Criteria:
Use critical inquiry and problem-solving effectively in their professional practice
Key Indicators:
i. Systematically and critically engage with evidence and professional literature to reflect on and refine practice
Launching Complex
Tasks
By
Kara J. Jackson, Emily
C. Shahan, Lynsey K. Gibbons, and Paul A. Cobb
Complex tasks encourage students to find multiple answers
and use multiple strategies.
Launching a task effectively is vital as the teacher is then
not relaunching the task rather than roaming and assisting
Don’t suggest one specific way even as an example
Critical elements:
1.
Rich tasks often include real world problems.
Ensure that the context is familiar and understood by all students eg vocab
2.
Ensure the key mathematical principles are
understood. Not strategies but the Maths working in it. Get students to explain
them and then other students to rephrase and repeat to ensure everyone
understands.
3.
Develop common language to describe the key
features of the task. This isn’t the context but the normal language used in
the task such as create, ensuring all students understand. Think of ESOL.
4.
Maintain cognitive demand. Don’t provide a
strategy as this will mean students will all solve the task in a similar way
and won’t allow for rich discussion at the end.
Reflection:
I am unsure how rich tasks will work with the students at my
level as they don’t have the toolbox of strategies to work with. Will need to
think how this will work and how we can run it with our students.
Know thy impact:
By
John Hattie
Feedback has one of the highest effects of students learning
Feedback can be equally ineffective as it can be effective
3 important questions for teachers to ask themselves:
1.
Where is the student going? – What it would like
when they achieve their goal
2.
How is the student going? - What they need to work
on (gaps etc) to make it to the goal
3.
Where to next? – Where the student will go to
next or can start learning about after achieving their goal
How to make feedback
effective:
Aim of feedback is to reduce the gap of where students are
and where they should or could be. Demonstrate how they can achieve this goal.
Make it clearly visible for the students
Ensure students understand the feedback – get students to
explain back what they are working on to ensure they understand what they are
working on. If it is specific to a few students make sure they know it is them.
Seek feedback from students – this allows you to recognise
what the students need and how can you be of more assistance
3 levels of feedback:
1.
Task feedback – how a student can improve at a
specific task
2.
Process feedback – what a student can work on
for a specific strategy (smaller attribute of the task)
3.
Self-regulation feedback – students assessing their
own work and what they can do to improve
Tips that help
feedback:
Disconfirmation – listen to a student’s wrong ideas and work
through an example that allows the students to recognise this and work on how
we can fix it
Formative assessment – by itself unhelpful for students but
helpful for teachers. Teach how to receive feedback from this.
Instruction first – listen to student to talk and encourage
discussions. If these discussions reveal students don’t understand sometimes
best idea is to reteach it
Tips the hinder
feedback:
Praise – although good and positive takes away from the
feedback. They will often ehar the praise first but miss the feedback.
Peer feedback – A lot of the feedback is incorrect. A rubric
can help guide this and make it more effective, if precise and clear
Reflection:
I struggle not putting praise in with feedback but will work
on keeping them separate to see how it affects learning. I need to work on
providing feedback while students work rather than the end or revisiting it as
they will often have forgotten by the next lesson.
ii. Respond professionally to feedback from members of their learning community
iii. Critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of Äkonga
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