Observation and PAC 2 June 2016

Observation and PAC 2 June 2016

PAC 2

My goal for this observation was to promote further learning by responding as a reader and using prompts.  The piece of writing was a poem and gave the students opportunity to use expressive and descriptive language.  A model had been used as the motivation, and 'remember to" drawn from this model.

Prompts I used for Reminder to draw attention back to the remember to's and : 
What am I listening for?
Show me where...
Tell me more about .....
I'm not sure this part makes sense ... listen as I read it to you .....

Reflection:  There was much improved student to student dialogue and less teacher voice. I was prompting the students to look deeper into their writing and to question each other more directly as readers. 

Next Steps:   (CR) Promoting further learning through effective classroom talk.  

Next Steps:  (Romy) To explore the I in PIE - to look at nonfiction writing and the genre he can choose from. (This goal needs to be tightened up)

Key Strategies involved in formative assessment

1.            Creating a classroom culture in which all involved see ability as incremental rather than fixed.

2.            Involving pupils in planning both appropriately pitched content and meaningful contexts.

3.            Clarifying learning intentions and establishing pupil-generated and therefore pupil-owned success criteria.

4.            Sharing multiple models and examples so pupils can see what the learning looks like and what quality looks like.

5.            Enabling and planning effective classroom dialogic talk and worthwhile questioning. (Dialogic talk  - give pupils a voice, a chance to discuss their learning, listen in a supportive environment, build on their own and others ideas, purposeful talk).

6.             Involving pupils in analysis and discussion about what excellence consists of – not just the meeting of success criteria, but how to best meet them.

7.            Establishing continual opportunities for timely review and feedback from teachers and pupils, focusing on recognition of success and improvement needs, and the provision of time to act on that feedback.