Characteristics

The development of the 3 R's over time has certain clear characteristics which are shared across all the domains. These characteristics are derived from our analysis of the learning problems we are working to solve:

Some of these learning problems are:

• impoverished language

• non transfer of skill,process & knowledge across domains

• the need for things to be explicit rather than implicit or found by inference

• "they don't get it by osmosis"

• the need for immersion prior to learning and for the gifting of knowledge rather than the finding of it.

Some characteristics are:

• direct instruction in very small groups

  • a good percentage of our children miss the point when taught in a large group

  • group size needs to be appropriate to the learning needs & developmental stage of the students

• effective consolidation activities that promote the learning from the direct instruction whilst not with the teacher.

  • use of the Literacy Cycle

  • Learn, Create, Share

  • focused practice work

• specific teaching of knowledge, skills and processes

  • delivery of domain specific content which the teacher must be conversant with first

  • consistent delivery in all classes

  • delivery on an appropriate and sequential continuum. Our children's learning can be seriously damaged if 'bits are missed out'.

• a metacognitive way of conducting the teaching/learning transaction

  • use of learning intentions

  • use of rubrics where appropriate

  • children understanding what they are trying learn and how they will know when they have learned it

• Assessment

  • formative assessment will include regular and meaningful feedback-feedforward to help students improve their work

  • formative assessment against learning intentions and using rubrics so students know when they are successful and why

  • formative assessment to help teachers know what to teach next and how

  • summative assessment to help us link evidence to practice along with systems like classroom observations and conferences

  • summative assessment so we can can determine shift and value added for individuals, cohorts, classes, areas and the school over more extended periods of time, typically 6 months or an academic year.

  • summative assessment that can be combined with formative and qualitative information so we can continue improving our curriculum development and delivery.