My journey to become a better teacher has coincided with my discovery of John Hattie’s Visible Learning principles, and I thought I’d record how my introspective reflection has led to my use of effect size, SOLO Taxonomy and visible learning mantra within my classroom.
I recently developed these posters, based on the Year 7 Australian Curriculum English, Mathematics, History and Science curricula (version 4.2). Each set of posters include the relevant outcomes and elaborations.
With our school moving across to the Australian Curriculum next year in terms of formal reporting, the question arose about how to tackle composite classes and the year-level specific content – mainly in the Science and History areas.
Students created a stop-motion music video outlining a typical school day for “Goollie” – a swamp hen student at our school. The music video was showcased at the Festival of the Arts Parent Open Night and the Festival of the Arts assembly.
A recent staff meeting discussion got me thinking about how teachers link their assessment to their formal reports. With a mind to reporting time, staff were questioning the current Department of Education guidelines regarding the allocation of A to E grades.
This year, I have been fortunate enough to have a support teacher with me for two morning a week – Gus. I’m normally an English/Integrated guy before recess, and a Maths guy between recess and lunch, but with this opportunity, I felt it was time to move maths to a morning slot to make better use of the extra hands and knowledge that was on hand.
A key focus of my student records is trying to make the process as seamless as possible from assessment to reporting to parents. Over the last few years, I’ve developed my assessment process, and this year, adapted it to the Australian Curriculum.