following feedback strategies with students:

Use feedback sandwiches:

positive comment

constructive criticism with explanation of how to improve

positive comment or contextual comment: X was good ... because .... now/next time ...

Build reflection time into each lesson for feedback - teacher to student, student to student, student to teacher.

Use catchy abbreviations:

EBI: Even Better If

HTI: How to Improve

YNS: Your Next Steps

WWW: What Went Well.

Use a feedback sheet for students to record 'What I did well' and 'What I need to do to improve'.

Give students the opportunity at the feedback stage to write 1 or 2 questions they would like answered to support them in making the identified improvements.

Record comments in a Learning Log - students can then refer to these comments before they complete similar exercises.

Use symbols instead of writing too much.

Use a feedback structure such as:

find 2 successes against the success criteria: what students have achieved in relation to the learning intention/success criteria

find the part of the work that has most scope for an immediate 'jump' (not simply the worst part)

write a short prompt telling the student exactly what to do to this part of their work

provide time for them to read, process and respond to your prompt.

Three and one marking

Three and one marking, based on the work of Shirley Clarke on formative feedback, has 4 stages:

Stage 1. At the very beginning of new work/ assignment/ enquiry explain to the class that you will be changing the way you will mark their written work, in order to help them make more progress in the future.

Stage 2. Read all of the student's written work through very carefully before making any annotation. Next, highlight 3 places in the writing where the student best met the learning intention/s of the activity. Then indicate (for example, with a star) one place where an improvement can be made to the original work.

Stage 3. Draw an arrow to a suitable place near the star and write a 'close the gap' prompt to support the student in making an improvement to their work. This can be provided in a variety of different forms:

Reminder prompt - suitable for more able students. For example, 'Say more about ...' or 'Explain why you think this is ...'

Scaffold prompt - suitable for most students as it provides more structure to improve the work. For example, a question: 'Can you explain why ...?' or a directive: 'Describe some of the ....' or an unfinished sentence: 'She shows this by the way she ...'

Example prompt - particularly supportive of less able students. For example, 'Choose one of
these statements and/or create your own.' (Provide 2 valid statements for the pupil to select from or use as a model).

Stage 4:

Provide time in class to enable students to read and respond to the 'close the gap' comment.

Use this time to follow up individual needs with 1 or 2 specific students 'face to face'.

Comment upon their improvement at the first available opportunity.

Feedback frames

When using a success criteria rubric, older students can complete a frame themselves before receiving feedback to help them become competent self-assessors.

Stars and stairs

The 'Stars and stairs' frame could be used with younger students. The teacher can draw a 'star' or 'stairs' (a jagged line) on the student's work - with the star indicating what the student is doing well and the stairs indicating steps needed to improve.

For older students, label one section with 'That's Good' for success and 'Now This' for improvement feedback. To monitor the actions students take, add a section where students note what they did with the feedback and identify
one or more aspects that they think have really improved. This could be submitted with their improved work.

Feedback dialogue frame

Students complete the first part before receiving feedback. The teacher then provides the feedback on the form, and the student responds with the plan for what to do next. Source: Chappuis, (2012)

1. Details
Name:
Date:
Assignment/ task:
Feedback focus:

2. My opinion [student]:
- My strengths are:
- I think I need to work on:

3. Feedback [teacher]:
Strengths:
Work on:

4. My plan [student]: What I will do now

Teacher feedback form

Student name:
Title of work:
Conference time:

1. Some things you did successfully:
2. Some things you could improve on:
3. Next steps:
(Note: keep this feedback form to refer to as you revise your work.)

Peer feedback form

Your name:
Peer reviewer's name:
Title of project:
Two compliments about the work are:
Two suggestions about the work are:
(Note: have the peer reviewer use 'I' statements for this step:
- I would like to know more about...
- I am not sure what this means...
- I would like to know more details about...)
Any other ideas or comments:
(Note: keep this form to refer to as you revise the work.)

Traffic light feedback

Show feedback with a 'traffic light' motif - green (good), amber (okay) or red (incorrect). To do this, create a table with 5 columns and a row for each success criteria. Title the columns: Success criteria, Date, Feedback (this is where you include the traffic light), Action taken (to be completed by student) and Completed. (Source: Ontario Ministry of Education, 2010)

Clarke, S (2003). Enriching Feedback in the primary classroom. London: Hodder and Stoughton.

Chappuis, J (2012, September). Leadership for Learning: How am I doing? Educational Leadership, 70(1).

Fisher, D. &amp; Frey, N (2012). Making time for feedback. Educational Leadership, 70 (1).

Hattie, J., &amp; Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1).

Stiggins, R. J., Arter, J. A., Chappuis, S., &amp; Chappuis, S. (2004). Classroom Assessment for Student Learning: Doing it right - Using it well. Princeton, NJ: Educational Testing Service.

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Learn about 5 practices to promote effective feedback and a range of practical strategies to use in the classroom.

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Loved this lesson. Indy's classroom has a great vibe!! To me it looked like the students feel comfortable, successful and able. I really loved the wall where she had the writing WALT and success criteria for the week displayed amongst visuals on the types of writing they'd covered this year.

Highlights were the checking for understanding:

Dictation

Buddy marking

Cold calling using magic sticks, colour coded.

Intentions displayed clearly on the wall- also glued into their books!

Repetition made fun.

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Recognise when I am becoming overwhelmed and step away if I need to. In our PD a few weeks ago, Janine and Amy discussed this and noted how unregulated teacher=unregulated students.

Ask for help when I need it, Amy and Janine are happy to step in.

Get back into my own routine, I had while studying/placement.

Morning walks.

Meditation.

Find time for myself.

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Scanning-Leading Spirals of Inquiry by Judy Halbert & Linda Kaser

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Scanning-Leading Spirals of Inquiry by Judy Halbert & Linda Kaser

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Rebecca shared two resources with us during our workshop (3/6/25).

Scanning is the initial phase in the Spirals of Inquiry framework, designed to spark collective inquiry among educators. It focuses on deeply understanding what is going on for learners—academically, socially, and emotionally before jumping into solutions or strategies. The process involves asking curious, open-ended questions, gathering evidence from multiple perspectives (including student voice), and challenging assumptions. The goal is to ensure that any changes made are informed, meaningful, and learner-centered.

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Rebecca Sweeney, Workshop 2: The Power of Reflective Practice.

I enjoyed learning about the spiral of inquiry. One thing I took away that is being implemented at Douglas Park school is the scanning method. Talk with your tamariki- 'Can you name two adults that you think, believe you will be successful? How do they show you?'

And if they can't name anyone, move to immediate action. 2 x 10 minutes a day 10 days in a row.

I wish I was able to hear more of this workshop.

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Feedback (focus areas moving forward)

Transition from P.E to maths is messy. How can we make this more efficient?

Have students prepare BEFORE P.E. Create high expectations and routines that set students up to have their books, pencils, whiteboards, ect, ready at 8:30.

Have visuals of book/tidy expectations.

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Breifne observed my lesson with room 8 during word lab/reading time. I feel great about my observation. Usually, I am quite anxious about these things but I think Breifne has a very calm and approachable presence and that had a reassuring effect on me.

I think the lesson was prepared well and I utilised resources/ things I have learnt this term such as:

Checking for understanding (From our curriculum PD)

Attention grabbers.

Strategies for engaging conversation (think, pair, share)

Classroomscreen.com Visual timers and typed up verbal instructions.

Utilising the star system.

Based on my own reflection and Breifne's observation notes I think I could improve on:

Managing disruptions, in this case a student's hearing device issue. I could have set the other students up with a conversation or task before I dealt with this so they weren't waiting on me.

Time management, is it effective to have short, sharp activities when summarising a term? Or one longer activity? I am not sure but I think the change from buddy sharing, to writing in our books to a game that incorporated their learning was maybe a good thing? (Check in with Breifne when she can)

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Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.

Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.

Practise and develop the use of te reo and tikanga Māori.

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I loved this course. I have never had anyone lay out all the information like this. I liked learning about the formation of Iwi and hapu. It is my understanding that the term Iwi came around when pakeha started grouping Maori hapu together, and from that, I came to the conclusion that our classrooms are not whanau, but hapu because we are a mix of different whanau with different customs etc.

I was able to walk away knowing:

The key differences between te tiriti and the treaty.

How life was for Māori before the treaty (mutually beneficial relationships with pakeha).

Why maori rangatira signed the treaty.

WHO signed WHICH treaty.

What happened after the treaty (consequences for māori and their peaceful protests.)

I walked away with a much better understanding of Aotearoa's history- and a big question.

Why does Aotearoa recognise the treaty (signed by 39 Māori and NO representatives of the crown) and not Te tiriti (signed by 503 rangatiratanga and a crown representative and recognised in international law)?

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I love kia tipu te korero. It's a great time for connecting with the tamariki and an opportunity for us all to learn together and from each other.

The tamariki in my class are very knowledgeable, and often they teach me proper pronunciation. I think this is awesome. I made some changes to the kia tipu slides because I found this layout works better for all of us. Especially when discussing the events/routines of the day.

I would love for myself to be able to fluently role model discussing with room 8 the schedule for the day.

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Incorporating te reo in everyday activites/conversation

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Incorporating te reo in everyday activites/conversation

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Each day when we disscuss our schedule we do so in te reo. At the end of the day, students have the job of setting our visual timetable up for the next day. I used some visual aids on these to help them learn what words mean what. They are now able to set this up without my help and disscuss the schedule with others.

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Daily Visual Student Timetable Coloful Clocks

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This workshop started with a discussion about the requirements for certification. Libby raised a good point about our 'evidence/observations' showing growth and progress. My mentor observations have been really positive but we need to find a focus area so I can demonstrate development.

I really liked the conversation about cognitive overload when discussing the science of learning. It made me think of our literacy programme. I think it is likely that we have been giving them cognitive overload. How can we change our programme to avoid this?

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I loved getting out to see how another school runs their BSLA programme. It was a different environment, especially since they run 3 classrooms collaboratively. It makes me think about how Tini Whetu could change our programme to run more effectively?

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This was a great opportunity for me to bring any concerns/questions I had to a teacher outside of Fernridge. We had a great conversation about how she runs her literacy programme and engages students who normally dislike writing. She also gave me some advice on how to engage students with ODD, which was my key take away.

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Using the student self-assessment progress tracker during our fractions unit was a great way to check for understanding. It gave tamariki the opportunity to reflect on their own learning and identify their strengths and challenges.

Because the tracker was up throughout the unit, students could tick SC off as they went. I noticed that the tracker encouraged ownership of learning, as students could clearly see their progress over time. It also provided me with immediate insights into where support was most needed, allowing me to adjust teaching and target small-group instruction.

At the end of the unit, I went through each SC and asked the class to show me what each one would look like on the mini whiteboards to see if the learning had moved from the short-term memory to the long-term.

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From this self-assessment, I can see right away that Jordyn and Adelaide need more support to grow their confidence with the majority of the sc. Esmae and Halle indicate they need more help with equivalent fractions.

All 4 of these tamariki have confirmed my concerns, and I will continue to work with them on this, with either Tara or myself taking them as a small focus group.

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Tongan language week-Tongan fans and patterns!

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Tongan language week-Tongan fans and patterns!

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I wanted to do something to celebrate Tongan culture during language week. I thought an engaging way would be through an art and design lesson. So we made Tongan-inspired fans!

First, we disscussed and researched Tongan art and patterns and the meaning behind them and we discussed some basic Tongan phrases, e.g,

The most common greeting in Tonga is 'Mālō e lelei' (Hello). Visitors may be greeted with 'Talitali fiefia' (Welcome).

Then we started the process of cutting out our fans and decorating them. Tamariki had to explain the patterns they chose and why they resonated with them.

Reflection:

In my lesson for Tongan Language Week, students created Tongan fans, researched the meaning behind the patterns, and learned some Tongan words. I see this as part of me working towards the Te Tiriti teaching standard because it gave space for students’ cultures to be seen and celebrated. It wasn’t just an art activity, but a way to connect with identity and language, and to show that these things matter in our classroom. For me, it was about making sure students felt proud of who they are, while also helping others build respect and understanding. I’m still learning how to weave culture into my teaching in meaningful ways, but this felt like a step in the right direction towards creating a more inclusive and respectful classroom community.

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Being a part of the staff kapa haka ropu was a really special opportunity. I was incredibly nervous about doing this, but I thought I needed to be a rangatira for our tamariki and get involved. I'm really glad I did. It was nice to be a part of something with the staff outside of school hours.

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This was a fun lesson I did with Tini Whetu last week after our WOW show as a bit of fun. Tamariki were quite curious about how it worked when I showed them the model. We had a lot of fun breaking the process down and it was cool to see tamariki's individual additions to each piece e.g, Christmas lights on the tree, stars in the sky.

Reflection: In the future we could use this activity after the year 6 camp because it is a camp scene, we could also use it around Matariki and the students could add the matariki stars to the sky and add things to the picture that resonate with matariki (kai from the ground, wind, rain, passed loved ones etc)

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Fitness skip counting (Checking for understanding)

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Fitness skip counting (Checking for understanding)

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I have started a skip-counting/multiplication focus for each week. This is because a lot of tamariki are missing that foundational knowledge they need to progress in other areas e.g, measurement. I front-load them at the start of the week and then Tara practices with them every day.

I write a 'key' on the board that tells students the fitness action they need to do to tell me their answer. I call out questions like 3x3 or 6x3 and they answer by giving me the movement that correlates with the key on the board. It's a fun way to check in on their progress and engage them.

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Check for understanding observation of Breifne 9/9/25

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Check for understanding observation of Breifne 9/9/25

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I have over thought how to bring checking for understanding into room 8, watching Breifne gave me a few ideas on how to bring it in naturally in a sustainable way!

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Copied and pasted from email:

Kia ora Tayla,

Thank you for having me in your classroom. A very well organised maths session and I can see the pupils know your expectations which allows for maximum learning time and little behaviour management required. We are lucky to have you as a kaiako at Fernridge School Tayla - keep up the great mahi!

Feedback

- Great to see a range of checking for understanding techniques being used (put your hand up if...turn to a buddy and talk...does anyone want to add to this...who has an example...visuals...Simon Says etc. The pupils reacted quickly and without fuss, so I can see these are well embedded in your teaching practise

- Well planned whole class warm-up. Easy for you to see who understands the content, and who needs support. You are well prepared and have thought about your learners.

- Non-threatening learning environment and positive maths discussions. Everyone contributed and you set pupils back on track when required.

Think about?

- Use of TAPPLE to add to your kete. Specifically the E - effective feedback.

which would be direct maths feedback about the content. Some E statements to consider;

Tayla's reflection:

I was quite happy with my feedback from Amy. It is great to get specific things to work on or practice incorporating into your teaching from a very experienced teacher. I am looking forward to giving TAPPLE (effective feedback) more thought moving forward.

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Copied and pasted from email:

Kia ora Tayla,

Thank you for having me in your classroom. A very well organised maths session and I can see the pupils know your expectations which allows for maximum learning time and little behaviour management required. We are lucky to have you as a kaiako at Fernridge School Tayla - keep up the great mahi!

Feedback

- Great to see a range of checking for understanding techniques being used (put your hand up if...turn to a buddy and talk...does anyone want to add to this...who has an example...visuals...Simon Says etc. The pupils reacted quickly and without fuss, so I can see these are well embedded in your teaching practise

- Well planned whole class warm-up. Easy for you to see who understands the content, and who needs support. You are well prepared and have thought about your learners.

- Non-threatening learning environment and positive maths discussions. Everyone contributed and you set pupils back on track when required.

Think about?

- Use of TAPPLE to add to your kete. Specifically the E - effective feedback.

which would be direct maths feedback about the content. Some E statements to consider;

Tayla's reflection:

I was quite happy with my feedback from Amy. It is great to get specific things to work on or practice incorporating into your teaching from a very experienced teacher. I am looking forward to giving TAPPLE (effective feedback) more thought moving forward.

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As a way to celebrate te wiki o te reo maori I decided to make hei tiki with Room 9.

We started by discussing what they are, what they mean, what they connect to etc. It was interesting to see the different interpretations.

We discussed what hei tiki should have:

A head (tilted)

A torso

Arms/legs

Then we used air-dry clay to mould them. I pushed the kids to be more original in their designs. For example, find patterns and carvings that connect with you.

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This week we started our angles unit. I found the Prime books to be really confusing for both myself and tamariki so I took us back to basics. After the teaching and modelling of different types on angles, and measuring angles I covered our tables in masking tape to create different angles and tasked the kids with working together to discuss and label the types of angles using different coloured pens and then measuring them with a protractor.

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Scaffolded slides for students who were not feeling successful with the PRIME maths course/practice work.

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Breifne observation of my checking for understanding

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Breifne observation of my checking for understanding

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Use the star system more efficiently. Don't be afraid to give out orange stars and send tamariki to SL when necessary.

I am great at giving gold stars out (maybe a bit too much), but in order to have a good classroom environment they need to know my boundaries and expectations are firm.

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It was nice to catch up with Breifne and discuss how week 1 of term 4 has been going. We bounced some ideas around and decided that next time we meet we will look into the new teaching standards for 2026.

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Teachers interact & moving throughout the classroom.

Next steps:

Practice working with more than one group in literacy time. For example, I spend a good chunk of my literacy time working with one specific group of boys who need a lot of support. I feel like I need to spend more time with my higher-level writers and also find a way to make sure our literacy accommodates that low floor high ceiling idea.

I often find myself sitting in one space as the students cycle through checking in with me. I need to be up and moving around to motivate learners to manage themselves etc.

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This was a lesson I planned to bring some of the students other interests (art) into their learning.

We had recently been learning about the different types of angles and how to recognise them. So this was a fun and non-threatening way for me to assess their understanding.

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For Te wiki o te reo Māori, I thought it would be cool to do some art that inspired some conversation and an opportunity for me as a kaiako to do some learning myself!!

I found this really awesome art lesson on drawing a poupou through a teacher's page on Facebook. I loved the idea initially, but the comments gave me a reason to worry. The lesson asked students to draw their poupou holding something in their hands. Kaiako in the comments were not happy to see poupou holding kfc buckets and other inappropriate items that took away from the meaning and history of poupou.

I decided to talk to Amy about it, I felt she would have a real conversation about it. Janine and Amy both gave me solid advice and guidelines I could use such as getting the kids to draw something they connect/identify with personally or one of our school values. This was really important to me as the last thing I ever want to do is take away from Māori taonga.

The lesson went really well; I actually ended up doing it with all of Tini Whetu. I think a highlight for me was learning and teaching about what poupou are and also learning the significance behind some Māori patterns.

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Breifne's observation of my teaching term 4.

Reflection:

It was nice to hear that someone else can see the mahi I have put into building relationships with my tamariki. Breifne said that I had clear instructions during this observation but when I reflected, I think there was a lot I could have done to make it clearer for certain students.

I could have scaffolded the instructions more so there was no risk of overload. Because I didn't, when we went outside to do our activity it felt a bit all over the place.

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TBD