Planning and Assessing
Visible Learning ProgramThe Visible Learning program was introduced in 2012. Evidence found previous to this program, that students were struggling to understand how they were going with school and what their next steps were to grow and challenge themselves. Hattie (2015) states that teaching occurs when teachers see learning through the eyes of students and help them to become their own teachers. Enticing students to prepare for class and engaging them in their learning goals can become meaningful and attractive for the learner and can assist with creating the motivation for attendance (Taylor, 2010).
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The complexities of teaching within remote Aboriginal communities and the low attendance, was evident and completely eye opening throughout the whole of my placement. To be able to track students’ progress, provide ongoing feedback and support differentiation it is important to constantly formatively assess students in every lesson, especially in the is particular context (McIntyre, 2015). There were times we had a students attend class for one day that whole term and it was hard to see where they were going or where they had come from because it wasn’t like there was weekly progress. However, the portfolio’s that my mentor kept for each student were clear and you could see overall improvement and compare from where they were, to where they are and have in mind where to next. This was as simple as taking a photo of a student who has just written their name on a mini whiteboard. Another great tool my mentor had in her class was a counting hoop with a basketball. It had a ball on the line for each student of where they could currently count to and a hoop that signified their goal and where they were trying to count up to.
Education within remote Aboriginal Communities is very complex and many other considerations need to be taken in to account when planning for differentiation and formatively assessing students. The key message comes down to: getting to know your students, having an understanding of their interests and needs ensuring flexibility within planning regardless of attendance formatively assess students and make a record allow for student self-assessment and constantly provide feedback I also feel that within this context, involving the community and inviting parents and family in to the classroom was a crucial learning tool and should be implemented within all classrooms in remote communities. |
See Some Examples
The pictures below identify:
Building sentences from the class poem
Identifying numbers with symbol and name
-Beginning to write short sentences based on student preference eg. I like....
Writing and counting from 1 - 10
Visual counting snake for students to reference their learning
Learning healthy Lifestyle choices
Building sentences from the class poem
Identifying numbers with symbol and name
-Beginning to write short sentences based on student preference eg. I like....
Writing and counting from 1 - 10
Visual counting snake for students to reference their learning
Learning healthy Lifestyle choices
References:
Anderson, K (2007). Tips for teaching: Differentiating instruction to include all students. Retrieved 7 September, 2015 from http://www.dentonisd.org/cms/lib/tx21000245/centricity/Domain/900/diffedincludeall.pdf
Australian Curriculum Assessment and Reporting Authority. (2013). The Australian Curriculum. English: Foundation. Retrieved 9 September from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1
Bandy, J., Bruff, D., Clariborne, L. & Morrell, J. (2012). Centre for Teaching: Teaching outside the classroom. Vanderbelt University Press. Retrieved 29 September, 2015 from
https://cft.vanderbilt.edu/guides-sub-pages/teaching-outside-the-classroom/
Eather, A. (2015). (personal communication, September 5, 2015)
Hattie, J. (2010). Visible Learning. Retrieved 29 September, 2015 from http://visible-learning.org/
Jensen. E. (2009). Teaching with Poverty in Mind. Retrieved 12 September, 2015 from http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx
McIntyre, J. (2015). University of Southern Queensland. EDP3333: Curriculum and Pedagogy. Course Materials. Retrieved from http://usqstudydesk.usq.edu.au/m2/course/view.php?id=7584
McMillan, J. H., and Hearn, J. (2010). Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. Retrieved 29 September, 2015 from https://lor.usq.edu.au/usq/file/f162adf7-69c1-44ad-a953-b8ad301d60aa/1/Student%20self%20assessment.pdf
Northern Territory Government. (2012). Department of Education. Differentiation mat:
Research based strategies that work Marzano. Retrieved 5 September 2015 from, http://ed.ntschools.net/ll/team/teach/_layouts/WordViewer/Research%20based%20strategies%20that%20work%20Marzano%20poster%20-%20Converted.pdf?d=Fe86bd07e6af445e792b0d5ab6298852fm357a109a37b04f1ba2ff013ee8280590mf20b5fb826a14982a481a11aca22b782m&z=F20B5FB8-26A1-4982-A481-A11ACA22B7823&type=printpdf
Northern Territory Government. (2012). Department of Education. Early Primary Teachers’ Toolkit: Planning and programming in early primary. Retrieved 12 September, 2015 from http://ed.ntschools.net/ll/teach/ey/Pages/EarlyPrimaryToolkitPlanning.aspx#Reporting
Taylor, M. (2010). Teaching Generation Next: A Pedagogy for Today’s Learners. Retrieved 29 September, 2015 from https://lor.usq.edu.au/usq/file/e2b43d97-c6af-452a-97b9-388c3fbaf6f7/1/Teaching_Gen_NeXt.pdf
Anderson, K (2007). Tips for teaching: Differentiating instruction to include all students. Retrieved 7 September, 2015 from http://www.dentonisd.org/cms/lib/tx21000245/centricity/Domain/900/diffedincludeall.pdf
Australian Curriculum Assessment and Reporting Authority. (2013). The Australian Curriculum. English: Foundation. Retrieved 9 September from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1
Bandy, J., Bruff, D., Clariborne, L. & Morrell, J. (2012). Centre for Teaching: Teaching outside the classroom. Vanderbelt University Press. Retrieved 29 September, 2015 from
https://cft.vanderbilt.edu/guides-sub-pages/teaching-outside-the-classroom/
Eather, A. (2015). (personal communication, September 5, 2015)
Hattie, J. (2010). Visible Learning. Retrieved 29 September, 2015 from http://visible-learning.org/
Jensen. E. (2009). Teaching with Poverty in Mind. Retrieved 12 September, 2015 from http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx
McIntyre, J. (2015). University of Southern Queensland. EDP3333: Curriculum and Pedagogy. Course Materials. Retrieved from http://usqstudydesk.usq.edu.au/m2/course/view.php?id=7584
McMillan, J. H., and Hearn, J. (2010). Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. Retrieved 29 September, 2015 from https://lor.usq.edu.au/usq/file/f162adf7-69c1-44ad-a953-b8ad301d60aa/1/Student%20self%20assessment.pdf
Northern Territory Government. (2012). Department of Education. Differentiation mat:
Research based strategies that work Marzano. Retrieved 5 September 2015 from, http://ed.ntschools.net/ll/team/teach/_layouts/WordViewer/Research%20based%20strategies%20that%20work%20Marzano%20poster%20-%20Converted.pdf?d=Fe86bd07e6af445e792b0d5ab6298852fm357a109a37b04f1ba2ff013ee8280590mf20b5fb826a14982a481a11aca22b782m&z=F20B5FB8-26A1-4982-A481-A11ACA22B7823&type=printpdf
Northern Territory Government. (2012). Department of Education. Early Primary Teachers’ Toolkit: Planning and programming in early primary. Retrieved 12 September, 2015 from http://ed.ntschools.net/ll/teach/ey/Pages/EarlyPrimaryToolkitPlanning.aspx#Reporting
Taylor, M. (2010). Teaching Generation Next: A Pedagogy for Today’s Learners. Retrieved 29 September, 2015 from https://lor.usq.edu.au/usq/file/e2b43d97-c6af-452a-97b9-388c3fbaf6f7/1/Teaching_Gen_NeXt.pdf