LTLL Mid-point GatheringLTLL Mid-point Gathering

St Laurence’s School, FORBESSt Laurence’s School, FORBES

What did we set out to do?What did we set out to do?

Focus 1: The transformed learner

Focus 2: Teacher as Leader

Focus 5: Educative Leadership (leadership for professional learning)

Focus 6: Authentic Learning (Assessment FOR and AS learning)

Learning journeys / 3

way interviews

Engaged learners

Reflecting

Integrate ICT

Teacher knowledge and skill development

Authentic learning experiences

Authentic assessment

Learning from

colleagues

Provide meaningful feedback to students

and parents

Why?Why?Focus 1Focus 1: The transformed learner: The transformed learner

We want our students to be excited by learning, We want our students to be excited by learning, to be critical and creative thinkers and problem to be critical and creative thinkers and problem solvers.solvers.

We want to try different ways of teaching to We want to try different ways of teaching to accommodate different learning styles while accommodate different learning styles while providing ‘real’ learning experiences.providing ‘real’ learning experiences.

We saw the need for a better use of technology We saw the need for a better use of technology

within the curriculum.within the curriculum.

Why?Why?Focus 2Focus 2: Teacher as Leader: Teacher as LeaderFocus 5Focus 5: Educative Leadership (Leadership for : Educative Leadership (Leadership for

professional learning) professional learning)

We want to provide our students with authentic learning opportunities We want to provide our students with authentic learning opportunities to assist them to become transformed learners.to assist them to become transformed learners.

We want to become more skilled on how to provide authentic We want to become more skilled on how to provide authentic learning experiences.learning experiences.

We want to continue to learn; build our knowledge, skills and to We want to continue to learn; build our knowledge, skills and to also change our practice.also change our practice.

We want to become more active in our contributions to the We want to become more active in our contributions to the educative leadership of our school.educative leadership of our school.

We want to seek professional learning opportunities outside of We want to seek professional learning opportunities outside of the school while also utilising the many skills of our teaching the school while also utilising the many skills of our teaching staff to share their knowledge and skills in school based staff to share their knowledge and skills in school based workshop sessions.workshop sessions.

Why?Why?Focus 6Focus 6: Authentic learning (Assessment FOR and AS : Authentic learning (Assessment FOR and AS

learning) learning)

We want to become more confident and build our skills We want to become more confident and build our skills when assessing our students.when assessing our students.

We want to provide our students with authentic learning We want to provide our students with authentic learning experiences and learn how to use authentic assessment experiences and learn how to use authentic assessment strategies to inform our teaching.strategies to inform our teaching.

We want to make assessment an integral part of the We want to make assessment an integral part of the teaching and learning process; basing our assessment teaching and learning process; basing our assessment on the curriculum and using the assessment data to on the curriculum and using the assessment data to shape our teaching and learning. shape our teaching and learning.

We want to become more effective at providing regular, We want to become more effective at providing regular, clear and meaningful feedback to students and parents.clear and meaningful feedback to students and parents.

What have we actually done?What have we actually done?

Developed an action plan.Developed an action plan.

Surveyed the teaching staff regarding Surveyed the teaching staff regarding Professional Development interests.Professional Development interests.

Surveyed the teaching staff regarding their areas Surveyed the teaching staff regarding their areas of expertise and colleagues that they would like to of expertise and colleagues that they would like to observe in ‘action’ to appreciate and learn from.observe in ‘action’ to appreciate and learn from.

Scheduled Professional Development Workshops Scheduled Professional Development Workshops into the staff meeting agenda utilising the skills of into the staff meeting agenda utilising the skills of ‘guru’ staff members.‘guru’ staff members.

What have we actually done? What have we actually done? (continued…)(continued…)

Implemented Learning Journeys/Three Implemented Learning Journeys/Three Way Interviews K-6 (Term 1 & Term 2).Way Interviews K-6 (Term 1 & Term 2).

Surveyed teachers, parents and students Surveyed teachers, parents and students regarding the Learning Journey/Three regarding the Learning Journey/Three Way Interview process. Way Interview process.

Organised and allowed teachers to be Organised and allowed teachers to be released to observe their colleagues in released to observe their colleagues in ‘action’ to appreciate and learn from them.‘action’ to appreciate and learn from them.

ES1~ Term 1 Learning JourneysES1~ Term 1 Learning Journeys

ES1~ Term 2 Learning Journeys/3 Way InterviewsES1~ Term 2 Learning Journeys/3 Way Interviews

Prior to the 3 Way Interviews, Prior to the 3 Way Interviews, students ‘flagged’ 1 page in each work students ‘flagged’ 1 page in each work book (all KLAs) with a yellow tag and 1 book (all KLAs) with a yellow tag and 1 page with a blue tag, giving reasons for page with a blue tag, giving reasons for their choice.their choice.

Students took their families on a Students took their families on a journey of their learning around the journey of their learning around the classroom starting at station ‘1’ through classroom starting at station ‘1’ through to ‘6’.to ‘6’.

Students explained what they have Students explained what they have learnt, what was easy/enjoyable and learnt, what was easy/enjoyable and what was tricky/difficult.what was tricky/difficult.

Students then showed their families Students then showed their families their workbooks, specifically their their workbooks, specifically their ‘flagged’ pages, explaining reasons for ‘flagged’ pages, explaining reasons for their choice.their choice.

Stage 1~ Term 1 Learning JourneysStage 1~ Term 1 Learning JourneysYear 1Year 1Our main focus for our learning journey this term was LiteracyOur main focus for our learning journey this term was Literacy(Reading/Writing):(Reading/Writing):

In each child’s reflection folder we included a checklist of reading In each child’s reflection folder we included a checklist of reading and writing strategies that Stage 1 would be focusing on this year. and writing strategies that Stage 1 would be focusing on this year.

Included in Year 1’s folder was a reader ‘flagged’ to highlight some Included in Year 1’s folder was a reader ‘flagged’ to highlight some of the above reading strategies.of the above reading strategies.

Included in the folder was a reader, ‘flagged’ with stickers to Included in the folder was a reader, ‘flagged’ with stickers to highlight some of the above reading strategies. highlight some of the above reading strategies.

ICT:ICT: Focused on Persuasive Text writing. Focused on Persuasive Text writing.

Students selected topics and formed opinions. Students selected topics and formed opinions.

Students identified the persuasive devices used by advertisers. Students identified the persuasive devices used by advertisers.

Students created their own ads and reflected on the devices they Students created their own ads and reflected on the devices they used.used.

We recorded the ads onto a CD.We recorded the ads onto a CD.

Stage 1~ Term 2 Learning JourneysStage 1~ Term 2 Learning Journeys

Year 1Year 1

For our 3-way interview process we For our 3-way interview process we selected a sample from each KLA and used selected a sample from each KLA and used a selection of cue questions.a selection of cue questions.

Students practised the process with their Students practised the process with their Stage 3 buddies.Stage 3 buddies.

We showed a photo page as an We showed a photo page as an introduction followed by a classroom walk.introduction followed by a classroom walk.

Jack Nadin1B is lucky to have Jack in our class because he is always a friendly and happy young man. Jack works hard and likes to share his ideas. Jack loves to be challenged.

Can you see the line of Symmetry in our pattern?

We have been playing instruments to get ready for the Eisteddfod.I am playing the triangles.

We are going to perform ‘Minute Waltz’ by Chopin and ‘Hampster

Dance’.

Stage 1~ Term 1 Learning JourneysStage 1~ Term 1 Learning Journeys

Year 2Year 2 Introduced tagging work that reflected 3 Introduced tagging work that reflected 3

strategies we used well and 1 we found difficult strategies we used well and 1 we found difficult or had trouble with.or had trouble with.

Daily oral reflections with students regarding Daily oral reflections with students regarding their learning achievements and difficulties.their learning achievements and difficulties.

Practice sessions on talking to parents about Practice sessions on talking to parents about their learning journey.their learning journey.

Learning journeys sent home and returned. Learning journeys sent home and returned. Students then reflected on these.Students then reflected on these.

Stage 1~ Term 2 Learning JourneysStage 1~ Term 2 Learning Journeys

Year 2Year 2

3 Way Interviews used IWB technology as part 3 Way Interviews used IWB technology as part of students reporting to parents.of students reporting to parents.

Prompting questions near pieces of work that Prompting questions near pieces of work that students wanted to present to their parents students wanted to present to their parents during their ‘journey walk’ of the classroom.during their ‘journey walk’ of the classroom.

Books available on desks for students to show Books available on desks for students to show tagged work and discuss.tagged work and discuss.

Photos also used as part of interview process. Photos also used as part of interview process.

Stage 2~ Term 1 Learning JourneysStage 2~ Term 1 Learning JourneysReflection process:Reflection process: We looked at different ways of reflectingWe looked at different ways of reflecting

KWHL chartKWHL chart Mind MapsMind Maps Learning LogLearning Log Pre and Post assessmentsPre and Post assessments

Students were given opportunities to use each Students were given opportunities to use each of these reflective tools during Term 1.of these reflective tools during Term 1.

What did it look like?:What did it look like?: What did the students take home?What did the students take home?

Stage 2~ Term 2 Three Way InterviewsStage 2~ Term 2 Three Way Interviews

Students were given opportunities to utilise the Students were given opportunities to utilise the various ways of reflecting to assess their work various ways of reflecting to assess their work prior to the Three Way interview.prior to the Three Way interview.

Students were coached on the ways in which Students were coached on the ways in which they could present and discuss their learning.they could present and discuss their learning.

Year 4 utilised a Year 4 utilised a scriptscript to reflect and then report to reflect and then report on their work samples.on their work samples.

Year 3 utilised Year 3 utilised prompting questionsprompting questions that were that were displayed next to their work samples around the displayed next to their work samples around the room.room.

Stage 2~ Term 2 Three Way InterviewsStage 2~ Term 2 Three Way Interviews(continued…)(continued…)

Year 4 students presented their work utilising the Year 4 students presented their work utilising the ActivBoard.ActivBoard.

Year 3 students presented their work on a “Year 3 students presented their work on a “Walk Walk Around the RoomAround the Room” tour with their parents and ” tour with their parents and teacher.teacher.

Despite the different presentation formats, the Despite the different presentation formats, the interviews used similar interviews used similar reflection questionsreflection questions / / promptsprompts in order to explore their learning. in order to explore their learning.

E.g. This task was important to my learning E.g. This task was important to my learning because..because..

Year 3 – Year 3 – “Walk Around the Room” Tour“Walk Around the Room” Tour

An example of the students An example of the students ““Script”Script”

Year 4 - Using the Year 4 - Using the ActivBoardActivBoard

Stage 3~ Term 1 Learning JourneysStage 3~ Term 1 Learning Journeys

Movie Maker was a tool Movie Maker was a tool used by some of the used by some of the children to present their children to present their science work. The science work. The children made use of the children made use of the various cameras to various cameras to present their progression present their progression of their work.of their work.

The children tagged their The children tagged their writing books to show the writing books to show the progression of their progression of their writing through planning, writing through planning, drafting, editing and drafting, editing and publishing.publishing.

Stage 3~ Term 2 Learning JourneysStage 3~ Term 2 Learning Journeys In Term 2 Stage 3 decided to teach the children In Term 2 Stage 3 decided to teach the children

‘Power points’. ‘Power points’.

This was to teach the children new ways of This was to teach the children new ways of presenting their work. presenting their work.

The children combined PDHPE and HSIE into The children combined PDHPE and HSIE into one presentation that was used in their 3 way one presentation that was used in their 3 way interviews with their parents, as well as tagged interviews with their parents, as well as tagged work in their Maths, Religion (on Mary), English work in their Maths, Religion (on Mary), English books as well as their major assignment of an books as well as their major assignment of an artist study (this was an opportunity for the artist study (this was an opportunity for the children to present their work in their own children to present their work in their own preferred style e.g. booklet, poster, PowerPoint, preferred style e.g. booklet, poster, PowerPoint, Movie Maker etc)Movie Maker etc)

Definition of a drugDefinition of a drug

A substance that A substance that effects the effects the senses or your senses or your mindmind

Drugs are so bad MMM

Kay?

How did our plans change along How did our plans change along the way?the way?

We went into much greater detail and depth than we We went into much greater detail and depth than we initially anticipated.initially anticipated.

Timeframe – we did not expect it to be as involved Timeframe – we did not expect it to be as involved as it became with lots of collegial discussion as it became with lots of collegial discussion necessary.necessary.

An increase in use of technology in the classroom.An increase in use of technology in the classroom. Lots of revision and refining the process and the Lots of revision and refining the process and the

final product.final product. Making it an ongoing initiative.Making it an ongoing initiative. We set a scaffold for the 3 Way Interview process.We set a scaffold for the 3 Way Interview process. We introduced an online booking system for parents We introduced an online booking system for parents

to book the 3 Way Interviews.to book the 3 Way Interviews.

How successful have we been?How successful have we been? Teachers and students skills with reflecting have developed Teachers and students skills with reflecting have developed

during the process from Term 1 to Term 2.during the process from Term 1 to Term 2. An improvement in oral language skills – YEAH!!An improvement in oral language skills – YEAH!! Positive feedback from parents, students and teachers.Positive feedback from parents, students and teachers. Gained valuable ideas for areas of future Gained valuable ideas for areas of future

direction/development.direction/development. Teachers embraced this new pedagogy and have become Teachers embraced this new pedagogy and have become

confident.confident. It has given students ownership of their learning.It has given students ownership of their learning. Increased levels of student motivation and engagement.Increased levels of student motivation and engagement. Allowed students to represent their learning in different Allowed students to represent their learning in different

formats.formats. Students are starting to understand their preferred learning Students are starting to understand their preferred learning

style.style. Students are more tolerant of others (e.g. group work).Students are more tolerant of others (e.g. group work). Students and parents discussed aspects of their learning that Students and parents discussed aspects of their learning that

they may not have otherwise discussed.they may not have otherwise discussed.

What evidence do we have for What evidence do we have for this?this?

Teacher surveyTeacher survey ~ ~ (Focus 2: Teacher as Leader & Focus 5: Educative (Focus 2: Teacher as Leader & Focus 5: Educative Leadership – Leadership for Professional Learning)Leadership – Leadership for Professional Learning)

Parent survey resultsParent survey results ~ ~ (3 Way Interviews/Learning Journeys)(3 Way Interviews/Learning Journeys)

Student survey resultsStudent survey results ~ ~ (3 Way Interviews/Learning Journeys)(3 Way Interviews/Learning Journeys)

Teacher survey resultsTeacher survey results ~ ~ (3 Way Interviews/Learning Journeys)(3 Way Interviews/Learning Journeys)

Evidence - TeachersEvidence - TeachersQuestion:Question: With regards to Professional Development, what With regards to Professional Development, what

are the areas you would like to improve your knowledge are the areas you would like to improve your knowledge and skills?and skills?

Evidence - ParentsEvidence - ParentsStatement:Statement: Learning journeys/3 way interviews provided Learning journeys/3 way interviews provided me/us with a deeper insight into our child/ren’s learning.me/us with a deeper insight into our child/ren’s learning.

“We found the learning journeys & 3 way interviews to be a highly valuable & insightful experience. The interview, in particular, allowed us to see a whole new

side of our daughter that we would not normally see.” (Parent)

Evidence - StudentsEvidence - StudentsStatement:Statement: Did reflecting help you talk about your learning? Did reflecting help you talk about your learning?

“I was very excited to present my work to Mum and Dad. They loved seeing my work. I think learning journey’s are the go!” (Grace, Year 5)

“I liked doing our learning journey. I realised that I am good at more than I thought.” (Lily, Year 5)

Evidence – TeachersEvidence – Teachers

92%92% thought that this process helped the thought that this process helped the students in their class reflect on their learning.students in their class reflect on their learning.

85%85% thought parents were provided with a thought parents were provided with a deeper insight into their child’s learning.deeper insight into their child’s learning.

0%0% thought portfolios were a better tool than thought portfolios were a better tool than learning journeys in providing parents with learning journeys in providing parents with clearer information about their child’s learning.clearer information about their child’s learning.

Evidence – TeachersEvidence – Teachers

92%92% thought the time investment in the learning thought the time investment in the learning journey process was more relevant than time journey process was more relevant than time previously spent after hours on portfolios.previously spent after hours on portfolios.

92%92% thought developing consistency K-6 would thought developing consistency K-6 would support this process. E.g. KLA term focuses; use support this process. E.g. KLA term focuses; use of guiding questions in the 3 way interview. of guiding questions in the 3 way interview.

69%69% have noticed a significant improvement in have noticed a significant improvement in oral language skills and children’s ability to talk oral language skills and children’s ability to talk about their thinking.about their thinking.

What difference did our actions What difference did our actions make?make?

For staff:For staff: New skills (technology, reflecting, planning, New skills (technology, reflecting, planning,

programming, etc.)programming, etc.) Increased motivation and interest.Increased motivation and interest. Increased confidence.Increased confidence. Awareness that younger students are capable of Awareness that younger students are capable of

reflecting and reporting.reflecting and reporting. Awareness of students’ learning styles.Awareness of students’ learning styles. Provided with insightful information regarding students’ Provided with insightful information regarding students’

knowledge and understanding of what has been taught.knowledge and understanding of what has been taught. Collegial planning, reflecting and refining (sharing of Collegial planning, reflecting and refining (sharing of

ideas).ideas). Provided with authentic assessment evidence.Provided with authentic assessment evidence. Increased integration of technology into our classrooms Increased integration of technology into our classrooms

and into this process.and into this process.

What difference did our actions What difference did our actions make?make?

For students:For students: Increased levels of motivation and engagement.Increased levels of motivation and engagement. Ownership of their learning.Ownership of their learning. Flexibility to represent their learning in different Flexibility to represent their learning in different

formats.formats. An awareness and understanding of their An awareness and understanding of their

preferred learning style.preferred learning style. An increase in tolerance towards other students An increase in tolerance towards other students

(e.g. group work).(e.g. group work). Ensuring learning is a more rewarding journey. Ensuring learning is a more rewarding journey. A feeling of pride to be given the opportunity to A feeling of pride to be given the opportunity to

share their learning with their families.share their learning with their families.

3 Challenges3 Challenges

Keeping the reflecting process ongoing, of Keeping the reflecting process ongoing, of a high quality and an integrated a high quality and an integrated component of the programming and component of the programming and learning process in each classroom – learning process in each classroom – ‘work smarter not harder!’ ‘work smarter not harder!’

Educating the parents about the process.Educating the parents about the process.

For a number of reasons, keep to a For a number of reasons, keep to a timetable during the 3 Way Interviews.timetable during the 3 Way Interviews.

3 Learnings3 Learnings

Insights gained during the 3 Way Insights gained during the 3 Way Interviews about students’ knowledge and Interviews about students’ knowledge and understanding of what has been taught.understanding of what has been taught.

Finding out that younger children are Finding out that younger children are capable of reflecting and reporting. capable of reflecting and reporting.

Using technology is a valid tool to record Using technology is a valid tool to record learning and students quite easily adapted learning and students quite easily adapted to using it effectively.to using it effectively.

3 Questions3 Questions

What form will the Learning Journey/3 What form will the Learning Journey/3 Way Interviews take in Term 3 and Term Way Interviews take in Term 3 and Term 4?4?

How can we continually challenge our How can we continually challenge our students to set and measure learning students to set and measure learning goals?goals?

How can we successfully educate the How can we successfully educate the parents towards these changes?parents towards these changes?

The The End!End!Thank you for listening to Thank you for listening to our presentation.our presentation.