VITtpresentation

VIT Full Registrationby Esther Holt 2013

Thursday, 12 December 13

My Task *Choose a specific class and 4 - 6 week period to implement an ‘action inquiry’ on an area of my teaching.

I chose my RATW class

Weeks 5 - 10 of Term 3: during the

study of Human Rights & Religion

Reasons chosen, cohort description and

factors affecting learning can be found on page 4 of my VIT document.


*High level literacy*Low level Literacy*High engagement *Low engagement/

motivation*English as a second

language


Using the needs of the cohort to plan curriculum...

*Testing prior knowledge *Differentiation and student choice assessments *Modification of work


Specific Content

Adhered to VELS requirements, and expectations of

CSHS

Can be found on pages 8 - 13 of my VIT document, with colour coding as to the building of

particular skills or areas of the curriculum


Learning Outcomes and Assessment

What is the importance and framework of human rights post WWII, and how has this framework shaped the second

half of the 20th century and today? Details can be found on

page 14 of my VIT document

Primary questions, secondary questions, formative and summative assessment


Question for Inquiry

Pace

Narrative

Linking

Purpose

Introduction

Changes

Activities

Can be found on page

15


Hypothesis...If I do this....

Then the outcome might be.....resulting in........

If I set clear expectations at the beginning of every class, then the outcome might be that students are actively

listening and therefore more likely to engage further and produce high quality work.

If I clearly explain what is required in the transition to the

next activity, including the timeframe of completion, then the outcome might be that students

will be more engaged and be able to discuss the topics for longer; therefore producing more within

the timeframes.


Using the Helen Timperley Model to structure Inquiry..


Action Plan

Explicit Instructions

Clear time limits

Learning Intentions and linking

Page 17 of VIT document


Professional Research

Beginning of lesson structure

Examples of some resources I used

Observations of Colleagues

Discussions with Colleagues


Reflections on practice

Worked very well

Timer worked perfectly!


Change of focus....To discussion and questioning

If I regularly encourage and facilitate active discussion, then

the outcome might be that students can ‘make sense’ of information better, forming

opinions and analysing topics, and are therefore more likely to engage further and produce

higher quality work.

If I ask questions that encourage ‘higher-order thinking’ in students, then the

outcome might be that the students are able to discuss the topics for longer,

producing more within the timeframes and therefore be able to ‘synthesise’ and

‘evaluate’ more often, rather than simply ‘knowing’ and ‘comprehending’.

Page 23


Repeat Action plan... Actions: •Prepare possible questions that are higher up the bloom’s level before entering the classroom on the topics I know we will be covering.

•Create a ‘friendly’ and non-judgmental environment in my classes, encouraging students to have a ‘go’ at talking about things they believe they don’t know enough about.

•Set aside and allow for specific times for discussion.

Repeat of Helen Timperley modelMore professional

reading and learning


Focus on BloomsAim for here


ReflectionsI found general

discussion quite easy, however harder to ask questions at the higher

levels.

Difficult to come up with a lot of higher-

order questions prior to lesson

However, once debriefed with Cath McMahon, I realised that many of my questions could be

improved easily with some simple re-wording.


Student EvidenceActively followed 2 students throughout the inquiry period

Both Improved learning outcomes during the time

period

Different needs

Page 28


Student survey on

my teaching


Overall, I am extremely happy with the results, as they show that my inquiry was successful, yet still giving me areas to work on in the future.

Areas I’m interested in for

the future:

Continuing to as higher order

thinking questions, facilitate discussion,

differentiation, Checking student understanding


THE END


VITtpresentation

Education

secondary questions

possible questions

lot of higherorder questions

inquiry period

assessment primary questions

general discussion

structure inquiry

active discussion