"Today we are learning to..."

Learning intentions are an important aspect of teaching and learning. As teachers we are encouraged to share learning intentions with the students so that they see the purpose of the lesson and to help enhance their learning. It is important that the learning intention is not only made explicit to students, but is also stated so that students clearly understand it. I am very much an advocate for making learning intentions clear for students, yet I fear that in some classrooms and schools across the country, students are faced with the constant sound of "Today we are going to be learning to..." at the beginning of each lesson. As Clarke (2003) states, "It is very common now for teachers in UK schools to share learning objectives with children at the beginnings of lessons. However, I wonder if, for many children, their school world now consists of a conveyor belt of learning intentions, one lesson after another, with no coherent framework to link them meaningfully together" (p. 24). This is of course a concern that teachers need to be aware of - the students do need to have an understanding of the big picture and how this new learning will fit in.

My concern also, is that the fun and enthusiasm could potentially be taken out of lesson introductions. I thought the whole idea was to get students enthused and curious about new learning and then bring it back to the learning intention? This doesn't have to happen every time...but lets mix it up rather than going too far down the prescriptive track. For some students, especially in the senior levels perhaps, you could lose them in the first sentence of your lesson if it is something that they think they don't want to do. This concept is of course nothing new. As I said, I'm all for making learning intentions explicit, but lets not take the fun out of it for the students (and even the teacher) by potentially taking student's enthusiasm away for new learning by always (or even almost always) beginning each lesson with "Today we are learning to..." or having a deep and meaningful about the WALT. Your thoughts??

Thanks,
Angela

Digital Learning and Assessment Practice in the Classroom

We live in a world where digital technology is all around us. As a result, there is increased emphasis on digital learning in classrooms, where students are being equipped with the skills to utilise ICT equipment and programmes to support their learning. The revised New Zealand Curriculum promotes e-learning stating, "Schools should explore not only how ICT can supplement traditional ways of teaching, but also how it can open up new and different ways of learning" (Ministry of Education, 2007, p. 36).

We are beginning to see more use of digital technology in regard to assessment practice and in reporting to parents. For example, initiatives such as electronic portfolios and databases where parents and students can access and engage with their own assessment records, is destined to become more common place. The introduction of e-Astle also includes the use of digital technology and so on...but what about in the classroom? How can we better utilise digital technology in regards to assessment practice in the classroom?

I believe that if digital learning can enhance student learning, it could also enhance student's formative assessment practice. It has the potential to not only increase student engagement, but also offers a new forum for students to practise and further develop their assessment skills. Blogging, for example can be a great way of getting students to self-assess and reflect on their own learning. It also provides the perfect opportunity for students to practise giving feedback to others and of course receive feedback themselves. The audience for students work also widens, where students can receive feedback on their work from not only their classmates and teacher, but also from parents/caregivers and further afield! As a result, students can see real purpose behind the work that they do, they get increased ownership over their work, and get the opportunity to further develop their ability to assess their own work and constructively critique the work of others. I know that the classes involved in blogging at our school have found this to be a really successful addition to their classroom programme. The students are enthused and motivated and want to reflect on their work and hear what others have to say.

I would be really interested in hearing any ideas that you have in regard to how we can utilise digital learning effectively to further enhance assessment practice in the classroom...

Thanks,
Angela

Strengthening the Assessment Capability of Teachers

Firstly, thanks for your feedback in regard to my first blog entry. Your interesting and thought provoking comments have certainly given me food for thought! In this blog posting I would like to pick up on the issue regarding the assessment capability of teachers, which also came through from some of your comments.

In order to have 'assessment capable' students, we inevitably need 'assessment capable' teachers. As it states in the DANZ document, "Students will develop assessment capability of the kind we have described only if teachers and school leaders themselves have genuine assessment capability and are appropriately resourced (p. 24). In my experience (in the schools in which I have worked), I have found that the professional development regarding formative and summative assessment has usually been integrated with specific learning areas. This professional development has either been conducted in house or with the involvement of specialists or outside consultants. My current school have just got involved with e-asTTle, but other than that I have not personally been involved in any professional development or Ministry contracts focusing purely on assessment.

Although it is important that assessment is embedded in the learning process as assessment informs future learning, perhaps when it comes to professional learning we should be focusing on 'assessment for assessment's sake'. In the DANZ document it states, "It appears that teachers do not typically 'catch' assessment capability from other professional learning" (p. 27). What are your thoughts on this statement?

I believe that if we want assessment capable students, school leaders need to ensure that appropriate professional learning and resources are provided for teachers to up skill in this area. In order for this to happen more consistently across the country, I believe that the Ministry needs to step up, open their wallet, and provide better professional development on formative assessment that more schools are able to access and in turn more students can benefit from. If we want assessment capable students in the 'genuine' sense, we need teachers who have the knowledge and disposition to make this a reality.

I'd value your feedback or thoughts on this topic...

Thanks
Angela