My Assessment tracker:
SoW Breakdown:
L1: Pattern project - designing final print and transferring to Poly tile
L2: Pattern project – Printing Maquette (WWW, EBI)
L3: Pattern project - Printing - final print
L4: Year 8 Assessment
L5: Pattern Project – Printing – Final print part 2.
L6: Pattern project - Photograph/ make images
L7: Pattern Project – Shigeki Matsuyama research page
L8: Pattern project – Opening Doors 1
L9: Pattern project – Opening Doors 2
Asterisk Log:
HE – L4-9: Student falls asleep in class and is unable to be woken. He says he is tired from his lessons that day, and he has a note from doctor. Concern for Chronic Fatigue passed onto appropriate teachers
HE – L8: When student awakes from sleep, they have been salivating profusely, and is covered in a thick yellow substance. Assisted him in cleaning it up, but caused other students in the class to have ‘involuntary physical responses.’ His mother contacted the school to complain that he had been bullied in the class. Explained to parent that the class is actually very supportive environment, although students cant control involuntary bodily responses, they are happy to have HE in the class with them.
HE – L9: Extra care taken to ensure HE feels safe within the class and is not being ‘bullied’ by other students
VK – L1 -9: Student goes to bathroom 3 – 6 times per lesson. Parents and teachers aware ergo not reported on Bromcom Toilet pass system.
What have you learned from the tracking exercise?
It's important to review students that do not engage with learning between lessons and focussing on those students in the next lesson.
How have you designed your tracker? why?
Student Attainment and effort is assessed and evaluated, but not engagement with lessons. I was more interested in how they engage with the lessons and how does this support learning.
This was to account for students that are disruptive with the lesson but are helpful with tasks that distract them from learning, being given the same effort and attainment as students who engage passively, but do't participate.
How did it fit into, Supplement or extend pre-existing departmental processes?
It supplemented the understanding of each student, by investing complexities and nuances in learning, revealing the quiter students in the class and allowing for their potential to be challenged and encouraged.
How did it impact on your teaching?
As a teacher, I was more aware of engagement. Utilising techniques like 'I see the same students understand this, share with your partner and let's feedback in a bit.'
I also gauged class understanding on a mroe individual level. (rather than through the engaged HAPs and Disruptive LAPs alone, but through a focussed inclusion on the silent majority.
How did it impact on pupil progress?
In evaluating individual student progress, they benefitted from a reflective teaching practice.
What are its shortcomings in light of today's session?
How will you adjust it?
It's important instead, to track understanding at the end of the lesson, of meeting the learning objectives, too measure how they are developing.
This can be really useful to refer to during parents evening.
This is something that can be very quick and profitable to install within every class, reviewing them after each lesson.
Коментарі