Presentation on theme: "Sandra Pizaro Planning templates Who has used the writing moderation kit – how? How do you provide feedback to your school? What teacher/s or content area."— Presentation transcript:
Sandra Pizaro 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? Session 4 Review
Sandra Pizaro Working with writing? Session 5 Secondary School Learning Leaders Providing Feedback
Sandra Pizaro The Writing Moderation Kit A tool kit for looking at student work Progression Points Writing Continuum Writing Samples Its 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 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 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 Finding teaching strategies Conferring with the student/s researching Ask questions Meet with colleagues to discuss
Sandra Pizaro Providing effective feedback Feedback for learning Oral Written
Sandra Pizaro 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 Building Academic Vocabulary… What vocabulary would be needed by students? What vocabulary would be needed by teachers?
Sandra Pizaro 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 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 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 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 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
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