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Session 4 Review

Session 4 Review. Planning templates Who has used the writing moderation kit – how? How do you provide feedback to your school? What teacher/s or content area did you work with?. Working with writing? Session 5 Secondary School Learning Leaders. Providing Feedback .

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Session 4 Review

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  1. Session 4 Review Planning templates Who has used the writing moderation kit – how? How do you provide feedback to your school? What teacher/s or content area did you work with? Sandra Pizaro

  2. Working with writing?Session 5Secondary School Learning Leaders Providing Feedback Sandra Pizaro

  3. The Writing Moderation KitA tool kit for looking at student work • Progression Points • Writing Continuum • Writing Samples • It’s a place to put your writing samples marked against the progression points • NOW ADD • The Writing Criteria – NAPLAN • ESL Developmental Continuum – S Stages • ACTIVITY • Looking at your writing samples • Asking questions and providing feedback Sandra Pizaro

  4. Make Judgements • “What do the samples tell you about the student as a writer?” • “What judgements can be made using this writing sample?” • “What other samples do you need?” • Refer to your resources • Handout – “Looking at Student Work” • Use Progression Points - USE THE HIGHLIGHTERS • Continuum • Descriptors of Writing Criteria • ESL Continuum (if needed) • Share with the group Sandra Pizaro

  5. Question / Wonder about the writer • What questions would you like to ask this student? – record • What are you wondering about the student as a writer at this point in time? Turn and talk Handout - What feedback would you provide? What would you teach? Sandra Pizaro

  6. Conferring with the student/s Ask questions Finding teaching strategies Meet with colleagues to discuss researching Sandra Pizaro

  7. Providing effective feedback • Feedback for learning • Oral • Written Sandra Pizaro

  8. Use resources to gather the vocabulary for effective feedback • chart what you know using the questions that follow? • Resources to use • Professional Books • VELS • Writing Criteria • ESL Continuum Sandra Pizaro

  9. Building Academic Vocabulary… Sandra Pizaro

  10. Your Feedback • Teaching Practices • Coaching demonstrations • Shared and distributed leadership • Demonstration and modelling teaching procedures • Professional Learning teams for a variety of reasons • Making classroom activities relevant • Challenging learning with teachers and students • Using data to guide teaching decisions • Evaluation and reflection on teaching practice • Suitable resources • TIME for meeting as a team to review data and plan Sandra Pizaro

  11. Reflecting on past sessions How does feedback complement activities demonstrated Comprehension Reading to /reading aloud Discussions / Turn and talk Summarising Reading for specific information in groups Getting knowledge ready Building academic vocabulary Making connections with content areas Questions and questioning How do we know we know? Evidence Questions and questioning Sandra Pizaro

  12. What will moderation achieve?For:- students, self, school • Positive for students, explicit • Planning for strategies • Collegial support and professional discussion • Consistency of judgement • Improve literacy for students, • building a repertoire and ideas, examples, and different teaching strategies • Clear understanding of student – ZPD and what to teach next • What to re- teach – at point of need • Building teacher confidence to make decisions about students • Building teacher capacity • Improving student understanding of assessment inclusive • Provide feedback to the student, parent • Shifting the paradigm • Negative : one more layer Sandra Pizaro

  13. What are the benefits of conferring? • Direct • Focused on the students specific needs • Two way process • Builds confidence in the students • Learning is important • Values the students • Student values their learning • Quieter student gets a say • Teachers have a rapport with students • Transparency with students • Student Active participants- humanising • Private/ personalised conversation • Get to know the student Sandra Pizaro

  14. What are the benefits of written feedback? • Specific – one thing at a time • Suggested ways of improving • Documented • Students can go back to reflect • Less likely to be misinterpreted • Use of checklist or template • Outcomes listed and comments relate to outcome • Clarify what was good or needed to be changed • Balance of positives and negatives – start with positives • Acknowledge the task – encouragement • Providing next steps • Students can articulate Sandra Pizaro

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