CCs Reflections

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Action Research Reflection Questions

September26
  1. The main focus and purpose of this action research project was to investigate if the implementation of explicit learning intentions had an impact on student learning.
  2. The intended purpose was achieved. Student feedback was very positive. Students were able to clearly articulate what they were learning and why they were learning it. In many cases, students could also communicate how they could apply this learning to their lives now, and in the future.  Many students stated that having clear learning intentions and success criteria helped them to remain focussed and centred on the task at hand. One student noted, “it has helped me to plan out my work and not waste time.”  I observed a higher level of engagement when learning intentions and success criteria were provided compared to when they were not. I believe that this increased engagement directly related to students’ having a very clear understanding of the learning and expectations.
  3. From this research project, I have discovered just how important carefully framed learning intentions are to direct students’ attention to the learning, and how this can have such a positive impact on their learning. What I found most interesting about this project, however, was how focussed I became. Planning my lessons took deep thought and reflection as I considered just why I was teaching what I was teaching, what the purpose of it all was. By the time I came to present the lesson, I felt wholly prepared and confident. There was a real sense of purpose which I found empowering. Basically, like the children, I was more engaged and focused too.
  4. I would not consider any parts of the action research to pose problems but perhaps some small challenges. I did play around with the way I set out the Learning Intentions. There was a little bit of trial and error involved but all part of the learning journey.
  5.  I read a few of my colleagues’ blogs which I found very interesting and commented on a couple. Within my small PARTS team, we often sat together and shared ideas and asked advice on posts we were about to publish.
  6. I am grateful to be more blog savvy after this project, however, I still have a way to go. I had lots of trouble trying to upload photos and some of my posts were lost before publication. This taught me to always make a copy in word as backup. One of my future goals is to develop my blogging skills, and to start posting on class blogs about MEDIA.
  7. New professional needs that emerged from this project as stated above is to use blogging more to interact with students, teachers and parents.
  8. Initially, I was a little concerned about blogging and did encounter some problems. After some teething issues, I found the blog an excellent way of keeping a journal of my journey and receiving suggestions and feedback from other staff which helped to develop my learning/teaching. I also enjoyed reading other staff’s journeys. I felt that with the blogs, the considering evidence protocol was no longer necessary so I was fine with it being removed.
  9. I think the PARTS process was successful. All staff gained great insight from researching their PARTS questions and are now also familiar with blogging.
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September4

After some consideration, I have decided to alter my Learning Intentions further. The TIB (this is because) was not working well so I have decided to change it to-

WAILT? – Why am I learning this?

so the Learning Intentions for the older students are now presented in the following format:

WALT: We are learning to

WAILT? Why am I learning this?

I am successful when I can….

I will continue to observe, monitor and adjust as I go.

 

 

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LEARNING INTENTION VIDEOS

September3

Viewing the footage of interviewed students from level 4 on their learning in Media was affirming. It provided me with evidence that making the learning intentions explicit has made an impact. All students interviewed were able to clearly articulate what they were learning. Students were also able to express how the learning (in this case, learning to use formulas in MS Excel) would be beneficial in the future.  I did, however, feel that students were not completely sure as to how the learning would be beneficial for them in the present.  This has prompted some consideration to the tasks given, and made me question just how “real-life” and relevant to students’ lives in the HERE and NOW the tasks are. Providing students with rich tasks that are relevant to their lives now is something I endeavour to focus on. Hopefully this will mean that students will be able to not only articulate what they are learning and how it will help them in the future but also how it can be used or is relevant to them in the present.

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Experimenting with WALT, WILF, TIB

September3

After experimenting using the acronyms –  WALT, WILF and TIB, I have decided to make some adjustments. I found that using all three acronyms is far too much information for the younger students to grasp. It’s word overload! So I have kept it to WALT and WILF and ensure that the intention is short and specific. As for the TIB, I just explain this verbally. I still include the written TIB for the older students. I have now decided to no longer use WILF as I felt this was a little too teacher centred – What I’m looking for… It seemed to disregard the students. This issue was discussed with members of the PARTS team and we agreed to amend WILF to I am successful when I can.. This is much more student focussed. I will trial this and see how I go….

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PARTS RESEARCH QUESTION

May29

What effect does the explicit articulation of learning intentions have on student learning in my subject?

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WALT, WILF!

May29

In our Team, we discussed the below terms

WALT – We are Learning To…. (Learning Intention)

WILF –  What I’m Looking For (success criteria)…

TIB – This is Because…

We have decided to trial the above terms WALT,  WILF as opposed to Learning Intentions and Success Criteria, as we feel it is more child friendly.

We will see if this new terminology is successful by students’ ability to articulate the learning intention.

 

 

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It’s all about the Learning not the Doing…

May29

Why Learning Intentions????

http://www.assessmentforlearning.edu.au/professional_learning/modules/learning_intentions/learning_intentions_landing_page.html

Learning intentions

 

This Professional Learning module focuses on the importance of making explicit for students what they are going to learn. The learning intention (or objective) for a lesson or series of lessons is a statement which describes clearly what the teacher wants the students to

 

  • know
  • understand; and
  • be able to do

 

as a result of the learning and teaching activities.

 

The teacher knows why the students are engaged in a particular activity, but the students are not always able to differentiate between the activity and the learning that it is meant to promote. A carefully framed learning intention will direct students’ attention to the learning. The learning intention emphasises what the students will learn, rather than what they will do.

 

The teacher shares this learning intention with her students, either orally or in writing. Sometimes the learning intention is written on the board and shared with students at the beginning of a lesson or unit. At other times it is not mentioned until after the engagement activity.

 

The learning intention could also be called the learning objective or goal. The terminology is not important, but the purpose certainly is.

 

The following links explore learning intentions in more detail.

 

Background

When students know the learning intention of a lesson, they

  • are helped to focus on the purpose of the activity, rather than simply completing the activity;
  • know where to focus their efforts – ie which part of the activity actually encompasses the learning;
  • are more likely to stay ‘on task’ and less likely to be confused or distracted;
  • can take more responsibility for learning.

Focusing on the learning – the skills, knowledge and understanding – rather than on the context has the advantage of making it more likely that students will be able to transfer their learning from one context to another.

Examples of learning intentions

The learning intention is expressed in terms of knowledge, understanding and skills, and links directly with the relevant curriculum document.

The design of learning intentions starts with the answers to these questions.

  • What do I want students to know?
  • What do I want students to understand?
  • What do I want students to be able to do?

A certain challenge exists for teachers in translating the knowledge, understanding and skills of a published curriculum into learning intentions whose language is accessible to their students, but time spent on this preliminary step is in itself excellent professional learning.

Some schools have made this ‘unpacking’ of the curriculum a focus of teacher meetings. The result, they claim, is that all teachers have a much better understanding of the curriculum itself, and there is an increased confidence in the consistent quality of teaching across classes.

 

 

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It’s all about the Learning & not the Doing!

May1
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Vision Statement – MEDIA

February6

My vision for 2013 is to encourage students to become responsible, confident and competent users of ICT, in order to enhance and enrich their learning.

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