Friday, 26 July 2019

COL PD: Monitoring and Identifying Change to Practice

During our COL Meeting, we spent some time with Aaron and Hanna discussing where we are at this time in our Inquiry process. Below are the points to ponder from that discussion.

Aaron and Hanna (WFRC)
Monitoring and Identifying Changes to Practice

Restate your Theory of Action:
The valued learning outcomes I want to improve for my students in this inquiry are….
The changes I am making to my teaching to improve their outcomes are…
The reasons why I think these changes in my teaching will be effective to my learners are…

By the end of you inquiry, you want to know what the changes are that have happened for the learners and what has been the reason for it? What has the teacher done that caused those changes?
-Pre/Post for student understanding ...also pre/post updates on what is being changed in the classroom by the teacher
-Implementation fidelity-How faithful are you as the teacher in making sure that the actual intervention is the planned intervention (how can I be sure that opportunities in the classroom are authentically occurring)

-As well as informal monitoring (lesson-by-lesson and minute-by-minute planning), it is useful for more formal checkpoints
-Reflection and Inquiry have two different purposes...Inquiry has evidence to back it up. Reflections are more about how did it go.
-More micro-formative assessments (ie mini-easstles for reading tests)
-Student voice is vital. Quick fire exit questions, or chats with some case study students.

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