One of my priority learners has gained their first, of hopefully many credits in maths today. So what has attributed to this success?
Teacher action
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Student action/reaction
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Behaviour/Outcome
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Goal setting activity
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Goals set with actions needed for success
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Minimal shift in effort and engagement
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Achievement objectives from the NZ curriculum written in "student speak".
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Sense of ownership of the learning as objectives were clear
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Slight improvement in effort and engagement
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Use of the “Chunking” literacy strategy
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Evidence of “Chunking” was visible for each activity where the learner took contextual tasks of up to 15 lines long and condensed it into 5 bite-sized chunks.
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Engagement increased and more work was being attempted but it was insufficient for NCEA L1
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Shared a learning strategy called “Association”
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Learner looked for a fraction, decimal and percent, linked it to another number and then linked it all to a statement (what they were finding)
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The learner’s thought process was clear, but there was still a lack of evidential sufficiency for NCEA L1 (learner did not believe in their ability)
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Communication with whanau about how best we could both support the learner for success with NCEA L1
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Learner realised that he needed to take more responsibility for his learning as both teacher and whanau had great faith in his ability to achieve..
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Learner efficacy improved as the quality and quantity of work met the requirements for NCEA L1
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Constant reinforcement of my belief in his ability
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Learner had his eye on the prize, attempted and completed all set tasks, tracked his progress on the class tracking sheet and turned up to after-school study classes, voluntarily.
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Learner gained 4 credits in maths
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