I hope you have all settled into another busy term!!
There has been a great deal happening in Teaching and Learning to date.
In Term 1 staff and students participated in goal setting. This enabled students to set goals for their learning with their teachers. Goal Setting is one of 10 High Impact Teaching Strategies (HITS) and is a fundamental technique for teachers to make learning visible and relevant for their students. Furthermore, Professor John Hattie's extensive research findings demonstrates that establishing challenging goals, rather than 'do your best' goals, is a more effective way of setting expectations for students. Difficult yet achievable goals have an energising effect which motivates students to strive to the highest levels.
At the end of Term 1 students then presented and reflected upon their goals at the Three Way Interviews. Research outlines the benefits of Three Way Interviews as being;
Students are in the driver seat of their learning;
Students become responsible and accountable for their learning - their successes and challenges;
Students become advocates for themselves, discussing with parents and teachers how they can help them;
Empowers students as people and learners;
Student led conferences promotes deeper thinking.
In Term 2 the students were learning how to use technology to enhance and demonstrate their learning in Literacy and Numeracy. Students were then able to this learning to their families in the Three Way Interviews. This was a terrific way for students to further develop their skills in being active participants in the Three Way Interviews along with taking ownership of their learning. Furthermore this empowers students and builds school pride, along with promoting inclusion, intellectual engagement and self-awareness.
In Term 3 the staff are working hard in their levels to plan rich learning tasks that incorporate the high impact teaching strategies of structuring lessons, explicit teaching and multiple exposures.
A lesson structure maps teaching and learning that occurs in class. Sound lesson structures reinforce routines, scaffold learning via specific steps/activities. Planned sequencing of teaching and learning activities stimulates and maintains engagement by linking lesson and unit learning.
When teachers adopt explicit teaching practices they clearly show students what to do and how to do it. The teacher decides on learning intentions and success criteria, makes them transparent to students, and demonstrates them by modelling.
Multiple exposures provide students with multiple opportunities to encounter, engage with, and elaborate on new knowledge and skills. Research demonstrates deep learning develops over time via multiple, spaced interactions with new knowledge and concepts.
We hope that students and families are looking forward to another term of learning and encourage all families to be active participants in their child/ren’s learning journey.
Deputy Principal & Learning & Teaching Leader