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Before beginning a unit I briefly show them the assessment briefs. I then also go through with them what is required for merit and excellence. We then move on but I remind them the expectations during class and activities

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Whole class
Group work
Reflection time
Peer Peer
Teacher to Student
Student to Parent

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Where: google docs, jamboard, in person (individual, small groups and whole class) email, in and out of the classroom

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Where: google docs, jamboard, in person (individual, small groups and whole class) email, in and out of the classroom

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face to face - one to one conversations

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brainstorm, checking understanding, asking for their knowledge!! 

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brainstorm, checking understanding, asking for their knowledge!! 

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Talk about choreography examples and discussing what they have noticed in the dance piece and then relating that back to their own choreography.

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Almost any conversation in our classes can be a learning conversation. They can begin with a germ of an idea, start with a question, or randomly come from something that came up in class (or elsewhere)

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They occur in the classroom and online - email, google classroom, docs, Seesaw

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They occur in the classroom and online - email, google classroom, docs, Seesaw

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Ongoing feedback to students on their progress

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Ideas, feedback on ideas, construction of essays, model answers. 

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Ideas, feedback on ideas, construction of essays, model answers. 

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Shared work ethic goal related to out PRIDE Values: Students select a value to improve on and build it into a smart goal for the unit. These are revisited regularly and are peer and self assessed at the end of the unit - contributing to 30% of the overall achievement (badge).

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Shared work ethic goal related to out PRIDE Values: Students select a value to improve on and build it into a smart goal for the unit. These are revisited regularly and are peer and self assessed at the end of the unit - contributing to 30% of the overall achievement (badge).

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I scaffold learning conversations using Pam Hooke's SOLO taxonomy.  Showing students how to move through this rubric works to support their progression through curriculum levels without the dense language of the NZC.

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I scaffold learning conversations using Pam Hooke's SOLO taxonomy.  Showing students how to move through this rubric works to support their progression through curriculum levels without the dense language of the NZC.

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google docs, classroom, on white board, face to face

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google docs, classroom, on white board, face to face

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Checking in with students at the start of a new task - making sure they understand what they are doing, offering help, giving open ended questions to help their understanding.

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Through show and tell. One on one conversations during class. teacher and student lead.

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Through show and tell. One on one conversations during class. teacher and student lead.

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Conversations with students, by them asking questions, teacher asking questions, in the classroom!

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Conversations with students, by them asking questions, teacher asking questions, in the classroom!

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How: spontaneously, structured in specific parts of a lesson, when a learning opportunity arises  

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How: spontaneously, structured in specific parts of a lesson, when a learning opportunity arises  

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During the main part of the lesson I will go and talk to individual students and in small groups and asking them what they think and what they know about the topic. I will also help them if needed.

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They can occur face to face or online. They can be a mix of planned sessions and in response to the teachable moment.

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Create a shared model together to follow for report writing

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If we are modelling a task this is often co-constructed with students

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If we are modelling a task this is often co-constructed with students

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Feed forward Feed Back
Learning tasks
Resources
Taking an interest in the individual student
Academic progress and pathways.
Video content
Interactive tools
Website interactions
Blog interactions
Well being

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Checking on students work in class and helping to guide their understanding and learning

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Group work at the start of each unit - using games (i.e. secret sculpture) to try new electronic circuits BEFORE learning the fundamental concepts. I do this because we are all prone to diving into new ideas before learning about them - this brings our attention to the need to properly understand each component and how is contributes to the success of the circuit.

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Group work at the start of each unit - using games (i.e. secret sculpture) to try new electronic circuits BEFORE learning the fundamental concepts. I do this because we are all prone to diving into new ideas before learning about them - this brings our attention to the need to properly understand each component and how is contributes to the success of the circuit.

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Clear expectations, exemplars, checklist are shared and discussed. Self and peer reflections used.

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Learning conversations occur with individuals, groups, whole class. This is done verbally for some and in written form through google docs with others.  Some students prefer written feedback.

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Learning conversations occur with individuals, groups, whole class. This is done verbally for some and in written form through google docs with others.  Some students prefer written feedback.

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I offer an opportunity to screen record and talk through assessment answers rather than provide work in a written format for those that struggle with literacy. This happens at the start of new units.

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I offer an opportunity to screen record and talk through assessment answers rather than provide work in a written format for those that struggle with literacy. This happens at the start of new units.

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Ideas, classroom tikanga, assessment layout, personal experiences, relevant examples

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Ideas, classroom tikanga, assessment layout, personal experiences, relevant examples

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Face to face for feedback on assessments done in class.
Where they are at and where they want to be in terms of goals set at the start of the year.

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Open to students working on a different activity if it suits them, happy to adapt tasks to their interests and needs.

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Discuss stimulus ideas and then how they might put that into movement. Sharing their dance motifs with other groups and feedback as to what worked well and what would like to see more of.

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Learning conversations happen through face-to-face feedback/feedforward, through Google Docs and emails. Emails to parents take place after deadlines for students who may be behind.

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Learning conversations happen through face-to-face feedback/feedforward, through Google Docs and emails. Emails to parents take place after deadlines for students who may be behind.

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Feedback to ensure students don't miss out on important Assessment Criteria

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Start with prior knowledge so we can gauge where the student is at so that we can then prepare the class work accordingly.  Face to face conversations to allow the shy ones to share. Get feedbacks in groups.
Differentiated learning use ICT , google docs, live work sheet so the feed back is instant.

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Working with them to help them form their own understanding of work as oppose to just giving them the answers.

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Templates, exemplars, past questions. Model answers I have written.

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Walk around the class when students are working on the main part of the lesson and giving individual help or working with small groups. Gauging understanding through talking about their learning with them, asking questions to help understanding and helping students when they need it.

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Next steps are shared and how we go about achieving them (the learning activities) are sometimes developed with their input.

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Next steps are shared and how we go about achieving them (the learning activities) are sometimes developed with their input.

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Almost anywhere but it is nice if they happen in class and then others can be a part of them.

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Giving feedback on google docs to help them/answering their questions on feedback

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Break down question so it is easier to tackle when answered

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Convo's: Subject related, life lessons, practical application, assessment related, examples, past experiences

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Convo's: Subject related, life lessons, practical application, assessment related, examples, past experiences

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What is shared and constructed with the students

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What is shared and constructed with the students

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Encouraging students to develop their own opinions and helping them be courageous enough to stand up and voice their thingking.
Work and expected outcomes is shared with them

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Have been doing field trips for Art - have been discussing legends from this area while out in the area - Levin. These are initially student led.

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Brainstorms are created with the students which may be about prior knowledge of a task, character maps, theme maps...

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Brainstorms are created with the students which may be about prior knowledge of a task, character maps, theme maps...

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Often we start with a learned sequence and then students work in groups to create their own sequences to add to the piece. For example with our Bob Fosse dance piece.

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I teach all junior classes what SOLO is and how to use it. Thereafter, the language of SOLO is used to shape lessons and unit plans to support the development of skills which allows for progression through the NZC

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I teach all junior classes what SOLO is and how to use it. Thereafter, the language of SOLO is used to shape lessons and unit plans to support the development of skills which allows for progression through the NZC