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Road to Improved Student Learning

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Stuart Greig

on 13 December 2015

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Transcript of Road to Improved Student Learning

Stop 1: Attending the Workshops
• Why did we attend the workshops?

Stop 2: What Did My Teaching Look Like?
Stop 3: So Much Data!
Stop 4: Student Success
Stop 5: Skills v Knowledge
Stop 6: Student Growth
Stop 7: Why are you hearing this?
Road to Improved Student Learning
2015 miles
• Had a list of topics that needed to be covered.
• NAPLAN, ODT, PAT testing, pre-tests, teacher judgements, personal observations.
• Students seemed to be positive, enjoy the subject and the on-demand data appeared to show some improvement.
• What did the Aus / Victorian Curriculum say? How many of us are even aware of what’s in the curriculum?

• Students have a huge range of abilities. Are we really catering for them all?
• Because through doing this workshop, we realised that we have a huge amount of improvement to make to become a more effective teacher.
Improving student learning
Potential Potholes in the Road
• What did we expect to get out of workshops?
• Who is Esther?

• How did we feel walking out of the workshops?
• Had some set resources that were used year in, year out.

• Formative assessment was used, but how well?

• Finish a topic. Test the topic. Do the next topic.
• Used data for review / reporting purposes.
• Understanding of the Australian / Victorian Curriculum.
• How effectively were we using it? What exactly did it tell us?
• Importance of triangulating data and looking for “noise” in the data?
• Was it used for the end-of-year review or was it used to guide teaching?
• At the end of the day, what does success look like? How can I tell what success looks like for my weakest, strongest and all the students in the middle?
• Are the assessments we run actually going to measure that?
• Were the KLA’s adequate to demonstrate the skills we were looking for, or were they thrown together because there was a KLA coming up without much thought?

• Our focus was heavily on the content, not so much on the skills.

• Senior teachers often complain about students having gaps in knowledge, when application of skills is often the bigger underlying problem.
• Content is the facilitator of skills. Change of mindset needed.

• Don't dumb down the curriculum, up the scaffolding!

• Scaffolding support / literacy / numeracy support across other subject areas is crucial.
• One year's teaching for one year's growth.

• Don’t have to reinvent the wheel – the infrastructure is in place, having listened to teachers from other schools we are far more advanced in the journey than others.
• Nothing new here, it's just extending on the model of good teaching that we already use in the school.
• We've seen good stuff across different subject areas and links can be made between people at other schools.
• We are lucky enough to have Esther in the school next year.
Make teaching more
Full transcript