Foundations
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.