My first staff development day at St Christopher's - definitely a success, as I'm heading home exhausted and with an overloaded brain! To combat the overload, I'm going to refer to what resonated with me most in each section of the day.
Workshop Session 1 (Theory)
Assessment design using curriculum
I can only assess the work in front of me. To ensure we are truly assessing a student's ability, we need to make assessment accessible to all.
What is deep understanding? Refer to the six facets - can explain, can interpret, can apply, sees in perspective, demonstrates empathy, reveals self-knowledge.
Emphasis on self-assessment - I'm not using this enough!
Using assessment to inform future planning
We often use assessment to inform students of their progress - this is important, but we also need to use this information to inform teachers about their impact on students. Such an interesting point in a reading from Hattie! Something to think about.
We have too much data! We need to focus more on how to interpret data.
Students taking ownership of their assessment data.
Differentiated assessments - why and how
In differentiation, the content stays the same, but the tasks are modified.
We need to know the curriculum!
Allow all students the chance to try the modified, more difficult task - some may surprise you. Encourage students to take more control over their learning.
Workshop Session 2 (Practice)
English - reading
Reading is the gateway to all learning. This is why our guided reading groups are never compromised - they are completed every day.
We looked at a school-wide proforma for guided reading that will really help us to stay on track with what comprehension strategies we are focusing on.
There is a big gap between my Year 2 English group (structured / core) and my Year 3 English group (Newman) which makes transitioning as a teacher difficult - my Year 2 group are learning to read, whereas my Year 3 group are reading to learn.
English - writing
With regard to the ten element marking rubric, audience possesses a large weighting, which I found very surprising! I need to focus on this more in my teaching, as it will help the students to understanding why they are completing certain tasks - it will give their learning more purpose.
I want to show my students writing samples (possibly from NAPLAN for Year 3) and mark them together against the ten element marking rubric - hopefully this will assist the students to understand exactly what I'm looking for in their writing.