Challenging Learning Template One
challenginglearning.com@[email protected]/challenginglearning
Children learn (sometimes better) without us
2
Top 3 Feedback Questions1. Where am I going?2. How much progress
have I made so far? 3. What are my next steps?
Maths criteria sheetwww.brightonsc.vic.edu.au
Writing Checklistwww.hipsburn.northumberland.eschools.co.uk
For exampleThe mud is squelchy and sticks to my wellies like
syrup
The ogre in my story is really quite shy but he pretends to be
brave and a bit bossy
Learning goalTo use descriptive words when writing about places
and characters
Sharp pencilTitleDateCapital LettersFull stopsDescribe the
characterDescribe the placeFirst, next, then, finallyAnd, but, so,
while, because
Fun action words (bounded, sprang)
Rhyming words (loud, proud, crowd)1. Draft2. Assess3. Edit4.
Mark5. Completewww.hipsburn. northumberland.eschools.co.uk
Introduction4+ sentencesProposition statedOutline of
narrativeContext of topic
Body of essay3+ paragraphs6+ facts per
paragraphInter-relationshipsArgument is relevantQuote with source
given
Conclusion3+ sentencesSummationProof of propositionSpecific
reference to assess/evaluateHistory Marksheet by Frank Egan
www.aranmore.wa.edu.au
I can actually see how to improve, its obvious.
Collect Samples
Best GoodAverage
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Previewing can double the rate of pupil progress (Hattie, 2012)
Preview clubs Home-prep Pre-course reading Small group
previewPreview
Homework average effect size = 0.29 Hattie, 2009
ES = 0.01ES = 0.54Preview 0.90
Gains in national tests Pupils supporting views with
reasonsTeachers using open-ended questions (in other
subjects)Number of questions asked by pupils Percentage of pupils
engaged throughoutIncidences of supporting what others have
saidIncidences of challenging what others have saidQuality of the
dialogue
Progress in P4C
From Challenging Learning, 2010
185GroupFeedbackPre-Post GainAttitudesAComments onlyBMarks
onlyCMarks and comments
30% gainNo gainNo gainPositiveTop 25% +Bottom 25% -Top 25%
+Bottom 25% -
The impact of grades & commentsRuth Butler (1997)
13
Assessing does not mean threatening (Clermont Universit)
PerformanceMasteryLow Value
British Journal of Educational Psychology, March 2013Negative
effect on girlsNegative effect on boysHigh grades for both
Do NOT look inside the boxDerren Brown: Trick or Treat
Learning Detectives
ListeningAsking questionsConcentratingGiving
reasonsParaphrasingConnectingConnectivesAdverbsMetaphorsLearning
Detectiveswww.amble.firstschool.org.uk
Individual Targets www.amble.firstschool.org.uk
ABCDEFHes making good progressShe is a delight to have in class
and always tries her bestIf he tried harder, he could really excelA
for effortAlways polite and willing to tryHe has the confidence to
say no
Achievement AND impactImpact (progress)Achievement1. High ALow
P2. High AHigh P3. Low ALow P4. Low AHigh P
0.4
NAPLAN Scores, Year 9Secondary College, Melbourne
Reading ScoresPrimary School, Victoria
Pre-Test 410 - = 6
Progress
ABFCDE540321GradeEffort
Focus on progress but more on that later
Breakthroughwww.stonefields.school.nz
Breakthrough
Stretch
Practice
The Language of Learning
challenginglearning.com@[email protected]/challenginglearning
Area of Focus Green/ Yellow/ RedTargets
RePersonal, Social and Emotional developmentI can work calmly in
the classroom.I can work well with others and take turns.
Communication and LanguageI listen really well.I can remember
what to do.
Physical Developmentysical de
ReadingI can answer questions about the pictures in my book.
WritingI can write my letters correctly.I can hold my pencil
correctly.
MathsI know what the numbers up to 10 look like.I can count 10
or more objects correctly.
Attendance/ Punctuality
Attendance
Punctuality
Behaviour
I can have positive playtimes.I can listen carefully on the
carpet.I can follow instructions.
EffortI can take my time with my work.I try my very best
