As part of the #SAVMP George Couros has asked that we share how we ensure the learning we do goes viral. I believe through sharing our skills, our learning and our experiences we grow ourselves and those around us. I am always willing to give my time to share my own experiences and I truly value those that invest their time in me, whether that be one to one, a small or a larger group or even via the connected web and social media.
This term, in my own attempt to meet the diverse needs of our 70 odd staff, I facilitated two whole school PD sessions as part of a team working towards building strategies for better classroom practice and utilising technology. I chose to target Formative Assessment, as this follows from previous work we have been doing as part of our Differentiation Project, is something we know we can definitely improve and will impact student success and the promotion of growth mindset.
I began each session with a short introduction to the concept and provided staff with several options to choose from, each focussed on simple takeaways that teachers could implement in their classrooms. Fortunately I had a great group of people willing to give their time and expertise to lead workshops and share their examples and resources.
The first session included these workshops:
Peer critique: Staff gave examples how they promote useful peer critique based on the idea that feedback must be kind, useful and specific. Staff shared how they using GoogleDoc comments and Blog comments can facilitate and model peer critique for students.
Journals and portfolios as reflection tools: Staff shared how blogging can be used as journals, port folios and reflective spaces. Examples were also showcased for how to develop portfolios for the Arts.
Quizzes and surveys: Staff showcased PPTs for Who Wants to be a Millionaire and Jeopardy and explored how simple fun quizzes and games can provide valuable insight into student understanding and misconceptions that can be corrected in “Just in Time” lessons. Plenaries were also exampled as ways of revealing student attitudes, reflections and understanding.
Each workshop was led by at least two teachers who utilise these strategies in their own classes. They provided examples and templates for staff to develop right there and then to use in their classrooms.
Staff feedback from the session was overwhelmingly positive. The only criticism was that they wanted an opportunity to access the alternative workshops as well. As a result, we facilitated a similar session 3 weeks later, giving the same options but also adding a few differentiated strategies to include for their planning (RAFTs and Choice Boards).
Some workshops catered for up to 15 participants whilst others only had 5 or so. What was most appreciated by staff was that they had choice, they were not being dictated to but instead shared with.