Clarity: What does it look like? T3 '17

Clarity: What does it look like?     Being clear about what is to be learnt.
Staff mini-enquiry for Term 3

Resources : Evaluation Associates website for rubrics of clarity in teaching and learning. Also teacher capability matrices
TKI

How do we know they are learning?
Children need to say where they are in the progressions.
Narrow the progressions down to a relevant (single) skill/strategy etc across a number of levels.
This will enable them to identify their next learning step and reflect on what they have achieved.
Their learning will be embedded in the progressions. Self and peer assessment focuses on a small number of learning steps and is relevant to success criteria and progressions.

"Self assessment is when a student looks at their own work and recognises the quality of what they have done. This enables them to also see what they haven't done and therefore to adjust their work so that it does meet the standard of the quality required. It can happen at any stage of the process". Evaluation Associates

Next learning steps for me as teacher:

1. Take what Iwill be teaching for the week and make progressions for it in the modelling books or on sheets of paper on the classroom wall.
2. Explore TKI for self assessments."Assessment on line" for ideas, powerpoint etc
3. Develop specific self-assessments using a variety of modes.
4. Introduce kiddie-speak rubrics to identify writing learning and goals.
5. Identify where I am on the clarity rubric prior to observations. 
6. Set my own goal from the rubric.