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From today’s discussion it looked like we need to work on ELABORATION. Which I personally want to work on as well!

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Clarity of communication for those outside of Banzai

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Consistency and clear guidelines/ processes

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Consistency and clear guidelines/ processes

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Start with Example
Paraphrase P sentence to create Link

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Add this to the writing on demand powerpoint for ease of reference

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Up-to-date and agreed upon semester planners 

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Up-to-date and agreed upon semester planners 

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Developing critical and analytical thinking so students can elaborate/evaluate

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Developing critical and analytical thinking so students can elaborate/evaluate

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1. clear and common understanding between all staff members esp. around assessment 

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1. clear and common understanding between all staff members esp. around assessment 

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2. providing more time for assessment for students

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Schedule routine unit meetings

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CC meeting with HoD on task sheets to ensure accuracy

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CC meeting with HoD on task sheets to ensure accuracy

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Clear out extra resources from G Drive to improve clarity

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Clear out extra resources from G Drive to improve clarity

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Improve elaborations using critical thinking strategies, peer feedback...

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Improve elaborations using critical thinking strategies, peer feedback...

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Writing on Demand = practising students in planning and developing ideas and communicating arguments effectively under different conditions --> exam preparation

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Writing on Demand = practising students in planning and developing ideas and communicating arguments effectively under different conditions --> exam preparation

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we are trying to do a lot, which are all important, but sometimes need to be prioritised - outlining the pivotal times to do WoD, AT, AR, homework on the TLAP/unit plans would be good.

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The three level guide process allows students to evaluate and communicate their knowledge effectively.

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The three level guide process allows students to evaluate and communicate their knowledge effectively.

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More focus on how to revise and edit work effectively

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More focus on how to revise and edit work effectively

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keeping these elements of the lesson short and interesting

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keeping these elements of the lesson short and interesting

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Note take on the board some of their shared brainstormed answers.

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Note take on the board some of their shared brainstormed answers.

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Deep thinking and analysis paired with continual development of spontaneous writing skills

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Deep thinking and analysis paired with continual development of spontaneous writing skills

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Evaluative level - critical thinking (developing the ability in students)

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Evaluative level - critical thinking (developing the ability in students)

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Increase flexibility of PEEL, especially in senior years. Vary the order, improve use of connectives - many students continue writing in a basic, pro-forma pattern.

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Increase flexibility of PEEL, especially in senior years. Vary the order, improve use of connectives - many students continue writing in a basic, pro-forma pattern.

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Show more excellent examples (good modelling)

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Show more excellent examples (good modelling)

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the essential element is keeping to the process across all KLAs

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the essential element is keeping to the process across all KLAs

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Sharing responses and positive feedback.

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Sharing responses and positive feedback.

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It should be relevant to the topic and create a text-to-text or text-to-world connection/extension

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Editing - have I checked section - could this look at cohesion and making sense.

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Editing - have I checked section - could this look at cohesion and making sense.

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The writing process requires that students spend a significant amount of time on their writing. One challenge is how do we convince unmotivated students that completing every step of the process will be worth their time

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The writing process requires that students spend a significant amount of time on their writing. One challenge is how do we convince unmotivated students that completing every step of the process will be worth their time

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Ensure all students complete drafts (just about impossible perhaps!)

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Ensure all students complete drafts (just about impossible perhaps!)

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maybe a checklist or enhancement of skill sets to 'step back' from their work and view it critically

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Keeping the question/task/argument in mind at all times - how does this evidence answer/show/prove?

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Keeping the question/task/argument in mind at all times - how does this evidence answer/show/prove?

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This might help with elaboration sentences - this is the meat of the paragraph

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explicit teaching of the process

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Keeping in mind the checklist for the writing process especially the revising section

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Keeping in mind the checklist for the writing process especially the revising section

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We need to ensure that we have supporting resources to help explicitly teach the cognitive verbs within these stages

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explicit teaching of the process, especially in the revising stage.  students struggle being able to identify these elements

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Need to explicitly teach the revision key terms/values of inquiry.

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Need to explicitly teach the revision key terms/values of inquiry.

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Consistency of behaviour management - eg entering classroom, greeting, maintaining due dates ...

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Consistency of behaviour management - eg entering classroom, greeting, maintaining due dates ...

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A modified version of the writing process as a checklist on the tasksheet

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A modified version of the writing process as a checklist on the tasksheet

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Establish a context/situation for the set text to help students understand the how and why of what they are doing

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Establish a context/situation for the set text to help students understand the how and why of what they are doing

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Consistency on assessment - eg enforcing word limits, mediated marking.

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Consistency on assessment - eg enforcing word limits, mediated marking.

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Remember that text connectives are not always essential, for every sentence. Some students don't know what the words mean/why they are used and so use them randomly.

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Remember that text connectives are not always essential, for every sentence. Some students don't know what the words mean/why they are used and so use them randomly.

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Updating text studies in junior (E.g. Lockie Leonard)

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Updating text studies in junior (E.g. Lockie Leonard)

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Have an accompanying resource for students to use as a checkbox

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increase the expectation of the amount of writing students will undertake.

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increase the expectation of the amount of writing students will undertake.

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Backwards mapping from the assessment task in week 1 with the students.

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Backwards mapping from the assessment task in week 1 with the students.