Once upon a time, there was a school who wanted learners to be drivers of their learning.
Everyday, staff would co-construct 'Learning Intention' and 'Success Criteria' with their students.
One day, the school staff identified the need to develop depth of complexity with learners in their learning.
Because of that, staff worked collaboratively to build their knowledge and understanding of how to co-construct levelled success criteria. Basing their understanding around surface, deep and transfer levels of learning.
Because of that, teacher clarity evolved and informed learners about their learning.
Until finally learners were clear about teacher expectations and where able to articulate ‘Where they are going in their learning?, Where are they now in their learning? And Where to next in their learning?
Once upon a time there was a school that wanted to ensure that all students had the desired growth to reach at least benchmark or above in their MAI each year. Every day the teachers and students were engaged in an hour of mathematics based on the Focus 160 formula of Warm up, Rich task and Reflection. One day the teachers noticed that they needed to do more than just prepare rich tasks. The teachers needed to have more clarity around what it was that the students would/should achieve. Because of that the staff worked together to plan collaboratively and use the 5 Practices for orchestrating mathematical discussion as well as developing their success criteria to move from surface to deep then transfer. Until finally every student was showing greater growth in their learning.
ReplyDeleteOnce upon a time, teachers decided that it was most important that students were engaged , knew where they were in their learning and where they needed to go next. Every day the team of teachers prepared for the students to be involved in dynamic learning opportunities and gave the students time to self assess. One day, the teacher noticed many students had evaluated their growth and knew what to do to move forward. Because of that, the assessment of learning had student voice as well as teacher voice. Because of that students became more confident and independent, understanding how they learn best and how to drive their learning forward. Until finally, the teacher’s role became that of an initial activator, feedback giver and instructional supporter as the students became assessment capable learners.
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