Summatives

Projects

Holistic assessments

observations

Stay on task/topic

Listen to each other

Make it light and fun!

Pull our own weight

Agenda

Focus on impact and outcome

Activity: If you walked into a classroom what would you see...

Surveying the survey

Dive into the parent survey. Posting comments of interest.

• Systems thinking - we are all connected

• The power of questioning - metacognition)

• How generalizations can impact complexity and challenge

• Fostering changemakers

• Sustainable education - the drivers

1. Please hone your High Quality Teaching  & Learning Statement ( from your teams perspective) 

2. Explore some great research and articles on Quality Teaching and Learning ( your team leaders will provie resources)

3. Deeper Dive into our recent inset days

4. Consider the following thought provoking questions

Alignment- with the IB there is so much flexibility with content. Its great, but with high teacher turn over, hard to make clear threads through. Should we be stricter on the parameters. EG. You need to cover this ATL, or develop it .

Strategies and teaching tools could maybe be more aligned so we do not have students confused with how to develop certain skills. Research, Literacy, Reading for Meaning, Textual Analysis, Essay writing... do they all need to be more aligned. How do we teach the skill of essay writing? What strategies or tools are developmentally appropriate?

An over all curriculum map would also be helpful so that everything can be see across the whole year groups.

Activity: Video on 'Education Endowment Foundation'. Takeaways:

High Quality Teaching: 'Five-a-day' Principle

1 - Explicit Instruction

2 - Cognitive & Metacognitive Strategies

3 - Utilising Scaffolding

4 - Flexible Grouping

5 - Using Technology

*Addition - Assessment

Discussion about the NEASC Questions:

***See separate group posts

1. Curriculum Alignment

2. Learning Progressions & Benchmarks

3. Personalised & Transparent Curriculum Objectives & Assessments - Primary writing assessments requires consistency and buy in from all staff in order to have ethical assessments.

4. Understand Evidence of Impact to Assess Quality of Learning

Reviewed our previous definitions of High Quality Teaching & Learning:

After the break we will combine and finalise these definitions and action plans.

Quality learning and teaching effectively engages students, fosters critical thinking and collaboration and promotes a deeper understanding. 

High quality teaching and learning can be defined as promoting student's voice, choice and agency through student centered visible thinking pedagogies such as giving the end product as a starting point rather than giving the student the step-by-step process. (reverse teaching/guided freedom)"

High quality learning empowers students through innovative and creative teaching practices that utilise space, current theory and passions. Using these to collaborate across the program to ensure a well-rounded education.

We will refine these after these sessions

Between nov and dec break this would be a good focus. 

For my PLC split the statement into two - 

High Quality Teaching

High Quality Learning

Learning Principle 1:Learning Purposes:

Asks schools to reflect on how the school’s curriculum, instruction, and assessment practices as well as written and unwritten priorities promote learners’ ability to use their knowledge and skills to engage in authentic work in various real-world contexts. ​

Learning Principle 2 - Dimensions of Learning

Asks learning communities how well their curriculum, assessment practices, and teaching methods support learning goals that span cognitive, creative, moral, experiential, .and social dimensions.

Learning Principle 3- Evidence of Learning

Asks how we use well designed, varied assessment methods to give learners maximum opportunities to show their learning. 

Learning Principle 9:Learning Space and Time

Asks learning communities to consider how time and space can be organised to contribute to the school's overarching goals and priorities.

• Systems thinking - we are all connected

• The power of questioning - metacognition)

• How generalizations can impact complexity and challenge

• Fostering changemakers

• Sustainable education - the drivers

Looking at different resources to see how it could support or guide quality teaching and learning and which NEASC principals are connected.

Feedback -

(Drawers with different colors):

*Differentiated self-reflection

*Helps with planning purposes

*Inclusive

*Agency

Task 1 in groups:

Looking at quality teaching and learning and making connections. What impact do you want in your class and how will that look like? (Aspiration element, related qualities and daily life/inputs)

Feedback -

Group 1: Collaboration, life-long learners and Cross year links.

Group 2: Strong good practice and Assessment standardized teaching.

Group 3: Effective feedbacks, Good communicators, and Explicit teaching (feed forward).

Group 4: Instruction in a different way (reverse teaching process), Start with end product, planning skills/conceptional understanding of the task.

Task 2 in groups:

Connecting the graphic organizer with the feedback from the rest of the team. We gathered in 3 groups and drafted our statements of high quality TNL.