Remake of Clarity in the Classroom Quotes - Te Mata School by

Students need to be active managers, egulators and directors of their own learning if they are to learn to the stage where they genuinely own the learning.

2023-08-09 03:24:22 UTC

I hear - I understand - I own

2023-08-09 03:24:41 UTC

The best learners are those who don't follow our rules on how to learn.

2023-08-09 03:24:49 UTC

"Ownership " of what is learnt is gained when the learner can use new skills nor concepts as tools for themselves to see the better or more clearly.

2023-08-09 03:24:50 UTC

2023-08-09 03:24:57 UTC

I hear, I understand, I own.

2023-08-09 03:25:08 UTC

I hear - I understand - I own

Classroom Activity is not about learning if it is not about gap reduction.

2023-08-09 03:25:09 UTC

The best learners are those who don't follow our rules how to learn.

2023-08-09 03:25:13 UTC

What gets focused on, flourishes.

rnorthe2 — 2023-08-09 03:25:15 UTC

Teaching is only about motivating and supporting the student to make considered and reflective decisions about his/her learning.

2023-08-09 03:25:24 UTC

Sharing the learning intention and the success criteria is not just about enabling the students to be clear - in fact it is mainly about motivation.

2023-08-09 03:25:25 UTC

Good teaching supports all students in enhancing their ability to be originators.

2023-08-09 03:25:36 UTC

2023-08-09 03:25:38 UTC

Each teacher knows a lot about the nature of learning. Learning needs to be effective to enable the learner to own the learning process.

The best learners are those who don't follow our rules to learn

2023-08-09 03:25:46 UTC

case293 — 2023-08-09 03:25:48 UTC

Teaching is about motivating students to identify the gap and helping them find ways to reduce it.

One where both the teacher and the student want to work together on learning produces the best results.

2023-08-09 03:25:52 UTC

Classroom activity is not about learning if it is not about learning if it is not about gap reduction.

2023-08-09 03:25:55 UTC

Learning, to be effective, must enable the learner to 'own' the learning process.

2023-08-09 03:25:59 UTC

Strongly motivated learners are assertive about their learning.

2023-08-09 03:26:02 UTC

It is one where both the teacher and the student want to work together on the learning.

rnorthe2 — 2023-08-09 03:26:17 UTC

Learning, to be effective, must enable the learner to own the learning process.

2023-08-09 03:26:17 UTC

I hear -> I understand -> I own

2023-08-09 03:26:17 UTC

Assessment for learning involves using assessment in classroom to raise pupils achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they they can achieve the aim.

2023-08-09 03:26:18 UTC

Promoting further learning is about the strategies and techniques used to close the state of learning and the current desired goal.

2023-08-09 03:26:18 UTC

The role of the school and teacher is to manage the learning environment to maximise self regulated learning.

2023-08-09 03:26:20 UTC

Research shows students who are active in their learning, who are motivated to learn, who manage the amount of new info they get at any one time, who practise, who seek descriptive feedback, who test their learning and reflect on their learning, learn much better than those who experience passive learning.

2023-08-09 03:26:24 UTC

Student ownership= They're more confident to ask for help. Much more willing to stay on the mat for further support.

2023-08-09 03:26:32 UTC

What gets focused on, flourises.

2023-08-09 03:26:34 UTC

One where both the teacher and the student want to work together on learning.

2023-08-09 03:26:37 UTC

The learner has to a) possess a concept of the standard being aimed for, b) compare the actual level of performance with the standard, and c) engage in appropriate action which leads to some closure of the gap.

2023-08-09 03:26:38 UTC

What gets focused on, flourishes.

Most young children do learn with minimal teacher intervention; they do it because they want to learn what others know.

2023-08-09 03:26:46 UTC

2023-08-09 03:26:48 UTC

Students need to be active managers, regulators and directors of their own learning if they are to learn to the stage where they genuinely own the learning.

Set high expectations and give every learner confidence they can succeed.

rnorthe2 — 2023-08-09 03:26:50 UTC

Teaching is about relationship management as much as it is about anything else and guidance is needed about how to ensure that that relationship is conducive to learning.

2023-08-09 03:27:03 UTC

Learning, to be effective, must enable the learner to 'own' the learning process.

2023-08-09 03:27:06 UTC

2023-08-09 03:27:09 UTC

Active involvement of learners in identifying goals and criteria is key to learning.

The role of the school and teacher is to manage the learning environment to maximise self regulated learning.

2023-08-09 03:27:12 UTC

The point of learning a concept is to learn it so well that it becomes part of how the learner views the world.

2023-08-09 03:27:13 UTC

case293 — 2023-08-09 03:27:13 UTC

The quality of the relationship between teacher and student is the key to the successfulness of the teaching.

The point of learning a concept is to learn it so well that it becomes a part of how the learner views the world.

2023-08-09 03:27:15 UTC

The role of the school and teacher is to manage the learning environment to maximise self regulated learning

2023-08-09 03:27:17 UTC

To much learning in classrooms is passive.

rnorthe2 — 2023-08-09 03:27:20 UTC

Caring - what gets focused on, flourishes.

2023-08-09 03:27:23 UTC

The best learners are originators: they ask, they challenge, they try out their own tests and ideas of what a concept or skill is really about; they constantly show initiative and are creative. Good teaching supports all students in enhancing their ability to be originators

2023-08-09 03:27:23 UTC

Learning-focused relationships are about using the considerable potential in the relationship between teacher and student to maximise the student's engagement with learning.

2023-08-09 03:27:31 UTC

What gets focused on, flourishes

2023-08-09 03:27:42 UTC

Teaching is only about motivation and supporting the student to make considered and reflective decsions about his/her learning.

2023-08-09 03:27:43 UTC

Learning to be effective must allow the learner to own the learning process

2023-08-09 03:27:46 UTC

The relationship between the teacher and the learner must be focussed on high quality learning.

2023-08-09 03:27:50 UTC

Real learning is about engagement with the skills, concepts or understandings to be learnt, so we are able to make those skills, concepts and understandings our own.

2023-08-09 03:27:57 UTC

case293 — 2023-08-09 03:27:57 UTC

Nobody wants to learn from someone who doesn't like them or who doesn't want to teach.

The quality of the relationship between teacher and student is key to the successfulness of the teaching.

2023-08-09 03:27:59 UTC

...we have come to see that the emphasis has to be placed on enabling the learner to be active in every aspect of the teaching /learning process.

2023-08-09 03:28:04 UTC

2023-08-09 03:28:12 UTC

Learning is about making and testing attributions about the world.

Each student who does not have their learning needs catered for by the lesson arrangement becomes alienated, to some extent from the learning.

2023-08-09 03:28:25 UTC

The quality of the relationship between teacher and student is key to the successfulness of the teaching.

2023-08-09 03:28:35 UTC

2023-08-09 03:28:39 UTC

Assessment for leaning involves using assessment in the classroom to raise pupil's achievement.

This relationship is the foundation for learning upon which all else rests.

2023-08-09 03:28:48 UTC

Learning to be effective, must enable the learner to own the learning process

2023-08-09 03:29:00 UTC

The relationship between the teacher and the student is a learning focused relationship; both parties are motivated to ensure high-quality learning.

2023-08-09 03:29:12 UTC

Active learners, who are motivated, who manage the amount of new info they get, practise, seek descriptive feedback, test and reflect learn much better than passive learning situations

2023-08-09 03:29:23 UTC

What gets focused on flourishes

2023-08-09 03:29:32 UTC

The quality of the relationship between teacher and student is the key to the successfulness of the teaching.

2023-08-09 03:29:42 UTC

...unless both teacher and student are clear about what is to be learnt, why it is to be learnt, and how it is to be learnt, then teaching and learning will collapse.

principal1885 — 2023-08-09 03:29:44 UTC

What gets focused on, flourishes. We want learning to flourish.

2023-08-09 03:29:45 UTC

2023-08-09 03:29:50 UTC

The quality of the relationship between teacher and student is the key to the successfulness of the teaching.

What gets focussed on, flourishes. We want learning to flourish.

2023-08-09 03:30:00 UTC

In a learning-focussed relationship, the express intention of the teacher is to support and teach students to exercise as much agency as the teacher within the teaching/learning context.

2023-08-09 03:30:15 UTC

The key objective is to get the students really engaged with the learning and the experiencing of success and the confidence to take risks.

2023-08-09 03:30:42 UTC

What gets focussed on, flourishes.

principal1885 — 2023-08-09 03:31:01 UTC

Teacher's ability to build on learners' prior experiences and scaffold effective learning opportunities is crucial.

2023-08-09 03:31:56 UTC

when the locus of control is jointly maintained so that the learner is able to maximise his/her ability to regulate his her own learning; to be an active learner.

2023-08-09 03:32:21 UTC

case293 — 2023-08-16 03:01:42 UTC

We need to repeatedly return to the big idea of the learning and check progress: 'Are we getting there?'

case293 — 2023-08-16 03:03:02 UTC

If you do not have the big picture you do not know the overall direction you are meant to be heading in and you will feel stuck in a narrow teaching rut.

Their motivation improves, they stay on-task, their behaviour improves.

2023-08-16 03:04:15 UTC

Perhaps the most powerful way of describing what is to be learnt is to provide an exemplar or example of it.

2023-08-16 03:12:35 UTC

Any learner knows that the next learning step they take in any area must build on what they know or can do now.

2023-08-16 03:18:39 UTC

Words are needed to describe criteria and examples are needed to demonstrate quality.

2023-08-16 03:18:46 UTC

When we are clear, research shows that there are a number of important shifts for the students. Their motivation improves, they stay on task, their behaviour improves and they are more apt to engage to self regulation. In other words, they take more responsibility for their learning.

2023-08-16 03:19:14 UTC

2023-08-16 03:19:22 UTC

For some children words may not be the most sensible way to convey the intended meaning.

If the learning is a process or skill then showing a model is an appropriate way of demonstrating the intended learning.

rnorthe2 — 2023-08-16 03:19:38 UTC

There are two parts to supporting a learner to become clear about what is to be learnt: naming or identifying the learning and describing the learning.

2023-08-16 03:19:52 UTC

We need to repeatedly return to the big idea of the learning and check progress-are we getting there?

2023-08-16 03:19:54 UTC

Children don't know what they don't know

2023-08-16 03:19:58 UTC

Learning is like a journey through a tunnel (learning intentions make it so we navigate the tunnel)

2023-08-16 03:20:02 UTC

2023-08-16 03:20:13 UTC

The most powerful way of describing what is to be learnt is to provide an exemplar.

Exemplars show... "what it is and what it is not." Made links with Dinah's rubrics.

2023-08-16 03:20:27 UTC

2023-08-16 03:20:42 UTC

.... it is absolutely critical to determine or assess, the prior knowledge that your students bring to the upcoming topic or unit to avoid either teaching what they already know or teaching them something that they cannot bring prior experience to bear on.

2023-08-16 03:20:42 UTC

Process criteria unpack the important features of what is to be learnt or how we will go about the learning. Product criteria describe the way in which students will know at the end of the task that they have achieved the learning intention.

success criteria spells out in greater detail the learning intention

2023-08-16 03:20:45 UTC

Students need to gain agency over the relevance and the process of learning

2023-08-16 03:21:02 UTC

No teacher likes the idea of being locked in to a narrow, tightly specified curriculum that does not enable them to bring their own thinking, flair, energy and intelligence to the classroom.

rnorthe2 — 2023-08-16 03:21:06 UTC

If learning is a process or skill then model how to do it.

2023-08-16 03:21:10 UTC

The first in a learning focussed relationship is of course, with the students, and what they know now. the second is with the curriculum.

2023-08-16 03:21:19 UTC

To construct criteria of the important features of the learning requires that you, as a teacher know the subject really well.

2023-08-16 03:21:22 UTC

Two types of success criteria

2023-08-16 03:21:23 UTC

Process criteria and product criteria

The analysis should result in both teacher and student having a deep understanding of what the student currently knows, and what would make sense to both of them for the student to learn next.

2023-08-16 03:21:51 UTC

If you are being clear your students should be able to tell in their own words: their global and specific learning intentions, success criteria, how they use exemplars to assist them, relevance of their learning and individual learning goals

2023-08-16 03:22:00 UTC

Learning is like a journey through the tunnel.

2023-08-16 03:22:15 UTC

When we are clear, students' motivation improves, they stay on task, their behaviour improves and they are more apt to engage in self-regulation

2023-08-16 03:22:52 UTC

Shared agreements and understandings between teachers, students (and parents) about what is to be learnt and why, is critical because of students, particularly under achievers, don't know what they are supposed to be focusing on.

principal1885 — 2023-08-16 03:23:06 UTC

Helping students to attribute their successes and failures to effort and strategy rather than luck or ability is one of the most important things teachers can do

2023-08-16 03:23:18 UTC

2023-08-16 03:23:19 UTC

Being clear about why it is to be learnt - the relevance of the learning. Being clear and explicit about what is to be learnt is only a part of the job. Students also need to gain agency over the relevance and the process of the learning.

Being clear about why it is being learnt - the relevance of the learning. Students need to gain agency over the relevance and the process of learning.

2023-08-16 03:23:49 UTC

Helping students attribute their successes and failures to effort and strategy rather than luck or ability is one of the most important things teachers can do for their students because it impacts on their achievement and the way they approach their ongoing learning.

2023-08-16 03:23:59 UTC

Learning - Journey through a dark tunnel. Learning intention - the torch in my teaching and their learning. Success criteria - signposts along the way.

2023-08-16 03:24:16 UTC

Students who are successful with their learning can explain: what they are learning, how they know if they have met the criteria, what it will look like, how it is relevant to them, and what their personal learning goals might be within the bigger/global learning.

2023-08-16 03:25:37 UTC

Sharing your thinking with your students will result in a spiral of learning.

principal1885 — 2023-08-16 03:26:01 UTC

1/1 The one aspect I enjoyed was the link to learning in writing "Quite often the best way to have students become skilled writers is to work with them to have them understand the 'how'; the structures and skills of language that can be used to create particular effects".

2023-08-16 03:31:14 UTC

2/2 This thinking is going to be important as we get to know the writing progressions as the research coming through reinforces that we need to put a greater, clear focus on learning the skills, on the 'how' and lots of practice before expecting students to apply this learning independently

2023-08-16 03:31:19 UTC

Keep a check on what your students understand about what is happening is really important if you are going to sustain a learning-focused relationship.

2023-09-04 05:27:43 UTC

Well- motivated learners who are clear about what they are learning and have a good criteria by which they can assess their learning, do self-assess.

2023-09-04 05:29:11 UTC

Students must strongly buy in to the assessment.

2023-09-04 05:31:25 UTC

In order to learn, students first need to 'see the gap'.

case293 — 2023-09-06 03:18:13 UTC

The best assessment tool is one that can be tailored by the teacher and the student to validly and reliably assess what it is the students have been endeavouring to learn.

case293 — 2023-09-06 03:20:16 UTC

2023-09-06 03:20:44 UTC

“Pupils assessing one another. Pupil groups can mark each other's work, and thereby learn to think about the aim of a piece of work and to understand the criteria of quality.”

No data should be collected that is not also useful to the teaching and learning.

2023-09-06 03:21:53 UTC

No data should be collected that is not also useful to the teaching and learning.

rnorthe2 — 2023-09-06 03:21:54 UTC

Learning is about attempts to reduce the gap. Assessment is the process of gaining information about the gap.

2023-09-06 03:22:15 UTC

gaining information about the gap

2023-09-06 03:22:45 UTC

2023-09-06 03:22:53 UTC

The purpose of any assessment is for learning and that for the assessment to be useful it needs to provide timely, valid and reliable information.

The act of recognition is itself a skilled act of assessment.

2023-09-06 03:22:59 UTC

In a learning-focused relationship, assessment is for information learning and for recording learning progress.

rnorthe2 — 2023-09-06 03:23:09 UTC

2023-09-06 03:23:12 UTC

A learner who is actively engaged in learning is carrying out self assessment almost constantly in some way or another.

Kids can start learning to 'self assess' from when they start school so long and the teacher models the process effectively.

2023-09-06 03:23:20 UTC

A learner who is actively engaged in learning is carrying out 'self assessment' almost constantly in some way.

2023-09-06 03:23:24 UTC

2023-09-06 03:23:28 UTC

Students know the purpose of any assessment id for learning and that for the assessment to be useful it should be timely, valid and reliable information.

2023-09-06 03:23:37 UTC

students need to be skilled assessors of their own learning and that of their peers...

Students need to be skilled assessors of their own learning....

2023-09-06 03:23:41 UTC

They know that the purpose of any assessment is for learning.

Students must strongly buy in to the assessment.

rnorthe2 — 2023-09-06 03:23:47 UTC

keep a check on what your students understand about what is happening in order to sustain a learning-focused relationship

2023-09-06 03:23:51 UTC

No data should be collected that is not useful to teaching and learning.

2023-09-06 03:24:11 UTC

2023-09-06 03:24:21 UTC

In order to learn the students first need to 'see the gap'

..students can be taught to self-assessas a routine part of their learning process, right from the beginning of school....

principal1885 — 2023-09-06 03:24:24 UTC

2023-09-06 03:24:26 UTC

All assessment, with the possible exception of assessment for qualification should primarily be formative.

Children must understand the information that comes from the assessment that the teacher carries out.

2023-09-06 03:24:32 UTC

Observation of students engaged in learning is an act of assessment.

Assessment is difficult when we do it to students rather than with them.

2023-09-06 03:24:34 UTC

Observation of students engaged in learning is an act of assessment.

2023-09-06 03:24:47 UTC

2023-09-06 03:25:00 UTC

Students can learn to self-assess by first learning to assess the work of their peers. Taking someone's else's work and analysing it to see if it meets the success criteria is easier tjan analysing your own at first.

Learning is about identifying the gap, and assessment is addressing the gap.

2023-09-06 03:25:30 UTC

Assessment is difficult when we are not clear....

2023-09-06 03:25:39 UTC

as to the purposes and relevance of assessment.

The relevance of assessment is so that we grow our ability to always be in charge of our own learning.

2023-09-06 03:26:02 UTC

have a simple non-verbal way of checking whether you and your students are thinking the same way...thumbs up, thumbs down, thumbs sideways

2023-09-06 03:26:08 UTC

No matter how much students might be in control of their own learning it is not possible for students to always usefully assess their own learning because they do not know what they do not know. Learning and teaching is a partnership in which the subject and pedagogical expertise of the teacher is vital

2023-09-06 03:26:11 UTC

2023-09-06 03:26:20 UTC

You need to recognise that every observation or interaction with students contains an assessment component.

Students can learn to self-assess by first learning to assess the work of their peers. Taking someone else's work and analysing it to see if it meets the criteria is easier than analysing your own at first.

principal1885 — 2023-09-06 03:26:28 UTC

2023-09-06 03:26:37 UTC

Keeping a check on what your students understand about what is happening is really important if you are going to sustain a learning-focused relationship.

Teachers need to monitor the the motivational climate of the classroom - ensure students are actively engaged

2023-09-06 03:26:49 UTC

A check in with what your students understand about what is happening is really important if you are going to sustain a learning focused relationship.

2023-09-06 03:28:09 UTC

2023-09-06 03:30:20 UTC

No data should be collected that is not also useful to the teaching and learning.

Teachers must have the expertise to realise when their students are engaged in some unintended but valuable learning that also needs to be supported.

2023-09-06 03:31:02 UTC

Learning-focused feedback focuses on the learning intentions and success criteria

2023-10-09 03:09:47 UTC

IT is not possible to make good and consistent decisions about teaching or learning without good and sound information.

2023-10-09 03:10:41 UTC

The 5 strategies for promoting further learning are explanation, feedback, learning conversation, reinforcement of learning and feedforward.

2023-10-09 03:13:52 UTC

Students have to develop their own capability to manage the environment to best support their learning, to seek and use feeddback to close the gap between the current state of learning and the desired goal.

2023-10-09 03:19:12 UTC

If the teacher can remain open to the students even when things might be going badly, then students will see the teacher as minimally defensive. This in itself will encourage students to display similar qualities.

2023-10-09 03:19:32 UTC

As students become more self -regulating and their achievements improves, the teacher will raise their own sense of what learning can be achieved.

2023-10-09 03:20:47 UTC

A learning culture develops as students start to use the language of learning rather than the language of activities.

2023-10-09 03:21:03 UTC

Questioning is not a strategy for promoting further learning, but strategies and prompts can at times be posed as questions.

2023-10-09 03:22:35 UTC

If we have used good formal assessment tools (...;for example asTTle and PAT) correctly to inform our planning, and we are intending our students to learn the deep and meaningful, and we have aligned he learning tasks and activities around the intended learning, we will have no problems promoting their learning of sophisticated concepts and, when it is appropriate, of asking them deep and meaningful questions as we help them to learn.

rnorthe2 — 2023-10-09 07:34:02 UTC

Questioning is not a strategy for promoting further learning, but strategies and prompts can at times be posed as questions.

rnorthe2 — 2023-10-09 07:35:12 UTC

We have found many occasions where the writing up of learning intentions has become just another classroom ritual that clearly guides neither the teacher nor the students' thinking about what is actually to be learnt.

rnorthe2 — 2023-10-09 07:36:34 UTC

It is not possible to make good and consistent decisions about teaching or learning (or much else) without good and sound information.

rnorthe2 — 2023-10-09 07:37:48 UTC

Reflectiveness the heart of the key competencies

2023-10-18 20:19:06 UTC

case293 — 2023-10-18 20:19:38 UTC

To really engage in joint reflection with you, students also need to have reflective ability of their own.

Making reflection a consistent feature of classroom life is a must if the value of reflection demonstrated by the research is to be realised.

2023-10-18 20:19:52 UTC

2023-10-18 20:20:00 UTC

Make connections as to what has worked well and needs to be repeated.

2023-10-18 20:20:01 UTC

Active learning is pivotal to building a learning focused relationship.

Active reflection becomes goal focused, evidence based and inclusive of the student.

2023-10-18 20:20:04 UTC

At some stage you will need to assess, with your students, how well they can reflect.

2023-10-18 20:20:18 UTC

The best teachers we see are the ones who are always thinking about what is going on and checking their understanding.

2023-10-18 20:20:23 UTC

To really engage in joint reflection with you, students also need to have reflective ability of their own.

2023-10-18 20:20:33 UTC

case293 — 2023-10-18 20:20:35 UTC

For students to learn to be truly reflective, they have to understand the bigger picture of why it is relevant to them.

Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for effective learning.

rnorthe2 — 2023-10-18 20:20:35 UTC

2023-10-18 20:20:36 UTC

What is active reflection? ..... goal-focused, evidence based and inclusive of the student.

Active reflection...makes the practices and processes of teaching and learning conscious and overt..

principal1885 — 2023-10-18 20:20:46 UTC

How are WE going with this teaching/learning? Not just kids reflecting on learning but teacher reflecting on how they can change practise/help.

2023-10-18 20:20:51 UTC

2023-10-18 20:21:06 UTC

To really engage in joint reflection with you, students need to have reflective ability of their own.

Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for effective learning.

2023-10-18 20:21:16 UTC

How is it going?

2023-10-18 20:21:21 UTC

A powerful thing about a learning focussed relationship is that it requires both teacher and student to keep the other informed of what is going on for them, and to check that the other is aware of this.

2023-10-18 20:21:21 UTC

2023-10-18 20:21:23 UTC

Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for active learning.

Active learning is pivotal to building a learning focussed relationship.

principal1885 — 2023-10-18 20:21:24 UTC

2023-10-18 20:21:25 UTC

Teachers constantly ponder as to whether their students are learning as well as they might, and how they might adjust their teaching to support the learning even further.

2023-10-18 20:21:28 UTC

Without skilled reflection, both teachers and learners can be blind to assumptions and values that they hold, that reduce their ability to generate effective conditions for learning.

Active reflection is fundamental to teachers and learners who are serious about producing and sustaining the conditions for effectiv e learning.

2023-10-18 20:21:35 UTC

Active reflection is goal focused, evidence based

2023-10-18 20:21:39 UTC

2023-10-18 20:21:41 UTC

Active reflection captures the idea that if a gap is found between how we would want teaching and learning to be and how it actually is, then something will be done to close that gap; it is not enough just to reflect or identify that there is a gap.

Being deliberate about introducing the idea of reflection requires as much planning as any other concept you might want students to learn.

2023-10-18 20:21:51 UTC

Without skilled reflection teachers and students can be blind to assumptions and values they hold

2023-10-18 20:21:54 UTC

2023-10-18 20:21:56 UTC

Being actively reflective in a learning focused relationship means any problems can be identified collaboratively and teachers and students have the skills to do something to resolve any problems.

A discussion about next steps should never detract from the expertise of the teacher or the agency of the student.

2023-10-18 20:21:57 UTC

Active reflection is about monitoring every aspect of the teaching and learning process - planning, learning, teaching, assessing student achievement - against a benchmark

2023-10-18 20:21:57 UTC

Highly effective self-regulating learners query their effectiveness as learners, with you and their peers, and independently. They constantly assess every aspect of their learning environment.

rnorthe2 — 2023-10-18 20:22:05 UTC

2023-10-18 20:22:12 UTC

Active reflection provides opportunities to recognise and celebrate success in learning (and teaching).

Plenary reflection: engages sts in identifying why the learning was tricky and how that could be overcome; what was thought provoking/interesting, where it might lead and what new learning has happened.

2023-10-18 20:22:20 UTC

2023-10-18 20:22:36 UTC

What can I do to make the learning more engaging and enjoyable?

The establishment of a climate of trust is vital for members of quality learning circles.

2023-10-18 20:22:40 UTC

2023-10-18 20:22:53 UTC

Highly effective self regulating learners query their effectiveness as learners, with you, their peers, and independently.

2023-10-18 20:22:54 UTC

If a child is disengaged from am activity you have a choice. Either say - you seem to be not engaged with your ..... Are you finding something tricky? How can I help you? What needs to happen for yu to get back on track. Or , I'm not sure that my last explanation was of much help to you. Can you explain that concept to me now?

2023-10-18 20:23:03 UTC

think aloud

Teachers often can feel nervous about reflection with students as the students may say things the teacher may not want to hear.

2023-10-18 20:23:12 UTC

Active reflection is about monitoring every aspect of the teaching & learning process against a benchmark, standard or quality indicator so that connections can be made as to what worked well & what needs to be repeated.

2023-10-18 20:23:29 UTC

highly effective learners query their effectiveness as learners with teacher, themselves and peers

2023-10-18 20:23:47 UTC

Reflective sts take it to the next step and ask what they could do about it. The teachers role is to maximise the number of sts who can do this.

2023-10-18 20:23:52 UTC

Providing students with formal opportunities to reflect, and support for building their own reflective capabilities also builds their sense of origin and self-efficacy and therefore their motivation to learn

2023-10-18 20:24:04 UTC

How well do you teach? How do you know? The capability pathway can provide one way to define what good teaching looks like.

2023-10-18 20:24:20 UTC

A climate of trust is vital.

Build time for reflection.

2023-10-18 20:25:42 UTC

case293 — 2023-11-01 02:09:50 UTC

It is not possible to make good and consistent decisions about teaching and learning without good and sound information.

case293 — 2023-11-01 02:15:34 UTC

The teacher needs to be skilled at deciding when additional explanation or additional information is needed and able to provide this in ways accessable to students.

2023-11-01 02:16:54 UTC

Teachers need to become originators themselves, first and foremost, before they can understand the concept of student as originator. Teaching every student to be an originator is a must for every teacher.

2023-11-01 02:21:23 UTC

All learners need to be able to say what they are learning, why they are learning it, and be able to describe how they are progressing and how they know they are progressing.

Teacher must have a motivation to enable the students to learn, and the students must be motivated to do the learning.

2023-11-01 02:26:09 UTC

Passive learners learn less.

2023-11-01 02:27:07 UTC

Share the good stuff in your head!

2023-11-01 02:27:27 UTC

Without motivation to learn, there is no learning.

2023-11-01 02:27:30 UTC

2023-11-01 02:27:56 UTC

Respect - Honesty - Openness

These three guiding principles work together in a reinforcing cycle

2023-11-01 02:28:02 UTC

We want them to say what they are learning, why they are learning it, and be able to say how they are progressing and how they know.

A learning culture develops as students start to use the language of learning rather than the language of activities.

2023-11-01 02:28:04 UTC

You first seek and share valid information, use that to make an informed decision and then become internally committed to the decision ; and then to continuing to seek further vaild information and subject the decision to ongoing testing.

2023-11-01 02:28:05 UTC

2023-11-01 02:28:43 UTC

Share what is in your head.

Good feedback depends on the quality and clarity of the learning intentions, success criteria and the availability of good examples.

2023-11-01 02:28:46 UTC

2023-11-01 02:29:06 UTC

We want them to be able to say that they are in charge of their learning and that they regulate their learning progress and path.

Good feedback depends on the quality and clarity of the learning intentions, success criteria and the availability of good examples.

2023-11-01 02:29:08 UTC

2023-11-01 02:29:14 UTC

We want to see every learner in every classroom highly motivated to be there, to deeply know that they are there to learn, and that they are learning for a high percentage of the time they are there.

2023-11-01 02:29:26 UTC

Leave the ownership of the learning with the student- we do this when we give them time to assess their own performance , reflect on their performance, correct their performance, before we offer anything

We need to be conscious of what we are praising and ensure that it is learning, not performance, and not the student.

2023-11-01 02:29:31 UTC

share control of lesson content and the teaching and learning process

2023-11-01 02:29:56 UTC

Promote further learning through:

2023-11-01 02:30:00 UTC

explanation
feedback
learning conversation
reinforcement of learning
feedforward

2023-11-01 02:30:03 UTC

Without motivation to learn, there is no learning.

2023-11-01 02:30:10 UTC

Taking ownership of their learning. Knowing how to identify the next step.

2023-11-01 02:30:22 UTC

Design everything that happens in the classroom so that both student and teacher can be originators and experience high personal causation.

2023-11-01 02:30:32 UTC

For most children, especially the younger ones, motivation is not a problem, and it doesn't become so until we manage to turn them off with boredom.

2023-11-01 02:30:46 UTC

Conversation about where to next strongly build on current learning, build bigger patterns of meaning and understanding and enable the student to see the future of their learning.

2023-11-01 02:31:23 UTC

The motivation to learn is naturally present in all students.

2023-11-01 02:31:34 UTC

Traditionally it has been thought that learning at school is students having 'input' from the teacher, with students being a 'vessel' to be filled by the teacher.

2023-11-01 02:31:41 UTC

The teacher must have a motivationto enable the student to learn, and the students must be motivated to learn. Within the context of a school, school leadership has a responsibility to nurture the motivartion of teachers (and students) and the teacher has a major resposibility to manage and nurture the motivational climate of the classroom so the students want to learn.

2023-11-01 02:31:42 UTC

Openess - increase valid information

Respect - enhance free and informed choice

Honesty - internal commitment to the choice and constant monitoring of the implementation.

2023-11-01 02:31:48 UTC

The teacher must have a motivation to enable tohe students to learn, and the students must be motivated to do the learning. Motivation is is represented in the model as the background against which everything else sits.

Giving valid information - make sure kids really know what you are intending them to learn and why.

2023-11-01 02:31:55 UTC

The more teachers initiate actions on their own behalf for learning, the more they will really engage in the work of learning, the more they will learn.

2023-11-01 02:31:59 UTC

2023-11-01 02:32:05 UTC

Good feedback depends on the quality and clarity of the learning intentions, success criteria and the availability of good examples.

We want all learners to say what they are learning, why they are learning it and describe how they are progressing and how they know they are progressing

dburroughs — 2023-11-01 02:32:21 UTC

Ownership

2023-11-01 02:32:28 UTC

A learning conversation between student and teacher where their is a learning - focussed relationship bring an attitude of inquiry.

2023-11-01 02:32:35 UTC

Effective feedback affirms the learner's ownership of the learning.

ownership

2023-11-01 02:32:35 UTC

2023-11-01 02:32:44 UTC

Learner - focused feedback affirms the learner's ownership of the learning.

2023-11-01 02:33:24 UTC

What is important is the learning, and it doesn't matter where the feedback or support comes from.

2023-11-01 02:33:36 UTC

When the student owns the learning, they will want to feedback....

2023-11-01 02:33:41 UTC

Learning to be an originator is a must for every teacher. As adults we have an absolute obligation to try very hard to have students learn the skills and abilities of adult society.

2023-11-01 02:33:50 UTC

The logical decision of free and informed choice is internal commitment.

2023-11-01 02:34:15 UTC

Feedforward is a strategy that keeps the student focused on the wider relevance - the 'bigger picture' - of the learning and gives them a sense of how their learning is progressing.

As students start to learn and their motivation for learning improves, their desire to generate work of quality improves.

2023-11-01 02:35:00 UTC

2023-11-01 02:35:03 UTC

Good feedback depends on the quality and clarity of the learning intentions, successd criteria and the availability. Without clarity around what is to be learnt it is very difficult to give feedback that will really support learning

2023-11-01 02:35:20 UTC

We need to be conscious of what we are pariaing and ensure that it is learning, not performance, and not the student. The learning is the thing.

2023-11-01 02:36:33 UTC

When we use prais, we need to be very careful about ensuring we are building motivation to learn, not merely motivation to perform.

Importance of quality, effective feedback.

2023-11-01 02:37:15 UTC