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2014 Priorities

​Our current school priorities for 2014 are:

1. Improving learning outcomes in (a)Reading Comprehension, (b) Spelling and (c) Number Facts.

2. Consolidating teachers Explicit Instruction skills.

3. Implementing our new Responsible Behaviour Plan.

 

1. (a) Improving learning outcomes in Reading Comprehension.

  • Good reading comprehension is built on good fluency, world, word and text knowledge. However, the real test of reading is a student's "understanding" of what is read.
  • Our school has adopted a number of whole school reading comprehension strategies. All students will be taught how best to use these strategies to maximise their reading comprehension ability. Strategies include:

               - Consistent Text Processing Strategies

               - SCORE - Skim & Scan; Connect & Question; Organise your thinking; Read & Reflect; Be the Expert.

               - Top Level Structure - Text Purpose and Structure.

  • Students' comprehension ability will be closely monitored.
  • Students will have opportunities to work in "challenge" groups at their ability level a number of times each week.

 

1. (b) Improving learning outcomes in Spelling.

  • An essential component of students' writing skills is the ability to accurately spell.
  • Our school has adopted a whole school approach to teaching and learning spelling knowledge and skills known as the "I LEARN" strategy:

 

     I learn the common concepts/elements, patterns or rules!

     I learn to SYLLABIFY words!

     I learn DERIVATION (word meanings, word building, word families, word origin)

     I learn GRAMMAR (parts of speech, tense, function)

     I learn DART strategies!

     I learn the NO EXCUSE WORDS!

  • Students' spelling abilities will be closely monitored.
  • Students will have opportunities to work in "challenge" groups at their ability level a number of times each week.

 

2. Teachers' Explicit Instruction Skills

  • Teachers use Explicit Instruction as a default teaching strategy but particularly when teaching new knowledge or skills.
  • The complimentary roles of teachers and students in this teaching strategy is summarised as follows:

 

 Stage 1 - Sensational Start

Teacher's Role

  • Gain attention
  • State

              - By the end of the lesson you will know  . . . . . .

              - By the end of this lesson you will be able to . . . . . . .

              - This is important because . . . . . .

Student's Role

  • Listen attentively
  • Set personal target
  • Link this learning to previous lessons

 

Stage 2 - Deadly Delivery

I DO modelling

Teacher's Role

  • Explicitly teach knowledge
  • Explicitly model skills - Teacher Talk
  • Explicitly model thinking - Think Aloud

Student's Role

  • Look, listen and learn

 

WE DO guided practice

Teacher's Role

  •  Scaffold tasks
  • Analyse examples and non-examples critically
  • Provide visual, verbal and physical prompts
  • Require frequent responses
  • Gradually fade scaffolding
  • Check that students "get it" so they will be successful when working on their own

Student's Role

  • Contribute to group or class learning

 

YOU DO independent practice

Teacher's Role

  • Engage students in undependent learning task
  • Clarify and verify student understanding of the task
  • Differentiate (eg. expectations, activities)
  • Provide immediate affirmative and corrective feedback

Student's Role

  • Work silently - talk only to your teacher
  • Complete set tasks to show you are successful
  • Show high standards of work presentation
  • Reflect on learning
  • Link new learning with prior knowledge

 

Stage 3 - Strong Finish

Teacher's Role

  • Review and reflect on purpose and critical content
  • Assess student success - correct work
  • Provide student feedback
  • Evaluate - where to next based on student success

Student's Role

  • Reflect on learning
  • Link new learning with prior knowledge

 

3. Implementing our new Responsible Behaviour Plan

  •  Responsible student behaviour is the foundation for maximised learning outcomes.
  • Students are aware of our three School Rules

               - Always Be a Learner

               - Always Be Safe

               - Always Be Respectful

  • Students are explicitly taught school rules and behaviour expectations on a weekly basis.
  • There is a strong emphasis on recognising, acknowledging and rewarding responsible behaviour. Logical consequences are imposed for unacceptable behaviour.
  • Class 'Traffic Light' charts monitor and encourage responsible behaviour choices.
  • Responsible Behaviour Cards are issued to maximise home-school communication.