Professional Development - Jacque Allen

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  • How much teaching time do you have left this year? We need a sense of urgency

Looking at explicit teaching and time given to this for literacy. It is evident in a junior classroom that this is
significantly higher than other year levels. This exercise was interesting to do to see how many hours of
explicit teaching in literacy we have for the rest of this year. As a Aroha junior team it reaffirmed that we
were giving enough time to explicit literacy teaching time for our learners.

  • Feed-Up, Feed-Back & Feed-Forward


As a Aroha team we identified that we could continue to develop agency with our students by introducing peer feedback. Some ideas for implementation included;
  • using student learning coaches - where students would have to ask a nominated "super learner" to check that they had achieved the SC or completed their work to a 4 star level
  • Thinking about using 4 star stamps for feedback, this ties in with the rubrics we use in class for students to check the standard that they have completed their work
  • Developing speaking frames for students to use to ask for feedback / feedforward
St Joe’s Expectations of Pedagogy and Practise

    • Read and discuss in teams

    • Identify strengths & challenges (A+, B-, C) Personal (private) & Team rating

    • What will your team choose to work on this term?

  • As a team we decided to work on Feed-up, Feed-back and Feed-forward in particular developing peer to peer for student agency. Our goal is to develop independent learners who can ask their peers for feedback, instead of relying on the teacher majority of the time. This aims to free the teacher up to concentrate on teaching without many interruptions from students wanting to have their work checked.

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